Document of The World Bank · 2016-07-15 · document of the world bank report no: icr00001729...

Document of The World Bank

Report No: ICR00001729

IMPLEMENTATION COMPLETION AND RESULTS REPORT (P115816, TF-94028)

ON A

GRANT

IN THE AMOUNT OF US$35.0 MILLION TO THE

REPUBLIC OF RWANDA

FOR A

EDUCATION FOR ALL – FAST TRACK INITIATIVE CATALYTIC FUND BASIC EDUCATION DEVELOPMENT POLICY GRANT

June 7, 2011

Africa Education Department AFMRWCT Africa Region

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

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

CURRENCY EQUIVALENTS

(Exchange Rate Effective April 28, 2011)

Currency Unit = Rwandan Franc US$ 1.00 = RWF 597

FISCAL YEAR

July 1 - June 30 (from July 1, 2009)

ABBREVIATIONS AND ACRONYMS

CEO Chief Executive Officer CF Catalytic Fund CFC Catalytic Fund Committee CPAF Common Performance Assessment Framework DFID Department for International Development (UK) DPO Development Policy Operation EQR External Quality Review FTI Fast Track Initiative GOR Government of Rwanda ICR Implementation Completion and Results Report IEG Independent Evaluation Group (of the World Bank) IP Implementation Progress KIE Kigali Institute of Education M&E Monitoring and Evaluation MINEDUC Ministry of Education NGO Non-Governmental Organization PDO Project Development Objective PRSG Poverty Reduction Support Grant SE Supervising Entity TSC Teacher Service Commission

Vice President: Obiageli K. Ezekwesili

Country Director: Johannes Zutt

Sector Manager: Peter Materu (Acting)

Task Team Leader: Margo A. Hoftijzer

ICR Team Leader: Olav Rex Christensen

REPUBLIC OF RWANDA Education for All – Fast Track Initiative Catalytic Fund Basic Education

Development Policy Grant

Contents A. Basic Information ....................................................................................................... ii B. Key Dates ................................................................................................................... ii C. Ratings Summary ....................................................................................................... ii D. Sector and Theme Codes........................................................................................... iii E. Bank Staff .................................................................................................................. iii F. Results Framework Analysis ..................................................................................... iii G. Ratings of Program Performance in ISRs .................................................................. v H. Restructuring (if any) ................................................................................................. v 1. Program Context, Development Objectives and Design ........................................... 1

1.1 Context at Appraisal ............................................................................................. 1 1.2 Original Program Development Objectives (PDO) and Key Indicators (as approved) .................................................................................................................... 5 1.3 Revised PDO (as approved by original approving authority) and Key Indicators, and Reasons/Justification ............................................................................................ 6 1.4 Original Policy Areas Supported by the Program (as approved) .......................... 6 1.5 Revised Policy Areas (if applicable) ..................................................................... 6 1.6 Other significant changes ...................................................................................... 6

2. Key Factors Affecting Implementation and Outcomes .............................................. 6 2.1 Program Performance ........................................................................................... 7 2.2 Major Factors Affecting Implementation ............................................................. 7 2.3 Monitoring and Evaluation (M&E) Design, Implementation and Utilization ...... 8 2.4 Expected Next Phase/Follow-up Operation .......................................................... 8

3. Assessment of Outcomes ............................................................................................ 9 3.1 Relevance of Objectives, Design and Implementation ......................................... 9 3.2 Achievement of Program Development Objectives ........................................... 10 3.4 Justification of Overall Outcome Rating ............................................................ 11 3.5 Overarching Themes, Other Outcomes and Impacts .......................................... 11

4. Assessment of Risk to Development Outcome ......................................................... 12 5. Assessment of Bank and Borrower Performance ..................................................... 13

5.1 Bank Performance ............................................................................................... 13 5.2 Borrower Performance ........................................................................................ 13

6. Lessons Learned........................................................................................................ 14 7. Comments on Issues Raised by Borrower/Implementing Agencies/Partners ........... 16 Annex 1. Bank Lending and Implementation Support/Supervision Processes ............. 17

(a) Task Team members ............................................................................................ 17 (b) Staff Time and Cost............................................................................................. 17

Annex 2. Summary of Borrower's ICR and/or Comments on Draft ICR ..................... 18 Annex 3. Comments of Co financiers and Other Partners/Stakeholders ...................... 23 Annex 4. List of Supporting Documents ...................................................................... 24

MAP .......................................................................................................................... 25

i

A. Basic Information

Country: Rwanda Program Name:

Education For All - Fast Track Initiative Catalytic Fund Bridge Grant

Program ID: P115816 L/C/TF Number(s): TF-94028

ICR Date: 06/29/2011 ICR Type: Core ICR

Lending Instrument: DPL Borrower: MINISTRY OF FINANCE AND ECON. PLANNING

Original Total Commitment:

USD 35.00M Disbursed Amount: USD 35.00M

Revised Amount: USD 35.00M

Implementing Agencies: Ministry of Finance and Economic Planning

Cofinanciers and Other External Partners: B. Key Dates

Process Date Process Original Date Revised / Actual

Date(s)

Concept Review: 02/13/2009 Effectiveness: 01/22/2010 12/23/2009

Appraisal: Restructuring(s):

Approval: 10/09/2009 Mid-term Review:

Closing: 06/30/2010 06/30/2010 C. Ratings Summary C.1 Performance Rating by ICR

Outcomes: Satisfactory

Risk to Development Outcome: Moderate

Bank Performance: Moderately Satisfactory

Grantee Performance: Satisfactory

C.2 Detailed Ratings of Bank and Borrower Performance (by ICR) Bank Ratings Borrower Ratings

Quality at Entry: Moderately Satisfactory Government: Satisfactory

Quality of Supervision: Satisfactory Implementing Agency/Agencies:

Moderately Satisfactory

Overall Bank Performance:

Moderately SatisfactoryOverall Borrower Performance:

Satisfactory

ii

C.3 Quality at Entry and Implementation Performance IndicatorsImplementation

Performance Indicators

QAG Assessments (if any)

Rating:

Potential Problem Program at any time (Yes/No):

No Quality at Entry (QEA):

None

Problem Program at any time (Yes/No):

No Quality of Supervision (QSA):

None

DO rating before Closing/Inactive status:

Satisfactory

D. Sector and Theme Codes

Original Actual

Sector Code (as % of total Bank financing)

Pre-primary education 5 5

Primary education 65 65

Secondary education 30 30

Theme Code (as % of total Bank financing)

Education for all 100 100 E. Bank Staff

Positions At ICR At Approval

Vice President: Obiageli Katryn Ezekwesili Obiageli Katryn Ezekwesili

Country Director: Johannes C.M. Zutt Johannes C.M. Zutt

Sector Manager: Peter Nicolas Materu Lynne D. Sherburne-Benz

Program Team Leader: Margo A. Hoftijzer Margo A. Hoftijzer

ICR Team Leader: Olav Rex Christensen

ICR Primary Author: Olav Rex Christensen F. Results Framework Analysis

Program Development Objectives (from Project Appraisal Document) The Program Development Objective is to support the GoR#s policy reforms on Teacher Development and Management, Textbooks, and Girls# Education with the overall aim to improve the quality of basic education. Revised Program Development Objectives (if any, as approved by original approving authority)

iii

(a) PDO Indicator(s)

Indicator Baseline Value

Original Target Values (from

approval documents)

Formally Revised Target Values

Actual Value Achieved at

Completion or Target Years

Indicator 1 : Deputy CEO for teacher development and management appointed under the Rwanda Education Board

Value (quantitative or Qualitative)

0 1 1

Date achieved 09/04/2009 09/04/2009 02/11/2010 Comments (incl. % achievement)

100%.

Indicator 2 : #Awarded textbook status# given to publishers for up to four textbooks per subject for Grades 1-12


0 1 1


100%

Indicator 3 : Core gender-sensitive indicators available and discussed during the annual Joint Review of Education Sector


0 1 1


100%

(b) Intermediate Outcome Indicator(s)

Indicator Baseline Value

Original Target Values (from

approval documents)

Formally Revised

Target Values

Actual Value Achieved at

Completion or Target Years

Indicator 1 : Textbook evaluators trained Value (quantitative or Qualitative)

0 250 300

Date achieved 09/04/2009 09/04/2009 02/11/2010

iv

Comments (incl. % achievement)

120%

Indicator 2 : Number of schools with Textbook Selection Committee established


Primary: 0 out of 2408 Secondary: 0 out of 1449

Primary: 1926 out of 2408 Secondary: 1159 out of 1449

Primary: 2408 Secondary: 1449


125%

Indicator 3 : Guidelines for in-service teacher training providers developed Value (quantitative or Qualitative)

0 1 1


100%

Indicator 4 : Disseminate Girls# Education Policy to every district, including awareness raising workshops with relevant stakeholders to include NGOs, faith-based organizations, and school administrators


0 1 1


100%

G. Ratings of Program Performance in ISRs

No. Date ISR Archived

DO IP Actual

Disbursements (USD millions)

1 06/29/2010 Satisfactory Satisfactory 35.00 H. Restructuring (if any) Not Applicable

1

1. Program Context, Development Objectives and Design

1.1 Context at Appraisal 1. The grant was part of the support provided to the Government of Rwanda (GOR) by the Education for All - Fast Track Initiative (FTI), more specifically funding from the Catalytic Fund (CF) that is the FTI mechanism for support to countries’ implementation of their FTI- endorsed education sector plans. The CF is a multi-donor trust fund. Its purpose is to provide transitional financial assistance to countries whose education sector plans have been endorsed by donors through the FTI review process, but which have difficulty mobilizing additional external funding at the country level. Support from the Catalytic Fund is expected to enable countries to begin scaling up the implementation of their sector programs. Currently 18 countries have made contribution to the CF and 37 countries have benefitted from the CF. Total amount allocated by the fund has been US$ 2.0 billion as of November 2010. 2. The Program Document for the operation stated that the 1994 conflict left the Rwanda education system infrastructure devastated and the teacher force decimated. The initial focus of the GOR in the area of education has been on increasing access to primary education. These efforts have been successful. Over the last decade, the gross and net enrollment rates have increased from 88 to 128 percent and 70 to 94 percent, respectively. The share of girls has remained constant, comprising slightly more than half of the student population at the primary level. The Government is now turning its focus on both increasing access to nine year basic education (including lower secondary education), and improving the quality of education across the board. 3. The increased emphasis on quality of education requires progress in a number of areas, e.g. better qualification and utilization of teaching staff, increased access to appropriate learning equipment, an improved learning environment for girls, monitoring of learning achievement, a streamlined core curriculum, and as a result of this increased completion rates. Such improvements are critical both for achieving the Government’s objective of universal completion of primary education (e.g., repetition and dropout rates remain quite high, completion rates low) and later universalizing the nine-grade basic education cycle. 4. The key prior actions of the grant were: (i) develop and approve a Girls' Education Policy and finalize a costed strategy as a first step toward its implementation; (ii) establish an implementation framework and procedures for the Textbook Policy, with the aim to decentralize procurement and allow school-level selection; and (iii) approve a Teacher Development and Management Policy, develop and cost a strategic plan for establishing a coordinated in-service teacher education structure, and start its implementation. The first prior action was expected to improve the completion rate for girls, while the last two would contribute to improving primary school completion rates for both girls and boys.

2

5. Expected benefits from the grant included substantial progress on policy reforms that contribute to the acceleration of the Nine Year Basic Education Policy and Strategy. Key elements are the decentralization of textbook procurement while enhancing school-level decision-making to ensure that textbook distribution and choice are adapted to local conditions; improved coordination and management of the in-service teacher education structure; and changing the school environment that will foster girls’ further success in school. 6. Rwanda’s education sector plan was endorsed by the local donors in 2006 and received a first allocation from the CF of US$70 million in November 2006 with the grant agreement signed in September 2007. This first CF allocation was based on a specific CF model grant agreement, disbursed in tranches that were conditional on the submission of progress reports by GOR endorsed by the in-country education sector development partner working group. Although government did report on its utilization within its education budget, regular Bank procedures for IDA lending on disbursement, financial management, and procurement were not applied. The first CF grant to Rwanda was essentially provided as sector budget support. In accordance with the applicable rules at that time no completion report was submitted, but FTI progress reports were sent to the FTI Secretariat through the World Bank as supervising entity of the grant. The second grant, which is the subject of this ICR, was considered to be a bridge grant awaiting a three year application for funding when the new education sector strategy starting in 2010 would be ready for FTI endorsement. 7. As spelled out in the FTI Modality Guide (final version November 2008), “the most aligned modality should be used as agreed upon by the local donor group in the education sector.” This would include not choosing a modality that was less aligned with that currently in use (by any donor) in a particular country. Based on the overall FTI policy and the experience of the first CF grant to Rwanda as well as the use of sector budget support by other donors, the Bank offered to prepare the new operation as a development policy grant (DPO). This was the “next best” option considering that the local donors were in favor of using the same approach as for the first CF grant. However, due to changes in Bank procedures this was not possible. As this was going to be a one year bridge grant awaiting a new sector plan (the old one ended in 2009), the grant amount requested was half the amount of the two-year grant allocated in 2006 (50 percent of US$70 million) with a one year implementation period. 8. The application and preparation rules of CF grants changed during 2008 and 2009. First, from 2009 all applications were expected to go through an External Quality Review (EQR) by independent consultants hired by the FTI Secretariat before the Catalytic Fund Committee (CFC) meeting. This desk review is meant to assist the CFC in its allocation decision by assessing internal consistency, how the case for funding has been made, the clarity of objectives and performance monitoring, the objectivity of prior assessment, the application of aid effectiveness principles, and progress towards FTI goals. The application for Rwanda was the first one to go through this process. Second, these change in FTI procedures coincided with the changes in the Bank rules of preparation of recipient executed trust funds above US$5 million from July 2008, namely to apply full

3

IDA/IBRD rules. Third, from the second half of 2008 all proposals needed to go through the Bank‘s full preparation/appraisal before submission to the Catalytic Fund Committee (CFC). The only remaining process after the allocation decision by the CFC was thus the negotiation and signing of the grant agreement. 9. The EQR rated the grant moderately satisfactory and recommended it for funding. Most projects have received this rating since this first EQR. The EQR Panel commended the GOR and the development partners for having made significant progress toward reaching Rwanda’s Education Sector Strategy goals. Three sub-ratings were satisfactory (aid effectiveness principles; FTI goals; and quality of EQR logistics and process); three were moderately satisfactory (internal consistency; objectives/performance monitoring; PDO/performance monitoring; and assessment objectivity); and one was moderately unsatisfactory—the case for CF funding because of ambiguities in the financing gap1 analysis. 10. The Panel found several aspects of the package of the documents strong.

Good diagnosis of the challenges faced by Rwanda’s education sector A realistic discussion of Rwanda’s macroeconomic status and the fiscal risks

associated with the global economic downturn Comprehensiveness and clarity of the education strategy Documentation that was professionally prepared, presented, and generally

internally consistent Availability of baseline data for most key performance indicators and careful

annual tracking of most of these indicators Genuine ownership of the endeavor by both the Rwandan government and the

development partners Alignment of the CF objectives with the government’s sector strategy Donor harmonization, especially in terms of the arrangements for M&E.

11. On the instrument, the review recommended not choosing a DPO, but rather a sector-wide approach that uses disbursement-linked-indicators (used for an education operation in Pakistan) – mostly because it asserted that DPO instruments increased implementation demands. The review criticized the program actions chosen (”anemic conditions”) and the particular use of indicators, including the lack of continuation of previous performance indicators. 12. However, it is important not to overstate the importance of this review. As the EQR was set-up mainly as a service to the CFC members and being conducted just before

1 Both in this operation as well as in the one prepared later by DFID the ambitions in the new sector strategy had resulted in a funding gap that was raised as a serious concern in both cases. Sometimes a too big financing gap in a context of resource constraints is the sign of uncompleted work in terms of decisions regarding policy trade-offs. In the case of Rwanda it was probably a question of pushing for more aid and urging donors, including FTI, to provide the aid in a more predictable manner.

4

the allocation decisions as a pure desk review, the recommendations would not have any impact on design. Some countries have taken comments made by the EQR and by the CFC into account later on. The ICR team did not identify any areas where EQR findings and recommendations changed the agreement on support of the operation by the Sector Working Group – equivalent to the term “local education group” normally used by FTI - and the Bank also did not revise the design of the operation. 13. The Bank was well positioned to prepare and appraise the grant due to the ongoing general DPO series (Poverty Reduction Support Grants – PRSG1-7). Since PRSG5 the policy reforms have been chosen from the Common Performance Assessment Framework (CPAF) and the Bank has extensive experience with contributing to the content of the CPAF and aligning the PRSGs with the CPAF. The CPAF sets the performance milestones in the short to medium term for the overall development of the country, including for the education sector. The PRSG6 noted that the evidenced based policy dialogue is functioning best in the health and education sectors with long track records of using sector wide approaches.2 14. Also, the Bank had a clear picture of the challenges facing the education sector in Rwanda through its processing of the previous CF grant as well as the involvement in lending through the Human Resource Development Project (P045091) and knowledge work in the sector. The major challenge was to agree on program actions that would fit into the Bank’s development policy framework and at the same time make sense in the context of the policy dialogue between the GOR and its development partners in education. A DPO aims to help the country achieve sustainable poverty reduction through a program of policy and institutional actions, for example, strengthening public financial management or improving service delivery. The Bank’s experience with similar instruments led to the reform in 2004 with a strong guidance to staff to keep the number of policy actions to a minimum. However, FTI is based on the assumption that main policy reforms are already agreed among development partners as part of the development of an Education Sector Plan and the endorsement by local donors of this plan. Therefore, the identification of the policy bottlenecks that could be supported by a DPO is more challenging in this context. The PRSG faced the same issues selecting reforms already being a part of the CPAF or choosing slightly different policy actions that would then require changes to the CPAF. But both Government and donors agreed that this was the best option. In fact, the recent evaluation by the Bank’s Independent Evaluation Group (IEG) of the Trust Fund Portfolio was informed by the government of Rwanda that they see the “FTI as “a model aid program” because its funding supports the government’s own education program and is delivered through sector budget support using Rwanda’s country systems3.” The government also stated that: “While the fund is

2 Program Document for the Sixth Poverty Reduction Support Grant, March 3, 2010, page 22.

3 Strictly speaking the DPO is not sector budget support as the funds are not earmarked in any way, but is solely a support to implement the agreed reforms in the education sector.

5

multi-donor at the global level, the government needs to interact with only the partner managing the fund at the country level.”4 15. Initially, only some of the chosen program actions were included in the CPAF agreed among development partners and GOR. Of the basic education related actions that were included in the CPAF at the start of project preparations, the larger share were either not considered to be ‘program actions’ in the definitions used by the Bank, or were not expected to be completed within such a timeframe as to be appropriate to be incorporated as a program action in the operation. To ensure identified program actions were included in the CPAF, the CPAF was revised during the preparation process. Comments and suggestions received during the Decision Meeting subsequently required an additional revision of the program actions and, consequently, the CPAF. These second set of revisions were not considered to substantially change the content of the program actions. 16. While the government realized the need to focus more on quality aspects of basic education after the very rapid increase in access and duration of schooling, the leadership of the preparation of this operation by the GOR was lower than could be desired due to lack of capacity at the MINEDUC and the need for a very speedy preparation. Although the Sector Working Group on education is working closely and well together, this resulted in a larger role for the local donors in the Sector Working Group, in particular the lead development partner DFID, in the discussions on the appropriate program actions and drafting of the program document.

1.2 Original Program Development Objectives (PDO) and Key Indicators (as approved) 17. The Program Development Objective is to support the GOR’s policy reforms on Teacher Development and Management, Textbooks, and Girls’ Education with the overall aim to improve the quality of basic education. 18. Key indicators were closely linked to the PDO and prior actions: Prior Actions by June 30, 2009 Results Indicator and target by

June 2010 Related CPAF Medium-Term Indicators (baseline=2008; target=2009/10)

Policy area: teacher development and management Adoption of a teacher development and management policy establishing an entity for the oversight of teacher services professionalization. Adoption of a cost-calculated

Deputy CEO for teacher development and management appointed under the Rwanda Education Board Guidelines for in-service teacher training providers developed

Primary school pupil to qualified teacher ratio Baseline=67 Target=65

4 Trust Fund Support for Development: An Evaluation of the World Bank’s Trust Fund Portfolio, IEG February 2011.

6

strategic plan for the establishment of a framework for coordinated in-service teacher training. Policy area:textbooks Adoption of a framework and procedures for the implementation of decentralized procurement and school-level selection of textbooks, as set out in the Textbook Policy. Issuance of an invitation to publishers for the submission of proposals of teaching and learning materials for inclusion in the national approved list of such materials.

“Awarded textbook status” given to publishers for up to four textbooks per subject for Grades 1-12 Number of schools with Textbook Selection Committee established: - Primary: 1926 (out of 2408) - Secondary: 1159 (out of 1449) 250 textbook evaluators trained

Primary school completion rate, disaggregated by sex Total Baseline=52.5% Target=56% Girls Baseline=52.9% Target=55%

Policy area: girls’ education Adoption of a girls’ education policy including measures for improved gender-disaggregated data collection and analysis. Adoption of a cost-calculated strategic plan for the implementation of said girls’ education policy.

Core gender-sensitive indicators available and discussed during the annual Joint Review of Education Sector Disseminate Girls’ Education Policy to every district, including awareness raising workshops with relevant stakeholders to include NGOs, faith-based organizations, and school administrators

Primary school completion rate, disaggregated by sex Total Baseline=52.5% Target=56% Girls Baseline=52.9% Target=55%

1.3 Revised PDO (as approved by original approving authority) and Key Indicators, and Reasons/Justification No revisions made.

1.4 Original Policy Areas Supported by the Program (as approved) 19. The development policy grant supported the quality of basic education in the areas of teacher development and management policy, textbook policy, and girls’ education policy.

1.5 Revised Policy Areas (if applicable) Policy areas were not revised.

1.6 Other significant changes No significant changes.

2. Key Factors Affecting Implementation and Outcomes 20. The GOR did a commendable job implementing the agreed program actions and ensured that the indicators could be monitored.

7

2.1 Program Performance

Amount Planned Fund Release Date Actual Release Date US$35.0 million 5/29/2009 12/23/2009

21. The negotiations took place on June 19, 2009 and the GOR had fulfilled and documented the prior actions on September 3, 2009. The grant amount was released on December 23, 2009. The slight delay between the fulfillment of prior actions and the release of the funds was used for internal clearances and time to get the grant signed before effectiveness could be declared. Although it was not a significant delay it did cause some problems between the Ministry of Finance and the Ministry of Education as explained in Annex 2. Prior Actions Status Related CPAF

indicators Adoption of a Teacher Development and Management Policy establishing an entity for the oversight of teacher services professionalization

Achieved Primary school pupil to qualitfied teacher ratio Target=65 Actual=63

Adoption of a cost-calculated strategic plan for the establishment of a framework for coordinated in-service teacher training

Achieved Same

Adoption of a framework and procedures for the implementation of decentralized procurement and school-level selection of textbooks, as set out in the Textbook Policy

Achieved Primary school completion rate, disaggregated by sex Total Target=56% Actual=74.5 Girls Target=55 Actual=78.5

Issuance of an invitation to publishers for the submission of proposals of teaching and learning materials for inclusion in the national approved list of such materials

Achieved Same

Adoption of a Girls’ Education Policy including measures for improved gender-disaggregated data collection and analysis

Achieved Same

Adoption of a cost-calculated strategic plan for implementation of said girls’ education policy

Achieved Same

Souce of actual data from 2009 from FTI Catalytic Fund Summary Documentation, September 2010.

2.2 Major Factors Affecting Implementation 22. The indicators for the operation have all been fulfilled except the formal establishment of the Rwanda Education Board that requires change to the Constitution. This is currently in process. The substance of the indicator has been fulfilled as the Teacher Service Commission has the same mandate that would be given to the Rwanda Education Board.

8

23. The immediate development in the broader policy areas is the following:

The decentralization of textbook selection, procurement, and distribution has been a success. The “decentralizing of textbook selection by schools, is creating massive improvements in the supply, distribution and availability of textbooks.”5

The new teacher development and management policy was adopted and better oversight established but the policy change has yet to fully achieve its potential. In the October 2010 Annual Review, the Ministry announced that as part of the teacher management policy reforms it was reviewing salary increases and addressing incentives such as more provision of housing in difficult areas and greater access to loans through the Teachers Co-operative Scheme. It was going to introduce improved Continuous Professional development opportunities for upgrading from certificate to diploma level, and from diploma to degree level through distance learning, and in-depth training in English language.

The impact of the new girls’ education policy has still to have an effect on the equity indicators beyond basic education including the lower attainment for girls (note that post-basic education was not a focus area of this operation). A number of task forces have been established to ensure implementation of the policy, but this will take time to have impact on equity indicators, although the primary completion rate ended up higher for girls than boys in 2009.

2.3 Monitoring and Evaluation (M&E) Design, Implementation and Utilization 24. The FTI external quality review noted that the M&E arrangements in the sector were excellent. Progress towards reaching the project’s performance indicator targets were supervised during the Bank’s implementation support mission of the grant in February 2010. At that time, performance indicators were available and on track to meet the targets set for June 30, 2010, including the gender-disaggregated data. Similarly, after closing of the operation, indicator data were easily made available for the preparation of this ICR. The M&E arrangements to follow this operation’s impact are part and parcel of government’s monitoring system and data was made available for the joint sector reviews. 2.4 Expected Next Phase/Follow-up Operation 25. As expected, the GOR has prepared and development partners agreed to a new sector strategy for the period 2010 to 2015. Based on this strategy the Sector Working Group has asked DFID to prepare a proposal to the CFC for a three year sector budget support grant. DFID has submitted the proposal and a grant of US$70 million was approved in the FTI meetings in Madrid in November 2010.

5 Appraisal of Education Sector Strategic Plan (ESSP) 2010 -2015, July 2010

9

26. The shift from the Bank to DFID as supervising entity (SE) for the new CF proposal happened because the Bank was not able to promise to deliver a fully prepared operation by spring 20106. But the shift was also the result of the experience that the development partners had with the Bank as supervising entity in the context of the considerable changes of both FTI procedures and the changes related to the full compliance with IBRD/IDA procedures. As was vocalized by DFID, the lead of the in-country education sector development partner working group, the ‘new’ approaches were perceived to have moved decision making power from the Sector Working Group to internal Bank decision making processes, and to force policy discussions to focus on narrowly defined specific activities rather than on policy reforms in general. Even though the operation was successfully delivered in a very short time period and thus provided crucial financial support to the sector, the complexity of the partnership at the country level including choice of SE, instrument, processes to be followed by FTI and the SE, did leave room for perceptions that other agencies might do a better job than the Bank as SE. 27. In addition, the DPO modality – providing general budget support – may not be the optimal instrument to provide financing which is perceived by key stakeholders (development partners) to be essentially intended to be allocated to a specific sector7. A recent analysis of sector budget support made by Overseas Development Institute, Britain's leading independent think tank on international development and humanitarian issues, for the period 2008 to 2010 examined sector budget support to Rwanda and other Sub-Saharan countries. All bilateral sector budget support is either earmarked and/or traceable covering specific line items in the government budget.

3. Assessment of Outcomes

3.1 Relevance of Objectives, Design and Implementation 28. It is the ICR team’s assessment that it is difficult to pick a limited number of specifically defined program actions in the circumstances where most actions that could be thought of and would be likely implemented with the capacity of the GOR were already included in the agreed CPAF. As mentioned earlier this was a shared issue with the PRSG series. 29. However, given the Bank instrument and the need to define policy actions, the areas chosen were the most important areas in order to support the shift towards quality of education at that particular time of the sector reforms. The actions also helped to keep the focus on gender issues to achieve the MDG3 and continue addressing gender issues also beyond primary and secondary education.

6 DFID only managed to present the proposal for the FTI meeting in November 2010, submitted September 2010. 7 DPOs disburse funds directly to the Treasury as general budget support, while DFID in its presentation to the CFC presented a break-down of the utilization of the grant.

10

3.2 Achievement of Program Development Objectives 30. The objective of supporting the policy reforms in the three areas have been achieved as justified through the results indicators and targets that have all been met. 31. As indicated in the Program Document, the reforms that were supported by the grant are expected to contribute positively to the basic-education related medium term indicators from the CPAF (primary school completion rate, and primary school pupil to qualified teacher ratio). The actual primary school pupil to qualified teacher ratio in 2009 was slightly better than targeted (63 against a target of 65). The overall primary school completion rate exceeded the target by 30 percent (74.5 percent compared to a target of 56 percent), and the completion rate for girls even exceeded the target by 43 percent (78.5 percent compared to 55 percent). These stronger improvements compared to the target are probably due to the extension of the number of school years in basic education (from six to nine) and the consequent improvement in retention rates. It is not possible to segregate the impact of the reforms supported by the operation and the effect of the move to nine years of basic education. 32. The study carried out by the Ministry in 2008 as a result of the DPO preparation in connection with the new Girls’ Education Policy, highlighted a number of concerns related to girls’ participation and performance in primary school grades. The proportion of girls accessing upper secondary and especially higher learning institutions is lower than boys. In tertiary institutions women are frequently only 30% or less of the student population. The performance of girls in many subjects, especially science, mathematics and technology is poorer than boys, resulting in a lack of female role models in these fields. The new Girls’ Education Policy targets teachers, communities, and learning materials to improved self-esteem and performance of rural girls in particular. 33. The DPO ensured that a major reform of textbook policy is being implemented with decentralized procurement and school-level selection being rolled out over the next two years, alongside training of teachers in use of these materials. A textbook selection committee was established in each and every school surpassing the targets set. 34. As indicated in the PAD, it was not expected that the positive impact on the relevant CPAF indicators of the implementation of the reforms supported by this operation would be measurable within the short, one-year implementation period of the operation.8 Also, as indicated above, the positive impact on the CPAF indicators of the reforms supported by this operation cannot be distinguished from other reforms that were carried out during this operation’s implementation period. What is clear is that the DPO helped maintain the momentum of a successful and ambitious reform process that has achieved impressive results since after the 1994 genocide, by providing crucial and substantial bridge financing, contributing to maintaining a strong focus on the importance of the quality of basic education, and pushing important reforms. The overall progress in

8 For this reason, and following a discussion on the issue during the Decision Meeting for this operation, the CPAF indicators were not selected as the operation’s key indicators.

11

the sector has been impressive. For example, enrolments have grown every year by an average of 4 percent; capitation grants transferred directly to schools have increase each year since 2004, making it possible to contract additional teachers bringing the pupil teacher ratio down. 35. There is an increasing focus on quality of education where the DPO supported the teacher training and provision of more relevant textbooks. But other challenges are being worked on through the new education sector strategy in areas such as improving the professionalism and motivation of the teacher workforce, whole school management, and the more efficient and equitable distribution of learning/teaching materials. These are now being addressed with specific strategies, along with changing the approach to literacy in mother tongue and second languages

3.4 Justification of Overall Outcome Rating Rating: Satisfactory 36. The Bank was able to respond very quickly to the need for bridge financing. This was an important contribution to the continuation of the reform process the education sector is under-going in Rwanda. As indicated by the Bank’s evaluation of the trust fund portfolio the government saw the FTI support as a “model aid program” supporting government’s own program with a sector budget instrument. At the same time all performance indicators achieved their target and the CPAF medium term indicators substantially exceeded the targets for more qualified teachers per student and especially higher primary completion rates both for boys and girls. The GOR continues to make good progress in the three areas supported by the grant and is continuing to pay attention to these areas in the new sector plan.

3.5 Overarching Themes, Other Outcomes and Impacts (a) Poverty Impacts, Gender Aspects, and Social Development 37. Improvement in the delivery of basic education is expected to have positive development impact, with disproportionate benefits to the poor and disadvantaged since those pupils who currently do not complete primary or basic education are more often girls and can be found more often among poor and rural households. 38. Although the gender parity in primary is close to achieving the MDG3 for primary education the equity indicators beyond basic education including lower attainment for girls are a concern and point to issues which at least partly seem to be rooted in basic education. The new policy on girls’ education is expected to have a positive impact on gender aspects, poverty impacts and social development later in the education cycle, but this is still work in progress. (b) Institutional Change/Strengthening 39. The introduction of teacher development and management policy and a framework for in-service training is expected to have a long lasting impact on the teacher

12

management systems. The framework for procurement of textbooks and broadening of local publishers are also expected to have longer term institutional benefits in the textbook management. The introduction of decentralized procurement will also strengthen the procurement function beyond the MOE to the local level of government.

4. Assessment of Risk to Development Outcome Rating: modest 40. The program document lists four risks of the program: political risk, macroeconomic and financial sector risk, aid provision and predictability risk, and program risk. 41. The elections in August 2010 resulted in reelection of the government. The overall security situation has not deteriorated. 42. The economic growth was affected by the global financial crises but even in 2009 the GDP rose by 4.1 percent, down from an average of 7.5 percent in recent years. It is expected that the growth in 2010 will be 5.4 percent. 43. Available data on aid flows to education indicates that with the new allocation from FTI the level of external financing remains around US$75 million per year including sector budget support. However, the ambitions in the new sector strategy have resulted in a funding gap that was raised as a concern in the context of the discussions of the application to FTI in November 2010. 44. The presentation made by GOR for the new grant from FTI shows that GOR have been able to keep up the high level of domestic support for education and particularly basic education. 45. In 2007/8 there was considerable down-sizing of the public service. Consequently the GOR strategy for ‘leaner and meaner’ ministries has resulted in severe capacity constraints for large ministries like education9 . Although the Ministry of Education consist of a small number of staff it was possible for them to implement the agreed prior actions and fulfill the performance indicators, although slightly delayed, and achieve the results that were anticipated.

9 Local Donor Group Appraisal, July 2010

13

5. Assessment of Bank and Borrower Performance

5.1 Bank Performance (a) Bank Performance in Ensuring Quality at Entry Rating: Moderately satisfactory 46. The preparation of the operation was sufficiently timely and of sufficient quality to attract the requested financing from the Catalytic Fund within the planned timeline. However, the complexity of the changes in the partnership including choice of instrument, changes in FTI processes, the design of program actions, and the internal Bank process of vetting those actions, led to a somewhat negative perception of the Bank among stakeholders. 47. A more in-depth understanding from the Sector Working Group of what a development policy grant may offer in terms of pushing specific policy bottle-necks forward in a situation with many competing priorities might have led to less disturbance of the country level dialogue. (b) Quality of Supervision Rating: Satisfactory 48. Considering the good quality of the M&E arrangements and the successful supervision mission in February 2010 the quality of supervision is considered satisfactory. The fact that the PRSG has provided an overall frame for dialogue on the CPAF and the collaboration with the Sector Working Group has helped to ensure a continued good dialogue with government and development partners. (c) Justification of Rating for Overall Bank Performance Rating: Moderately satisfactory 49. The rating is based on the timely and sufficient quality of preparation and good supervision which both contributed to the operation’s satisfactory outcomes, but ‘issues’ with the instrument and bank procedures leading to a somewhat disturbed country level dialogue.

5.2 Borrower Performance (a) Government Performance Rating: Satisfactory 50. The overall progress in the policy areas supported as well as the linkage to the overall education sector reform justify a satisfactory rating of the overall government performance. The good performance in including the new policies in the M&E framework is also commendable.

14

(b) Implementing Agency or Agencies Performance Rating: Moderately Satisfactory 51. MINEDUC completed the program actions within a reasonable time-frame and met the target values of the project’s performance indicators. In addition, as evidenced by recent actions as well as the content of the new Education Sector Strategic Plan, MINEDUC continues to focus its interventions on those policy areas that were targeted in the operation. MINEDUC performance is rated moderately satisfactory as its leadership of the preparation process was less than optimal especially due to the compressed processing time available in order to meet the FTI deadlines. (c) Justification of Rating for Overall Borrower Performance Rating: Satisfactory 52. The actions and outcomes within the supported policy areas were achieved without any major delays. The reform on the quality of education continues through the new education sector strategic plan for 2010-2015 providing more time to implement the reforms that were supported by this operation. Although such reforms take time the government has used the specific reforms supported to further the implementation beyond the timeframe of this operation.

6. Lessons Learned 53. The complexity of working in a partnership increases when rules change too often. This led to a very short period for preparation although government knew that a financing gap would occur, but the Government did not know if it would be possible to get the funds from FTI and under which rules. As explained the Bank and the Sector Working Group did respond quickly to the need for bridge funding and successfully delivered the operation making the continuation of the reform of the sector possible. However, the lack of predictability of financing from FTI as well as the changes in the processes led to unnecessary problems in the collaboration among stakeholders at the country level. 54. Bank procedures which are applied to trust-funded operations, are almost similar to those applied to fully Bank-funded operations, but their weaknesses do become more evident when they are closely scrutinized by third parties such as the trust fund financiers or other development partners. The DPO instrument, requiring a focus on a limited set of policy areas/actions, and the internal Bank process of vetting those actions, were not well received among some stakeholders. A project preparation process resulting in a project of sufficient quality and with sufficient client ownership often requires sensitive in-country discussions and compromises. Taking this into consideration, the value of theoretically perfect policy actions needs to be assessed in the context of possible disruption of country level processes. The Bank’s own evaluation of the trust fund portfolio points to the fact that although the controls on trust funds have

15

improved the processes are still not fully integrated into Bank processes10 . A fully integrated trust fund framework would probably make it easier for others to understand the Bank’s processes and it would lower the transaction costs for the task teams with clear rules fully following similar IDA/IBRD operations. 55. The experience in Rwanda, as well in other countries benefitting from EFA-FTI funding, have shown that communication with the Sector Working Group to set expectations on what and how the Bank can deliver operations is important. Also, better knowledge sharing of expectations within the FTI partnership with Bank units involved in review and clearance of FTI operations is important for all FTI operations. To achieve this, a community of practice group has been established and Sharepoint is used to share documents and developments related to the partnership. The Africa education sector unit has also appointed a focal person on FTI. But further work should be built into the preparation of new operations to ensure better understanding of the Bank’s work from the Sector Working Group and better understanding of the FTI partnership within the Bank. 56. For Rwanda and other countries applying for EFA-FTI funding, the possibility to submit applications on a rolling or at least more regular basis would reduce pressure to deliver an operation on time for the current bi-annual approval process, and would facilitate more elaborate coordination between key stakeholders. In the case of Rwanda, the tight deadlines to deliver the operation before the targeted EFA-FTI meeting meant that time constraints prevented more intensive coordination of project preparations, ownership building within MINEDUC and information sharing with development partners. Since FTI applications are only discussed once every six months, the project would have been delayed at least half a year if the deadline would not have been met, which was considered to be unacceptable by the Government, the Bank and the development partners, in particular DFID. The new FTI processes with expected quarterly allocation decisions will likely reduce these pressures. 57. The timing of FTI operations should be aligned with the implementation periods of national education sector plans of the participating countries. The operation did provide its broader objective of providing financing for a short period to avoid a financing gap between the previous grant and a future, new three year operation. However, as a one year operation it provided only limited scope to achieve visible outcomes within the project implementation period. A programmatic series of DPOs over three years would have enabled a more constructive set of policy actions that would enable a clearer story on outcomes. However, due to the lack of an updated education sector plan this was not an option, as the existence of such a plan for the project period is an eligibility criterion of the EFA-FTI CF.

10 IEG, Trust Fund Support for Development, Page 13.

16

7. Comments on Issues Raised by Borrower/Implementing Agencies/Partners (a) Borrower/Implementing agencies (b) Co financiers 58. The comments from DFID (see Annex 3) are largely in line with the reported contents of the main report

17

Annex 1. Bank Lending and Implementation Support/Supervision Processes

(a) Task Team members

Names Title Unit Responsibility/

Specialty Lending Margo A. Hoftiijzer Sr. Economist AFTED Task Team Leader Anne Anglio Senior Program Assistant ECSHD Nadege K. Nouviale Program Assistant AFTSP Dung-Kim Pham Operations Officer AFTED Johannes Widmann Country Officer AFCKE

Supervision Margo Hoftijzer Sr. Economist AFTED Task Team Leader Fadila Caillaud Education Economist AFTED Aichatou Seyni Hassane Consultant AFTED Keiko Inoue Education Spec. AFTED (b) Staff Time and Cost

Stage Staff Time and Cost

No. of staff weeks USD (including travel and

consultant costs) Lending11

Total: 0 Supervision/ICR – BB 880 TF through FTI 64,584

Total: 65,464 The preparation was made in a few months without charging any costs. The cost was fully covered by other education interventions in Rwanda using Bank Budget.

11 No BB was available for preparation or supervision of this operation. For supervision, TF funding was available.

18

Annex 2. Summary of Borrower's ICR and/or Comments on Draft ICR12

(i) Assessment of the operation’s objective, design, implementation and operational experience

The EFA-FTI Bridge Grant was a 1-year budget support operation focusing on basic education. The operation’s objective was specifically focused on supporting the GOR’s policy reforms in three specific policy areas – Teacher Development and Management, Textbooks, and Girls’ Education – with the overall aim of improving the quality of basic education. Within these three specific policy areas a number of targets were set based on achieved prior actions. These targets were as follows (from Table 7 of Program Document). Girls’ Education Core gender-sensitive indicators available and discussed during the annual Joint Review of the Education Sector. Disseminate Girls’ Education Policy to every district, including awareness raising workshops with relevant stakeholders to include NGOs, faith-based organizations, and school administrators. Textbooks “Awarded textbook status” given to publishers for up to four textbooks per subject for Grades 1-12. Number of schools with Textbook Selection Committee established:

‐ Primary: 1,926 (out of 2,408) ‐ Secondary: 1,159 (out of 1,449)

250 textbook evaluators trained. Teacher Development and Management Deputy CEO for teacher development and management appointed under the Rwanda Education Board. Guidelines for in-service teacher training providers developed.

12 This has been duly submitted by the Government.

19

(ii) Assessment of the outcome of the operation against the agreed objectives Development in the Rwandan education sector as a whole was again highly impressive in 2009/10. For example, in basic education, preliminary 2010 data shows the primary transition rate has increased to 95% in 2009 from 88% in 2008 and 55% in 2007. This is a testament to the remarkable success of the Government’s 9 Years Basic Education Policy. There was also notable progress in the three specific policy areas focused on by the EFA-FTI Bridge Grant: Girls’ Education There have been many successes in the policy area of Girls’ Education. All statistics collected by the Ministry are now gender-disaggregated, and have been discussed at all joint reviews since 2009. The Girls’ Education Policy was disseminated to every district in October 2010, and awareness raising workshops took place with all relevant stakeholders in November 2010. A Girls’ Education Taskforce has also been established. The gender disaggregated statistics demonstrate some of the initial successes in supporting girls’ education, in particular with girls’ enrolment and completion rates exceeding those for boys at primary level. Textbooks The procurement of textbooks has been successfully decentralized. Compared to previous years where there has been effective monopolization of textbook provision, the previous year saw 28 publishers competing to provide textbooks suited to the national curricula. 300 textbook evaluators were trained to choose between competing publishers (surpassing the target of 250 evaluators to be trained). These evaluators chose 4 publishers for each grade and for each subject (i.e. gave them “awarded textbook status”, achieving the first specific target mentioned in the program document). Textbook selection committees (consisting of at least the Head Teacher, two other teachers and one parent) were established at every single school (surpassing the target of 1,926 and 1,159 at primary and secondary schools respectively). After allowing the publishers 6 months to market their books, each school then made its own individual choice on which textbooks to buy, from the list of 4 for each grade and for each subject. As such all targets from the program document were achieved. Teacher Development and Management Much progress has been made in the area of Teacher Development and Management. The Teacher Service Commission (TSC) was established and its members appointed.

20

The head of the TSC will become a Deputy CEO/DG of the Rwandan Education Board whose law has now been passed. The development of guidelines for in-service teacher training providers is underway. Kigali Institute of Education (KIE) is now mandated to oversee all teacher education activities. As such KIE has taken over responsibility for curriculum, assessment and certification and quality assurance for teacher training providers. This decision will lead to improved effectiveness of teacher training in the longer term. A longer term view was also taken when undertaking the study on the supply and demand of teachers. Rather than undertaking a simplistic study of supply and demand, the TSC is establishing an electronic National Teacher Registration System (NTRS) and database. Once ready this system will not only provide data on the supply and demand of teachers, but also will be used complementarily with the National Teacher Licensing and Upgrading System (NTLUS) aimed at creating a teacher profession pathway and advancement of teachers. In addition the TSC has embarked on the design of policies and tools to operationalise the teacher development system including: a National Teacher Code of Conduct (NTCC) – to govern the ethical behavior of teachers, Terms and Conditions of Services (TACOS) – to enable teacher contracts to be drawn and signed, National Teacher Professional Standards (NTPS) – to set out classroom competences expected from teachers and maintenance of teaching standards, and Teacher Appraisal and Evaluation System (TAES) – to facilitate ongoing assessment of teacher performance. This system is expected to be fully operational at the latest by the end of 2011.

(iii) Evaluation of the borrower’s own performance during the preparation and implementation of the operation, with special emphasis on lessons learned that may be helpful in the future

As seen in the previous section the GOR’s performance was strong in the implementation of the operation. A number of lessons were, however, learnt in the implementation of the objectives. Girls’ Education The availability of gender disaggregated statistics has demonstrated where some of the priorities should be in supporting girls’ education. While enrolment and completion rates for girls exceed those for boys at the primary level, more boys than girls move on from lower secondary to upper secondary education. The statistics have also shown that the proportion of girls studying in science and technology fields in the post-basic education sector is very low. As such, lessons learned have been used to influence policy towards promoting girl’s education.

21

Textbooks In decentralizing textbook procurement an online database system was established to handle all orders from schools for books. This is a sophisticated tool that will become increasingly useful in coming years. However, this system is web-based and so not all schools are able to access it due to lack of electricity and connectivity. In addition, in many cases the human capacity of schools to use the system is not yet sufficient either. These issues were, however, predicted and for the previous year schools were given manual forms to fill in to make their textbook orders. 98% of schools made their textbook orders on time (the expectation based on experiences in other countries was only 60%). This demonstrated the keenness of schools to select their own textbooks themselves. The success of the process can also be seen in the fact that no complaint was received from any publisher, including those which were not selected. It is believed this is the result of the procedure being very transparent for all publishers. Teacher Development and Management The scope of work required to overhaul Rwanda’s Teacher Development and Management sector was perhaps underestimated. It was possibly inappropriate to have set such specific targets within a very short time frame, before the TSC had even been established. The TSC feels that it has taken the right longer-term approach regarding Teacher Development and Management, rather than rushing out systems which could have proven to be poor quality.

(iv) Evaluation of the performance of the Bank, any cofinanciers, or of other partners during the preparation and implementation of the operation, including the effectiveness of their relationships, with special emphasis on lessons learned

The preparation and implementation of the operation were strongly supported by the in-country development partners. This support came in terms of further financial assistance as well as technical and logistical support. The coordination between development partners has been improving. By reducing the duplication of requested documentation, this coordination has decreased the overall bureaucratic burden on the Ministry. This has allowed the Ministry’s key staff to focus more attention on the actual implementation of education programmes. The disbursement of the EFA-FTI bridging grant was only made on December 23, 2009. However, the GOR had fulfilled and documented the prior actions on September 3, 2009. This delay in disbursement fortunately did not impact on the implementation of the operation, as the Ministry of Finance provided short-term funding to cover this delay. Evidently, however, this carried a cost for the Ministry of Finance and if they had been

22

unable to provide this short-term funding the operation’s implementation would have been under threat.

(v) Description of the proposed arrangements for future operation of the project

In November 2010 the board of the EFA-FTI Catalytic Fund approved the allocation of $70 million funding for the Rwandan education sector for the years 2010-13. The supervising entity for this fund will be switching from the World Bank to DFID. It is hoped that DFID’s role as supervising entity will further reduce bureaucratic demands on the Ministry as DFID can link together both the supervision of its own sector budget support program and the EFA-FTI fund.

23

Annex 3. Comments of Co financiers and Other Partners/Stakeholders DFID made the following comments on November 30, 2010:

A) There was excellent in-country co-ordination and joint working on the FTI presentation amongst key partners such as Ministry of Finance, Ministry of Education and most major bilateral and multilateral partners in Rwanda.

B) There was quite strong collaboration between preparation of documentation for FTI by DFID, Ministry of Education, and the WB Program Document design team, but transaction costs grew with the additional demands on policy actions and parallel processes so greater synergy was lost at times.

C) The Ministry of Education did sometimes feel that too many demands were made,

on specific officers, often after an issue was seemingly resolved, then the TTL would come back with further requests.

D) The actual disbursement took place 6/7 months after the FTI Catalytic Fund

meeting and agreement in Copenhagen, and while it was not too problematic for implementation of the final phase of 2009/10 Annual Plan, it did hold back some planned activities.

E) It was felt that the EQR highlighted some issues that resulted from lack of

understanding of the context in Rwanda. However one useful lesson that emerged was the need for countries to explain and analyze fully the rationale behind the financing gap and the various scenarios.

F) The need for solid rigorous preparation and rehearsal became paramount and

probably contributed to the success of the FTI application. The quality and clarity of the Summary document and PowerPoint presentation is extremely important, as well as preparation for the kinds of questions one would expect.

G) After disbursement of the funds, the process of monitoring and reporting seemed

vague – obviously the Annual Joint Reviews provided much useful feedback, but now that the FTI Progress Reports were no longer used, it was not clear until almost the end of the FTI disbursement period, how the final completion report would be carried out.

24

Annex 4. List of Supporting Documents DFID, Country Presentation, Rwanda, for the Copenhagen meeting April 22, 2009. DFID, FTI Catalytic Fund Summary Documentation, September 2010. FTI Secretariat, External Quality Review, Rwanda, no date, around March 2009. FTI Secretariat, The EFA-FTI Modality Guidelines, November 2008. IEG, Trust Fund Support for Development: An Evaluation of the World Bank’s Trust Fund Portfolio, February 2011. Local Donor Group, Appraisal of Education Sector Strategic Plan 2010-2015, July 2010. Overseas Development Institute, Sector Budget Support in Practice, November 2009. World Bank, Program Document on a proposed grant to the Republic of Rwanda, Education for All - Fast Track Initiative Development Policy Grant, September 4, 2009. World Bank, Aide Memoire of Education and Skills Development Mission January 25-February 11, 2010, March 18, 2010. World Bank, Implementation Status and Results Report, P115816, June 29, 2010. World Bank, Program Document for the Sixth Poverty Reduction Support Grant, March 3, 2010

N O R T H

P R O V I N C E

W E S TP R O V I N C E

S O U T H

P R O V I N C E

KIGALI CITY

E A S T

P R O V I N C E

N YA G ATA R E

G AT S I B O

K AY O N Z A

RWAMAGANA

K I R E H EN G O M A

B U G E S E R A

GASABO

KICUKIRO

B U R E R A

GICUMBI

R U L I N D OG A K E N K E

M U S A N Z A

RUBAVUN YA B I H U

NGOROREROR U T S I R O

K A R O N G I

N YA M A S H E K EN YA M A G A B E

N YA R U G U R U

R U S I Z I GISAGARA

H U Y E

N YA N Z A

R U H A N G O

MUHANGA

KAMONYI

NYARUGENGE

Bugarama

Rwumba Kitabi

Ruramba

KigembeMunini

Karama

Karaba

Gatagara

Masango

Rusatira

Shyorongi

Muhura

Kinyami

Mbogo

Kigarama

Sake

Rukara

Kiziguru

Gabiro

Gatunda

RilimaBugesera

Gikoro

Bicumbi

Gashora

Kanzi

Rwesero

Cyangugu

Bulinga

Ngaru

Mulindi

Muvumba

Kagitumba

Kirambo

Butaro

Nemba

Busogo

Muramba

Kagali

Nyondo

Kabaya

Mabanza

Murunda

GishyitaBwakira

Ngoma

Kidaho

Gikongoro

Gitarama

Butare

Kinihira

Burera

Rubavu Karago

Rutsiro

Gatsibo

Nyagatare

Kabarore

Mukarange

Kigabiro

Ndora

Gasaka

Ngoma

Kagano

RubengeraNyamabuye

Rukoma

Nyamata

Kicuro

RugengeNdera

Ruhango

Busasamana

Ngororero

MuhozaCyeru

Gakenke

Tare

Kamembe

Kibeho

Kibungo

Kirehe

Gisenyi

Mukamira

Gihingo

Nyanza

Kibuye

Rwamagana

Byumba

KIGALI

D E M . R E P .O F

C O N G O

B U R U N D I

T A N Z A N I A

U G A N D A

Lac Kivu

LacIhema

LacKivumba

LacHago

LacMikindi

LacRwanyakizinga

LacBurera

LacRuhondo

LacNasho

LacCywambwe

LacMpangaLac

Mugesera

LacRweru

LacCyohoha

Sud

Lac Muhazi

Kagera

Nyabarongo

Akany

aru

Kagi

tum

ba

Kagera

To Sake

To Rutshuru

To Kisoro

To Kabale

To Kikagati

To Kafunzo

To Bugene

To Lusahanga

To Kirundo

To Ngozi

To Kayanza

To Cibitoke

To Cibitoke

To Walangu

To Nyya-Ghezi

Virunga M

ts.

VolcanKarisimbi(4519 m)

30°00'E 31°00'E29°30'E 30°30'E

29°00'E

29°00'E

30°00'E29°30'E 30°30'E

2°00'S

2°30'S

2°00'S

1°00'S

1°30'S1°30'S

RWANDA

0 10 20 30

0 10 20 30 Miles

40 Kilometers

IBRD 33471R2

JUN

E 2008

RWANDA

This map was produced by the Map Design Unit of The World Bank. The boundaries, colors, denominations and any other information shown on this map do not imply, on the part of The World Bank Group, any judgment on the legal status of any territory, o r any endo r s emen t o r a c c e p t a n c e o f s u c h boundaries.

SELECTED CITIES AND TOWNS

AKARERE (DISTRICT) CAPITALS

INTARA (PROVINCE) CAPITALS

NATIONAL CAPITAL

RIVERS

MAIN ROADS

AKARERE (DISTRICT) BOUNDARIES

INTARA (PROVINCE) BOUNDARIES

INTERNATIONAL BOUNDARIES

Document of The World Bank · 2016-07-15 · document of the world bank report no: icr00001729...

Documents

Transcript of Document of The World Bank · 2016-07-15 · document of the world bank report no: icr00001729...