MINISTRY OF EDUCATION SECONDARY EDUCATION IMPROVEMENT PROJECT
REPUBLIC OF GHANA MINISTRY OF EDUCATION SECONDARY EDUCATION IMPROVEMENT PROJECT (SEIP) PROJECT IMPLEMENTATION MANUAL (September 29, 2014) SEIP PIM 2014-2019 LIST OF ACRONYMS AESL AESOP AfDB ARIC BECE BER CAGD CAMFED CENDLOS CHASS CQS CSO CSSPS DACF DEO DEOC DFID DLIs DLRs DSSEP ECOWAS EEPs EFA EMIS EOI EPA ESMF ESP ESPR FAA FAR FBS FM FPMU GAS GCR GDP GER GES GESCI GETFUND GEU Architectural and Engineering Services Limited Annual Education Sector Operational Plan African Development Bank Audit Review and Implementation Committee Basic Education Certification Exam Budget Execution Report Controller and Accountant General‘s Department Campaign for Female Education Centre for National Distance Learning and Open Schooling Conference of Heads of Assisted Secondary Schools Selection Based on Consultants‘ Qualifications Civil Society Organization Computerized School Selection and Placement System District Assemblies Common Fund District Education Office District Education Oversight Committee Department for International Development Disbursement- linked Indicators Disbursement- linked Results Development of Senior Secondary Education Project- Education III Economic Community of West African States Eligible Expenditure Programs Education For All Education Management Information System Expression of Interest Environmental Protection Agency Environmental and Social Management Framework Education Sector Plan Education Sector Performance Report Financial Administration Act Financial Administration Regulation Fixed Budget Selections Financial Management Funds and Procurement Management Unit Ghana Audit Service General Counterfoil Receipt Gross Domestic Product Gross Enrollment Rate Ghana Education Service Global E-Schools and Communities Initiative Ghana Education Trust Fund Girls Education Unit i SEIP PIM 2014-2019 GIFMIS GLSS GoG GPEG GPN GSGDA GSS IBRD IC ICB ICT ICU IDA IFRs IGF INSET IPSAS IUFR LCS MDG MOE MOF MTEF NCB NCCA NCTE NESAR NIB NITA NTC PBME PIM PPA PSC PTAs QBS QCBS RAP RBF RCC RPF SBD SED SEIP SEU SHS Ghana Integrated and Financial Management Information System Ghana Living Standards Survey Government of Ghana Ghana Partnership for Education General Procurement Notice Ghana Shared Growth and Development Agenda Ghana Statistical Service International Bank for Reconstruction and Development (World Bank) Individual Consultants International Competitive Bidding Information and Communication Technology Infrastructure Coordination Unit International Development Agency Interim Financial Reports Internally Generated Funds In-Service Training International Public Sector Accounting Standards Interim Unaudited Financial Reports Least Cost Selection Millennium Development Goal Ministry of Education Ministry of Finance Medium Term Expenditure Framework National Competitive Bidding National Council for Curriculum and Assessment National Council for Tertiary Education National Education Sector Annual Review National Inspectorate Board National Information Technology Agency National Teaching Council Planning, Budget, Monitoring and Evaluation Project Implementation Manual Public Procurement Authority Project Steering Committee Parent Teachers Associations Quality Based Selection Quality and Cost-Based Selection Resettlement Action Plan Result-Based Financing Regional Coordination Council Resettlement Policy Framework Standard Bidding Document Secondary Education Division Secondary Education Improvement Project Science Education Unit Senior High School ii SEIP PIM 2014-2019 SPN SPIP SPP SPPP SRIMPR STME STMIE STEP TED TIC TPV UNDB USAID WAEC WASSCE Specific Procurement Notice School Performance Improvement Plan School Performance Partnership School Performance Partnership Plan Statistics, Research, Information Management and Public Relations Science, Technology and Mathematics Education Science, Technology, Mathematics, Innovation Education Skills Toward Employment and Productivity Survey Teacher Education Division Technical Implementation Committee Third Party Verification United Nations Development Business United States Agency for International Development West Africa Examinations Council West Africa Senior Secondary Certificate Examination iii SEIP PIM 2014-2019 Table of Contents LIST OF ACRONYMS ......................................................................................................................................................................... I LIST OF TABL ES AND FIGURES...................................................................................................................................................... IX LIST OF ANNEXES............................................................................................................................................................................. X 1. INTRODUCTION AND PROJECT SUMMARY ..................................................................................................................... 1 1.1. NATIONAL CONTEXT ......................................................................................................................................................... 1 1.2. MACRO-ECONOMIC CONTEXT .......................................................................................................................................... 1 1.3. EDUCATION SECTOR BACKGROUND................................................................................................................................... 1 1.4. JUSTIFICATION FOR THE PROJECT ...................................................................................................................................... 2 1.5. PROJECT DESCRIPTION ..................................................................................................................................................... 3 1.5.1. Project Objectives.................................................................................................................................................. 3 1.5.2. Key Perfo rmance Indicators................................................................................................................................. 4 1.6. PROJECT COMPONENTS.................................................................................................................................................... 4 1.6.1. Component 1: Support to Increase Access with Equity and Quality in Senio r High Schools .................... 4 1.6.2. Component 2: Management, Research and Monitoring and Evaluation .................................................... 6 1.7. PROJECT FINANCING......................................................................................................................................................... 6 1.8. RESULTS MATRIX ...........................................................................................................................................................11 1.8.1. Disbursement Linked Indicato rs and Results ..................................................................................................11 2. PROJECT INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS.....................................................................13 2.1. EXECUTING AGENCY .......................................................................................................................................................13 2.2. THE PROJECT STEERING COMMITTEE ..............................................................................................................................13 2.3. THE TECHNICAL I MPLEMENTATION COMMITTEE ..............................................................................................................14 2.4. ROLE OF MINISTRY OF EDUCATION .................................................................................................................................17 2.5. ROLE OF GHANA EDUCATION SERVICE.............................................................................................................................17 2.5.1. Role of Regional Education Directora te ..........................................................................................................18 2.5.2. Role of District Education Directo rate .............................................................................................................18 2.5.3. Role of Beneficiary Senior High Schools ..........................................................................................................19 3. IMPLEMENTATION OF COMPONENT 1: SUPPORT TO INCREASE ACCESS WITH EQUITY AND QUALITY IN SENIOR HIGH SCHOOLS ................................................................................................................................................................21 3.1 CRITERIA FOR THE SELECTION OF DISTRICTS TO RECEIVE 23 NEW HIGH SCHOOLS...................................................................21 3.1.1. Ten districts without Public SHS ........................................................................................................................21 3.1.2. Additional 13 Districts to Benefit fro m New Senior High Schools ...............................................................22 3.2 CRITERIA FOR SELECTION OF 125 EXISTING SHS TO BENEFIT FROM IMPROVEMENT IN FACILITIES AND QUALITY .......................23 3.2.1 Criteria for Selecting 50 Existing SHSs fo r Facilities and Quality Improvement .............................................23 3.2.2 Criteria for Selecting 75 Existing SHSs fo r Quality Improvement ................................................................25 3.3 PILLAR 1: I NCREASE ACCESS WITH EQUITY ............................................................................................................................28 3.3.1 SCHOLARSHIP ...............................................................................................................................................................28 3.3.2 Eligibility fo r Scholarship ....................................................................................................................................30 3.3.3. Scholarship Selection Process............................................................................................................................31 3.3.4. Monitoring by GES, MO E and REO ...................................................................................................................31 3.3.5. Monitoring by GEU..............................................................................................................................................32 3.3.6. Sustainability ........................................................................................................................................................33 3.4 PILLAR 2: I MPROVE THE QUALITY OF EDUCATION IN SELECTED LOW PERFORMING SENIOR HIGH SCHOOLS.............................33 3.4.1 School Perfo rmance Partnerships Plan............................................................................................................33 3.4.2 Preparation of SPPP ............................................................................................................................................34 3.4.3 Orientation Training for Beneficiary Schools ..................................................................................................35 3.4.4 National Level Science and Mathematics INSET ............................................................................................37 iv SEIP PIM 2014-2019 3.4.5 Monitoring ............................................................................................................................................................37 3.4.6 Review of Quality of Teaching and Learning of Ma thematics and Scien ce ..............................................37 3.4.7.1 Technical Infrastructure ................................................................................................................................41 3.4.7.2 Activities to improve Teaching and Learning using ICT ...........................................................................42 3.4.7.3 Schools Project Team ....................................................................................................................................43 3.4.7.4 The ICT Consortiu m........................................................................................................................................43 3.4.7.5 Monitoring ......................................................................................................................................................44 3.4.8 Leadership and Management Training ...........................................................................................................45 3.4.8.1 Beneficiaries of the Training .......................................................................................................................45 3.4.8.2 Expected Outputs and Outcomes ...............................................................................................................45 4. IMPLEMENTATION OF CO MPONEN T 2: MANAGEMENT, RESEARCH, MONITORING AN D EVALUATION........48 4.1. MONITORING AND EVALUATION .....................................................................................................................................48 4.2. PERFORMANCE ASSESSMENTS ........................................................................................................................................48 4.3. I MPACT EVALUATIONS....................................................................................................................................................49 4.4. MANAGEMENT OF MONITORING AND EVALUATION ........................................................................................................49 4.5. DISBURSEMENT LINKED I NDICATORS ...............................................................................................................................49 4.6. RESULTS FRAMEWORK INDICATORS.................................................................................................................................52 4.7. BASELINE DIAGNOSTIC ANALYSIS .....................................................................................................................................52 4.8. NOTE ON PDO I NDICATOR TWO: THE EDUCATIONAL ATTAINMENT INDICATOR..................................................................55 4.9. ROLES AND RESPONSIBILITIES FOR RESULTS FRAMEWORK INDICATOR UPDATES .................................................................55 4.10. I NDEPENDENT SURVEY FIRMS ..........................................................................................................................................56 4.11. O NLINE MONITORING TOOL FOR SCHOOL -LEVEL DATA COLLECTION...................................................................................57 4.11.1. Theme – A ccess ..............................................................................................................................................58 4.11.2. Theme – quality ..............................................................................................................................................58 4.12. MONITORING AND SUPERVISION VISITS ...........................................................................................................................59 4.13. I MPACT EVALUATION .....................................................................................................................................................59 4.14. SCHOOL MAPPING AND PROFILE.....................................................................................................................................60 4.14.1. Phase 1 - Website / User-in terface .............................................................................................................60 4.14.2. Phase 2 – SEIP Schools self-reporting .........................................................................................................61 4.14.3. Phase 3 – SEIP Schools monitoring and verification ................................................................................61 4.14.4. Phase 4 - Open-Ended Expansion ................................................................................................................62 4.14.5. Data Sources, Da ta Collection and Entry ...................................................................................................62 4.14.6. Feedback from o rdinary co mmunity members .........................................................................................62 4.14.7. How the pla tform can serve to address issues as they a rise ..................................................................62 4.14.8. Roles and Responsibilities.............................................................................................................................63 4.15. RESEARCH AGENDA ........................................................................................................................................................64 5 FINANCIAL MANAGEMEN T PROCEDURES.....................................................................................................................66 5.1 O RGANIZATION AND RESPONSIBILITIES.................................................................................................................................66 5.1.1 Organization.........................................................................................................................................................66 5.1.7 Roles and Responsibilities ..................................................................................................................................67 5.2 BUDGETING ARRANGEMENTS...............................................................................................................................................68 5.3 FUNDING AND BANKING ARRANGEMENTS ............................................................................................................................69 5.3.2 Designated Accounts ..........................................................................................................................................69 5.3.3 Opening of Bank Accounts .................................................................................................................................69 5.3.4 Signatories ............................................................................................................................................................69 5.3.5 Funds Flow ............................................................................................................................................................69 5.4 DISBURSEMENT ARRANGEMENTS .........................................................................................................................................71 5.5 POLICIES AND REGULATIONS................................................................................................................................................71 5.5.1 Eligibility fo r Accessing Funds ...........................................................................................................................71 5.5.2 Conditions Precedent to Initial Receipt of SEIP Funds Schools ....................................................................72 5.5.3 Obligations of the Schools .................................................................................................................................72 v SEIP PIM 2014-2019 5.5.4 Sanctions for non-co mpliance with Disbursement Policies ..........................................................................72 5.6 REQUESTING FUNDS ............................................................................................................................................................72 5.7 RECEIVING FUNDS ...............................................................................................................................................................73 5.7.1 Detailed Procedures ............................................................................................................................................73 5.8 PREPARATION OF EXPENDITURE W ORKPLANS.......................................................................................................................75 5.8.1 Proposal ................................................................................................................................................................75 5.8.2 Workplans.............................................................................................................................................................75 5.8.3 Approval of Workplans.......................................................................................................................................75 5.9 DISBURSEMENT PROCESSES AT THE SCHOOL LEVEL ...............................................................................................................76 5.9.1 Preparation of Payment Vouchers ...................................................................................................................76 5.9.2 Cheque Preparation/Signing .............................................................................................................................76 5.9.3 Dispersal of Cheques and Supporting Docu ments .........................................................................................77 5.9.4 Accounting For Advances to Officers ...............................................................................................................77 5.10 ACCOUNTING ARRANGEMENTS.............................................................................................................................78 5.10.1 Accounting Policies ........................................................................................................................................78 5.10.2 Reco rds and Books .........................................................................................................................................79 5.10.3 Preparation and Submission of Report ......................................................................................................81 5.10.4 Financial Reporting and Monitoring ...........................................................................................................81 5.10.5 Internal Control and Internal Auditing .......................................................................................................83 5.10.6 Auditing ...........................................................................................................................................................83 6 PROCUREMENT PROCEDURES .........................................................................................................................................85 6.1 I MPLEMENTATION ARRANGEMENTS FOR PROCUREMENT ......................................................................................................85 6.1.1 Use of National Systems.....................................................................................................................................85 6.2 PROCUREMENT ACTIVITIES...................................................................................................................................................86 6.2.1 National Level Pro curement ..............................................................................................................................86 6.2.2 Institution/School Level Procurement..............................................................................................................86 6.3 STANDARD DOCUMENTS TO BE USED AND SOLICITATION.......................................................................................................87 6.4 ADVERTISEMENT .................................................................................................................................................................87 6.5 PROCUREMENT PLANNING...................................................................................................................................................88 6.6 SCOPE OF PROCUREMENT UNDER THE PROJECT.....................................................................................................................89 6.6.1 Procurement of Works........................................................................................................................................89 6.6.2 Procurement of Goods........................................................................................................................................89 6.6.3 Procurement of non-consulting services .........................................................................................................90 6.6.4 Selection of Consultants .....................................................................................................................................90 6.6.5 Capacity Building and Training Progra mmes, Conferen ces and Workshops ............................................90 6.7 REVIEW OF PROCUREMENT BY THE BANK .............................................................................................................................91 6.8 PROCUREMENT METHODS AND PROCEDURES.......................................................................................................................92 6.9 PROCESS STEPS AND GUIDELINES FOR DETERMINING COMPLETION TIMESCALES ....................................................................93 6.10 STRENGTHENING PROCUREMENT CAPACITY ....................................................................................................................96 6.11 PROCUREMENT REPORTS................................................................................................................................................97 6.12 CONTRACT MANAGEMENT .............................................................................................................................................97 6.12.1 Contract Management and Expenditu re Reports ....................................................................................98 6.12.2 Contract Supervision and Administra tion ..................................................................................................98 6.12.3 Payment for Consultant Services .................................................................................................................98 6.12.4 Resolution of Contractual Disputes .............................................................................................................98 6.12.5 Contract Amendment ....................................................................................................................................98 6.13 ETHICS, CODE OF CONDUCT, PROCUREMENT UNDER THE PROJECT...................................................................................99 6.13.1 Conflict of Interest..........................................................................................................................................99 6.13.2 Fraud and Corruption ................................................................................................................................. 100 7. INFORMATION EDUCATION AND COMMUNICATION (IEC).................................................................................... 104 7.1 TARGET AUDIENCE ........................................................................................................................................................... 104 vi SEIP PIM 2014-2019 7.2 7.3 7.4 7.5 8. TYPES OF MESSAGES ........................................................................................................................................................ 104 MEDIA FOR DISSEMINATION ............................................................................................................................................. 104 SCHOOL MAPPING AND MONITORING W EBSITE ................................................................................................................ 105 I MPLEMENTATION OF COMMUNICATIONS STRATEGY.......................................................................................................... 105 ENVIRON MEN TAL AND SOCIAL MANAGEMEN T FRAMEWORK............................................................................. 107 8.1 8.2 8.3 I NSTITUTIONAL ARRANGEMENTS, RESPONSIBILITIES AND PROJECT O VERSIGHT.................................................................... 109 CAPACITY BUILDING FOR ENVIRONMENTAL AND SOCIAL MANAGEMENT ............................................................................. 112 COST OF I MPLEMENTATION............................................................................................................................................... 112 vii SEIP PIM 2014-2019 LIST OF TABLES AND FIGURES Table Table Table Table Table Table Table 1.1: 1.2: 1.3: 1.4: 2.1: 2.2: 3.1: IDA Project Financing ................................................................................................ 7 Details of SEIP Costs .................................................................................................. 8 Summary of DLIs by Year........................................................................................ 11 Schedule for Disbursements under Component 1..................................................... 12 Entities Responsible for Implementation of the SEIP .............................................. 17 Implementation Arrangements.................................................................................. 19 List of 10 districts with no existing public SHS to receive a new SHS under the SEIP 22 Table 3.2: List of 13 Districts for additional new SHS .............................................................. 23 Table 3.3: List of 50 schools to benefit from facilities and quality improvements ................... 24 Table 3.4: List of 75 additional schools selected to benefit from quality improvements .......... 25 Table 3.5 Projected Scholarship Beneficiaries Under SEIP ......................................................... 29 Table 3.6 Disbursement Linked Indicator and Targets Under the Scholarship Scheme .............. 30 Table 3.7 Implementation Schedule for Scholarship Administration........................................... 32 Table 3.8 Process for SPPP Preparation and Submission ............................................................. 35 Table 3.9 Participants for Beneficiary Schools Orientation ......................................................... 36 Table 3.10 Recommendations of the Committee on Reforming Science and Mathematics Education in Pre-Tertiary Schools ................................................................................................ 38 Table 3.11 ICT Activities to Improve Teaching and Learning ..................................................... 42 Table 3.12 Schedule of Activities under Leadership and Management Training ......................... 46 Table 4.1 Data sources for independent verification of Disbursement Linked Results ................ 50 Table 4.2 Flexibility in meeting DLIs 2, 3 and 7 .......................................................................... 52 Table 4.3 Results Framework Indicators, timelines and responsibility for updates ..................... 53 Table 4.4 Indicators to be collected by the civil works independent verification consultancy .... 57 Table 4.5 DLIs and Results Framework Indicators to be collected by in-school Survey Firm .... 57 Table 4.6 Data Sources for Tracking Progress of Project Activities ............................................ 59 Table 4.7 Proposed timeline for research activities ...................................................................... 65 Table 5.1: Disbursement Categories .......................................................................................... 71 Table 6.1: Thresholds for Procurement Methods and Prior Review ........................................... 92 Table 6.2: Procurement methods to be used under the Project .................................................. 93 Table 7.1: SEIP Communications Plan .................................................................................... 105 Table 8.1 Organization and Focal Persons for Environmental and Social Safeguards .............. 111 viii SEIP PIM 2014-2019 LIST OF ANNEXES ANNEX 1: PROJECT RESULTS FRAMEWORK ................................................................................................................... 113 ANNEX 2: PERSPECTIVE VIEW OF NEW SENIOR HIGH SCHOO L CONSRUCTION...................................................... 117 ANNEX 3: DRAFT TERMS OF REFERENCE FOR PROJECT STEERING COMMITTEE (PSC).......................................... 120 ANNEX 4: DRAFT TERMS OF REFERENCE FOR TECHNICAL IMPLEMENTATION COMMITTEE ............................... 124 ANNEX 5: DISTRICT AND SENIOR HIGH SCHOOL SELECTION DATA ........................................................................... 126 ANNEX 6: FACILITIES IMPROVEMENT SITE VISIT INFORMATION............................................................................... 146 ANNEX 7: GUIDELINES FOR NEW SENIOR HIGH SCHOOL CONSTRUCTION.............................................................. 149 ANNEX 8: GUIDELINES FOR FACILITIES IMPRO VEMENT .............................................................................................. 156 ANNEX 9: STUDENT INFORMATION SHEET ON SCHOLARSHIPS................................................................................. 163 ANNEX 10: DRAFT TERMS OF REFERENCE FOR SCHOLARSHIP ADVISOR/ADMINISTRATOR ................................... 165 ANNEX 11: SCHOLARSHIP PROGRAMMEAPPLICATION FORM ..................................................................................... 171 ANNEX 12: GUIDELINES FOR PREPARING SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN ............ 175 ANNEX 13: TEMPLATE FOR SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN..................................... 180 ANNEX 14: E-TRANSFORM PROJECT AND LIST OF BENEFICIARY SENIOR HIGH SCHOOLS....................................... 181 ANNEX 15: DATA FLOW MAP FOR MO NITORING AND EVALUATION ......................................................................... 184 ANNEX 16: PROJECT DISBURSEMENT LINKED INDICATORS AND RESULTS ................................................................ 185 ANNEX 17: DRAFT TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF CIVIL WORKS ACTIVITIES....... 189 ANNEX 18: DRAFT TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF IN-SCHOOL ACTIVITIES (QUALITY AND OUTCOMES) ........................................................................................................................................................................ 191 ANNEX 19: SAMPLE QUESTIONNAIRE FOR O NLINE SENIOR HIGH SCHOOL MO NITORING..................................... 200 ANNEX 20: DRAFT TERMS OF REFERENCE FOR SUPERVISION OF NEW CONSTRUCTION........................................ 204 ANNEX 21: DRAFT TERMS OF REFERENCE FOR SUPERVISION CONSULTANT OF FACILITIES IMPROVEMENT ..... 208 ANNEX 22: REPORTING TEMPLATE FO R SUPERVISION CONSULTANTS ...................................................................... 216 ANNEX 23: TEMPLATE FOR CONDUCT OF NEEDS ASSESSMENT (FACILITIES UPGRADE) ......................................... 217 ANNEX 24: ENVIRONMENTAL SCREENING CHECKLIST................................................................................................... 218 ANNEX 25: RESETTLEMENT ACTION PLAN SCREENING FORM ..................................................................................... 222 ANNEX 26: DRAFT TERMS OF REFERENCE FOR SAFEGUARDS CO NSULTANT ............................................................ 223 ANNEX 27: DRAFT TERMS OF REFERENCE FOR PROJECT COORDINATOR .................................................................. 227 ANNEX 28: THE E-EDUCATION PLATFORM FOR SCHOO L MAPPING AND MONITORING AND EVALUATION ...... 236 ANNEX 29: PROJECT FREQUENTLY ASKED QUESTIONS (FAQS) .......................................................................................... 240 ANNEX 30: PROJECT CONTACTS ............................................................................................................................................... 245 ix SEIP PIM 2014-2019 BACKGROUND This Project Implementation Manual (PIM) sets forth all the operational and procedural steps for project implementation including detailed description of project components, the roles and responsibilities of implementing units, review and approval of school performance partnerships with respective stakeholders. It also includes flow of funds, operational and financial reporting arrangements, procurement and disbursement processes, standard formats for trimester and annual reporting and amendment procedures. It should be used in conjunction with the most recent versions of the Project Appraisal Document (PAD) and Environmental and Social Management Framework (ESMF). The primary users of the PIM would be the Project Steering Committee (PSC), Technical Implementation Committee (TIC), Supervision Consultants, Ghana Education Services (GES) and relevant Agencies, the Regional Education Directorate, the District Education Directorate and the Heads of Schools. The PIM clarifies the roles and responsibilities of the PSC, TIC, (GES, NTC, Regional Education Directors, District Education Directors, Heads Senior High Schools), and the World Bank in relation to project implementation where relevant, and should help guide all stakeholders and assigned oversight responsibilities of the Project. x SEIP PIM 2014-2019 1. INTRODUCTION AND PROJECT SUMMARY 1.1. National Context Ghana, located on the western coast of Africa has an estimated population of 25 million (2010 Census).Ghana experienced rapid economic growth over the past several years resulting in substantial progress in reducing income poverty. GDP growth rose from 8 percent in 2010 to close to 14.5 percent in 2011, making Ghana‘s economy one of the fastest growing on the continent. By 2012, Gross National Income per capita reached US$1,940, reflecting Ghana‘s middle-income status. Poverty has been declining steadily, as reflected in the number of people classified as poor, which dropped from about 8.0 million (i.e. slightly over 50 percent of the population) in 1992 to 6.3 million in 2006 (less than 30 percent of the population). In spite of these improvements, inequalities remain in Ghana, and are reflected in significant disparities in access to economic, social and political opportunities, mainly between the poorer three regions in the north and the rest of the country. 1.2. Macro-Economic Context Recent macroeconomic instability is putting at risk the gains in poverty reduction achieved. The fiscal deficit reached 11.5% of GDP in 2012 and 10.1% in 2013, and the current account deficit reached 13% of GDP in both years. The government tackled the fiscal imbalances by raising fuel prices as well as electricity and water tariffs, by around 60% in late 2013. The inflationary impact of the adjustment was reinforced by the Cedi depreciation. Hence the higher prices imply a lower income in real terms, which has the risk of pushing many near-poor families into poverty. The pressure on household budgets and the impact on poor households have implications on household financing of education 1.3. Education Sector Background The MOE Education Sector Plan (ESP 2010-2020) seeks to increase equitable access to high quality education across all levels of service delivery. Prior to the 2010 – 2020 ESP, Ghana had pursued free and compulsory universal basic education for decades. Since 2008, the policy has been to provide eleven years of universal basic education (two years of Kindergarten, six years of Primary, and three years of Junior High). Enrollments have increased rapidly in all the three sub-cycles of basic education in recent years: between 2002/03 and 2013/14, gross enrollment rates increased from 49 to 123 percent at Kindergarten, from 76 to 107.3 percent at Primary, and from 63 to 82 percent at Junior High level. The percentage of girls in primary school has improved from 47.6 percent in 2002/3 to 48.9 percent in 2011/12, though wider gaps persist in the rural areas, particularly affecting the last grades of primary school. The dramatic increase in school enrollments is owing mostly to a concerted effort to build up the supply of schooling combined with the elimination of school fees and levies charged to parents, and the consequent introduction of the capitation grant. Government eliminated the last remaining school fees and levies in 2004, introducing at the same time a capitation grant to compensate schools for the loss of revenue. 1 SEIP PIM 2014-2019 The progress made, resulting from the strategies pursued at the basic level of education has driven demand for second cycle education, hence the Government ESP strategies to provide equitable access to SHS education. The strategies include: making available progressively free public second cycle education for those eligible; providing boarding on needs basis; ensuring quality education for all academically eligible students; ensuring that central and outlying girls education units are functional; and all institutions meet national norms in health, sanitation and safety. The ESP makes a strong commitment to achieve gender equality by 2015 with full gender parity, enrollment of hard-to-reach and out-of-school children, ensuring high safety and sanitation standards in schools and other actions. Among the quality improvement measures, the key objectives include; providing access to adequate, relevant and up-to-date teaching/learning materials (including ICTs); school, public and community libraries; and relevant curricula and continuous in-service training (INSET) for teachers. 1.4. Justification for the Project Inadequate Access Demand for SHS education has increased, fueled by increasing population and high completion rate at the junior high school level. However, there remain inequities in this demand as 3/4th of the youth typically either does not have adequate qualification to enter SHS or cannot afford to move or commute to the schools where they are placed by the Computerized School Selection and Placement System (CSSPS). Either they drop out before reaching the basic education completion exam (BECE) or about half of those taking BECE do not meet the qualifying grade enter senior secondary education). Those coming from the poorest 20% of the households, the most deprived districts and/or from rural areas are about 5 to 6 times less likely to access SHS programs. Supply of SHS education has also increased through new public schools, growth of private education and increasing enrollments to schools. The number of SHSs rose by 68% from 492 schools in 2005 to 828 schools in 2012, out of which 535 are public and 62.8% of the private senior high schools located in rural areas. The average size of secondary schools has risen from 683 students per school to 1,018 students per school in 2013. There is a significant disparity between the average size of public and private secondary schools with public schools catering for 1,441 students per school and private schools catering for only 245 students per school. Importantly, among the public schools there is disparity between: (i) schools that are selective, preferred by the majority of students, and oversubscribed; and (ii) schools, mainly community day schools, that remain undersubscribed either because they have less quality inputs, services and outcomes, or because families may not be able to afford privately provided hostel facilities or transportation to these schools. In the latter, they have extra space for additional admission leading to persistent inefficiency. Additional facilities at existing community day schools and private schools could significantly contribute to the planned expansion. 2 SEIP PIM 2014-2019 Quality Issues Quality of SHS programs shows large disparities between the best 100 schools and the rest of the schools. The top schools produce the bulk of those entering tertiary education whereas for those enrolled in the majority of the schools, SHS represents the terminal form of education. 46% of the students who qualify for tertiary education by successfully sitting for the WASSCE are from the top twenty percent of Senior High Schools in the country while 8 percent of students from the bottom 20% of the schools (106 schools) qualify for tertiary education. 1.5. Project Description The proposed Secondary Education Improvement Project (SEIP) with funding from the World Bank would support the implementation of the government‘s Community Day Senior High School Project (CSHSP) through two components: (i) Support to Increase Access with Equity and Quality in Senior High Schools; and (ii) Management, Research and Monitoring and Evaluation. The SEIP is expected to finance results which demonstrate increased access in targeted districts, increased enrollment of poorest students and improved learning outcomes for selected low performing senior high schools. The Government plans to achieve these results through the construction of new senior secondary schools in underserved areas, rehabilitation and expansion of existing low performing schools and support for SHS attainment for disadvantaged students. In addition, activities are planned to improve the quality of selected low performing schools with a focus on mathematics and science education. The Government plans to do this by: providing 23 new senior high schools in mostly underserved areas; expanding and upgrading support for 125 existing low performing SHSs; providing three-year scholarship support for at least 10,400 needy and qualified SHS students especially girls, and; providing school performance partnerships in selected 125 schools to improve quality and connectivity to the internet. In order to achieve and report on the results attained under the project, the SEIP will provide funding and technical assistance to the implementing agencies and the third party validation agencies. The development of a research program to better understand constraints and challenges in secondary education while formulating a national secondary strategy would also be included under the project. The introduction of a web platform for school reporting and real time monitoring would increase social accountability and information sharing on the performance of the sector. 1.5.1. Project Objectives The Project Development Objective is to increase access to senior secondary education in underserved districts and improve quality in low-performing senior high schools in Ghana. The SEIP project is expected to benefit approximately 30,000 new students in secondary education programs, 150,000 students in low performing schools, 2000 senior high school teachers, heads of schools, in addition to GES and MOE officials. 3 SEIP PIM 2014-2019 1.5.2. Key Performance Indicators Access with Equity Increased Transition Rates from JHS3 to SHS1 1 in targeted districts Increase in SHS educational attainment within two poorest quintiles in targeted districts Quality of low performing secondary schools WASSCE achievement of 6 credits and above 2 within beneficiary schools (disaggregated by gender) 1.6. Project Components The Project would support the Government‘s Community Day Senior High School program through two components: (i) Support to Increase Access with Equity and Quality in Senior High Schools; and (ii) Management, Research and Monitoring and Evaluation. 1.6.1. Component 1: Support to Increase Access with Equity and Quality in Senior High Schools Component 1 uses a results-based financing (RBF) modality. Disbursements up to a capped absolute amount will be made against specific line items in the Education sector annual budget, referred to as eligible expenditure programs (EEPs). These disbursements will be conditioned on achievement of specified results, as measured by disbursement-linked indicators (DLIs). A matrix of indicators has been developed to measure performance annually and monitor the results achieved and is attached as Annex 1. Policies and interventions to be supported are grouped into two pillars: (i) increasing access with equity (geographic, gender, poverty, etc.); and (ii) improving quality of selected low performing SHS. Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1 million): The objective of this pillar is to improve access to senior secondary education and improve equity in underserved districts and provide scholarship to students from low income families, especially girls. The SEIP is expected to finance results of the Government‘s priority program to expand space through the construction of new senior secondary schools in underserved areas, rehabilitation and expansion of existing low performing schools and through support for SHS attainment of disadvantaged students. The Government plans include new construction in the 10 districts where there are no current operating public SHS and no contracts awarded under the Community Senior High School Project (CSHSP) funded by the Government of Ghana. In addition, using the agreed selection criteria for eligible student population compared with available school capacity 1 SHS are those schools in upper secondary that prepare students for WASSCE. WASSCE achievement refers to obtaining a minimum of six credits (three core and three electives) which is required for entry to tertiary institutions. 2 4 SEIP PIM 2014-2019 (effective demand) combined with district level poverty indicators, an additional 13 districts have been identified for new SHS construction. These districts have existing public senior high schools and a high demand for SHS places. The districts selected for new construction will receive: (i) 23 No. 24-unit Classroom Blocks (E- Blocks ); (ii) 2 No. Technical Blocks; (iii) 3 No. Vocational Blocks; (iv) 23 No. Staff Flats; (v) 23 No. Headmasters' Bungalow; (vi) 23 No. Canteen Blocks; (vii) 23 No. Security/Gate House; and (viii) Furniture and Equipment for the above structures. Annex 2 is the perspective view of the new construction facilities. The ultimate objective is to create new spaces for those demanding seats in SHS and to fill these spaces with new students coming from previously underserved communities. In addition to new schools, this pillar would focus on improving existing SHS, particularly those with capacity for expansion, demand for SHS places, poor learning outcomes, drawing on a needs assessment which will determine level of deficiency (bathrooms, science labs, computer facilities, etc.) and scope for upgrading. Approximately 125 existing schools would be supported. This pillar will improve the Government‘s targeting of resources to support increased access by further supporting scholarships to students from low income families, especially girls. Given the operation‘s focus on under-served areas and promoting access with equity, disbursement will be linked to indicators (DLIs) that measure increases in seat availability in targeted locations for new construction and increased utilization in existing low-performing schools where new seats are made available. Targeting resources for students from low income families, especially girls in underserved communities would further strengthen equity reforms. Therefore, the release of International Development Association (IDA) credit funds will be linked to achievement of the following DLIs: (i) selection based on targeting of school expansion in underserved districts (DLI1); (ii) increase in new seats utilized for SHS students in underserved districts (DLI 2); (iii) increase in utilized seats in existing selected low-performing schools (DLI3); and (iv) increased enrolment in selected SHS for students from low-income families, especially girls (DLI4). Pillar 2: Improve the quality of education in selected low-performing Senior High Schools (Total costs including contingencies: US$15 million): The objective of this pillar is to improve the quality of SHS, with a focus on mathematics and science education in selected low performing schools3 . The SEIP would also strengthen school management, leadership and expansion of ICT in the 125 selected low-performing schools. In order to improve quality, the Project will support the Government‘s program to: (i) strengthen school management, leadership and accountability; (ii) target interventions to improve the quality of science and mathematics education; and (iii) introduce School Performance Partnerships (SPPs) based on School Performance Partnership Plans (SPPPs) to capture quality improvements. The SPPs would develop mutual accountability between school management and the District Education Offices (DEOs) to improve learning performance with the commitment from government agencies to provide the necessary resources and the responsibility of schools to implement quality improvement activities with verifiable outcomes. In addition to school-based quality inputs, training and financing, this pillar will support the systematic collection and publication of school data for stakeholders to make informed decisions about SHS selection, and for MOE/GES to make informed decisions about planning and financing SHS. 3 Low-performing senior high schools will be selected based on district criteria for poverty and demand for education and performance ranking as well as size of school population. A needs assessment also would be carried out. 5 SEIP PIM 2014-2019 The focus on mathematics and science is aligned with the Government‘s strategy to encourage these program areas throughout all education levels. The expansion of ICT wireless connectivity would also strengthen science, mathematics and other subject education through digital content for teachers and students. Schools will have access to an education portal4 (i-campus) where teachers and students can utilize multiple online resources that are expected to support improved teaching and learning. ICT will be used for intensive in-service support to teachers to improve content knowledge as well as lesson plan preparation, teaching and learning aids, and videos on good teaching practices and classroom management. The portal could also serve as a platform for knowledge exchange with national and international networks and for participation in relevant discussion forums. The SEIP is expected to provide connectivity to 125 SHS. As an intermediate result, completion rates in the targeted schools would be expected to increase. A longer term impact would be an increase in student achievement in learning outcomes (as measured by performance in the WASSCE) which is also a year 4 DLR. For this pillar, release of IDA credit funds would be linked to the achievement of the following DLIs: (i) annual publication of School Performance Report (DLI 5); (ii) School Performance Partnerships (SPPs) in 125 beneficiary schools (DLI 6); and (iii) improved learning outcomes in targeted selected schools (DLI 7). 1.6.2. Component 2: Management, Research and Monitoring and Evaluation This component aims to strengthen the implementation capacity of the MOE and GES and its related implementing agencies and assist them to achieve the objectives of the Government‘s SHS strategy. This component will support monitoring and evaluation (M&E), coordination, planning, communication, financial management, procurement, and safeguards. In addition, it will support an active and evolving research agenda to continue to inform Government SHS policy, particularly with regard to financing, social targeting, quality initiatives, teacher rationalization, and curriculum relevance. This component would complement implementation of the program pillars with ongoing analyses, strengthening data collection for school mapping, and establish priorities for new construction, renovations and maintenance. The establishment of a web platform for school reporting and real time monitoring of all SHS implementation activities would enhance and strengthen the Education Management Information System (EMIS) and school mapping in order to help government report on achievement of results. In addition, funding will be provided to support the independent verification of disbursement linked indicators and results. Support would also be provided to help the MOE to design and realize policy reforms, including piloting and evaluating innovative approaches. This component would finance training, recruitment of short and long-term technical experts, procurement of goods needed for specific activities, and incremental operating costs. 1.7. Project Financing Lending Instrument: The proposed project would support senior secondary education in Ghana through a five-year credit of US$156 million. It will employ an Investment Project Financing (IPF) instrument which will be executed using a hybrid structure which employs a results-based 4 Education portal is being established with funding from USAID, GoG and planned support from the Ghana e Transform project approved by the Bank Board in 2013. 6 SEIP PIM 2014-2019 funding component (component 1) and a traditional investment technical assistance and management component (component 2) to support the government‘s overall program. The credit effectiveness date is expected to be October 1, 2014, and its closing date is November 1, 2019. The lending approach has three salient features. First, disbursements under Component 1 (results-based) are made against selected (eligible) key budget line items of the GoG‘s annual budget, referred to as Eligible Expenditure Programs (EEPs), up to capped absolute amounts, and at specific predictable disbursement dates. Second, credit disbursements are based on the achievement of pre-specified results, as measured by DLIs. Third, a TA component (Component 2) would finance essential activities to facilitate the implementation of Component 1 by strengthening the implementation capacity of the MoE and GES to enable them to work towards meeting the disbursement conditions under the DLIs while availing them of the requisite monitoring and evaluation tools. The DLIs under the SEIP reflect government priorities for SHS education as stipulated in the ESP. They include initial results and intermediate performance targets (Disbursement Linked Results) that aim to support incremental development changes within a long-term vision for the Ghana secondary education system. The DLIs are independent of each other from a disbursement point of view; i.e., non-compliance with a DLI in a period means that the disbursement of the funds associated with that DLI will be withheld, but disbursement associated with other DLIs will not be affected. All DLIs are weighted equally. The project is composed of 7 DLIs with yearly result targets (DLRs) from year 0 to year 4. The activities under each of these DLIs, as defined under each of the DLRs, are critical in addressing the challenges faced by secondary education in Ghana. This results-based financing mechanism ensures continued progress towards planned achievements and objectives while also strengthening government capacity in M&E. The SEIP results-based component will have a total of 30 DLRs for all seven DLIs and resource allocation of US$140.1 million with each DLR priced at a value of US4.64 million (except for the first DLI which is priced at US$5.54 million). The DLRs must be met on or before the agreed specified delivery times in order for the Government to receive the amount allocated for each specific DLRs. The period September to December, each year, will be selected as the measurement and evaluation period for DLRs and this would trigger disbursements against the selected eligible expenditure program line – ‗Compensation of Employees – Secondary Education Sub-Function‘. Table 1.1: IDA Project Financing Financing source Component 1: Support to Increase Access with Equity and Quality in Senior High Schools Component 2: Management, Research, Monitoring and Evaluation IDA Total Project Costs 7 US $ (m) 140.1 15.9 156.0 SEIP PIM 2014-2019 Table 1.2: Details of SEIP Costs COMPONENT 1 Pillars 1 & 2 under Component 1, will increase equitable access to quality secondary education at a total cost of USD140,100,000. PILLAR 1 (Objective: Increase Access with Equity in senior secondary education in underserved districts) (Total cost: USD$ 125,100,000) a) Construction of buildings: 23 New SHS including: i. 23 No. 24-unit Classroom Blocks ( E- Blocks ) ii. 2 No. Technical Blocks iii. 3 No Vocational Blocks iv. 23 No. Staff Flats v. 23 No. Headmasters' Bungalow vi. 23 No. Canteen Blocks vii. 23 No. Security Gate House viii. Furniture and Equipment for the above structures Support for supervising the new construction and furniture provision will be financed here. Total cost USD$ 98,900,000 b) Rehabilitation and expansion of 50 existing low-performing schools This will finance the following among others: science laboratory school library program blocks i.e. vocational, technical, business additional classrooms teachers/staff flat school canteen toilets and bathrooms furniture for classrooms, lab, teachers roofing of existing structures strengthen structural frames enclosing wall, windows and doors ceiling, wall furnishing and floor finishing decoration of structures painting of buildings painting of buildings Support for supervising the facilities improvement works will be financed under this sub-component. Total cost USD$ 10,000,000 8 SEIP PIM 2014-2019 c) Scholarships for 10,400 students from low income families especially girls The scholarship will finance the following among others: i. Relevant fees (until phased out) ii. Transport to school or bicycles iii. Uniforms iv. House dress v. PE kits vi. School shoes vii. School bags viii.Sanitary material for girls ix. Exercise books and note books x. Relevant stationery items xi. Supplementary readers, etc. Support for administering the scholarship will be financed here. Total cost Total Contingencies cost USD$ 15,600,000 USD$ 600,000 PILLAR 2 (Objective: Improve Quality in low-performing Senior High Schools) (Total cost: USD$ 15,000,000) a) Improve quality of education in 125 existing low-performing schools School Performance Improvement Plans will finance the following among others: INSET training – Science INSET training – Maths INSET training – ICT Provision of ICT package for schools (iCampus) ICT Equipment, maintenance School Environment Improvements Co-curricular activities support including maths/science clinics School field trips Staff team building and management training Renovation of furniture Science and Technology Equipment and renovation Teaching and Learning materials Guidance and Counselling Other improvements as the school might find necessary Total cost TOTAL COMPONENT 1 USD 15,000,000 USD 140,100,000 9 SEIP PIM 2014-2019 COMPONENT 2 Project Implementation Management & Supervision at a total cost of USD15,900,000 Project coordinator Orientation for schools, DEOs, DEOCs on facilities improvements and scholarships provision Orientation for schools, DEOs, DEOCs on quality improvements Development of maths and science training materials Orientation training on ICT package (iCampus) Development of materials for Leadership training Development of School mapping and monitoring website GPS mapping / data collection Training for schools and HQ Publishing annual brochure format Monitoring and supervision of implementation New construction Facilities improvements Scholarship beneficiaries Quality improvements Financial Audit Procurement audit Technical audit Independent survey to verify Disbursement Linked Results (construction works verification) (in-school activities verification) Household survey at endline (Results Framework Indicator) Impact Evaluations Research agenda on Secondary Education (Public expenditure review) (Impact of Science and Maths interventions,) (Impact of scholarships and subsidies) (Contribution of parents to school costs) (National Secondary Education Strategy) Procurement of goods needed for specific activities Data provision and analysis from WAEC on WASSCE results Data collection, provision and analysis from GSS on educational attainment, poverty level, population, out-of-school children. TOTAL OF COMPONENT 2 USD 15,900,000.00 TOTAL PROJECT COST USD 156,000,000.00 10 SEIP PIM 2014-2019 1.8. Results Matrix 1.8.1. Disbursement Linked Indicators and Results A total of seven DLIs are expected to be achieved over the five year period for Component 1. These DLIs are considered significant indicators of performance that will influence behavioral and policy reforms required for achieving visible outcomes in senior secondary education access, quality and equity. With a total resource allocation of US$140.1 million to the component, and using an equal price per DLR (with 30 DLRs as defined), this translates to US$4.64 million as the equivalent value of a DLR. On the assumption that the MOE meets the annual DLRs, the estimated equivalent amount of funds to be disbursed to the Government‘s sub-consolidated fund for education for the achievement of results in each of the 5 fiscal years (including the retroactive year, FY 2014) is as follows: Table 1.3: Summary of DLIs by Year Fiscal Year FY 2014(Yr. 0) FY 2015 (Yr. 1) FY 2016 (Yr. 2) FY 2017 (Yr. 3) FY 2018 (Yr. 4) Total Number DLIs 7 7 7 7 7 7 of Number of DLRs 6 6 6 6 6 30 Disbursement (US$ million) 28.74 27.84 27.84 27.84 27.84 140.1 amount Following the project‘s effectiveness, the SEIP will be disbursed the value of the 6 DLRs defined for Year 0 (amounting to US$28.74 million) upon verification by the Bank during the period September to December 2014, of their achievement. Along with this, an advance equivalent to 50 percent of the value of the 7 FY 2015 (Year 1) DLIs, equivalent to half of $27.84 million (i.e. US$14.42 million) would be disbursed in early 2015, based on the potential achievement of the Year 1 DLRs at verification during the last quarter of FY 2015 calendar year. The World Bank would allow for an acceptable range in the absolute quantity to determine the indicators ―achieve‖ based on the principle that the spirit of the DLR has been met regardless of a very slight difference in the absolute figure. For example, if the target is 1,000 utilized seats and verification confirms 975 seats, the indicator may be considered ―met‖. The range for the construction related indicators would allow for a 5% differential. This is further elaborated in section 10.1.1 on the Disbursement Linked Indicators and in the Independent Verification TOR. At the second and subsequent verification periods in late 2015 and beyond, the value of any prior period DLRs not met will be recovered from any advances payable, noting however that only one DLR can remain unmet for a prior period to allow for disbursement of any further advances against the potential for meeting future period DLRs. Table 1.4 below presents the allocation of IDA disbursement schedule for Component 1 under the project. The respective allocated amounts represent the 100 percent capped expenditure limits from the IDA allocation, on the assumption that DLRs have been met. 11 SEIP PIM 2014-2019 Table 1.4: Schedule for Disbursements under Component 1 Category Amount of Credit Allocated in USD (millions) First Withdrawal 28.74 Second Withdrawal 13.92 Third Withdrawal 13.92 Fourth Withdrawal 13.92 Fifth Withdrawal 13.92 Sixth Withdrawal 13.92 Seventh Withdrawal 13.92 Eight Withdrawal 13.92 Ninth Withdrawal 13.92 TOTAL AMOUNT Date on which Withdrawal May be Made Oct. 1, 2014 or by effectiveness date if said date is later than Oct. 1, 2014. January 15, 2015 (First Advance of 50% of Year 1 – 2015 DLR Values) Oct. 1, 2015 (Second Final 50% of Year 1 – 2015 DLR Values, netted with values of Year 1 DLRIs not met) January 15, 2016 (First Advance of 50% of Year 2 – 2016 DLR Values), subject to only 1 out of the 6 DLRs for Year 1 (2015) having not been met. Oct. 1 2016 (Final 50% of Year 2 – 2016 DLR Values, netted with values of Year 2 DLRs not met) January 15, 2017 (First Advance of 50% of Year 3 – 2017 DLR Values), subject to only 1 out of the 6 DLRs for Year 2 (2016) having not been met. Oct. 1, 2017 (Final 50% of Year 3 – 2017 DLR Values, netted with values of Year 3 DLRs not met) January 15, 2018 (First Advance of 50% of Year 4 – 2018 DLR Values), subject to only 1 out of the 6 DLRs for Year 3 (2017) having not been met. Oct. 1, 2018 (Final 50% of Year 4 – 2018 DLR Values, netted with values of Year 4 DLRs not met) 140.1 12 SEIP PIM 2014-2019 2. PROJECT INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS 2.1. Executing Agency The implementing agency is the Ministry of Education with the support of its relevant Agencies. The MOE has overall oversight and is responsible for the project's coordination, procurement, contract management, financial management, compliance with safeguards policies, and delivery of results. The Monitoring and Evaluation unit in MOE is responsible for all sector level monitoring and evaluation with support provided by Ghana Statistical Service, WAEC, National Inspectorate Board and other key agencies. Oversight of SEIP implementation is in the MOE with the GES providing their mandated implementation role for service delivery. The GES will oversee all activities related to scholarships, senior secondary institutional leadership and teacher training, preparation of SPPPs, resourcing of schools for quality improvements, improvement of senior secondary school programs and ICT interventions. The Regional and District Directorates for Education will supervise all SHS related interventions with respect to SHS institutional heads and will monitor the activities of SHSs in their districts and regions. The Secondary Education Improvement Project (SEIP) implementation covers a five year period from 2014 to 2019. 2.2. The Project Steering Committee As with previous education projects, a Project Steering Committee (PSC) will provide high level oversight and guidance to facilitate cross sectoral/agency/division coordination on implementation activities. The PSC is responsible for inter alia: (i) providing strategic guidance and overseeing project implementation; (ii) reviewing progress made in the implementation of the SEIP; (iii) facilitating the prompt resolution of key cross sectoral/agency/division implementation challenges and bottlenecks; (iv) ensuring coordination among key implementation sectors, agencies and divisions; (v) the project‘s coordination, procurement, contract management, financial management, and compliance with safeguards policies; and (vi) such other functions as necessary. It will be chaired by the Minister of Education with the Deputy Minister (Pre-Tertiary) as Vice Chair and with representatives of relevant MMDAs and key technical experts. The PSC will meet quarterly. The TOR of the PSC is attached as Annex 3. Membership of the PSC is as follows: i. Hon. Minister for Education as Chairperson ii. Deputy Minister (Pre-Tertiary) as Vice Chair iii. Chief Director iv. Representative, Ministry of Finance v. Representative, GETFund 13 SEIP PIM 2014-2019 vi. vii. viii. ix. x. xi. xii. xiii. xiv. The Director General, GES Director of Accounts, MOE The Financial Controller, GES Representative, Conference of Heads of Assisted Secondary Schools (CHASS) The Project Coordinator Head of Civil Works Team Head of the Quality & Outcomes Team Representative, Regional Education Directorates Representative, District Education Oversight Committee (DEOC) 2.3. The Technical Implementation Committee The Technical Implementation Committee (TIC) will have responsibility for the day to day oversight of project implementation and is chaired by the Chief Director, who will report to the Minister for Education. The TIC comprises a Project Coordinator5 and key officers assigned to a Project Civil Works Team and a Project Quality and Outcomes Team. Infrastructure supervision consultancy firms will be hired and directly supervised by the Project Civil Works team and will also directly supervise various contractors. The Civil Works Team will include experts in infrastructure planning, Infrastructure Coordination Unit of PBME, GES, FPMU, Environmental and Safeguards consultants, SRIMPR, Technical Director of the GETFund, and the Project Coordinator. The Civil Works Team will oversee new construction and facilities improvements. The Quality and Outcomes Team will comprise a team of staff from the PBME, Secondary Education Division, Teacher Education, Girls Education Unit, GES ICT Unit, National Teaching Council, NCCA/CRDD, CENDLOS, NITA, National Inspectorate Board, WAEC and GSS to oversee quality improvements, scholarships, training, school performance partnerships, and policy development. In addition, the Quality and Outcomes Team will oversee all nonconstruction activities as well as the monitoring of the DLIs, DLRs and the Results Framework. The Terms of Reference (TOR) of the TIC outlining the scope and responsibilities related to the SEIP is attached as Annex 4. Membership of the TIC is as follows: i. Chief Director ii. The Financial Controller, GES iii. Director of Accounts, MoE iv. The Project Coordinator v. GETFund representative vi. Head of Civil Works Team; (i) ICU (MOE), (ii) FPMU, (iii) Civil Engineer, (iv) Quantity Surveyor, (v) Architect, and (vi) Environmental and Safeguards Consultant vii. Head of the Quality & Outcomes Team 5 Project Coordinator will be recruited to coordinate the implementation of the SEIP. 14 SEIP PIM 2014-2019 viii. MoE and GES (M&E team) ix. SED representative x. GEU representative xi. GES ICT representative xii. NTC representative xiii. NCCA/CRDD representative xiv. NIB representative xv. CENDLOS representative xvi. GSS representative xvii. WAEC representative xviii. Scholarship Advisor/Administrator 15 SEIP PIM 2014-2019 Figure 2.1 SEIP IMPLEMENTATION/INSTITUTIONAL ARRANGEMENTS PROJECT STEERING COMMITTEE TECHNICAL IMPLEMENTATION COMMITTEE PROJECT COORDINATOR Civil Works Team Quality Outcomes Team MOE & GES - Monitoring and Eval RCC MOE-PBME - Research/Studies Project Supervision Consultancy Firms GES ICT - Web Based School Profiles GES SED – SPPPs, Leadership Contractors GES SEU – Science/Maths Contractors NIB,-SHS Performance monitoring NCTE/NTC - Teacher Training District Education Office/ District Assembly-District Education Oversight Committee (DEOC) NCCA/CRDD - Curriculum Reform WAEC- Examinations/Data GSS- Poverty indicators/Data NITA - ICT connectivity CENDLOS – ICT for learning GEU and Scholarships Advisor/ Administrator School Performance Partnership Management New Construction New SHS New SHS Facilities Improvement New SHS Existing SHS 16 Quality Improvement Existing SHS Existing SHS SEIP PIM 2014-2019 2.4. Role of Ministry of Education The Ministry‘s responsibility includes: (i) coordination and support of all implementing departments of the SEIP; (ii) reporting on progress against the indicators and DLIs, DLRs, EEPs and TAs; (iii) ensuring timely and comprehensive reporting of results for disbursements; (iv) procurement; (v) overseeing financial management aspects of the Project under the GES; (vi) ensuring compliance with the applicable safeguard instruments; (vii) ensuring timely planning and communication of project activities to all stakeholders; and (viii) such other technical, administrative, organizational and financial functions. Table 2.1 below sets out the entities responsible for the implementation of the SEIP. Table 2.1: Entities Responsible for Implementation of the SEIP Results Area Implementing Entity COMPONENT 1 1. Increase access with equity and quality School expansion in underserved districts School expansion and improvement in existing SHSs Incentives for equitable access to SHS MOE, PBME (ICU), (Procurement), GES MOE, PBME (ICU), (Procurement), GES GES, DEOs, CSOs, Scholarship Administrator/Advisor, GEU 2. Improve quality in low-performing SHS Annual publication of school performance report School Performance Partnerships Improve Mathematics and Science teaching, curriculum Improve ICT capacity in SHSs for improved learning GES (ICT), PBME (EMIS), GES (FM), (SED) GES (FM), (SED), PBME, DEOs, SHSs GES (TED), NCTE, NTC NCCA, MOE, NITA, GES (SED), (FM), (ICT), PBME, EMIS, CENDLOS COMPONENT 2 3. Management, Research, Monitoring and Evaluati on Secondary Education Strategy Monitoring and Evaluation Web-based monitoring Web-based school profile, performance Research School mapping Independent verification of DLIs Advisory for Scholarship Administration Impact Assessment/Evaluations MOE PBME, GES (M&E), GES (SED) GES, Consultant MOE, GES, Consultant or Firm GES, Consultant MOE, GES, Consultant or Firm MOE, GES, Consultant or Firm MOE, GEU, Scholarship /Advisor MOE, GES, Firm 2.5. Role of Ghana Education Service Under the SEIP, the GES‘s role will include: (i) science, mathematics and ICT teacher training; (ii) institutional leadership training; (iii) preparation and implementation of school performance partnership plans; (iv) resource management programs; (v) improvement of mathematics and science teaching; (vi) improvement of SHS programs and ICT interventions; (vii) implementation of scholarship scheme and (viii) ensuring timely implementation of project activities at district and school levels. The GES Financial Management team will also ensure timely submission of Credit Withdrawal Application, ensure that Bank fiduciary (financial reporting, procurement) 17 SEIP PIM 2014-2019 regulations and requirements are followed. On monitoring and evaluation, the relevant GES teams will support the MOE M&E unit for effective monitoring and evaluation under the SEIP. The GES will lead in the training of SHSs on the information and data requirements and the preparation of SPPPs. 2.5.1. Role of Regional Education Directorate The Regional Directors‘ role is to coordinate and help supervise activities under the SEIP. They will monitor projects in the beneficiary senior high schools in their regions by liaising with the districts and heads of senior high schools in monitoring the activities of SHS in their districts and regions. The Regional Education Directorate will, with the support of the Regional Coordinating Councils (RCCs): 1) Co-ordinate and monitor sub-national activities. 2) Provide capacity support and technical assistance to the districts as needed 3) Collect, review and consolidate district reports as necessary 2.5.2. Role of District Education Directorate The SEIP sub-programs to implement School Performance Partnerships in 125 beneficiary schools will be managed and supervised at the district level. The District Director of Education will sign MOUs with selected SHSs and work with the District Education Oversight Committees and the District Assemblies in ensuring that sites are ready for school construction. The District Assembly will ensure that social and environmental safeguards guidelines are adhered to and Environmental Management Plans (EMP) are employed during project implementation. The District Director of Education will communicate information on the social and environmental safeguards and the EMPs to the PSC and the TIC. The District Education Office will provide the first level of collation of school level data and lead the sensitization, communication and outreach to stakeholders on the SEIP. District Directors of Education and their teams in the selected districts will have key responsibilities to (i) work with the District Education Oversight Committees (DEOC) to ensure that sites are ready for new SHS construction; (ii) assist in undertaking the needs assessment for selected secondary schools to benefit from rehabilitation and other facilities and quality improvement; (iii) assist in the preparation of detailed plans for rehabilitation and other facilities improvement in selected SHSs; (iv) assist in the dissemination of minimum standards for SHS; (v) review facilities maintenance plan; (vi) Assist GEU to apply criteria for identifying needy and qualified students to benefit from scholarships and other incentives; (vii) collaborate on SHS data for school mapping; review and validate SHS online profile information and data on school performance; (viii) lead activities on school performance partnership to identify scope of needs; collate school performance partnership plans for submission to GES; (ix) witness/sign SPP MOU with beneficiary SHSs (x) participate in consultative workshop to determine improved science and mathematics curriculum; (xi) participate in roll-out of training modules for science and mathematics; (xii) collate ICT school improvement packages for selected SHS for onward transmission to GES; and (xiii) establish monitoring system to track information on SHS in their District. 18 SEIP PIM 2014-2019 2.5.3. Role of Beneficiary Senior High Schools At the senior secondary education level, selected senior high schools, School Governing Boards and Parent-Teacher Associations (PTAs) are expected to play important roles in implementing various aspects to the SEIP. The responsibility of the selected senior highs schools are to: (i) respond to needs assessment request from MOE and districts speedily; (ii) provide school site plans for construction and rehabilitation of key facilities on the school compound; (iii) participate in environmental and social safeguards training; (iv) contribute to determining and agreeing on minimum standards for SHS; (v) assist the districts and GEU in identifying needy and qualified students to benefit from scholarships and other incentives; (vi) provide SHS data for school mapping; review and validate online school profile information/data about school performance; (vii) provide data/information on school performance partnerships and provide scope of needs for quality improvement; (viii) sign SPP with DED; (ix) identify science, mathematics and ICT teachers to benefit from science and mathematics training; (x) provide data/information on scope of ICT needs for quality improvement; (xi) respond to all school level data requests speedily; (xii) sensitize Governing Boards, PTA, and all stakeholders on SEIP; and (xiii) undertake enrollment and sensitization drives targeted at potential students from catchment junior high schools. Table 2.2: Implementation Arrangements Tasks Implementing Agency(s) COMPONENT 1: Support to Increase Access with Equity and Quality in Senior High Schools Pillar 1: Increase Access with Equity in senior secondary education in underserved districts DLI 1: Targeting of school expansion in underserved districts M OE PBM E/Infrastructure Coordination Unit GES/Secondary Education Division Select school sites for new construction in: (i) districts with no operating SHS; district prioritization based on the following objective targeting criteria: (a) demand for SHS places; (b) district size; and (c) district poverty index Select existing low performing schools for rehabilitation/upgrading based on specified criteria, targeting methods and needs assessment. DLI 2: Increase in new seats utilized for S HS students in underserved districts M OE PBM E/Infrastructure Coordination Unit Preconstruction requirements met for new construction and Safeguards compliance achieved through ESM F and RPF guidelines/actions. Complete and package final bidding documents for new construction in line with appraised design. Define, agree on and disseminate minimum standards for SHS M OE; Procurement Unit GES, Secondary Education Division/PBM E DLI 3: Increased utilized seats in existing low-performing schools M OE;PBM E/GES Financial M anagement/Secondary Education Unit Prepare detailed plans and scope of rehabilitation/ expansion of schools developed, including: types of facilities needed/eligible based on design and technical standards agreed upon between the GoG and Bank Infrastructure Coordination Unit/ FPM U GES Secondary Education Division/PBM E Facilities M aintenance Plan Number of schools upgraded and number of utilized seats 19 SEIP PIM 2014-2019 Implementing Agency(s) Tasks DLI 4: Increased enrolment in S HS in selected districts and schools (for students from low-income families, especially girls) GES Secondary Education Division, GEU, CSOs Identify Scholarship administrator/advisor to administer scholarships Agree on criteria for selecting scholarship beneficiaries Administer scholarships to needy and qualified SHS students in beneficiary schools. Pillar 2: Improve the quality of low-performing SHS DLI 5: Annual publication of S chool Performance Report GES ICT unit/EM IS GES FM / Secondary Education Division School mapping and data collection completed for all SHSs in Ghana Publish online and in brochure SHS information and performance data Select schools for quality improvements based on needs assessment Sensitize, communicate and reach-out to stakeholders including guardians and wards at JHS level DEO, DEOC DLI 6: S chool Performance Partnerships in 125 beneficiary schools GES FM / Secondary Education Division GES Financial M anagement/Secondary Education Unit/PBM E DEO, DEOC, Selected SHSs School Performance Partnerships to identify scope of needs and incorporate learning into implementation Training for selected schools in school improvement p lanning and implementation. Prepare and distribute guidelines for School Performance Partnership Plans to selected schools including-- scope of quality improvements of selected schools developed, including details on: competencies, strategy for improving in-service teacher training (including performance evaluation), networking, mentoring and needs for training materials Vet, submit and implementation of School Performance Partnerships Plans Signing of School Performance Partnership M OU between DEO and SHSs. Transfers released to schools based on their SPPPs. DLI 7: Improved learning outcomes in low performing schools GES, Teacher Education Division (TED)/ NTC; Secondary Education Division/ University of Cape Coast/ University of Winneba/CENDLOS Hold consultative workshop to review curriculum and teacher training Develop and design and establish in-service teacher training curriculum based on required teaching competencies for mathematics and science Roll-out training modules and curriculum for mathematics and science teachers from senior high schools in targeted districts ICT plan implemented in targeted schools Select distance education content to further strengthen science and mathematics teaching methodologies Component 2: Management, Research and Monitoring and Evaluation Monitoring and Evaluation M OE/PBM E/M &E Unit GES Secondary Education Division Establish monitoring system to track information on all SHSs in Ghana M anagement: training, research agenda and capacity building, audits, operating costs Independent verification/validation consultancies Household survey at end-line, Impact assessment/evaluation Research agenda on secondary education—Public Expenditure Review, Secondary Education Strategy, impact of scholarships, subsidies, private costs of education, math and science interventions Web-based monitoring site Web-based school profile, performance GPS school mapping and data collection Orientation/Training for SHSs, DEOs, DEOCs, on facilities and quality improvement, scholarship scheme, ICT packages, school mapping and monitoring websites Development of science/math training materials, leadership training modules M onitoring and supervision of new construction, facilities improvement, scholarship beneficiaries, quality improvement Financial, procurement and technical audits Data collection, analysis from GSS, WAEC 20 SEIP PIM 2014-2019 3. IMPLEMENTATION OF COMPONENT 1: SUPPORT TO INCREASE ACCESS WITH EQUITY AND QUALITY IN SENIOR HIGH SCHOOLS Component 1 uses a results-based financing (RBF) modality. Disbursements up to a capped absolute amount are made against specific line items in the Education sector annual budget, referred to as eligible expenditure programs (EEPs). These disbursements are conditioned on achievement of specified results, as measured by disbursement-linked indicators (DLIs). A matrix of indicators in Annex 1 has been developed to measure performance annually and monitor the results achieved. Policies and interventions to be supported under the first component of SEIP are grouped into two pillars: (i) increasing access with equity (geographic, gender, poverty, etc.); and (ii) enhancing quality of selected low performing SHS. The key groups to benefit under component 1 are as follows: a) 23 districts will benefit from construction of new SHS under pillar 1 (see section 3.1 for selection criteria and process) b) 125 existing schools to benefit from quality improvements under pillar 2, and out of those 50 schools will also benefit from facilities improvements under pillar 1 (see section 3.2 for selection criteria and process). c) 10,400 SHS students will benefit from a three-year scholarship under pillar 1. 3.1 Criteria for the Selection of Districts to receive 23 New High Schools The criteria for selecting sites for the new senior high schools are two-fold. The first criterion is to site new senior high schools in districts without public senior high schools. The second criterion is to site new SHS in Districts with public SHS where demand for additional places is high. 3.1.1. Ten districts without Public SHS Currently 13 out of 216 districts are without public senior high schools. Three out of the 13 Districts are beneficiaries under the Government of Ghana‘s Community Day Senior High School Project (CSHSP). The three Districts are Sekyere Afram Plains in the Ashanti Region, Krachi Nchumuru in the Volta Region, and Wa West in the Upper West Region. The remaining ten Districts were selected to receive new SHS under SEIP. The ten districts are outlined in Table 3.1 21 SEIP PIM 2014-2019 Table 3.1: List of 10 districts with no existing public SHS to receive a new SHS under the SEIP Region Western Western Northern Northern Greater Accra Upper East Central Upper East Greater Accra Greater Accra District Rank Wassa Amenfi Central Bia East Mion North Gonja Kpone Katamanso Pusiga Awutu Senya East Municipal Binduri Adenta Municipal Ga East Municipal 1 2 3 4 5 6 7 8 9 10 3.1.2. Additional 13 Districts to Benefit from New Senior High Schools Additional 13 districts6 were selected to receive new SHS construction in order to bring the total number of new SHSs to 23. The criteria for selecting the additional 13 districts is based on the following variables: poverty index7 , effective demand8 , and population size. i. ii. iii. 50% to effective demand (JHS3 enrolment divided by SHS1 enrolment) 25% to the population of 15-17 year olds 25% to the multi-dimensional poverty index The districts with the highest rank – i.e. most in need – are those with high demand, high population and high poverty index. The weighting on effective demand was greatest because of the need to ensure that schools are sited in locations where they can attract most students. A. Any districts where the Government of Ghana had already contracted a firm to commence construction of structures under the Community SHS Project were removed from the ranking. (For example, high ranking districts which are already receiving a new SHS under CSHSP include Upper Denkyira West, Kwahu Afram Plains North, Kintampo South, Pru, Builsa South and Lambussie Karni.) B. The first 13 districts in the remaining list, according to the ranking of most in need, were selected to receive a new SHS under SEIP. The full data used in the ranking of senior secondary schools is given in Annex 5. 6 The list of 13 additional Districts excluded Districts supported under the CSHSP and Districts without senior high school. 7 Poverty index was based on non-monetary poverty indicators such as years of schooling, maternal mortality, cooking fuel, electricity source, water source etc. 8 Effective demand is defined as the ratio of JHS 3 enrolment to SHS 1 enrolment. 22 SEIP PIM 2014-2019 Table 3.2: List of 13 Districts for additional new SHS Region Ashanti Brong Ahafo Upper West Eastern Ashanti Volta Northern Ashanti Brong Ahafo Brong Ahafo Eastern Western Volta District Kumasi Metropolis Sene East Wa East Kwahu Afram Plains South Offinso North Adaklu Gonja Central Ahafo Ano South Kintampo North Municipal Atebubu Amantin Ayensuano Sefwi Akontombra Krachi East Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 3.2 Criteria for selection of 125 existing SHS to benefit from improvement in Facilities and Quality The project will support an additional 125 existing SHSs. Out of the 125 existing SHSs, only 50 SHSs will benefit from facilities improvements. All 125 schools will benefit from quality activities. In order to select existing schools to benefit from the project, schools were chosen out of districts in need of SHS expansion and quality improvements. The ranking of 216 districts using poverty index, demand for SHS and district population was applied, as above. After removing districts with no public SHS, the 100 districts ranked as most in need were selected and all 221 public SHSs in these districts were eligible to be ranked. 3.2.1 Criteria for Selecting 50 Existing SHSs for Facilities and Quality Improvement To benefit from facilities and quality improvements the school must have enrolment less than 1,400. This is because the facilities improvements aim to increase access and therefore enrolment, and very large schools would not be encouraged to expand beyond the GES norms9 . Schools were ranked according to the proportion of their classrooms needing major work, using EMIS 2013-14 data. This was calculated as (permanent classrooms needing major repair + temporary + uncompleted classrooms) / (permanent + temporary + uncompleted classrooms). The bottom (worst) 50 schools, along with the next 8 (making 58 total), were visited by MOE/GES teams to verify the EMIS data and suitability of the schools for expansion. After the visit the 50 schools were selected in order of need, and where a school was deemed inappropriate for expansion according to the visit the school was skipped. The information on the site visit of 50 selected schools for facilities improvement and the reasons for de-selecting 9 The GES norm for senior secondary school size is 1500 students per school. There are however some exceptions in schools which have greater capacity to expand. 23 SEIP PIM 2014-2019 some schools is provided in Annex 6. The 50 schools selected to benefit from facilities and quality improvements are shown in Table 3.3. . Table 3.3: List of 50 schools to benefit from facilities and quality improvements s/n 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 Region Western Upper West Western Central Brong Ahafo Volta Volta Volta Central Western Volta Ashanti Upper East Brong Ahafo Upper West Northern Central Central Upper West Greater Accra Northern Ashanti Volta Upper East Ashanti Ashanti Upper East Central Upper West Central Ashanti Brong Ahafo Volta Greater Accra Brong Ahafo Ashanti Eastern Central Upper East Western Upper East Ashanti Central Western Brong Ahafo Northern Ashanti District PRESTEA HUNI VALLEY WA EAST BODI ASSIN SOUTH PRU KETU SOUTH ADAKLU AYINGBE NORTH TONGU ASSIN SOUTH SEFWI AKONTOMBRA KETU SOUTH EJURA SEKYIDOMASE BONGO BANDA NADOWLI SAWLA-TUNA-KALBA ASSIN NORTH MUNICIPAL AWUTU-SENYA DAFFIAMA-BUSSIE-ISSA ACCRA METROPOLITAN SABOBA AMANSIE WEST AGORTIME ZIOPE KASSENA-NANKANA MUNICIPAL OFFINSO MUNICIPAL ADANSI NORTH BONGO UPPER DENKYIRA WEST JIRAPA ASIKUMA-ODOBEN-BRAKWA BOSOME FREHO JAMAN NORTH NKWANTA SOUTH ACCRA METROPOLITAN PRU OFFINSO NORTH AFRAM PLAINS (KWAHU NORTH) AWUTU-SENYA BONGO AOWIN KASSENA-NANKANA MUNICIPAL ADANSI NORTH TWIFO HEMANG-LOWER DENKYIRA WASSA EAST TAIN CENTRAL GONJA AMANSIE CENTRAL 24 School name ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO FUNSI SENIOR HIGH SCHOOL BODI SENIOR HIGH SCHOOL ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL YEJI SECONDARY/TECHNICAL SCHOOL KLIKOR SECONDARY/TECHNICAL SCHOOL ADAKLU SENIOR HIGH SCHOOL DORFOR SENIOR HIGH SCHOOL NYANKUMASI AHENKRO SENIOR HIGH SCHOOL AKONTOMBRA SENIOR HIGH SCHOOL SOME SENIOR HIGH SCHOOL SEKYEDOMASE SENIOR HIGH SCHOOL ZORKOR SENIOR HIGH SCHOOL BANDAMAN SENIOR HIGH TECHNICAL SCHOOL KALEO SECONDARY/TECHNICAL TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL OBRACHIRE SECONDARY/TECHNICAL DAFFIAMA SENIOR HIGH SCHOOL PRESBYTERIAN SENIOR HIGH SCHOOL-OSU E/P SENIOR HIGH SCHOOL, SABOBA ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL AGOTIME SENIOR HIGH SCHOOL AWE SENIOR SECONDARY/TECHNICAL SCHOOL ST. JEROME SENIOR HIGH SCHOOL FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL GOWRIE SECONDARY/TECHNICAL SCHOOL DIASO SENIOR HIGH SCHOOL ULLO SENIOR HIGH SCHOOL ODOBEN SENIOR HIGH SCHOOL BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA GOKA SECONDARY/TECHNICAL SCHOOL NTRUBOMAN SENIOR HIGH SCHOOL HOLY TRINITY CATH. SENIOR HIGH SCHOOL PRANG SENIOR HIGH SCHOOL NKENKAASU SECONDARY HIGH SCHOOL S.T. FIDELIS SENIOR HIGH TECH. SCHOOL SENYA SENIOR HIGH SCHOOL BONGO SENIOR HIGH SCHOOL NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL OUR LADY OF LOURDES SECONDARY/TECHNICAL BODWESANGO SENIOR HIGH SCHOOL JUKWA SENIOR HIGH SCHOOL DABOASE SENIOR HIGH TECHNICAL SCHOOL MENJI AGRICULTURAL SENIOR HIGH SCHOOL BUIPE . SECONDARY TECHNICAL SCHOOL JACOBU SECONDARY/TECHNICAL SCHOOL SEIP PIM 2014-2019 48 49 50 Northern Brong Ahafo Brong Ahafo 3.2.2 EAST GONJA TAIN DORMAA WEST T. I. AHMADIYYA SENIOR HIGH SCHOOL BADU SECONDARY/TECHNICAL SCHOOL NKRANKWANTA SEC/TECH Criteria for Selecting 75 Existing SHSs for Quality Improvement From the public SHS in the 100 selected districts, any school already chosen to receive facility and quality improvements was removed from the list. All other schools were eligible (i.e. including those with enrolment over 1,400 or who were rejected from facilities improvements in the verification visit). Schools were ranked according to their WASSCE performance10 . The lowest performing 75 schools were selected. The full data used for the ranking of senior secondary schools is attached in Annex 5. The list of additional SHSs selected for quality improvement is given below in Table 3.4. Table 3.4: List of 75 additional schools selected to benefit from quality improvements S/N 1 Region Northern District KARAGA School name KARAGA SENIOR HIGH SCHOOL 2 3 Northern Western NANUMBA SOUTH WASA AMENFI WEST WULENSI SENIOR HIGH SCHOOL ASANKRANGWA SENIOR HIGH TECHNICAL SCHOOL 4 5 Northern Northern TATALE SANGULI BUNKPURUGU-YUNYOO TATALE E/P AGRICULTURE SENIOR HIGH SCHOOL BUNKPURUGU SECONDARY/TECHNICAL 6 7 Upper East Northern BUILSA SOUTH WEST MAMPRUSI FUMBISI SENIOR SECONDARY AGRIC SCHOOL WULUGU SENIOR HIGH SCHOOL 8 Brong Ahafo WENCHI MUNICIPAL 9 Ashanti SEKYERE CENTRAL KOASE SECONDARY/TECHNICAL BEPOSO GHANA MUSLIM MISSION SENIOR HIGH SCHOOL 10 11 Brong Ahafo Western TAIN BIA WEST NSAWKAW STATE SENIOR HIGH SCHOOL BIA SENIOR HIGH TECH SCHOOL 12 13 Ashanti Brong Ahafo ADANSI NORTH NKORANZA NORTH DOMPOASE SENIOR HIGH SCHOOL BUSUNYA SENIOR HIGH SCHOOL 14 15 Upper West Northern JIRAPA GUSHIEGU JIRAPA SENIOR HIGH SCHOOL GUSHEGU SENIOR HIGH SCHOOL 16 17 Brong Ahafo Northern SENE WEST BUNKPURUGU-YUNYOO KWAME DANSO SECONDARY/TECHNICAL NAKPANDURI BUSINESS SENIOR HIGH SCHOOL 18 19 Northern Brong Ahafo KPANDAI ATEBUBU-AMANTIN KPANDAI SENIOR HIGH SCHOOL AMANTEN SENIOR HIGH SCHOOL 20 21 Ashanti Eastern SEKYERE CENTRAL AKYEMANSA NSUTAMAN CATHOLIC SENIOR HIGH SCHOOL AYIREBI SENIOR HIGH SCHOOL 22 Ashanti AHAFO ANO SOUTH MANKRANSO SENIOR HIGH SCHOOL 23 24 Central Brong Ahafo ASSIN SOUTH ASUNAFO NORTH MUNICIPAL ADANKWAMAN SECONDARY/COMMERCIAL SCHOOL AHAFOMAN SENIOR HIGH/TECHNICAL SCHOOL 25 26 Western Brong Ahafo WASA AMENFI EAST ASUNAFO SOUTH AMENFIMAN SENIOR HIGH SCHOOL KUKUOM AGRICULTURE SENIOR HIGH SCHOOL 27 28 Volta Central NORTH TONGU GOMOA WEST AVETIME-BATTOR SENIOR HIGH TECHNICAL GOMOA SECONDARY/TECHNICAL SCHOOL 10 The proportion of candidates achieving a credit pass (A1 to C6) in all of the four core subjects: English, Mathematics, Integrated Sciences and Social Studies, in 2013. 25 SEIP PIM 2014-2019 29 Ashanti AMANSIE WEST MANSO ADUBIA SENIOR HIGH SCHOOL 30 31 Northern Northern BOLE NANUMBA NORTH 32 33 Eastern Central AYENSUANO ASSIN NORTH MUNICIPAL BOLE SENIOR HIGH SCHOOL BIMBILLA SENIOR HIGH SCHOOL KRABOA COALTAR PRESBY SECONDARY/TECHNICAL SCHOOL ASSIN STATE COLLEGE 34 35 Ashanti Volta ATWIMA MPONUA NORTH TONGU NYINAHIN CATHOLIC SENIOR HIGH SCHOOL MEPE ST. KIZITO SENIOR HIGH TECHNICAL SCHOOL 36 37 Volta Upper East AKATSI NORTH BAWKU WEST AVE SENIOR SECONDARY, AVE-DAKPA KUSANABA SENIOR HIGH SCHOOL 38 39 Brong Ahafo Eastern NKRORANZA SOUTH UPPER WEST AKIM KWABRE SENIOR HIGH SCHOOL ADEISO PRESBY SENIOR HIGH SCHOOL 40 41 Ashanti Northern ATWIMA MPONUA SAVELUGU NANTON MPASATIA SECONDARY/TECHNICAL SCHOOL SAVELUGU SENIOR HIGH SCHOOL 42 43 Eastern Ashanti AFRAM PLAINS (KWAHU NORTH) ASANTE-AKIM SOUTH DONKORKROM AGRIC SENIOR HIGH SCHOOL BOMPATA PRESBYTARIAN SENIOR HIGH SCHOOL 44 45 Eastern Volta UPPER MANYA KROBO NKWANTA NORTH ASESEWA SENIOR HIGH SCHOOL KPASSA SENIOR HIGH /TECHNICAL SCHOOL 46 LAMBUSSIE-KARNI HOLY FAMILY SENIOR HIGH SCHOOL 47 Upper West Greater Accra ACCRA METROPOLITAN KINBU SECONDARY/TECHNICAL 48 49 Western Brong Ahafo SUAMAN WENCHI MUNICIPAL DADIESO SENIOR HIGH SCHOOL ISTI QAAMA SENIOR HIGH SCHOOL 50 51 Ashanti Upper East ADANSI SOUTH BUILSA NORTH NEW EDUBIASE SENIOR HIGH SCHOOL SANDEMA SENIOR HIGH SCHOOL 52 53 Brong Ahafo Central KINTAMPO SOUTH ASSIN NORTH MUNICIPAL JEMA SENIOR HIGH SCHOOL GYAASE SENIOR HIGH SCHOOL 54 55 Central Volta UPPER DENKYIRA EAST MUNICIPAL NKWANTA SOUTH DUNKWA SECONDARY/TECHNICAL SCHOOL NKWANTA SENIOR HIGH SCHOOL 56 Ashanti ASANTE-AKIM SOUTH OFOASE SECONDARY/TECHNICAL SCHOOL 57 58 Ashanti Western KUMASI METROPOLITAN WASA AMENFI WEST KUMASI SECONDARY/TECHNICAL SCHOOL ASANKRANGWA SENIOR HIGH SCHOOL 59 60 Central Ashanti AGONA EAST SEKYERE SOUTH AGONA KWANYAKO SENIOR HIGH SCHOOL AGONA S.D.A SENIOR HIGH SCHOOL 61 Ashanti SEKYERE SOUTH 62 63 Central Upper East EKUMFI BUILSA NORTH ADU GYAMFI SENIOR HIGH SCHOOL, JAMASI EKUMFI T.I AHMADIYYA SENIOR HIGH SCHOOL, ESSARKYIR SANDEMA SEC/TECH SCHOOL 64 Volta KETU SOUTH THREE-TOWN SENIOR HIGH SCHOOL 65 66 OFFINSO MUNICIPAL LAMBUSSIE-KARNI NAMONG SECONDARY/TECHNICAL SCHOOL PIINA SENIOR HIGH SCHOOL 67 Ashanti Upper West Greater Accra ACCRA METROPOLITAN KANESHIE SECONDARY/TECHNICAL SCHOOL 68 69 Brong Ahafo Eastern NKORANZA NORTH AKYEMANSA YEFRIMAN SENIOR HIGH SCHOOL AKOKOASO SECONDARY/TECHNICAL SCHOOL 70 71 Brong Ahafo Western SENE EAST PRESTEA HUNI VALLEY KAJAJI SENIOR HIGH SCHOOL PRESTEA SECONDARY/TECHNICAL SCHOOL 72 Ashanti ADANSI SOUTH AKROFUOM SECONDARY/TECHNICAL SCHOOL 26 SEIP PIM 2014-2019 73 Northern EAST GONJA SALAGA SENIOR HIGH SCHOOL 74 Volta Greater Accra NORTH TONGU BATTOR SENIOR HIGH SCHOOL ACCRA METROPOLITAN ACCRA WESLEY GIRLS HIGH 75 27 SEIP PIM 2014-2019 3.3 Pillar 1: Increase Access with Equity The objective of pillar one is to improve access to senior secondary education and improve equity in underserved districts and subsidize students, especially girls from low income households through: (a) Construction of 23 new community Day SHSs (b) Improvement in facilities for at least 50 existing SHSs (c) Provision of a three-year scholarship for 10,400 SHS students Guidelines for the construction of 23 new community day SHS are given in Annex 7. Guidelines for the improvement of facilities are given in Annex 8. The beneficiary schools for construction and facilities improvement will also benefit from quality improvements under Pillar 2. 3.3.1 Scholarship The scholarship scheme under the SEIP will address the low level of participation of students from poor communities, especially girls. The total amount for scholarships is estimated at $15.0 million and will support 10,400 students at the rate of US$1,500 a year per student for a period of three years of SHS. The scheme supports students who are placed in the 50 schools benefiting from facilities and qualities and 75 benefiting for qualities only. Students from the 23 new constructions will join the scheme as and when a construction is completed so long as they will complete the three-year cycle The amount was determined based on the need to cover such costs as school fees, examination fees, uniforms, textbooks, stationery, footwear, school bag, sanitary materials, transport cost and other student essentials. The funds will be transferred directly to SHSs to cover the cost of eligible items like school fees, uniforms, textbooks, exercise books, examination fees. The remaining funds will be given to the students to meet their other needs. A student remains on the scholarship until they complete the three years of SHS, however, they must attend at least 80% of the school year. Given the gender focus of the scholarships, a proportion of 60% will be awarded to girls and 40% for boys. A student information sheet outlining the eligibility and process is attached as Annex 9. A more detailed outline of the scholarship process will be provided once the Scholarship Administrator is recruited. A draft TOR for the scholarship advisor/administrator is also attached as Annex 10. The Girls Education Unit will lead the implementation of the Scholarship scheme with technical support from a scholarship advisor/administrator. The Girls‘ Officers in the District Education offices will monitor the disbursement to student beneficiaries and report to the District Director. 3.3.1.1. Reporting The scholarship advisor/partner will present reports as specified in the TOR. GEU will report also report on the various aspect of their work for monitoring and verification. The report will include the following: Report on selection process and outcomes. Number of beneficiaries and their profile (gender, programme, date of birth, eligibility criteria, residence/distance from school) 28 SEIP PIM 2014-2019 Beneficiaries‘ record of school attendance and academic performance Tracking of beneficiaries on the scholarship scheme Provide information for those not selected for Government monitoring and evaluation databases. Action plan for next phase Recommendations Challenges The reports from the districts will be submitted to the officer appointed at the GEU Unit at GES headquarters for submission to the Director-General and copies to the SEIP Project Coordinator, Qualities and Outcomes at the Secondary Education Division and Regional Directors of the beneficiary schools. The reports will be submitted twice in the academic year 3.3.1.2. Responsibilities of the Regional Director The Regional Director of the beneficiary districts will supervise and monitor the disbursement of funds to beneficiary students to ensure that schools and districts comply with criteria for selection. The scholarship will last for three school years per cohort. It is expected that 2357 student will benefit in the first year of 2014/15. In 2015/16 academic 5208 students will benefit from the scheme cumulatively. In year 2016/17 10, 331 students will benefit from the scholarship cumulatively. There will be no new additional beneficiaries in 2017/18 since they will not complete the three- years SHS schooling cycle by the end of the project. The table below shows the cumulating of beneficiaries by close of the project cycle. Table 3.5 Projected Scholarship Beneficiaries Under SEIP ENROLMENT Existing Schools (50 for facilities improvement) TOTAL First Year Students in Existing 50 SHSs First Year Students in additional 75 SHSs and/or Newly Constructed 23 SHSs First Year Students eligible for Scholarships 20% scholarship Beneficiaries (Total enrolment) SEIP Yr1 2014/15 SEIP Yr2 2015/16 SEIP Yr3 2016/17 SEIP Yr4 SEIP Yr5 2017/18 2018/19 35,000 42,350 51,244 62,005 75,026 35,000 11,666 42,350 14,116 59,524 17,081 78,565 20,668 99,866 25,008 0 0 8,280 8,280 8,280 11,666 14,116 25,361 28,948 33,288 2,356 20.2 2,852 20.2 5,123 20.2 0 The total number of first year students eligible for scholarships will be 20% of all first years in the 50 selected schools for ―facilities improvement‖ The actual cumulative number of students on scholarships per year will be SEIP Yr.1- 2,356 students; SEIP Yr, 2 – 5,208 students; and SEIP Yr.3 – 10,331 students. No scholarships will be started in SEIP years 4 and 5 because at present the policy is to ensure that each student on scholarship completes SHS by the project closing. The annual outputs in line with DLI 4: Increased enrollment in selected SHSs for students from low income families especially girls are indicated in the table below: 29 SEIP PIM 2014-2019 Table 3.6 Disbursement Linked Indicator and Targets Under the Scholarship Scheme Result Focus Indicator Year 0 Year 1 Year 2 Year 3 Pillar 1: Increase Access with Equity in senior secondary education in underserved districts Demand side DLI 4: DLR1: Selection DLR2: At DLR3: At DLR4: At interventions Increased and contracting least 2,000 least 4,000 least 6,000 to encourage enrolment of implementing SHS SHS SHS students enrollment in selected partner to students students receiving and SHS for administer receiving receiving scholarship completion of students scholarships scholarship scholarship in selected SHS from low completed and in selected in selected schools income criteria for schools. schools. (cumulative) families, selection of (cumulative) especially beneficiaries of girls scholarships developed Year 4 DLR5: At least 10,000 SHS students receiving scholarship in selected schools(cumu lative) 3.3.2 Eligibility for Scholarship Scholarships will be provided to eligible students in the targeted SHS. All eligible students will receive an information sheet about the scholarship scheme. Prospective beneficiaries will complete application forms which will be reviewed by a scholarship committee. Scholarship beneficiaries will need to be placed in the target SHS by CSSPS. All applicants must satisfy the following criteria to qualify for consideration. S/He must: i. be a Ghanaian ii. be needy and qualified iii. be in JHS 3 or have completed JHS and written the BECE in the past three years iv. have selected a school benefiting from the SEIP. The prospective beneficiary must be within at least one of the following criteria: An orphan without support A student who takes care of herself/ himself A student with special needs (eg. Blind, deaf, intellectual disability, physical disability etc.) A student living with HIV/AIDS A student in a household with income below the minimum wage A student from a LEAP beneficiary household A student from a single parent family with low income A student, whose parents or guardians are all unemployed, (must be seeking employment) A student whose parents or guardians have special needs or serious illness A student from a large household unable to afford to send all children to school A teenage mother without support and willing to go back to school Priority will be given to girls and students studying science, technical and agricultural programmes. Students already receiving support from any other scholarship program or organization are not eligible for this scheme. A scholarship application form is attached as Annex 11. 30 SEIP PIM 2014-2019 3.3.3. Scholarship Selection Process 11 The beneficiary District Director of Education shall constitute a Scholarship Assessment and Selection Committee. This committee shall comprise the following: District Director of Education District Education Oversight Committee Member Head (Beneficiary School[s]) Girls Education Officer The application process will commence in June each academic year. This will enable both JHS final year students pending their selection and placement in the beneficiary school, and BECE graduates who have completed JHS in the two past years and have applied to enroll in the beneficiary senior secondary schools to apply. The final determination of beneficiaries will be completed in September when BECE results will have been released and students placed in the respective schools. Applicants must fill scholarship application forms to be submitted to the school-based facilitator (to be identified and trained) for onward submission to the scholarship committee for consideration. When BECE results are released applicants will submit their result slips, printed from WAEC website and submit to the officer at the GEU in the district for submission to the panel. The heads of beneficiary schools will confirm the placement and acceptance of school for final confirmation and compilation of beneficiaries. Finalized lists of beneficiaries, certified by the District Director of Education shall be forwarded to the GEU, GES Headquarters for analysis and collation. GEU will then submit the data to the Director-General, GES through the Coordinator, Qualities and Outcomes, SED. Applicants who are not successful have one month to appeal for consideration. The appeal will be submitted to the Regional Director who will call for a second assessment of applicants‘ request. 3.3.4. Monitoring by GES, MOE and REO Monitoring teams comprising officers from GES headquarters, MOE and Regional Education offices of beneficiary schools will monitor and evaluate the scholarship scheme. This is meant to confirm reports from the advisor/partner and GEU. The team will include, but not be limited to: a) b) c) d) e) f) g) h) i) j) 11 An officer from SED, GES Headquarters An Officer form the GEU GES headquarters Two officers from the MOE in charge of monitoring An officer from the Girls‘ Education Unit, GES headquarters An Officer from the Welfare Unit, GES headquarters The Guidance and Counseling officer for the particular region. The Guidance and Counseling Coordinator for the particular District District Director for Education‘s representative Girls‘ Education officer from the beneficiary district. Representative of District Assembly/DEOC from beneficiary District Please refer to Scholarship Terms of Reference 31 SEIP PIM 2014-2019 These officers will be in groups to verify number of scholarships and the number of low income students receiving scholarship. The groups will submit their report to the TIC who will subsequently submit to the PSC for evaluation. Independent verification will be conducted by the Bank. 3.3.5. Monitoring by GEU The GEU will be responsible for monitoring and providing data on the following: Baseline data on educational attainment in the beneficiary schools before the award of scholarships. (This will be used to determine the impact on enrolment and performance after the project phases out). Number of beneficiaries and their profile (gender, programme, date of birth, eligibility criteria, residence/distance from school) Beneficiaries‘ record of school attendance and academic performance Tracking of beneficiaries on the scholarship scheme Provide information for those not selected for Government monitoring and evaluation databases. In order to get feedback on scholarship implementation, monitoring teams from MOE and will visit beneficiary schools and submit report to the TIC who will subsequently submit to the PSC. Year 1 Table 3.7 Implementati on Schedule for Scholarship Administration Deliverable Subject Contract Contract Signature 10/2014 10 Instrument Draft SEIP Scholarship Application Form 10/2014 5 Survey Survey to assess the status of potential scholarship beneficiary 11/2014 30 11/2014 25 12/2014 15 Termly 10 12/2014 5 01/2015 10 03/2015 10 11/2015 30 11/2015 25 12/2015 15 Termly 10 Monitoring Report Selection of Scholarship Beneficiaries for Sept. 2014 Transfer of Scholarship Funds to support Beneficiaries Follow up on students attendance and performance Final Report Submission of Final Report and Lessons Learned List of School. Beneficaries Bank Transfers Preparatory Stakeholder Meetings Follow up Scholarship Beneficiaries Year 2 Timeline % of Annual Administrative Fee Survey Participatory Learning Appraisal with stakeholders Report on students who received scholarships Survey to assess the status of potential scholarship beneficiary List of School. Beneficiaries Selection of Scholarship Beneficiaries for Sept. 2015 Bank Transfers Monitoring Report Transfer of Scholarship Funds to support Beneficiaries Follow up on students attendance and performance 32 SEIP PIM 2014-2019 Final Report Submission of Final Report and Lessons Learned 12/2014 5 3.3.6. Sustainability The targeting and administration of the scholarship scheme under the SEIP will be closely monitored to understand costs, efficiency and effectiveness of the program. The lessons learned will inform the government strategy to (i) continue the programme after the project closes; (ii) scale up the government‘s current scheme in a more targeted and objective manner; and/or (iii) seek additional resources from development partners to expand the program. In addition, lessons from previous activities will also be applied i.e. key activities under World Bank funded projects such as the Ghana Education Sector Project (2003-2009) and the EFA-FTI projects (2008-2011), have been sustained because investments were focused on targeted beneficiaries and/or districts to ensure more equitable financing in the sector to those localities and populations previously underserved. It is expected that activities under the SEIP including the scholarship program will be sustained if lessons from ongoing and previously implemented projects are applied and if targeted programs are developed based on a long term vision to make secondary education gradually universal and progressively free, a requirement of Ghana‘s Constitution. The government's strategy to increase equitable access and improve the quality of secondary has significant fiscal implications for both investment and recurrent costs. The SEIP aims to encourage greater rationalization of expenditures and prioritization of investments. With facilities and quality improvement of existing SHSs, the government is introducing efficiencies which will allow more students to access SHS in existing facilities. As part of its program, the Government plans to initiate an expenditure review which will recommend efficiency measures to improve the sustainability of the senior secondary sub-sector. Better schools may attract more students which may improve the utilization rate in under subscribed SHSs and indirectly lead to the decongestion of over-subscribed SHSs. 3.4 Pillar 2: Improve the Quality of Education in Selected Low Performing Senior High Schools 3.4.1 School Performance Partnerships Plan The School Performance Partnership (SPP) is the process of supporting schools to strengthen teaching and learning and further defines the relationship between the school and the District Education Directorate, with oversight responsibility by the Regional Director of Education. The SPPP is an agreed plan of activities with expected outputs and outcomes. The main objective of the SPPP is empower senior high schools to make their own decisions and take responsibility for the implementation of activities to improve teaching and learning leading to increase in performance. The SPP therefore provides a platform on which schools are held accountable for what is taught, how it is taught and how it helps students to learn effectively. Schools thus will do needs assessment, identify areas of teaching and learning that need support and develop plans to improve upon these areas. Eligible activities to be funded under the SPPPs should be focused on improving learning outcomes in areas determined as priority. 33 SEIP PIM 2014-2019 The SPPP must target activities that will improve outcomes in performance and enrolment. It will include but not be restricted to the following: Improvement in teaching and learning mathematics, science and ICT Leadership Support for weak students and low learners Procuring laboratory materials Teaching and learning materials. These are mandatory and must be catered for in the SPPP. Other activities that may be considered include student enrolment drive, educational field trips, rehabilitation of minor facilities among others. 3.4.2 Preparation of SPPP In July of each year, the GES will direct heads of selected SHSs to initiate the SPPP preparation process and ensure the involvement of all stakeholders. Head of Schools are required to rally all teaching and non-teaching staff, the SRC, School Board, and representatives of PTA to determine activities to be implemented during the year. All SPPPs should have been completed by the end of August of the year. The Guidelines for the Preparation of the Senior High School Performance Partnership Plan is attached as Annex 12. The 125 agreed signed plans will be submitted to the GES Headquarters for disbursement. Following the clearance, initial funds will be transferred to the schools for activity implementation in October. A signing ceremony will take place in September between the District Education Directorate, and head of school with a member of the DEOC as witness. The Regional Director will supervise the signing ceremony and receive a copy of the SPPP which will be used to monitor progress of activities in the school. The amount of SPP transfer will be determined by school size/enrolment. Selected SHSs will be required to open a separate SPPP account for the transfer of funds. Schools will be required to post their approved SPPPs on the school notice board for public information. Implementation of activities can commence as soon as funds are released. The first six months of implementation will be followed by a review meeting to resolve any initial problems of implementation, funds flow, accounting, procurement etc. This review meeting will be organised by the GES in April of each year. After a second six months of implementation, another review meeting will be organised by the GES in October of each year. The second review meeting will require heads of schools to report on verifiable initial outputs and outcomes. There will also be mobile monitoring of execution of the SPPPs and qualitative audit of the SPPPs (school survey) to better capture details on how schools improve quality. The template for the school performance partnership plan is attached as Annex 13. 34 SEIP PIM 2014-2019 Table 3.8 Process for SPPP Preparation and Submission Time frame Activity Nov., 2014 Nov., 2014 Orientation for school heads on SPPP Heads meet with their staff and their Boards to determine objectives for improving teaching and learning as well as access Schools prepare their SPPPs signed by teacher representative, Board Chair and Head of School Signing Ceremony at District Assembly Submit SPPPs to Director-General, GES Opening of a separate bank account for SPP Release first tranche of funds to SHSs and service providers Begin implementation of activities Mid-year review meeting Submit report on mid-year review to TIC through DG End of year review Collate report for submission to TIC through DG Decision taken for the next cycle Nov., 2014 Nov., 2014 Dec., 2014 Dec., 2014 Jan., 2015 Jan., 2015 Apr., 2015 Apr., 2015 Jul., 2015 Jul., 2015 Aug., 2015 Responsibility SED, GES Heads of SHSs Heads of SHSs District Director District Director Heads Financial Controller School Head District Director District Director District Director District Director Chief Director 3.4.2.1 School Level Outputs and Outcomes • • • • • • • Enrolment of students to SHS increased Enrolment of girls opting for science increased Enhanced ICT facilities Enhanced/friendly learning environment Leadership improved Improved learning outcomes, particularly for math and science Increased retention 3.4.2.2 Relevant DLRs for SPPPs Year 0. DLR1: Guidelines on preparation of school performance partnerships (SPPs) developed and distributed to selected schools. Year 1. DLR2: Training on school improvement planning and implementation provided for 125 selected schools. Year 2. DLR3: 80 selected schools signing performance partnerships Year 3. DLR4: 100 selected schools signing performance partnerships Year 4. DLR5: 125 selected schools signing performance partnerships 3.4.3 Orientation Training for Beneficiary Schools Orientation training will be led by the Secondary Education Division, GES in two groups for 125 beneficiary schools – one group of 50 and another group of 75. The orientation for the 50 schools will address arrangements for managing facilities and quality improvements 35 SEIP PIM 2014-2019 (including the SPPPs). The orientation for the 75 schools will address quality improvements only (including the SPPPs). The participants for orientation training will include school management, officers from the District Education Office and the District Assembly – these three actors are required to work together in planning, implementing and monitoring the school-level activities of the SEIP. Table 3.9 Participants 50 schools for Beneficiary Schools Orientation 75 schools School Head School Head Assistant Head (1) Assistant Head (1) District Education Office (2) District Education Office (1) District Assembly (2) District Assembly (1) The orientation will be a two-day training and will provide an introduction to the SEIP and its activities, focusing on those relevant to the participating group. 3.4.3.1 Training The schools will receive training in the following areas among others to enable them identify and prioritize their needs Planning Leadership Procurement Financial Accounting School inspection The training will emphasize the required results of the project, particularly those which the schools are responsible for achieving. 3.4.3.2 Improving Teaching and Learning of Mathematics and Science The objective of Component 1 pillar 2 is to improve the quality of teaching and learning in 125 selected low-performing senior high schools with a focus on mathematics, science and ICT education. Specifically, with interventions in Science and mathematics, 50 of the low performing schools will benefit from facility improvements and quality improvements and an additional 75 schools will benefit from quality improvements. In the third year of the program when the 23 new schools construction is completed, these will also be supported to improve the teaching and learning of mathematics and science. Under the SPPP, schools will identify activities to meet their needs to improve school performance. Activities to improve the teaching and learning of mathematics and Science might include: provision of teaching and learning materials which will include mathematical models, science equipment and consumables and computers 36 SEIP PIM 2014-2019 in-service training activities for teachers and laboratory assistants, depending on the needs of teachers curriculum enrichment activities in Science and mathematics such as Clubs and projects, participation in STMIE Camps, STME Clinics, Competitions, Fairs, Festivals, open source contents for e.g. Khan Academy etc. and Olympiads. 3.4.4 National Level Science and Mathematics INSET The National Teaching Council (NTC)/Science Education Unit (SEU, GES) will administer a questionnaire to Science and Mathematics teachers to assess their needs in pedagogy and teaching methodologies. In-service training modules and manuals will be developed by NTC/SEU in collaboration with Science/Mathematics Educators from UCC and UEW, based on the teachers‘ needs identified. Training manuals, teachers and technicians guides will be procured by the Supplies and Logistics Division of the GES. This will be completed within year 1 of the project. The GES will provide training facilities. SEU will organize INSET workshops for selected teachers in beneficiary schools as part of their SPPPs. This will be mandatory for schools under the SPPP from year 2 of the project onwards. When schools are preparing their SPPPs for 2015/16, guidelines will be provided on the dates and costs of the Science and Mathematics INSET. Schools are also encouraged to organize their own INSET for Science and Mathematics teachers in addition to the central workshops. 3.4.5 Monitoring Status reports based on needs assessment of beneficiary schools will provide baseline information that will be used for assessing impact. Schools will report regularly by filling in online questionnaires as discussed in the section on M&E. 3.4.6 Review of Quality of Teaching and Learning of Mathematics and Science In 2014 the Ministry set up a committee to focus on improving the quality of mathematics and science education in Basic schools. To build on this, the committee will now focus on improving the teaching and learning of mathematics and science with ICT orientation (icampus) at the SHS level. The recommendations of the committee are attached in Table 3.10 37 SEIP PIM 2014-2019 Table 3.10 Recommendations of the Committee on Reforming Science and Mathematics Education in Pre-Tertiary Schools Recommendations Responsibility Source of Finance Timeframe 1. Resource Science Education Unit of the GES with experienced science and mathematics educators and teaching/learning materials to ensure strong leadership, coordination, collaboration and integration to enable it to perform its functions. MOE National budget 2014-2015 2. Set up National Science Committee to: MOE i. develop a coherent strategy to promote science and mathematics education in basic schools ii. provide sensitisation for all education leaders – including assembly leaders, DDE officers, and SMCs - on unique issues and best practices in achieving excellent science and mathematics education National budget 2014 3. Sensitise DDEs to ensure that: i. Circuit Supervisors are well trained and resourced ii. MMDAs make funds available for school supervision in their annual budget National Budget, SEIP 2014-2015 4. Set up an agenda to ensure: MOE, MESTI i NCCA, NIB and NTC are working and giving greater attention to basic science and mathematics; ii better coordination and alignment of the MOE and MESTI N/A 2014 5. Set up agenda to ensure greater involvement and participation of Non-Government MOE Organizations (NGOs) in basic science and mathematics education delivery N/A 2014 6. Set up a National Committee of Experts in science and mathematics to: MOE, NCCA i. re-define integrated science ii. review the basic school science and mathematics curricula to reduce content and overlaps iii. develop standards for science and mathematics at all levels of basic education iv. revise the guidelines on School Based Assessment (SBA) and design pupil‘s cumulative record book for each grade N/A 2014 7. Set up a national committee of experts to review the early grades literacy curricula (L1 and L2) curricula to incorporate as much phonic words as possible to any Ghanaian children to be able N/A 2014 38 GES MOE, NCCA SEIP PIM 2014-2019 to read by primary 2 8. Assure that the literacy curricula are aligned with the numeracy and environmental science curricula NCCA National Budget 2014-2015 9. Set up a national committee of science and mathematics experts to develop guidelines to overhaul the various teacher education programmes for training basic teachers of science and mathematics and in mentoring MOE/NTC SEIP 2014 10. Mandate and assist the teacher education universities and science-biased colleges of MOE, NCTE, education to: NTC, COEs i. progressively increase their capacity to recruit and train at least 20,000 excellent teachers of basic school science and mathematics by 2020 ii. expand and improve the distance education teacher-upgrading in-service training programmes to admit more teachers specializing in basic school science and mathematics National Budget, DPs 2014-2015 11. Fund a scholarship scheme for high performing SHS graduates to specialize in basic science MOE, NCTE, and mathematics teaching NTC, COEs National Budget, DPs 2014-2019 12. Provide teacher education universities and colleges of education with well-resourced science MOE, GES laboratories and resources for teaching mathematics including basic school science and mathematics textbooks and DVD/MP4 video clips on best practices in teaching science and mathematics National Budget, DPs 2014-2019 13. Develop guidelines to: MOE, GES i. progressively increase the ratio of science and mathematics textbooks per pupil at the basic level to at least 0.5 by 2015 and 1.0 in 2020 ii. encourage private participation in deployment of science and mathematics kits for basic schools to make teaching hands-on and minds-on iii. progressively increase the computers to basic school ratio to 1:10 to ensure ICT integration in science and mathematics iv. arrange for teachers to own and use computers in their teaching National Budget, DPs 2014-2019 14. Organise Workshops on inquiry teaching and learning to support practicing teachers to switch MOE, GES to active, constructive, inquiry teaching and problem solving approaches in order to excite SEIP 2014-2019 39 SEIP PIM 2014-2019 and inspire pupils 15. Set up a national committee of experts in science and mathematics to revise the guidelines on MOE, GES SBA so as to emphasise assessment for learning SEIP 2014-2015 16. Align SBA with Minimum national standards to be developed MOE, GES 2014-2015 17. Design new pupil‘s cumulative record booklets based on Minimum national standards MOE National Budget National Budget 40 2014 SEIP PIM 2014-2019 3.4.6.1 Relevant Disbursement Linked Results Year 0: DLR 1: Report on review of the quality of teaching and learning for mathematics and science Year 1: DLR2: Training modules rolled out for mathematics and science teachers and ICT based instruction developed for school use in selected SHSs Year 4: DLR5: Increase in number of 6 credits and above WASSCE scores on average in total selected SHS. 3.4.7 Using ICT to Improve Teaching and Learning Under the SEIP, activities to improve the use of ICT in teaching and learning will include: a readiness survey of the SHS, installation of iCampus in 125 SHS, review of the ICT curriculum, development of a digital content evaluation framework, identification of ICT competencies for teachers in SHS, identification of digital learning resources, development of an implementation manual for pedagogical integration of ICT and the internet in teaching and learning, development of a robust M&E framework for the iCampus project. The iCampus is a system developed with the purpose of increasing access to information and communication technology education for students by providing and supporting innovative system to SHS. It contains educational content relating to the curriculum, including lessons, exercises, additional materials and the ability to interact with other users. The project will run over the period October 2014 to November 2019. The USAID, MOE, CENDLOS, GES, GESCI and Vodafone are the implementing partners. The committee on the ICT activity will provide the technical assistance and oversee the implementation of the project to ensure that all deliverables are realized. Apart from the SEIP, the Government, supported by the World Bank, is implementing the eTransform project. This will benefit additional senior high schools other than the SEIP beneficiary schools. A summary on the eTransform project and list of beneficiary schools under the eTransform project is attached as Annex 14. 3.4.7.1 Technical Infrastructure Most of the SHS have the computers with LAN infrastructure. As part of this SHS iCampus project, each of the 125 SHS will be provided with iCampus system to interface into the existing LAN of the beneficiary schools. The system informs and guides students as they progress through the content/course, taking into consideration their current position inside a lesson and what needs to be done to complete it. Implementation will require: Establishment and hosting of an e-learning platform that will maintain a dedicated learner-friendly web site. Project Hardware – an iBox set provided to each SHS, which contains an appreciable level of content even when not connected to the internet. 41 SEIP PIM 2014-2019 Content Development, including learner text, audio-visual lessons and e-interactive practical lessons. Content development is done by a team of teachers, students, production houses, related Agencies, Departments etc. of the Ministry. The public are also involved. Each lesson entails read-write notes, self-assessed/tutor-marked quizzes and tests. It also includes learner-centered teacher presentation in video format. Where applicable, there is a hands-on interactive practicals work. Training / Orientation for Schools - Two master ICT trainers will be identified from each selected school (250 in total) and trained by CENDLOS/GES ICT. The master trainers will then train six teachers per school in the first year of the project and provide ongoing support. 38 master trainers will be trained to further train on the integrated components. Studio o ICT Studio for live streaming o Multipurpose demonstration system centres (SPIS) o A studio/room fully equipped with internet connectivity, networked computers for use by booked-in lesson experts or demonstration students. Power Equipment to ensure stable and continuous reliable power, each school will have a power bank. It can be charged on electricity as and when necessary. Servicing/Maintenance, including hardware service/upgrade, content upgrade, studio, vehicles, power equipment and hotline. Monitoring 3.4.7.2 Activities to improve Teaching and Learning using ICT The specific activities to be achieved in the implementation of the project in SHS are outlined in Table 3.11. Table 3.11 ICT Activities to Improve Teaching and Learning Time frame Activity Responsibility Nov., 2014 Orientation for school heads on ICT integration NITA, GES ICT, MOE, CENDLOS Nov., 2014 Ascertain the readiness of the schools for ICT integration in teaching and learning—Needs assessment Schools prepare their SPPPs to include school level ICT training and ICT interventions signed by teacher representative, Board Chair and Head of School Identify ICT competency standards for teachers in SHS Train master trainers on ICT integration Train all teachers in ICT Integration in the selected senior high schools Develop an implementation plan for the ICT competency standards Develop a digital content evaluation framework Facilitate the identification of digital learning resources Integrate ICT and the iCampus in teaching and learning NITA, GES ICT, MOE, CENDLOS Interface iCampus to the ICT infrastructure across 125 schools Evaluate and develop mid-year report with appropriate recommendations NITA, GES ICT, MOE, CENDLOS Nov., 2014 Dec., 2014 Dec., 2014 Jan., 2015 Jan., 2015 Jan., 2015 Jan., 2015 Jan-Sep., 2015 Jan-Sep., 2015 Mar., 2015 42 Heads of SHSs, Teachers NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS SEIP PIM 2014-2019 Apr., 2015 Apr., 2015 Aug., 2015 Sept., 2015 Sept., 2015 Sept., 2015 Mid-year review meeting on ICT package implementation with stakeholders Submit report on mid-year review to TIC through DG Evaluate and develop end of year report with appropriate recommendations End of year review on ICT package implementation with stakeholders to among other things provide framework for sustainability of ICT interventions in schools Collate report for submission to TIC through DG Decision taken for the next cycle NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS NITA, GES ICT, MOE, CENDLOS PSC 3.4.7.3 Schools Project Team Heads of schools will be responsible for the implementation of the project with support from the district. There will be two teachers, one responsible for technical issues (systems administration) and the other one for both e-resource development and teacher professional development. 3.4.7.4 The ICT Consortium a. The ICT Consortium will be responsible for the review of all iBox hardware installation, iCampusgh platform deployment, interactive content configuration and the need for more detailed information/functionality; b. They will be responsible for preparing user-studies to determine the class/ICT laboratory profiles at the various schools; c. They will monitor the teacher and learner activities on the platform to safeguard prevailing ethics. d. They will be responsible for the overall administration of the iCampus and iBox systems. e. They will be ultimately responsible for the quality of the content and hardware deployed. f. They will handle queries submitted by schools, teachers, learners and other stakeholders related to hardware and content. g. They will review the periodic monitoring and evaluation reports submitted by the schools and design the appropriate solutions and innovations. h. They will make arrangements for monthly monitoring, online and on-site contacts/visits with/to end-users, schools and the administrators of the systems. i. They will review all technical claims submitted by the Headmaster/Headmistress and ICT Coordinator. j. They will make recommendations on connectivity and broadband requirements for schools and individuals k. They will be responsible for the preparation of school term-end status reports for submission to the MOE/GES 43 SEIP PIM 2014-2019 3.4.7.5 Monitoring Monitoring of project implementation will be on a continuous basis by the respective project teams. At the regional level, the master trainers will be provided with appropriate instruments to measure project progress on a continuous basis. Instruments will be developed for monitoring project implementation at the district and school level. At the district level, monitoring will specifically be on the training at district and school level. At the school level, monitoring will be in the classroom on iCampus usage, use of digital education resources in teaching and learning and teachers competencies in using ICTs in teaching and learning. Monthly reports from the project team (school project team) will feed into a quarterly project report. 3.4.7.6 Relevant Disbursement Linked Indicators Year 2: DLR3: ICT based instruction rolled out in about 50% of selected SHS. Year 3: DLR4: ICT based instruction rolled out in all selected SHS. Year 4: DLR5: Increase in number of 6 credits and above WASSCE scores on average in total selected SHS. 44 SEIP PIM 2014-2019 3.4.8 Leadership and Management Training In order to strengthen school leadership and management, Secondary Education Division (SED) and the National Teaching Council (NTC) in collaboration with the University of Cape Coast (UCC) and University of Education, Winneba (UEW) will facilitate the development and delivery of modules of a training package for heads and assistant heads from the beneficiary schools, supported under Component 2. The NTC and SED will be responsible for the following specific activities: Developing and printing of modules. Determining and facilitating number of central training sessions Communicating with beneficiary schools on training needs, dates and costs for inclusion in SPPPs Distributing modules to beneficiary schools and stakeholders to use in their own INSET. Reviewing the modules and ensuring regular updates. The training would cover the following topics: Planning (Identification of priorities, solutions, challenges and needs of the school) Leadership, Governance and Management (School and the Environment, communication) Efficient and optimum use of school resources (people, material, finance and procurement) Monitoring and evaluation and reporting Information, communication and technology (ICT) 3.4.8.1 Beneficiaries of the Training Heads of Schools Assistant School Heads Accountants Department Heads The SEIP will support the Secondary Education Division to collaborate with the National Teaching Council to develop a national framework for professional competencies of educational leaders in secondary institutions. 3.4.8.2 Expected Outputs and Outcomes • • • • • • SHS heads will be able to build on existing strengths to become reflective practitioners and high achieving quality educational leaders in their schools SHS management will become gender sensitive and responsive SHS heads will utilize ICT facilities for enhanced administrative services, accurate record keeping, and evidence-based data management for decision making Understanding and utilizing established cutting-edge structures of educational quality and global best practices – applying wide range of relevant ideas and best practices Improved leadership styles, communication, and participatory governance Improved professional engagements by enhancing community resources 45 SEIP PIM 2014-2019 • • • Effective financial management to achieve desired quality education outcomes Skills in project design, management, and implementation Effective Supervision of Instruction for quality outcomes Table 3.12 Schedule of Activities under Leadership and Management Training Year 1 (2014/15) Year 2 (2015/16) Year 3 (2016/17) Year 4 (2017/18) • November 2014: NTC Executive Secretary leads in organizing national consultative forum for core components of best practices in secondary school leadership with key stakeholders (SED, NTC, CHASS, GES, NCTE, NAB, UCC, UEW, Legon, GIMPA, UPSA, Teacher Unions, UDS, GNECC, EI). • February 2015: National framework of quality indicators for secondary school heads developed through expert consultancy under NTC leadership • June 2015: Modules for building management competencies for quality leadership developed and digitized by (NTC & in collaboration with the SED, CENDLOS and UCC/UEW). • July 2015: Conduct Part I of leadership training for beneficiary personnel based on needs of the schools • October 2015: Conduct Part II of leadership training for beneficiary personnel based on needs of the schools • Super Goal: NTC Leadership collaborates with GES Regional Directors to implement school based mentoring and coaching exercises for effective integration of Leadership lessons for secondary heads • October 2015: Secondary heads are paired in formal mentoring relationships to develop competencies to meet quality expectations of national framework • November 2015: Formal mentoring begins. Each relationship assessed through journaling, reflective practices, and effective professional leadership practices • May 2016: Submission of insights gained and evaluation of new competencies on the leadership framework by NTC (evaluating for quality of transformed school leadership and administrator licensing) • July 2016: Determining the range of secondary school leaders : Novice, Emerging, Proficient, and Distinguished NTC and SED will lead in conducting follow-up leadership training for beneficiary personnel based on needs of Novice, Emerging, Proficient, and Distinguished secondary leaders NTC and SED will enhance training provided in the Transfer of learning and leadership development towards succession planning National Teaching Council will collaborate with the Secondary Education Division to facilitate training on leadership and management. Schools will be required to participate in the training as part of their SPPPs. This will be mandatory for heads and assistant heads under the SPPP in year 1 of the project. When schools are preparing their SPPPs for 2014/15, NTC will provide guidelines on the dates and costs of the leadership and core components of the management training. In the same year NTC will develop a national framework of 46 SEIP PIM 2014-2019 professional competencies for school leadership. Modules for school-based training on leadership and resource management will also be developed to support the schools in running their own future training programs. 47 SEIP PIM 2014-2019 4. IMPLEMENTATION OF COMPONENT 2: MANAGEMENT, RESEARCH, MONITORING AND EVALUATION Component 2 provides the resources for the comprehensive project management and implementation of the activities in Component 1, as well as support for monitoring and reporting on project processes, outputs and outcomes, and evaluation of impacts. In addition to this, there are funds for improving sector monitoring and accountability through establishment of a school profiling platform which can be updated through mobile monitoring and from which extracts will be published in brochure format annually. Component 2 will also support a research agenda to inform secondary education strategy in Ghana. Under the project management of activities to increase equitable access and quality of education in SHS, component 2 will provide the necessary funds for: Training workshops – for example initial orientation training for schools and district staff, detailed training in facilities improvements, SPPP and scholarships implementation arrangements, training in use of the iCampus. There will also be training on financial management, procurement and safeguards for construction works; Procurement operational costs; Printing and distribution of materials giving guidance/manuals on implementation; General communications costs Needs assessments and monitoring and site visits. 4.1. Monitoring and Evaluation Monitoring and evaluation under the SEIP shall be undertaken to track performance of the various pillars and specific activities on a regular and on-going basis. Regular monitoring will collect relevant data on process and output indicators to track the delivery of key goods, services and works. The regular monitoring and analysis is intended to enable the M&E Unit of MOE undertake the necessary analysis and evaluate progress against critical targets to assure the attainment of project DLIs and objectives. A data flow map for monitoring and evaluation is attached as Annex 15. The M&E Unit of the Ministry shall constitute a composite monitoring team to include representatives of all implementing unit of the Ministry. The composite M&E approach is intended to facilitate effective coordination of M&E activities of the various pillars and activities under the project. The team will collectively design templates for use by implementing units in reporting and for monitoring to captures data on critical deliverables under the project. The templates will be designed to cover activities under both facilities improvement and quality and outcomes. 4.2. Performance Assessments The M&E Unit will undertake performance assessment following monitoring activities to analyse monitoring data, identify areas where follow-up is required and highlight successes. These performance assessments shall feed into the annual project report to be submitted to the World Bank. Prior to the submission of the annual project report, the PBME will facilitate an annual review of the overall progress of the project. The review will be used to assess performance 48 SEIP PIM 2014-2019 of the various units and activities towards the attainment of project objectives. It will also form the basis for the review of the project implementation strategies. 4.3. Impact Evaluations Key activity under M&E will be to conduct rigorous impact evaluations of the project pillars and sub-activities to determine whether results could be attributable the project interventions. Further, the impact evaluations will be used to assess the impact on educational access, quality and management by project interventions to inform policy by the Ministry. The Ministry will undertake mid-term evaluation of the project. In addition, the impact evaluation will be done on the SPPPs to assess impact on secondary education management. Assessment will also be done on scholarship beneficiaries to assess their backgrounds and their academic progress among others. 4.4. Management of Monitoring and Evaluation The M&E Unit of the PBME Division will lead with project monitoring and evaluation, including all results reporting. MOE will be responsible for providing: (i) status reports on project implementation by activity, including description of outputs and outcomes achieved at the school- and district levels; (ii) status reports on the progress made on all PDO and intermediate-level indicators specified in the results framework (RF); (iii) level of achievement for the various DLRs within each DLI; and (iv) consolidated annual progress reports, (v) supervise the design and implementation of assessments. The project will track input, process, output and outcome indicators under each of the activity areas of the SEIP. Some of these indicators fall under the Disbursement Linked Results, some are under the Results Framework, and others are of interest to the Technical Implementation Committee and stakeholders in order to monitor progress of the project against expectations. The collected indicators can be used to understand the status of implementation and areas with success or challenges, and identify opportunities to improve the programme. This can then also be used in annual reports, mid-term review and final report. 4.5. Disbursement Linked Indicators Given the results-based approach to managing the SEIP, disbursement of funds is linked to performance. Accordingly, there are 7 Disbursement Linked Indicators under the project, with 30 Disbursement Linked Results. The DLRs need to be independently verified in order to qualify for credit disbursements. The full set of DLRs and their verification protocol are shown in Annex 16. Table 4.1 below shows how the indicators will be verified. Under DLIs 2, 3 and 7 the DLR specifies a number/quantity to be achieved, and the World Bank will allow some flexibility in meeting these indicators. The verified result needs to reach no less than 5% below the official target to be considered met. Table 4.2 below shows the levels that in practice indicators must fall at or above: 49 SEIP PIM 2014-2019 Table 4.1 Data sources for independent verification of Disbursement Linked Results Results Focus Expansion of S HS Data source /Independent verification Expansion of S HS Indicator YEAR 0 YEAR 1 YEAR 2 Pillar 1: Increase Access with Equity in senior secondary education in underserved districts DLI 1: Targeting of Agreed targeting criteria school expansion and applied to identify list of improvement in Districts and schools for underserved districts expansion and improvement and selected low under the Project performing schools Report given to WB setting out data, ranking, indices, final selection reported DLI 2: Increase in new seats for SHS students in underserved districts Data source /Independent verification Expansion of S HS DLI 3: Increase in utilized seats in existing low-performing schools DLI 4: Increased enrolment in selected SHS for students from low income families, DLR2: About 30% of all construction works completed (aggregated) YEAR 4 DLR3: About 80% of all construction works completed (aggregated) DLR4: About 5,000 new seats created in underserved districts (cumulative) DLR5: About 15,000 new seats created in underserved districts (cumulative) Enrolment records submitted to HQ for subsidy collection. Independent verification firm for in-school activities to verify enrolment records Final bidding documents submitted to WB. EPA document showing ESM F requirements adhered to. Independent verification firm to monitor civil works Independent verification firm to monitor civil works Enrolment records submitted to HQ for subsidy collection. Independent verification firm for in-school activities to verify enrolment records DLR1: Pre-construction requirements met for upgrading of selected schools DLR2:About 500 seats utilized DLR3: About 1,000 utilized seats (cumulative) DLR4: About 3,000 utilized seats (cumulative) DLR5: About 5,000 utilized seats (cumulative) Enrolment records submitted to HQ for subsidy collection. Independent verification firm for in-school activities to verify enrolment records DLR2: At least 2,000 SHS students receiving scholarship in selected schools. Enrolment records submitted to HQ for subsidy collection. Independent verification firm for in-school activities to verify enrolment records DLR3: At least 4,000 SHS students receiving scholarship in selected schools. (cumulative) Enrolment records submitted to HQ for subsidy collection. Independent verification firm for in-school activities to verify enrolment records DLR4: At least 6,000 SHS students receiving scholarship in selected schools (cumulative) Enrolment records submitted to HQ for subsidy collection. Independent verification firm for in-school activities to verify enrolment records DLR5: At least 10,000 SHS students receiving scholarship in selected schools (cumulative) EPA document showing ESM F requirements adhered to. Report of needs assessment carried out. Data source /Independent verification Demand side interventions to encourage enrollment and DLR1: Pre-construction requirements met for new construction in 23 selected districts. YEAR 3 DLR1: Selection and contracting of implementing partner to administer scholarships completed and 50 SEIP PIM 2014-2019 completion of S HS especially girls Data source /Independent verification criteria for selection of beneficiaries of scholarships developed Contract signed Independent survey firm for in-school activities Independent survey firm for in-school activities Independent survey firm for in-school activities Independent survey firm for in-school activities DLR1: School mapping of all SHS completed DLR2: Publication of updated school performance data for FY 2016 online and in brochure DLR3: Publication of updated school performance data for FY 2017 online and in brochure DLR4: Publication of updated school performance data for FY 2018 online and in brochure School mapping/profile website showing completed mapping School mapping/profile website School mapping/profile website School mapping/profile website DLR2: Training on school improvement planning and implementation provided for 125 selected schools. DLR3: 80 selected schools signing performance partnerships DLR4: 100 selected schools signing performance partnerships (cumulative) DLR5: 125 selected schools implementing performance partnerships based on SPPPs Training report Independent survey firm for in-school activities Independent survey firm for in-school activities Independent survey firm for in-school activities DLR3: ICT based instruction rolled out in about 50% of selected SHS. DLR4: ICT based instruction rolled out in all selected SHS DLR5: Increase in number of 6 credits and above WASSCE scores on average in total selected SHS. Contractors report of iCampus installation. Independent survey firm for in-school activities Contractors report of iCampus installation. Independent survey firm for in-school activities WAEC Pillar 2: Improve quality in low-performing senior high schools Improve the quality of teaching and learning in selected lowperforming secondary schools DLI 5: Annual publication of School Performance Report DLI 6: School Performance Partnerships in 125 beneficiary schools Data source /Independent verification Improvements in teaching and learning in targeted schools Data source /Independent verification DLI 7: Improved learning outcomes in 125 selected SHS (with quality package) DLR1: Guidelines on preparation of school performance partnerships (SPPs) developed and distributed to selected schools. Guidelines included in PIM, report of orientation for selected schools DLR1: Report on review of the quality of teaching and learning for mathematics and science in SHS Report given to WB DLR2: Training modules rolled out for mathematics and science teachers and ICT based instruction developed for school use in selected SHSs Independent survey firm for in-school activities. Curriculum/reports on ICT based instruction available to WB 51 SEIP PIM 2014-2019 Table 4.2 DLI Under DLI2 Under DLI3 Under DLI7 Flexibility in meeting DLIs 2, 3 and 7 DLR About 30% of all construction works completed (aggregated) About 80% of all construction works completed (aggregated) About 5,000 new seats created in underserved districts (cumulative) About 15,000 new seats created in underserved districts (cumulative) About 500 seats utilized About 1,000 utilized seats (cumulative) About 3,000 utilized seats (cumulative) About 5,000 utilized seats (cumulative) ICT based instruction rolled out in about 50% of selected SHS. Minimum requirement to be met 28.5% 76% 4,750 14,250 475 950 2,850 4,750 47.5% 4.6. Results Framework indicators The Results Framework sets out the indicators by which the success of the project will be assessed. There are four Project Development Objective indicators to assess achievement against the main outcomes of the project, and then intermediate level indicators to assess progress against the sub-components and activities of the SEIP. The full Results Framework with annual targets is shown in Annex 1. The data for the indicators will come from existing sources (EMIS, WAEC), activity and implementation reports, and school monitoring (questionnaires for schools submitted via an online portal – see below). There is one indicator which will require an endline survey to be reported on – the educational attainment from the two poorest quintiles in the target districts (as a follow-up to the household survey results from 2013). 4.7. Baseline diagnostic analysis The Results Framework will be updated to include the baseline data and associated targets which apply to the specific schools and districts targeted under the project. This requires use of data from EMIS, WAEC and GSS. The Development Partner Coordination Unit will lead on completing this update which will be finished by December 2014. A thorough analysis of the baseline for targeted schools and districts, and sector-wide data, will inform the Secondary Education Strategy. In addition the Ministry will not be limited to only monitoring the indicators for sub-groups as shown here, but will also report indicators (such as transition rates) for all districts to compare beneficiaries with those not benefiting and look at the performance of the sector as a whole. 52 SEIP PIM 2014-2019 The timeline and responsibilities for updating the indicators are shown in Table 4.3 below. Table 4.3 Results Framework Indicator Indicator One: Increase in Transition Rates from JHS3 to SHS1 in targeted districts Indicator Two: Increase in SHS educational attainment within the two poorest quintiles in targeted districts (disaggregated by gender ) Indicators, timelines and responsibility for updates Scope and definition Timeline and source Responsibility for updates Districts containing the 23 new SHS and 50 facilities SHS. For the baseline SHS1/JHS3 for 2013/14 will be used but in future years SHS1t /JHS3t-1 will be available. Districts containing the 23 new SHS and 50 facilities SHS. Update in August each year using the new EMIS census SRIMPR to provide the data to PBME. PBME to analyse. Baseline to be updated by December 2014. Endline survey to be carried out in early 2019. PBME to provide the baseline. GSS and SRIMPR to collaborate with PBME on designing and implementing endline survey. Baseline using 2013 results to be updated by November 2014. Update WAEC to provide in February each year results to PBME using previous July's exam results. Update in August each PBME to collate year using new EMIS reports from SPPP Indicator Four: Direct census and triangulate coordinator, online project beneficiaries against SPPP reporting at monitoring platform, (students, teachers, end-of-year review in EMIS census in institutional leaders) July and online school August. Collate from (disaggregated by gender) monitoring. Independent independent verification in October to verification in further triangulate November. Intermediate -level Results Indicators Component 1: Support to Increase Access with Equity and Quality in SHS Pillar 1: Increase Access with Equity in senior secondary education in underserved districts The 23 new SHS PBME to collate Intermediate Result Update in August each reports from GES Indicator One: New year using EMIS census, subsidy applications, (additional) SHS seats results from online school online monitoring created and utilized by monitoring and subsidy platform, EMIS census SHS students in the applications. Independent in August. Collate targeted schools verification in October to from independent (cumulative) further triangulate verification in November. The 50 SHS receiving PBME to collate facilities improvements Update in August each reports from GES Intermediate Result year using EMIS census, subsidy applications, Indicator Two: Increase results from online school online monitoring in seats created and monitoring and subsidy platform, EMIS census utilized within low applications. Independent in August. Collate performing beneficiary verification in October to from independent SHS schools (cumulative) further triangulate verification in November. Indicator Three: WASSCE achievement of 6 credits and above within beneficiary schools (disaggregated by gender) Results for 125 existing schools. 2014 results will be reported in 2015 but will not be attributed to SEIP interventions. 53 SEIP PIM 2014-2019 Update in August each year using scholarship PBME to collate administrator reports from Intermediate Result reports/database, results scholarship Indicator Three: from online school administrator and Scholarships are monitoring. Independent online monitoring distributed to low income verification in October to platform in August. students in the further triangulate. Collate from participating districts and Database and independent independent schools (cumulative) verification should verification in indicate the criteria for November. students‘ selection. Pillar 2: Improve Quality in low-performing senior high schools 125 existing schools and Update in August each PBME to collate 23 new schools once year using results from Intermediate Result reports from training opened. online school monitoring. Indicator One: Teachers providers and online Collect training reports participating in training to monitoring platform in from SED/SEU where upgrade or acquire new August. Collate from face-to-face INSET is skills in Mathematics or independent provided. Independent Science (cumulative) verification in verification in October to November. further triangulate 125 schools and 23 new Intermediate Result schools if they have a Indicator Two: Increase cohort of completers. Update in August each SRIMPR to provide the in completion rates in Schools will be included year using the new EMIS data to PBME targeted schools only where data for the census (disaggregated by gender) starting cohort (SHS1t-2 ) is available. Intermediate Result 125 existing schools and PBME to collate SED to provide reports on Indicator Three: 23 new schools once reports from SED in SPPPs signed in August Number of Performance opened. August. Collate from each year. Independent Partnerships for Learning independent verification in October to with beneficiary SHSs verification in further triangulate established (cumulative) November. 125 existing schools and Update in August each PBME to collate 23 new schools once year using results from reports from Intermediate Result opened. online school monitoring CENDLOS/ GES ICT Indicator Four: SHS and activity reports on and online monitoring ICT packages roll-out from platform in August. implemented in CENDLOS/ GES ICT. Collate from beneficiary schools Independent verification independent (cumulative) in October to further verification in triangulate November. Component 2: Management, Research and Monitoring and Evaluation Initial school mapping Intermediate Result completed by August Indicator One: 2015. Online monitoring PBME to collate report Monitoring system questionnaires in use by on school mapping and established and July 2015, updated each present summary functioning to annually January and July. Mobile reports from the online track data and publish monitoring tool to be in platform. information on all SHS use by March 2015. schools in Ghana School profile (using EMIS, WAEC data) 54 SEIP PIM 2014-2019 available online by August 2015. Intermediate Result Indicator Two: Research and Sector analyses conducted to inform elaboration of Secondary Education Strategy (cumulative) Update in August each year PBME to report on the progress of research activities 4.8. Note on PDO Indicator Two: the educational attainment indicator The baseline for this indicator will be calculated using the GLSS6 data and mapping it over the 2010 Population and Housing census data. At project endline, data will come from a new household survey. The survey will need to have a large enough sample of households to give significant numbers in each sub-group when disaggregated by income status, gender and age group. In order to compare progress of the target districts against non-beneficiary districts, the survey would need to include these other districts also. Funds from Component 2 will be used to carry out the survey. 4.9. Roles and responsibilities for Results Framework indicator updates PBME The PBME Division has responsibility for collating all reports and data required to update the Results Framework indicators. The Development Partner Coordination unit will lead on collating data from GSS and WAEC. The M&E unit will lead on collating reports from implementing partners (e.g. Science Education Unit, Secondary Education Division, training providers). They will also lead the online school monitoring tool which includes initiating responses from schools and collating responses into reports. SRIMPR SRIMPR Division has responsibility for providing the school-level data for SHS, and district level data for JHS, to the PBME division as part of the sector‘s existing monitoring processes. The data is expected to be provide in May each year. SRIMPR will collaborate with PBME in designing and implementing an endline household survey to establish educational attainment in the two poorest quintiles in target districts. Ghana Statistical Service 55 SEIP PIM 2014-2019 GSS are responsible for making GLSS6 and 2010 Population and Housing Census data available to the PBME for calculation of baseline indicators, including the education attainment of income groups and gender in target districts. GSS will collaborate with the PBME division in designing and implementing an endline household survey to establish educational attainment in the two poorest quintiles in target districts. GSS will provide other advisory support as necessary. West African Examinations Council WAEC are responsible for providing the raw WASSCE results data to PBME each year. WAEC will support PBME in calculation of proportion of students in target schools achieving at least six credit passes, disaggregated by gender. GES Secondary Education Division and Science Education Unit The SED and SEU are responsible for providing activity and output reports on scholarships, SPPPs, Science and Mathematics Training. Where relevant these would be collated from external providers. CENDLOS and GES ICT Responsible for providing activity reports on ICT roll-out, detailing the installation and training on the iCampus, but also tracking the use in the schools. 4.10. Independent survey firms In order to independently verify the DLRs, two consultants will be contracted to carry out surveys. i. One consultancy firm will be contracted to verify the DLRs relating to civil works – i.e. the level of construction and facilities upgrading completed in the 23 new SHS and 50 existing schools. A draft terms of reference for independent verification of civil works is given in Annex 17. The data to be collected by this firm is given in Table 4.5 below. ii. Another consultant will be contracted relating to educational outputs in schools – referred to as the ‗in-school‘ verification. This firm will carry out an annual survey of the 125 existing schools which will collect data on the DLRs, the relevant Results Framework indicators, and other indicators which are self-reported by schools so would benefit from independent verification. They will also visit the 23 new schools from year 3 of the project onwards to verify enrolment records (DLR 2). The minimum requirements for the 56 SEIP PIM 2014-2019 data they will collect are given in the table below, and further information for their survey can be developed. The survey will need to be carried out annually in time for DLR verification in the last quarter of each financial year. A draft terms of reference for the independent verification survey firm for in-school activities is attached as Annex 18. Table 4.4 Indicators to be collected by the civil works independent verification consultancy Data DLI or Results Framework Proportion of construction works completed in the 23 new SHS. Consultant will DLI – years 1 and 2 verify that construction is completed according to agreed standards. Table 4.5 DLIs and Results Framework Indicators to be collected by in-school Survey Firm Data DLI or Results Framework Increase in number of seats used (enrolment) in 23 new schools DLI - Year 3 onwards Increase in number of seats used (enrolment) in 50 existing SHS benefiting DLI – Year 1 onwards from facilities improvements Number of scholarship beneficiaries (in 50 schools, and later the new schools). This data collection will require verifying the numbers of beneficiaries, that beneficiaries have received their scholarships, the selection criteria which related to each beneficiary on application and any update to their personal circumstances (relating to income). DLI - Year 1 onwards Number of SPPPs signed and copy held in the school DLI - Year 2 onwards Number of ICT packages implemented in the school ICT roll-out. This requires verifying that the iBox has been installed in the school, the iBox is functioning and acts as the iCampus when connected to DLI - Year 2 onwards internet, staff members trained in using the iBox and ICT-based instruction, and actual use of the iBox in student learning and teacher development. Number of students in the school, by programme Results Framework Number of teachers in the school Results Framework Number of teachers trained - disaggregated for Maths and Science Results Framework 4.11. Online monitoring tool for school -level data collection A centralised monitoring tool will be developed as part of the school mapping and school profile platform. This platform will have a user interface in which the schools can log-in with a password and input information. The data to be collected will refer to monitoring indicators that the Technical Implementation Committee will track in order to review progress of the project against expectations. The tool will be managed by MOE-M&E and GES ICT units together. The tool will facilitate the collation and analysis of data from the 148 beneficiary schools. Capacity 57 SEIP PIM 2014-2019 building for MOE and agency staff should be sufficient to allow further moderations and to the questionnaires. A sample questionnaire for on-line senior high school monitoring is attached as Annex 19. Questionnaires to be included on the monitoring platform include: 4.11.1. Theme – Access The 50 existing schools will complete this questionnaire once per year. The 23 newly constructed schools will complete this questionnaire once per term in their first two years of opening. Sub-questions under this theme include: Enrolment - by year group, programme, gender Number of scholarship beneficiaries, by gender Staff establishment - teaching, non-teaching, by gender Enrolment capacity for current year (maximum number of students, given to CSSPS) Enrolment capacity for next year (maximum number of students, given to CSSPS) Completion rate (EMIS) Education attainment (GSS) 4.11.2. Theme – quality The 125 existing schools benefiting from quality improvements will complete this questionnaire twice per year, in July and January. The newly constructed schools will also complete this questionnaire once they are completed and operational. Some of these questions will be directly relevant to tracking SEIP implementation but others will be for information about the school. Sub-questions under this theme include: SPPP execution against plan – actual costs and outputs of the SPPP activities which can be compared with the planned costs and outputs. Science training - number of teachers trained (face-to-face workshop, iBox) Maths training - number of teachers trained (face-to-face workshop, iBox) Number of staff given leadership/management training Installation, function and use of the iBox. Connectivity to internet WAEC pass rate (WAEC) Detailed monitoring plans of specific sub-components will be developed and carried out by the responsible implementing teams. 58 SEIP PIM 2014-2019 Table 4.6 Data Sources for Tracking Progress of Project Activities Activity New construction / new schools Existing schools receiving facilities improvements Scholarship School Performance Partnership Plans Management and leadership training Science and Mathematics training ICT roll-out School profiling 4.12. Sources of data Supervision consultants12 – collating from contractors School questionnaire EMIS Supervision consultants13 – collating from contractors School questionnaire EMIS Scholarship Administrator School questionnaire School questionnaire Training provider reports School questionnaire Feedback evaluation forms Training provider reports School questionnaire Feedback evaluation forms School questionnaire iCampus information system feedback Website Number of hits on website Additional verification Independent survey firm – civil works Independent survey firmcivil works Independent survey firm – in-school activities Monitoring and supervision visits The indicators outlined above are a source of monitoring information for the project coordinators at headquarters. In addition to this, teams from the TIC will make supervision visits to beneficiary schools at periodic intervals. The Civil Works Team will visit the construction and facilities improvement sites. Multi-functional teams (e.g. Secondary Education Division, ICT/EMIS and Science Education Unit) will visit the existing schools to monitor the implementation of scholarships and school performance improvement plans, in order to get a sense of the issues and dig deeper into possible challenges. These visits will be to samples of schools and will be organised so as to minimise burden on the school staff. 4.13. Impact Evaluation Component 2 will support an impact evaluation of the project. This will inform the Ministry on how effective the interventions have been at meeting the intended outcomes of the project: equitable access and quality in SHS. An impact evaluation will help the Ministry in deciding which aspects are value for money and could be scaled up to national level. The impact evaluation will benefit from looking at impact across various groups: schools benefiting only from quality improvements, those with quality and facilities, and those who also 12 13 Draft TOR for Supervision Consultant for New SHS Construction is attached in Annex 20. Draft TOR for Supervision Consultant for Facilities Improvement in SHS is attached in Annex 21. 59 SEIP PIM 2014-2019 have scholarship beneficiaries. The final group to be considered are schools and districts outside of the SEIP, acting as a comparison control group. The impact evaluation will identify the additional impact on target indicators of the project under access, equity and quality. The impact evaluation will look at estimating the additionally of the project, what can be attributed to the SEIP interventions, and make adjustments for any displacement activity. The evaluation should look specifically at: The impact of scholarships on attendance and performance. The impact of iCampus roll-out on teaching and learning. The impact of Science and Mathematics activities on teaching and learning. The impact of SPPPs on quality of teaching and learning. The Ministry is also interested to find out the impact of the school profiling and mapping website, to see whether it changes public perception and awareness. PBME will develop TORs giving more details on the specific questions, methodology and expectations where additional data collection will be needed. 4.14. School Mapping and Profile Under the SEIP a website will be developed to show profiles of all SHS in Ghana and their geographical location. The website is intended to provide and improve access to information for the public, as well as educational planners. A school mapping involving a Geographical Information System (GIS) will be used to identify and locate the Secondary institutions across Ghana. MOE will be fully equipped to host and manage the platform. The school mapping will be implemented in phases as follows: 4.14.1. Phase 1 - Website / User-interface The end-user output of the school profiling and mapping exercise will be a website, hosted at www.ghanaschoolsinfo.org. On this website users will find a map of Ghana in which all SHS, both public and private, are marked. This might for example be shown by a dot on the map (perhaps different colours for public or private). When the user hovers the mouse over the dot a basic profile will be shown on the screen, for example school name, enrolment and WASSCE performance. When the dot is clicked it takes the user to a more detailed profile for the school. This profile will include: School name Number of teachers Availability of places (CSSPS) Name of head Number of trained teachers Number of applicants (CSSPS) 60 SEIP PIM 2014-2019 Year of establishment Teacher to student ratio Photos of the school Enrolment (by programme/class/gender) Mixed / single sex Distance from district capital Courses offered Day / boarding School facilities WASSCE performance Hostel / dormitory Public / private Region District Town 4.14.2. Phase 2 – SEIP Schools self-reporting Phase 2 of the school profile website will be a monitoring tool used to capture data from the project beneficiaries. Here within the same website schools will be able to log-in with a username and password to complete templates of data collection required under the project. More detail on this is given in the M&E section. The Head of the school will have responsibility for submitting accurate and timely data, with support from the school ICT Coordinator as necessary. This self-reported monitoring data will be captured at regular intervals (some data termly, some annually). 4.14.3. Phase 3 – SEIP Schools monitoring and verification Phase 3 of the mechanism will be for monitoring activities and verification of reports from schools and contractors. In this case, when supervision visits are carried out, the data collected is entered directly into the smart phone app and linked up with the school profile. Regional or district ICT officers will be provided with the smart phones and this will be particularly important for monitoring the construction aspects of component 1 pillar 1. The monitoring officer (perhaps accompanied by a district engineer) can take photos of the construction which the Project Civil Works team will use to verify the level of progress of a project before arranging payments to contractors. For officers from the headquarters M&E team, a template on the app will be used to collect general information relating to the project activities, to be cross-checked against what the schools have self-reported. 61 SEIP PIM 2014-2019 4.14.4. Phase 4 - Open-Ended Expansion At a later stage, this mechanism could be used for the following: Additional data collection at schools using the smart phone app, such as submitting up-todate photos of the school Mapping and creating profiles for newly created schools Creating monitoring templates and user log-in details for all SHS in the country (not just 125 SEIP beneficiaries) as a data collection method, for regular monitoring (e.g. number of day students versus boarding students) or ad-hoc queries. Expanding the mapping and profiles to basic schools. 4.14.5. Data Sources, Data Collection and Entry The school profiles will be matched to the mapping based on school codes, as given in EMIS. The mapping exercise will be carried out using an application developed for use on Android smart phones. The app allows the phone-user to capture the GPS coordinates of the location, to take photos and enter them to that location, and enter any additional data which is required and not already available from secondary data sources. This mapping exercise will be carried out by district ICT officers with training and supervision from a local consultant. Existing secondary data sources will be matched to the school coordinates and photos to complete the rest of the school profile mentioned above. These data sources include but may not be limited to EMIS (annual school census), WAEC WASSCE results (annual), and GSS socioeconomic data. The School Profiles will be updated annually when the new EMIS and WAEC data become available (by end August each year). Annual Publication The school profiles will be published by GES annually in December in a brochure and distributed to districts. 4.14.6. Feedback from ordinary community members Ordinary community members can provide feedback or register their grievances by either sending a text message to a dedicated SMS number (to be acquired) linked to the platform, or by submitting comments on individual reports. The complaint is publicly viewable on the website. It then becomes the responsibility of GES‘ M&E team to coordinate with the complainant, response teams, and other agencies to ensure that the issue/grievance is rectified. Details on the corresponding action taken and status of complaint must be articulated by GES on the website. 4.14.7. How the platform can serve to address issues as they arise The platform has an automatic email notification feature which can immediately apprise concerned officials of any issue/report relevant to any SHS. The platform will continue to send email notifications (as reminders) until the issue has been addressed and labelled as ‗Finished‘. The platform permits real-time data visualization and geo-spatial analysis (similar to GIS), which 62 SEIP PIM 2014-2019 can help users delineate systemic issues or trends that can assist stakeholders in understanding and addressing more macro-level obstacles 4.14.8. Roles and Responsibilities PBME Monitoring and Evaluation Unit Lead coordination and oversight of the school mapping and profiling and monitoring tools, all hosted on www.ghanaschoolsinfo.org Collect and coordinate data from the various sources: WAEC, SRIMPR/EMIS, GSS. Report to the TIC and PSC on progress of the activity. GES ICT Unit Integrate existing data sources on to the platform, matched by EMIS codes. Manage the back-end of the website. Implement any changes or customisation of the platform or the smartphone app. Arrange any follow-up training for district or school staff in use of the app or website. Publish and distribute the brochure. SRIMPR (MOE), WAEC, GSS Make data available to the profile team Collaborate on data management and cleaning to streamline and match schools. GES Regional and District ICT officers Conduct initial mapping exercise, by visiting schools with the smart phones. Regional officers to attend and support this exercise. Later monitoring (Phase 3) may be carried out by district and regional officers. Later expansion and updates (Phase 4) may be carried out by district and regional officers. Heads of Schools Facilitating district and monitoring officers to enter the school for data collection and mapping. Ensuring the project data is entered on the website in an accurate and timely manner. This may mean tasking the ICT coordinator to do the actual entry but the Head is responsible for ensuring this happens and the school is accountable for project reporting. 63 SEIP PIM 2014-2019 4.15. Research Agenda Under Component 2 of the project the Ministry will develop and implement a research agenda to influence the Government‘s Secondary Education Strategy. This will be the responsibility of the PBME Division, led by the Development Partner Coordination Unit. At a workshop in May 2014, specialists from MOE and its Agencies developed some initial ideas on research questions and topics for research under SEIP. These included the following: Access What impact does the SHS subsidy have on access and enrolment? How could it be improved? What is the situation in Mission schools? What are they doing, how will this chance, how should they be regulated? What effect does being a day student, as opposed to boarding or hostel student, have on attendance and performance? What are the barriers to access – enrolment and completion? At what point do students drop out, and why? Quality Science and Mathematics education – have interventions such as provision of equipment and Science camps improved teaching and learning? Is the perception that boys perform better than girls a myth or reality? ICT education – does the provision of computer labs impact student learning? What qualifications do SHS teachers have, particularly English, Mathematics and Science teachers? What are the perceptions of teachers of their own teaching performance? How self-aware are they? How relevant is the curriculum to the demands of industry? Technical and Vocational Education and Training Why does technical education have a negative reputation? How can we tackle this? School management and financing What is the extent of financial incentives taken by teachers from students? What is there impact on teacher motivation? What collaboration is there between schools and parents? Do PTA fees impact quality outcomes? What causes examination malpractices in the WASSCE? What are the transitional issues for staff moving from SHS teachers to school leaders? What are the community‘s perceptions of school Heads in high performing schools? 64 SEIP PIM 2014-2019 Sector financing and management Public expenditure review – what are the unit costs of SHS and wider education in Ghana, how do they compare internationally? Where could the sector improve efficiency? What are the sources of funding – how does the private sector contribute? How does teacher management and deployment (e.g. study leave with pay) affect quality of teaching and learning? To what extent does absence due to sandwich programmes contribute to falling standards in SHS? PBME will lead on further engagement with Government and external colleagues to define the research questions, priorities, and methods for solicitation of research. A review of research and evidence which already exists will also be necessary, to help highlight the gaps and prevent duplication. The Ministry is keen to engage Ghana‘s academic community in conducting research, calling for proposals to respond to the Ministry‘s questions. Where specialist skills are needed then consultancy procurement with well-defined terms of reference will be carried out. Also under the research agenda the Government will conduct impact evaluation of the project itself (see section 4.3) and a baseline diagnostic analysis (see section 4.7). A proposed timeline for the research activities is as follows: Table 4.7 Proposed timeline for research activities Output Define questions, methodology and expected outputs of the project Impact Evaluation Conduct workshop to identify major research questions to be posed to the academic community and consultancies. PBME conduct a baseline diagnostic analysis of the secondary education sector. Review existing evidence on research questions Timeline November 2014 December 2014 December 2014 – March 2015 January 2015 Finalise TORs for project Impact Evaluation January 2015 Prioritise research questions and determine solicitation methods and February 2015 timelines Begin procurement of Impact Evaluation March 2015 Finalise TORs/call for proposals for immediate research questions March 2015 Begin solicitation of research outputs April 2015 65 SEIP PIM 2014-2019 5 FINANCIAL MANAGEMENT PROCEDURES Project Financial Management is a process which brings together planning, budgeting, accounting, financial reporting, internal control, auditing, procurement, disbursement and physical performance, of the Project with the aim of managing Project resources properly to achieve the Project‘s development objectives. The primary objective of the Project‘s financial management system is to track resources and expenditures of the Project and generate timely financial information, prepared in a transparent and consistent format, which facilitates better planning and control, by the management in implementing the Project. The requirements of the SEIP‘s financial management and reporting system is to establish a sound financial management and reporting system that is capable of generating: Financial Monitoring Reports (FMR‘s); Annual financial statements and audit reports in compliance with internationally accepted accounting standards and World Bank guidelines; Information regarding adequacy of resources in the annual budget; Information disbursement of the loan proceeds to implementing agencies The system must be consistent with GES‘s financial management policies and aligned Ministry of Education‘s existing financial management system. In establishing the financial management system, attention has been given to: Project objective and components as outlined in the Project Appraisal Document (PAD); The mechanism within which participating agencies interact; expenditure categories; Sources of financing; the procurement profile of project expenditures; and, Other pertinent information. The implementation of the financial management (FM) arrangements under this results-based IPF will be anchored by the use of country systems under the respective oversight responsibilities of the Ministry of Finance (MOF), Controller and Accountant General‘s Department (CAGD), Ministry of Education (MOE), and the Ghana Education Services (GES). Thus the project‘s financial management arrangements will to the extent feasible follow the full use of country systems for Component 1 and adopt some aspects of the country systems for Component Two. 5.1 Organization and Responsibilities 5.1.1 Organization Financial Management shall be centralized at the Ministry of Education under the oversight and supervision of the Chief Director of the Ministry of Education (MoE). The Director of Accounts (MOE) and the Financial Controller (FC) of GES working in collaboration with staff of the CAGD, will be responsible for various aspects of the project‘s financial management arrangements. The Director of Accounts (MOE) and the Financial Controller (FC) of GES will 66 SEIP PIM 2014-2019 be responsible for overall fiduciary aspects of the Project. These responsibilities are to ensure that throughout implementation there are adequate FM arrangements in place at all levels of project implementation which can report adequately on the use of project funds, and that the project complies with the financial covenants detailed in the Financing Agreement. Their work will be complemented by the assignment of dedicated Principal Accountants responsible for the routine day-to-day transaction processing and reporting. Specific accounting issues such as recording and processing of payment vouchers etc. will be handled by the Accounts Units of the MOE and GES. The Accounts Unit, which will be responsible for the day-to-day financial management of the project, will be supervised by the Director of Accounts of MOE and the Financial Controller of GES. Presently the MOE/ GES have full complement of accounts staff qualified to manage the project accounts. However, their technical capacities and numbers will be assessed periodically during implementation and where necessary, additional staff will be recruited. 5.1.7 Roles and Responsibilities The organization and responsibilities of the MoE/GES for the effective implementation of the Funds is set out below: MOE Chief Director Monitor the implementation of the Education Strategic Plan. Set the sector policy framework; Issue annual guidelines for the implementation of the framework; Ensure proper planning, budgeting and resource allocation to reflect sectoral priorities and the role of each of the implementing agencies in fulfilling these priorities; Determine monitoring indicators with the GES. Director of Accounts To maintain proper books of accounts and other records of all transactions pertaining to MOE under the agreement of this grant. To ensure the compliance with all requirements under the financing agreement To account for all funds received and utilized under this agreement in a consolidated form. To provide financial and other information required by management to control the effective implementation of the whole project GES Director-General Provide overall leadership in the implementation of the Education Strategic Plan Ensure the preparation of the School Performance Partnership Plans (SPPPs) 67 SEIP PIM 2014-2019 Supervise the work of Divisions, Regions and Districts towards the attainment of the targets as set in the Education Strategic Plan Financial Controller To maintain proper books of accounts and other records of all transactions pertaining to GES under the agreement of this grant To ensure the compliance with all fiduciary requirements under this agreement To account for all funds received and utilised at GES under the financing agreement To provide financial and other information required by management to control the effective implementation of the SPPPs Regional/District Directorates/School Heads Ensure proper preparation of SPPPs To ensure the effective utilization of project funds To implement the activities as provided in the SPPPs To ensure the proper accountability of all funds received and utilized in the Schools Internal Audit Ensuring that the instructions contained in this manual are understood and correctly followed by cost centre managers. Continually reviewing the system with a view to recommending improvements to the system 5.2 Budgeting Arrangements The MOE and the GES follow the budget preparation guidelines according to the Financial Administration Act (2003), the Financial Administration Regulation (2004) and also the annual budget guidelines issued by the Ministry of Finance (MOF). The budgeting arrangements are derived from the IDA allocations which serve as a basis for determining all allocations and also for preparing the SPPP incorporating the activities to be undertaken under the various components. Individual budgets, SPPP, and procurement plans will be collated and consolidated at the MOE and reviewed jointly by key project staff. GES Headquarters will co-ordinate SPPPs and budgets at lower levels and forward consolidated copies to MOE for final consolidation to be forwarded to the Bank for review and endorsement. Once the budgets are endorsed copies will be provided to the Director General of GES and the Chief Director of MOE to enable monitoring and adequate budgetary controls over expenditure. Project management will ensure that all units and component activities are correctly reflected in the SPPPs and budget. 68 SEIP PIM 2014-2019 5.3 Funding and Banking Arrangements 5.3.1 Cash Planning The MoE/GES will prepare periodic cash flow statements to guide the disbursement of funds to support the SPPP. The cash flow statements will indicate the breakdown of requests of the contribution and also indicate the required timing of the next period‘s disbursement. The GES will be responsible for disbursement to the schools on the basis of periodic spending projections. 5.3.2 Designated Accounts The MOE and the GES will open separate Designated Accounts for components 1 and 2 of the project with two separate banks and with two sets of signatories. Funds from the components will be lodged in these accounts. Schools would also operate separate Bank Accounts solely for the implementation of the SEIP where funds for the project would be lodged and operated from. Where schools have dormant accounts they could seek clearance from the Director-General to activate them for use under the project. It is believed that this arrangement would allow for easy reconciliation. 5.3.3 Opening of Bank Accounts Authority to open a current account for the purpose of handling the receipt and disbursement of public funds rests solely with the CAGD (FAR Section 345) Schools should forward a written request to the Director General citing, inter alia, the need and reason for the new account, the two primary signatories, an alternate signatory, a specimen of each signatory and the conditions under which the account shall be operated. 5.3.4 Signatories MOE/GES officials/employees responsible for committing, certifying, or authorizing the receipt/disbursement of public funds shall be considered a fiduciary of the public trust and, accordingly, shall judiciously and honestly carry out their duties in the best interest of the MOE/GES. For this and other control reasons, two signatures are required on all cheques drawn on MOE/GES-controlled bank accounts. For all offices at the regional level and below, the two primary signatures for all accounts shall be those of the Director/Head of Institution and the Accountant. At the Headquarters, the Chief Director (MOE) or his representative and the Director General (GES) shall assume primary signatory responsibilities for all accounts. Meanwhile the Director Administration and Finance/Director Accounts (MOE) and the Financial Controller/Chief Accountant (GES) shall be alternate signatories for the Chief Director and the Director General respectively. 5.3.5 Funds Flow With respect to Component 1 (Disbursements for EEPs ), disbursement will be made to the subconsolidated Fund Account of the MOF held with an acceptable financial institution and the funds coded against a budget line created under GIFMIS. The request for funds will be done based on Withdrawal Applications duly signed by representatives from MOF, CAGD and MOE, 69 SEIP PIM 2014-2019 which will be supported by Interim Unaudited Financial Reports (IUFRs) using the report based modalities. Figure 5.1: Funds Flow and Reporting under the SEIP SEIP Designated Account (USD) Regional Educational Office Accounts School Account School Account Funds Flow School Account School Account School District Account Account School District Account Account Reporting on FundUse Budget Execution Reports (BERs) generated from the GIFMIS together with forecast expenditures against achievement of DLRs. Funds flow for disbursements under Component 2 will follow the standard World Bank procedures using a dedicated and segregated Designated Account operated and maintained by the GES and managed by the Director-General with prior approval of all transactions by the Chief Director. Notes: i. There will be one designated account for component 2 and it will be maintained by the Ghana Educations Service (GES). ii. Funds will be transferred to two lower levels i.e. to the Regional Educations Offices for monitoring and supervisory purposes and to the Schools for actual implementation of their approved SPPPs Transfers to these sub accounts at the Regional and School Level will be based on demand and in tranches based on the approved SPPPs . iii. Periodically or based on rate of usage, Schools will report on fund use to the GES Headquarters and these will be consolidated and used as part of the supporting documentation for replenishment of the Designated Accounts. 70 SEIP PIM 2014-2019 5.4 Disbursement Arrangements Proceeds of the facility will be used for eligible expenditures as defined in the Financing Agreement. Disbursement arrangements have been designed in consultation with the Recipient after taking into consideration the assessments of GES‘s financial management and procurement capacities, the procurement plan, anticipated cash flow needs of the operation. The project has two broad disbursement categories as represented in the table below: Table 5.1: Disbursement Categories Expenditure Category Results Based Expenditure Program Component 1: Support to Increase Access with Equity and Quality in Senior High Schools (Eligible Expenditure Program) Investment Component 2: Management, Research and Monitoring and Evaluation (Goods,Works, Consulting Services, Training, Research, Operating Expenses) TOTAL Amount (US$ Million) 140.1 15.9 156.0 5.5 Policies and Regulations 5.5.1 Eligibility for Accessing Funds School Performance Partnerships (SPPs) To be eligible for disbursement of funds under the SPP mechanism the School must: Have been registered by the Ghana Education Service (GES) as a public school and possess a Registration Certificate to that effect. Have been selected in accordance with the criteria developed by the Government for selecting which Schools will benefit from the SPP mechanism under the SEIP. Be in a district that has a District Education Oversight Committee (DEOC) in place. An Approved School Performance Partnership Plan (SPPP) based on Government‘s priorities identified under the Education Strategic Plan (ESP) and the Annual Education Sector Operational Plan(AESOP. Have signed a School Performance Partnership Agreement to comply with the requirements of the Financing Agreement and to discharge its obligations under the project. Have an SPP account set up for the transfer of SEIP Funds 71 SEIP PIM 2014-2019 Have a list of Authorized Signatories of the School Account14 . 5.5.2 Conditions Precedent to Initial Receipt of SEIP Funds Schools The initial release of funds to participating Schools will be upon; Opening of a Bank Account and notifying the GES of the Account particulars, Submission of an approved Budget, School Performance Partnership Plan, and Cash Flow. Submission of Request for Funds. 5.5.3 Obligations of the Schools The School is obliged to ensure that it: Applies Project Funds judiciously and for the intended purposes, and in accordance with the Financing Agreement and applicable Laws of Ghana. Maintains proper books of Account and prepares periodic reports. Prepares School Performance Partnership Plan (SPPP) and Budget, Procurement Plans and Cash-flow forecast. 5.5.4 Sanctions for non-compliance with Disbursement Policies Schools which fail to meet their obligations under the Project would face one or more of the following sanctions depending on the nature and extent of non-compliance: A freeze on all disbursements in the case of delays of more than twenty-one (21) working days in Queries. The name of the defaulting School will be published in the Public Media. Schools found to have misappropriated funds may be prosecuted in accordance with the Financial Administration Act. Continued under-spending of funds will lead to funds being reallocated into the following financial year and the succeeding year‘s allocation will be automatically forfeited. In this context under-spending represents disbursement below 60% of annual allocation. Funds that remain un-disbursed at the beginning of the final year of the project will be forfeited and re-allocated to other participating Schools. Any other appropriate sanctions as recommended by the Director-General, including removal of the Head of Institution. 5.6 Requesting Funds Schools are given the responsibility for managing funds provided from SEIP program. They shall also ensure that recorded budget figures reflect the entire period indicated in the SPPPs. For control purposes, however, funds shall be transferred / remitted to Schools on demand and also 14 The appointment of the Signatories should be consistent with existing Legislations and Policies of the GES . 72 SEIP PIM 2014-2019 on the basis of an Estimate of Quarterly Cash Requirements in the form of tranches. Upon the approval of their SPPPs and their procurement plans, Schools will be given clearance to begin the process for all procurements based on the procurement plan. Upon successful completion of the contract the School Head will then request for funds with the support of the necessary documentation. Funds meant for other service activities will be released on the basis of an estimate of Quarterly Cash Requirements in the form of quarterly tranches. As general rule, all estimates should be based on the projected costs of operational activities for each period. The Estimate should not be based on the premise that all expenses will be incurred evenly (i.e., 25% per quarter) throughout the year. It should be noted that transfers of funds to Schools from the Headquarters will not be an automatic occurrence. Subsequent transfers will be based on submission of acceptable returns and other necessary supporting documents as requested by GES. Finally, it is the responsibility of the Head of School to monitor the School‘s quarterly cash requirements and, whenever these change significantly, to document the necessary revision by submitting an amended Estimate of Quarterly Cash Requirements for the balance of the year. In the interest of proper cash management, the Financial Controller will also periodically review the cash position of individual Schools relative to the estimated and actual amounts expended. Any material gaps or discrepancies found may result in subsequent headquarters-imposed adjustments to the quarterly estimates for the School(s) in question. 5.7 Receiving Funds Assuming that Schools are in compliance with the financial reporting requirements set forth herein, the primary responsibility for ensuring the smooth and uninterrupted flow of funds to Schools from the Special account maintained at center rests with the Financial Controller. Likewise, it is the Financial Controller‘s responsibility to ensure that: all stakeholders, including World Bank, receive financial reports in a timely manner, and that funds from SEIP flow into the GES in an equally smooth and uninterrupted manner. Accordingly, the Financial Controller shall refer directly to the financing agreement for guidance on the timing of funds flow. 5.7.1 Detailed Procedures Headquarters At the Headquarters the process of transferring/remitting SEIP funds to Schools shall involve the following steps: verify compliance with reporting requirements, preparation of Payment Vouchers and cheques, and forward these to Schools. On or shortly after that cut-off date, a member of the GES should review compliance with the financial reporting requirements by Schools, and inform the Accounts Staff in writing of those 73 SEIP PIM 2014-2019 eligible to receive the next transfer of funds. Using the list provided, a designated member of the Accounts Staff should proceed with preparing Payment Vouchers and cheques based on the requirements presented in each schools‘ estimated Cash Requirements, obtaining necessary signatures, and recording these in the Cash Book (i.e., for the headquarters‘ Special Account) against the account entitled to Schools. School level The project will follow the existing procedures put in place. These imply that the Schools initiate expenditures. This is checked by the District Education Directorate for verification to ensure that the school has funds under that expenditure category. The relevant procurement process takes place leading to the issuance of a contract or an LPO. When an item is supplied and taken into stores, Stores Receipt Vouchers are issued and payment is processed. Before items are received into stores, the Internal Auditor should verify the items and pre-audit the payment voucher before payments are effected. Cheques, signed by the authorized signatories, are then issued. These are then recorded in books of the school and finally reported on their financial statements. Schools must ensure that all payments are properly receipted. The financial management responsibility at the School is vested in the School Head. The accounting system must be documented in an Accounting Procedures Manual, taking into account the provisions of the FAA and Local Government Regulations. Additional and continuous training in financial management and World Bank Disbursement requirement will be carried out to achieve an improved financial management system of the school. This will also be done in close collaboration with other projects being implemented at the school level. Within the School, the cheque received from headquarters should be routed to the School Accountant who, in turn should request a member of the Cashier Staff to prepare a General Counterfoil Receipt (GCR) and a pay-in slip. Next, the pay-in slip and cheque should be taken to the bank (and deposited) by a designated member of the Cashier Staff who, in turn, will give the authenticated slip and GCR to a member of the Accounts Staff for entry into the Cash Book (i.e., for the School‘s SEIP Account). The process concludes with the Original of the GCR being forwarded to the Financial Controller, and the pay-in slip being filed in the appropriate file by the Cashier Staff member. The Internal Audit Unit should regularly verify compliance with financial reporting requirements for each School. 74 SEIP PIM 2014-2019 5.8 Preparation of Expenditure Workplans 5.8.1 Proposal For each tranche of funds received by a School, they are expected to prepare a Workplan to support the disbursement. The Workplan is based on the Approved SPPP. These Workplans should comply with the following: The activities should have been catered for under SEIP Funding in the Approved SPPP. Activities which are not listed in the Approved SPPP should not be covered under this programme. Activities selected should be prioritised such as to be covered by the total funds available. The cost of activities should not exceed the total cost as provided in the budget under the Approved SPPP except where appropriate approvals are obtained. 5.8.2 Workplans All Schools are required to prepare expenditure plans for each tranche of funds received. These plans are to be prepared using approximations of expenditure requirements based on an analysis of the timing of the activities to be implemented. To develop the cash requirements, each School is to estimate the proportion of the total allocation required during the month, supported by detailed activity costing. The preparation of the Workplan should involve: Reviewing the outputs and activities in the Approved Proposal Identifying which months the activities will be implemented (assess the start date, implementation period and completion date) Assessing when the expenditure is required and payments to be made for the activity planned for that month. Ensuring that the total expenditures are within total estimates as contained in the Approved plans. 5.8.3 Approval of Workplans Workplans will be approved as part of the authorisation/approval process for proposals both at national and sub-national levels. 75 SEIP PIM 2014-2019 5.9 Disbursement Processes at the School Level Eligible Expenditures These are expenditures which conform to approved budget in the School Performance Partnership Plan (SPPP), as well as annual procurement plans which should agree to procurement procedures. 5.9.1 Preparation of Payment Vouchers Payment Vouchers (PV‘s) are raised only on receipt of complete documentation that related expenditure has been authorized and approved. Such documentation will include the following: In the case of supplies and material purchases i. Activity and expenditure initiation form ii duly approved local purchase order (LPO) iii suppliers invoice with full particulars of the consignment iv stores receipt advice/note signed by the storekeeper v waybills endorsed by the storekeeper as having received the goods. In circumstances where payment is required to be made prior to delivery, a supplier‘s proforma invoice and LPO shall be sufficient documentation for payment. However, such payment is to be debited to the supplier‘s account which account is to be credited on receipt of invoices and stores receipt documentation. In the case of locally procured services i activity and expenditure initiation form ii supplier‘s invoice iii duly signed contract or letter of engagement iv certificate issued by a duly authorized officer that the service invoiced has been provided. In the case of staff requests for advances/re-imbursements and claims An activity and expenditure initiation form and a memorandum requesting the advance and in respect of claims and re-imbursements, a statement of claim with supporting documentation approved by the Head of School. 5.9.2 Cheque Preparation/Signing 1. After the preparation of the payment voucher: A cheque is drawn 76 SEIP PIM 2014-2019 The payment voucher and all supporting documentation are stamped with a dated ―paid‖ stamp. The cheque/payment vouchers/supporting documentation are submitted to the cheque signatories. 2. All cheques are to be signed by the following signatories: The Head of School The School Accountant In the absence of the Head of School, the Assistant Head – Administration, may sign with the School Accountant. Before signing the cheque, each signatory: (i) satisfies himself that: (ii) the the the the the cheque is properly drawn payee is the same as that on the payment voucher amount of the cheque agrees with the total of the payment vouchers for that payee cheque number and date have been inserted on the payment voucher supporting documents have been crossed. initials the payment voucher and cheque stub. 5.9.3 Dispersal of Cheques and Supporting Documents After the cheque has been signed and entries made in the cash book and the cheque register, the School Accountant disperses the documents as follows: (a) the cheque to the payee (b) the payment voucher is filed in rotation order with the supporting documents. Rotation number is given by reference to the last number in the cash book. 5.9.4 Accounting For Advances to Officers Responsibilities (a) The Head of School has the responsibility for ensuring that all funds are properly accounted for. (b) Schedule Officers have the responsibility for properly accounting for all advances received. 77 SEIP PIM 2014-2019 (c) School Accountants have the responsibility for ensuring that all advances are properly documented. Accounting for Advances (a) Advances are to be granted for approved activities under the workplan. (b) After the performance of an activity, the schedule officer is to account for the funds within a period of three (3) working days. (c) Accounting for advances granted are to be made by an Accountable Advances Form and entries made in the Advances Register. Uncommitted Funds Headquarters may take into account the extent of any uncommitted funds in determining the cash releases to the Schools. Any unutilized funds at the end of the year would be deducted from the following year‘s releases. 5.10 ACCOUNTING ARRANGEMENTS In terms of accounting and reporting, the GIFMIS will be the primary basis for transaction recording to enable the timely preparation of monthly budget execution reports and other financial reports relating to the projects. Currently, the internal control features within the GOG provides for pre-auditing of government expenditure transactions. This form of expenditure validation, as part of the payment processing arrangements, will continue and will cover all expenditures, prior to their approval, including those under the project. In addition the expenditure initiation and related controls will follow the authorization and approval processes as within the MOE/GES. The MOE/GES have functioning internal audit units which help to ensure a sound control environment for transaction processing. 5.10.1 Accounting Policies Responsibilities The Financial Controller is responsible for the GES accounting policies and ensuring that they are implemented. The policies to be in force are given in the following paragraphs. These policies are formulated in accordance with generally accepted accounting principles (GAAPs). Fundamental Principles The fundamental principles adopted are as follows: 78 SEIP PIM 2014-2019 Basis of Accounting The GES accounts are prepared in accordance with the historical cost convention and same will apply to the financial statements of the project. Revenue Revenue comprises Government of Ghana funds and other grants. These are recorded on cash basis. Expenses All current operating expenses are accounted for in the period incurred. Foreign Currency Transactions Transactions denominated in currencies other than United States dollars are translated in US dollars at the rate of exchange prevailing at the date of transaction. Balances denominated in currencies other than US dollars are translated into US dollars at rate prevailing at the balance sheet date. Gains or losses resulting from foreign currency are taken into the income and expenditure account in the year in which they arise. Accounting will be employed and recorded in the notes to the financial statement accrual where accrual accounting is not easily achievable. No depreciation shall be charged on fixed assets until full accrual accounting has been attained. Stocks will be expressed at the time of purchase for the time being until full accrual accounting is achieved. Funds are accounted for on cash basis 5.10.2 Records and Books 5.10.2.1 Basic Recording Each transaction is to be prepared through an integrated system. This means that, information on each activity with regards to the budget estimate; financial accounts and returns are all provided from one source. Books of Account The following books of accounts are to be maintained by each school office: Cash Book Cheque Register Advances Register Income & Expenditure Ledger. 79 SEIP PIM 2014-2019 Cash Book The School Accountant is responsible for maintaining a cash book in which are entered details of all cheques drawn as supported by the payment vouchers. The School Accountant enters in the cash book the information required by the column headings listed below: Date Payee Description Activity Number Receipt/Voucher Number Cheque Number Amount Balance Analysis At the end of each month, the Accountant: totals and rules off all columns checks that the cross addition of analysis column agree with the balance on the amount column. The cash book is used: to prepare bank reconciliation statements as the basis for posting to the income and expenditure ledger. Cheque Register The School Accountant maintains a cheque register and enters in it sequential order, all cheques issued with columns for the signature of the recipient of the cheque. Advances Register This register is to be kept as a check on all advances granted to staff for activities and suppliers for materials and supplies. A key feature in this register is a comparison of the expected date for accounting for the advances and the actual date the advances were accounted for. Income and Expenditure Ledger At the end of each month, the School Accountant is to ensure that transactions in the cash book are posted to the relevant portions of the Income and Expenditure ledger. This ledger would assist the district in deriving the following: 80 SEIP PIM 2014-2019 comparison of approved estimates with actual expenditure for each activity; comparison of approved estimates with funds released for each activity; comparison of funds released with actual expenditure for each activity. 5.10.2.2 End of Month Closing All books and ledgers maintained must be formally closed before the weekend immediately following the closed period. The School Accountant and other Heads of Finance must have reasonable assurance that all Accounts staff have maintained books and records completely and accurately. Accordingly, the Heads of Finance should perform internal verifications as a personal endorsement of the overall integrity of the accounts. 5.10.3 Preparation and Submission of Report Reports are required for the purposes of monitoring: cash/funds management budget/programme implementation the result of operations the financial position of each district. The returns to be prepared are: Financial Report Activity Report 5.10.4 Financial Reporting and Monitoring As part of the reporting requirements under the project, quarterly financial statements (in the form of Budget Execution Reports) will be prepared by the MOE showing the uses of funds according to the pre-defined eligible expenditure element financed by the Government of Ghana (component 1). For component 2, specific IUFR templates will be used for reporting. The Director of Accounts/Financial Controller, working on behalf of the Chief Director/Director General will prepare and submit separate quarterly IFRs to account for activities funded and also request for funding under this credit. Financial reporting under the program will be report based and it is expected that the unit will maintain adequate filing and archival system of all relevant supporting documents for review by the Bank‘s FM team during supervision mission and also for audit purposes. Standard reporting templates have been designed and these reports are adequate and have the necessary supporting schedules and attachments. In addition on a quarterly basis the Finance 81 SEIP PIM 2014-2019 Monitoring Team of the GES will visit the school to assist with the preparation and validation of returns. IFRs for the project are expected to be submitted to the World Bank not later than 45 days after the end of each half year. However, participating schools are required to submit quarterly financial returns (reports) not later than 21 days after the end of a quarter. The financial reports have been designed to provide relevant and timely information to the project management, implementing agencies, and various stakeholders monitoring the project‘s performance. A. Periodic financial statements MOE/GES shall prepare and submit half yearly monitoring reports comprising: Sources and Uses of Funds Statement Bank Reconciliation Statement Physical and Financial Project Progress Report B. Financial Returns The financial reports include: Financial Management Report Expenditure Returns Analysis by Expense Heading Analysis by Activity/Programme Trial Balance Funds Reconciliation Bank Reconciliation Statement The financial reports must be based on the closing figures contained in the books and ledgers maintained by the districts. C. Activity Reports The activity report may cover (For each activity undertaken): Objective Target group Location Dates Contents Limitations Future issues to be considered. 82 SEIP PIM 2014-2019 D. Non/Late Submission of Returns Requests for release of funds will not be met unless all returns have been submitted. 5.10.5 Internal Control and Internal Auditing Consistent with the decision to adopt some aspect of the use of country systems (UCS) for implementation, the project‘s internal controls will rely on the government established accounting and internal control guidelines as documented in the Financial Administration Act (2003) and the Financial Administration Regulation (2004), and informed by the Internal Audit Agency Act (2003). In addition the expenditure initiation and related controls will follow the authorization and approval processes as pertains within the MOE/GES. The GES internal audit unit will help to ensure a sound control environment for transaction processing. The project will provide some operational support to enable the unit include donor funded activities as part of its oversight functions. The role of the internal audit will be regularly assessed during project implementation support missions by reviewing their reports and GES management responsiveness to their findings. This will ensure that the role of the internal audit unit is not limited to transactional reviews (pre-auditing) but adds value to the overall control environment. As part of its mandate the Internal Audit Department is required to visit schools, District Education Offices and other beneficiaries to periodically review the control environment. As an additional oversight of the fiduciary controls, all DEOs are required to have in place Audit Review and Implementation Committee (ARIC) to ensure compliance and also to follow up on audit findings. It has also been agreed that not later than 24 months after implementation, and certainly before the midterm review, the project shall engage a private consultant to undertake a validation and verification of the flow of funds to beneficiary agencies, districts and schools. 5.10.6 Auditing In line with its mandate as per the Ghana Audit Service Act (Act 584) the Auditor General is solely responsible for the auditing of all funds under the Consolidated Fund and all public funds as received by government ministries, agencies and departments. In this regard, and consistent with the use of country FM systems, the Ghana Audit Service (GAS) will conduct the audit of the project‘s financial statements and furnish copies to IDA within 6 months of the end of each fiscal year of the GoG. The capacity of the GAS is considered satisfactory. However as is the practice, due to capacity constraints, it is usual for the auditor general to subcontract the audit of donor funded project to private firms. It is expected that once the project is signed and declared effective, the GES will formally inform the GAS so that a decision is made on whether the GAS will appoint an auditor or have firms competing for the audit of the project subject to the Bank‘s necessary procurement and technical clearance of the terms of reference (TOR) for the engagement of the audit firm. This is to ensure that there are no delays in meeting the financial covenants for submission. 83 SEIP PIM 2014-2019 In the event of recruiting a private sector auditor, an independent and qualified auditor acceptable to the IDA would carry out the annual financial audit of the project. The financial auditors would be in place by effectiveness of the project. The auditors‘ reports and opinions including the Managements letter of the annual financial audit would be furnished to the IDA within six months of the close of each fiscal year. An additional mechanism for periodic financial reviews of all participating districts will be established for effective monitoring purposes. The district financial review, in addition to the normal financial systems work, will cover the district compliance with all agreed procedures including project eligibility criteria and procurement rules. The selection of all auditors and financial consultants shall be on competitive basis in accordance with the Bank‘s rules and guidelines. 84 SEIP PIM 2014-2019 6 PROCUREMENT PROCEDURES 6.1 Implementation Arrangements for Procurement Procurement for the SEIP will be carried out in accordance with the World Bank‘s ―Guidelines: Procurement of Goods, Works, and Non-Consulting Services under IBRD Loans and IDA Credits & Grants by World Bank Borrowers‖ dated January 2011 and revised July 2014; and ―Guidelines: Selection and Employment of Consultants under IBRD Loans and IDA Credits & Grants by World Bank Borrowers‖ dated January 2011 and revised July 2014; the Ghana Public Procurement Act 663 of 2003; and the provisions stipulated in the Financing Agreement. All the procurement will be linked with the disbursement indicators. A procurement plan will be prepared by MOE and GES, agreed upon and cleared by the Bank. The procurement plan will be updated at least annually or as required to reflect the actual project implementation needs and improvements in institutional capacity. 6.1.1 Use of National Systems All works and goods contracts are to be procured through National Competitive Bidding and other lower value procurement procedures (shopping/price quotation/price comparison and smaller works contracts) will follow the Ghana Public Procurement Act 663 of 2003 with the following exceptions: (i) Procuring entities shall use appropriate standard bidding documents acceptable to the Association. (ii) Foreign bidders shall be allowed to participate in National Competitive Bidding procedures and foreign firms shall not be required to associate with a local partner in order to bid as a joint venture, and joint venture or consortium partners shall be jointly and severally liable for their obligations. (iii) Bidders shall be given at least 30 days to submit bids from the date of the invitation to bid or the date of the availability of bidding documents, whichever is later. (iv) No domestic preference shall be given for domestic bidders and for domestically manufactured goods. (v) 15 16 Each bidding document and contract financed out of the proceeds of the Financing shall include provisions on matters pertaining to fraud and corruption as defined in paragraph 1.14(a) of the Procurement Guidelines15 . The Association16 will sanction a firm or an individual, at any time, in accordance with prevailing Association sanctions procedures, including by publicly declaring such firm or individual ineligible, either indefinitely or for a stated period of time: (1) to be awarded an Association-financed contract; and (2) to be a nominated sub-contractor, consultant, manufacturer or supplier, or service provider of an otherwise eligible firm being awarded an Association- financed contract. The Procurement Guidelines refers to the World Bank Procurement Guidelines Association refers to the World Bank 85 SEIP PIM 2014-2019 In accordance with paragraph 1.16 (e) of the Procurement Guidelines, each bidding document and contract financed out of the proceeds of the project shall provide that: (1) the bidders, suppliers, contractors and subcontractors shall permit the World Bank, at its request, to inspect their accounts and records relating to the bid submission and performance of the contract, and to have said accounts and records audited by auditors appointed by the World Bank; and (2) the deliberate and material violation by the bidder, supplier, contractor or subcontractor of such provision may amount to an obstructive practice as defined in paragraph 1.16 (a) (v) of the Procurement Guidelines; and (3) The Association may recognize, if requested by the Borrower, exclusion from participation as a result of debarment under the national system, provided that the debarment is for offenses involving fraud, corruption or similar misconduct, and further provided that the Association confirms that the particular debarment procedure afforded due process and the debarment decision is final. 6.1.2 Standard Bidding Documents As a result of the above exceptions, MOE and GES shall prepare acceptable Standard Bidding Documents (SBDs) for all categories of procurement to be managed by SEIP using the Ghana PPA standard documents as a base and incorporating the exceptions enumerated above. These modified SBDs shall be submitted to the Bank for no objection before they can be used, and all participating institutions/schools shall be given copies to use for their procurement. No implementing body shall use any other bidding documents for procurement under the project except that which has been approved by the Bank. 6.2 Procurement Activities Procurement activities under the SEIP will be undertaken at the (i) National level and (ii) School level. Under each level, items will be bulked into sizeable bid packages whenever possible, to make procurement more cost-effective. 6.2.1 National Level Procurement At the National Level, The Ministry‘s Procurement Unit in collaboration with the Ghana Education Service (GES) Supplies and Logistics Division will handle all major procurement of goods, works and services in consultation with beneficiary institutions/schools. The MOE and GES will directly oversee the construction of new schools, rehabilitation of existing institutions/schools, consultancy services and strengthening procurement capacity. 6.2.2 Institution/School Level Procurement At this level, the beneficiary institutions/schools will procure only small ticket items using the appropriate procurement methods and seeking for the required approvals from relevant bodies prescribed by the Ghana Public Procurement Act 663 (2003). 86 SEIP PIM 2014-2019 6.3 Standard Documents to be used and Solicitation The Bank‘s standard bidding documents (SBD) will be used for procurement under International Competitive Bidding (ICB) and for Non-consulting services. For National Competitive Bidding and other lower value procurement procedures (shopping/price quotation/price comparison and smaller works contracts), the Ghana PPA Standard Tender Documents shall be used after incorporating the exceptions enumerated in Section 6.1.1 above, which should be reviewed and approved by the World Bank. Such documents would be prepared by the MOE and GES which after approval from the World Bank would be circulated to be used by all decentralised implementing institutions/schools. For all consultancy contracts, the Bank‘s Standard Request for Proposal document will be used in the selection of consulting firms. Shortlists of consultants for consulting services contracts estimated to cost less than $300,000 equivalent per contract may be composed entirely of national consultants in accordance with the provisions of paragraph 2.7 of the Consultant Guidelines. Selection of individual consultants shall follow Bank‘s procedures. Implementing entities shall use only the official standard documents agreed with or approved by the Bank. In preparing the specific tender document or request for proposals, the entity must respect all the requirements provided in the Bank Guidelines or the PPA 663 as the case may be. The criteria required shall be proportionate and strictly related to the nature and value of the contract. The procurement unit of the implementing entity shall be fully responsible for the preparation of tender documents, qualification requirements and evaluation criteria, whereas the technical specifications shall be prepared by the relevant technical unit within the implementing entity with the required skills in the object to be procured, or outside the implementing entity when there is a lack of expertise. After the preparation of tender documents, the Head of the implementing entity shall authorize the publication of the contract notice. The contract notice must clearly indicate the time, date and place for the submission and for the opening of tenders. 6.4 Advertisement A General Procurement Notice (GPN) (this is mandatory) will be published in the UN Development Business and in Development Gateway Market (dgMarket) as provided under the Guidelines. For goods and works to be procured under ICB and all consulting services estimated to cost US$300,000 or more, the following guidelines shall be strictly adhered to: Specific Procurement Notices (SPN) will be required for contracts to be procured under ICB and NCB procedures. All ICBs for goods and works and consultant contracts estimated to cost US$300,000 or more will be advertised in Development Business online and in dgMarket. Sufficient time will be allowed (not less than six weeks for ICB and not less than 30 days for NCB). For consultancy services contracts (estimated to cost more than US$100,000) Expressions of Interest (EOI) must be advertised prior to the preparation of the shortlist. 87 SEIP PIM 2014-2019 Consultants should be allowed at least 14 days to prepare documents and respond appropriately. For consultancy services contracts below US$100,000, the shortlist may be drawn from an existing database, otherwise EOIs must be advertised prior to the preparation of the shortlist. The SPNs will (as a minimum) be published in a newspaper of wide national circulation. 6.5 Procurement Planning Procurement planning is an important tool for guiding and monitoring procurement. It is critical to the success of project implementation. A Procurement Plan has been prepared and agreed with the Bank for the first 12 months of project implementation and includes relevant information on all goods, works, non-consulting services, and consulting services agreed at inception to be undertaken under the Project as well as the scheduling of each milestone in the procurement process. The procurement plan shows the step-by-step procedures and processing times for procurement including: Contract packages for goods, consultant services; Estimated cost; Procurement or consultant selection method or bidding type, Evaluation and contract award; and The activities which follow contract signature to delivery and completion. The preparation of a procurement plan should take into account the budget cycle, stakeholders involved in the process, the human skills required, and administrative procedures and required approvals e.g. clearance with a bid committee or obtaining the World Bank‘s non-objection. It is important to note that the procurement plan will be used as a tool for monitoring, forecasting and tracking overall implementation performance. The procurement plan will be updated by the Procurement Team in agreement with the other beneficiary institutions annually or as required to reflect the actual project implementation needs. In updating the procurement plans, each beneficiary agency will be guided by the annual work plan that will indicate items requiring procurement, and the level at which the procurement will take place. MOE through the Procurement Team will then consolidate these into a single project procurement plan and submit it to the Bank or the PPA (as appropriate) for review. The procurement plan and subsequent updates and changes should consist of a minimum of the following details: (i) a brief description of required goods, works, non-consulting and consulting services; (ii) estimated cost; (iii) proposed method of procurement; (iv) review types from the World Bank; (v) time schedule for the key activities. 88 SEIP PIM 2014-2019 Updated procurement plans shall require the concurrence of the Bank, after which it shall be published on the Bank's external website and the PPA website (as appropriate) by the Procurement Team. 6.6 Scope of procurement under the Project All procurement financed under Component 2 of the project is subject to the World Bank‘s guidelines and thresholds for review. Under Component 1 any procurement activities will be subject to the Government of Ghana‘s procurement guidelines as in the PPA 663 (2003) and exceptions as in section 6.1 above, and will not require prior-review by the World Bank. 6.6.1 Procurement of Works Under the results based component of the Project , all procurement shall use the Country System ie. The Ghana Public Procurement Act , 2003 (Act 663) with the modifications below in the tender process and tender documents. Procurement for international competitive bidding will be done using the Bank‘s Standard Bidding Documents (SBD) and that for National Competitive Tendering using the PPA NCT documents with modification satisfactory to the Bank. Relevant NCB works contracts, which are deemed complex and/or have significant risk levels, will be prior-reviewed. Such contracts will be identified in the tables and also in the procurement plans. While using the NCB, the project must ensure that: (i) foreign bidders shall be allowed to participate in NCB procedures without any restrictions; (ii) bidders shall be given at least one month to submit bids from the date of the invitation to bid or the date of availability of bidding documents, whichever is later; (iii) no domestic preference shall be given for domestic bidders; and (iv) in accordance with paragraph 1.16(e) of the Procurement Guidelines, each bidding document and contract financed out of the proceeds of the Financing shall provide that: (a) the bidders, suppliers, contractors and subcontractors shall permit the Association, at its request, to inspect their accounts and records relating to the bid submission and performance of the contract, and to have said accounts and records audited by auditors appointed by the Association; and (b) the deliberate and material violation by the bidder, supplier, contractor or subcontractor of such provision may account to an obstructive practice as defined in paragraph 1.16(a)(v)(aa) of the Procurement Guidelines. Contracts would be procured using shopping procedures based on a model request for quotations satisfactory to the Bank. Direct contracting may be used where necessary, but it will be subject to Bank‘s no objection. 6.6.2 Procurement of Goods The procurement will be done using the Bank‘s SBD for all ICB and National SBD for all NCB agreed with or satisfactory to the Bank. Procurement may be done under NCB and Shopping depending on the thresholds. However, relevant NCB goods contracts, which are deemed complex and/or have significant risk levels, will be prior-reviewed. Such contracts will be identified in the tables and also in the procurement plans. Again, under the NCB, the project must ensure that: (i) foreign bidders shall be allowed to participate in NCB procedures without 89 SEIP PIM 2014-2019 any restrictions; (ii) bidders shall be given at least one month to submit bids from the date of the invitation to bid or the date of availability of bidding documents, whichever is later; (iii) no domestic preference shall be given for domestic bidders; and (iv) in accordance with paragraph 1.16(e) of the Procurement Guidelines, each bidding document and contract financed out of the proceeds of the Financing shall provide that: (a) the bidders, suppliers, contractors and subcontractors shall permit the Association, at its request, to inspect their accounts and records relating to the bid submission and performance of the contract, and to have said accounts and records audited by auditors appointed by the Association; and (b) the deliberate and material violation by the bidder, supplier, contractor or subcontractor of such provision may account to an obstructive practice as defined in paragraph 1.16(a)(v) of the Procurement Guidelines. Contracts would be procured using shopping procedures based on a model request for quotations satisfactory to the Bank. Direct contracting may be used where necessary, but it will be subject to Bank‘s no objection. 6.6.3 Procurement of non-consulting services Procurement of non-consulting services will follow procurement procedures similar to those stipulated for the procurement of goods, depending on their nature. 6.6.4 Selection of Consultants Consultancy services would be provided under the project and includes the following categories: financial, technical and procurement audits, economic and technical feasibility and design studies, supervision of construction works, institutional studies, monitoring and evaluation studies and technical assistance to the implementing ministries. In accordance with the threshold, methods of procurement will include Quality and Cost-Based Selection (QCBS); Selection Based on Consultants‘ Qualifications (CQS); while selection under Quality Based (QBS); Selections under Fixed Budget (FBS) and Least Cost Selection (LCS) methods will be applied in the circumstances as respectively described under paragraphs 3.5 and 3.6 of the Consultants Guidelines. For all contracts to be awarded following QCBS, LCS and FBS the Bank‘s Standard Request for Proposals will be used. Procedures of Selection of Individual Consultants (IC) would be followed for assignments that meet the requirements of paragraph 5.1 and 5.3 of the Consultant Guidelines. LCS procedures would be used for assignments for selecting the auditors. Single-Source Selection (SSS) procedures would be followed for assignments that meet the requirements of paragraphs 3.10-3.12 of the Consultant Guidelines and will always require the Bank‘s prior review regardless of the amount. Assignments estimated to cost the equivalent of US$300,000 or more would be advertised for expressions of interest (EOI) in Development Business (UNDB), in DG Market and in at least one newspaper of wide national circulation. In addition, EOI for specialized assignments may be advertised in an international newspaper or magazine. Foreign consultants who wish to participate in national selection should not be excluded from consideration. 6.6.5 Capacity Building and Training Programmes, Conferences and Workshops 90 SEIP PIM 2014-2019 All training and workshops will be carried out on the basis of the project‘s Annual Work Plans and Budget which will have been approved by the Bank on a yearly basis, and which will interalia, identify: (i) the envisaged training and workshops; (ii) the personnel to be trained; (iii) the institutions which will conduct the training and selection methods of institutions or individuals conducting such training; (iv) the justification for the training, how it would lead to effective performance and implementation of the project and/or sector; (v) the duration of the proposed training; and (vi) the cost estimate of the training. A report will be required of the trainee upon completion of training. Implementation of training activities (other than by engaging consultants) will be different from the conventional procurement process. There are various methods by which training may be implemented: (a) (b) (c) (d) Individuals going for training to acquire certificates, diplomas, etc. Training organized by the relevant institution for a large group of individuals; Meetings/seminars/workshop/consultations; and Local and overseas study tours. Among other things, training expenditures may include: (a) (b) (c) (d) Tuition/registration fees; Cost of transport, meals, accommodation and other allowances, medical insurance; Rental of facilities; and Cost of production of training materials, etc. In cases where training is to be contracted out through a consultancy firm, the procedures shall follow selection and employment of the consultant described in the relevant sections of the Guidelines. If such an arrangement is used, the conventional procurement method for selection of consultants will be applied. Operating Costs Operating Costs, including office supplies, operation and maintenance of vehicles, maintenance of equipment, communication, rental, utilities, consumables, transport and accommodation, and travel costs and per diem, will be managed according to regular government procedures. 6.7 Review of Procurement by the Bank Procurement is fundamentally the responsibility of MOE and GES. However, supervision (review) by the WB involves the following main tasks in relation to Procurement: Review of the Procurement Plan; Prior review of Procurement transactions under Component 2. Such prior review transactions shall be set out as prior review in the approved procurement plan; 91 SEIP PIM 2014-2019 Post review of contracts, on a sample basis, to be conducted yearly and to review contracts that were not reviewed by the WB prior to be signed; and Review of Terms of References (ToR), short-list, Request for Proposal (RFP) documents and technical evaluation reports, combined evaluation report, minutes of Negotiations and draft Negotiated Contract. The table below highlights procurement thresholds for both procurement methods and prior review of contracts. The thresholds shall be observed during the implementation of the Project. For all prior review contracts, documents covering every step of the procurement or consultancy selection process will have to be cleared by the Bank before proceeding with required actions. It must be noted that all direct contracting and single source selection above $100,000 will be subject to IDA prior review. Contracts which are not subject to prior review are nevertheless expected to follow all required procedures and will be selectively reviewed by the Bank during project implementation. Table 6.1: Thresholds for Procurement Methods and Prior Review Prior Review Threshold Consultants RISK RATING SUBSTANTIAL Works Goods ≥$10 Mil ≥$1 Mil IT Systems+ Non Con. Serv ≥$1 Mil ICB NCB Individua ls Works Goods + Non Con. Serv ≥$0.5 Mil ≥$0.2 Mil ≥$15 Mil ≥$3 Mil Firms All-National Shortlist of Consultants Procurement Method Threshold Shopping Goods + Goods + Works Non Con. Works Non Con. Serv Serv ≤$0.3 Mil (All) <$15 Mil <$3 Mil <$0.2 Mil <$0.1 Mil ≤$0.5 Mil (Engr+ Contract Spn) *The thresholds will be revised periodically in agreement with the World Bank based on reassessment of the project procurement risks. 6.8 Procurement Methods and Procedures Consistent with the provisions of the Financing Agreement, the following procurement methods would be used under the Project for procurement of the goods, works, non-consulting services and consulting services: 92 SEIP PIM 2014-2019 Table 6.2: Procurement methods to be used under the Project Methods of Procurement of Goods/Nonconsulting services and Works International competitive bidding National competitive bidding Shopping (Request for Price Quotation) Direct contracting Methods for Selection of Consulting Services Quality and cost based selection (QCBS) Quality based selection (QBS) Selection under a fixed budget (FBS) Least-cost selection (LCS) Selection based on consultants‘ qualification (CQS) Selection of individual consultants Single-source selection (SSS) of Firms/Individual Consultants 6.9 Process Steps and Guidelines for Determining Completion Timescales Estimated lead times for ICT (Goods) 1. Preparation of Tender Documents - 1-6 weeks 2. Prior review/ETC/TRB approval - 1-2 weeks 3. Adverts/Tender Invitation - 6weeks minimum 4. Tender Close/Opening - same date 5. Tender Evaluation and Report Submission - 2-4 weeks 6. Approval by ETC/TRB - 1-2 weeks 7. Contract Award - 0-2 weeks 8. Contract Signature - 1-4 weeks 9. Letters of Credit (Goods) - 2-4 weeks 10. Delivery - 6-16 weeks 11. Inspection and Acceptance - 0-4 weeks If there is the need for the Prequalification of Suppliers or Contractors then total time for the delivery of the goods or works will have to be expanded by 7-13 weeks to allow for the completion of the prequalification procedures. Estimated lead times for NCT (Goods) 1. Preparation of Tender Documents - 1-3 weeks 2. Prior review/ETC/TRB approval - 1-2 weeks 93 SEIP PIM 2014-2019 3. Adverts/Tender Invitation - Minimum 4 weeks 4. Tender Close/Opening - same date 5. Tender Evaluation and Report Submission - 1-2 weeks 6. Post Review/No objection - 1-2 weeks 7. Contract Award - 0-2 weeks 8. Contract Signature - 1-3 weeks 9. Letter of Credit - 1-4 weeks 10. Delivery - As per contract 11. Inspection and Acceptance - 0-1 week Estimated lead times for ICT (Works) 1. Preparation of Tender Documents - 2weeks minimum- 4weeks 2. Prior review/ETC/TRB approval - 1-2 weeks 3. Adverts/Tender Invitation - 6-8 weeks 4. Tender Close/Opening - same date 5. Tender Evaluation and Report Submission - 2-4 weeks 6. Post Review/ETC/TRB Approval - 1-2 weeks 7. Contract Award - 1-2 weeks 8. Contract Signature - 2-3 weeks 9. Mobilization (Advance Payment) - 2-4 weeks 10. Completion Period - As per contract 11. Final Acceptance - 24-52 weeks Estimated lead times for NCT (Works) 1. Preparation of Tender Documents - 2weeks minimum 2. Prior review/ETC/TRB approval - 1-2 weeks 3. Advertising/Tender Invitation - Minimum 4 weeks 4. Tender Close/Opening - same date 5. Tender Evaluation and Report Submission - 2-4 weeks 6. Post Review/ETC/TRB Approval - 1-2 weeks 7. Contract Award - 1-2 weeks 94 SEIP PIM 2014-2019 8. Contract Signature - 1-3 weeks 9. Mobilization (Advance Payment) - 2-4 weeks 10. Completion Period - As per contract 11. Final Acceptance - 24 weeks Estimated lead times- Request for Quotation 1. Preparation of documents - 0-1 week 2. Invitation or Solicitation letter - 0-2 weeks 3. Tender Close/Opening - same date 4. Evaluation and Submission of Report - 0-1 week 5. Award of Contract - 0-1 week 6. Contract Signature - 1 week 7. Delivery/Completion period - 1-4 weeks 8. Inspection and Acceptance - 0-1 week 9. Final Acceptance (works) - As per Contract Consultancy Services The procurement of consultancy services will include the following steps. 1. Preparation of the Terms of Reference (TOR) to be approved by the Bank. 2. Preparation of a cost estimate, to be approved by the Bank 3. Advertising for expressions of interest (if appropriate) or preparation of the shortlist of consultants. 4. Preparation and issue of the Request for Proposals (RFP), including: Letter of Invitation (LOI); Information to Consultants (ITC); Draft contract. 5. Receipt of proposals. 6. Evaluation of technical proposals in accordance with the evaluation criteria stated in the RFP. 7. Evaluation of financial proposals. 95 SEIP PIM 2014-2019 8. Final evaluation according to the criteria stated in the RFP. 9. Negotiations and Award of the contract to the selected firm. These procedures and guidelines are based on the standard QCBS process of selection other selection methods will be used in appropriate circumstances in accordance with the Bank guidelines. Timelines 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Terms of Reference (TOR) IDA ―No Objection‖ for TOR Request for Expression of Interest (REOI) EOI Analyses (report) and Short list IDA‘s ―No Objection‖ on short-list Letter of Invitation Submission and opening of Technical Proposal Technical Evaluation Report ―No Objection‖ from the World Bank on Technical Evaluation Report Opening of Financial proposals Final Combined Technical & Financial Evaluation Report Minutes of Negotiations and draft negotiation contract ―No objection‖ from IDA for the Minutes of Negotiation and draft negotiated contract Contract award letter Publication of the contract award information - 6.10 3-6 weeks 0.5-2 weeks Minimum 2 weeks 1-2 weeks 0.5-2 weeks 1-2 weeks Min. 4 weeks, Max. 3 months 2-3 weeks 0.5-2 weeks 1-2 weeks 1-2 weeks 1-2 weeks 0.5-2 weeks 0.5-1 weeks 1 week Strengthening Procurement Capacity To overcome the challenge of inadequate experience with procurement under a World Bank project and to provide an appropriate level of support and oversight to other beneficiary agencies, the MOE and GES shall be responsible for procurement issues under the project. The Ministry of Education and Ghana Education Service, including all the proposed implementing institutions/schools will be augmented with capacity training to ensure the existence of required capacity for smooth project implementation. MOE and GES will organize a number of practical procurement training sessions to ensure that participating beneficiary institutions/schools (i) understand the guidelines for procurement and planning of their needs under the project; (ii) implement procurement activities efficiently to help achieve set targets in a timely manner; and (iii) monitor and evaluate procurement actions being implemented and associated outputs. The Project will therefore: 96 SEIP PIM 2014-2019 Identify specific capacity gaps within the MOE and GES including all beneficiary institutions/schools. Develop and implement a focused capacity building programme to address the identified capacity gaps. Organize procurement training workshops by first quarter of project implementation, to explain/train/raise awareness of relevant project procurement procedures and responsibilities within implementation agencies. Conduct close monitoring of procurement plans on a monthly basis and closely monitor and exercise quality control on all aspects of the procurement process, including evaluation, selection, award and delivery. 6.11 Procurement Reports Each beneficiary agency will be required to submit Quarterly Procurement Reports to the MOE and GES Procurement Team. These reports will be compiled by the Procurement Team for the preparation of the Quarterly Project Management Report (PMR). The procurement reports will be submitted in a tabular format providing the following information: i. Activity number (the same as that in the Approved Work Plan and Budget); ii. Description of Activity; iii. Rationale (the output to which the activity is contributing); iv. Performance Indicator (original for Activity); v. Revised Performance Indicator (if any); vi. Status of Implementation vii. Updated Procurement Plan (with dates and information of actual procurement activities) viii. Summary Table of Procurement execution under each category (Goods, Works, NonConsulting Services, and Consulting Services) in terms of total numbers and amounts (for ―Completed Contracts‖, ―On-going Contracts‖, ―Pre-Contract Procurement Stage‖, ―Procurement yet to be initiated). NB: Borrower shall also submit to the Bank for comments and advice Procurement Progress Reports a week before start of implementation support missions. 6.12 Contract Management In all cases, the Project Coordinator at the Ministry of Education will ensure that beneficiary agencies give the IDA and other financing donor agencies the opportunity to comment on draft/ final reports. 97 SEIP PIM 2014-2019 6.12.1 Contract Management and Expenditure Reports Effective management of contracts is essential to ensure that the objectives of the procurement process are achieved and that all contractual obligations and activities are completed efficiently by both parties to the contract. The Procurement Team or the Technical team concerned must ensure that routine monitoring of all current contracts is maintained so that swift remedial measures can be taken when problems arise, or preventive action taken when problems are foreseen. 6.12.2 Contract Supervision and Administration Contract supervision, administration and monitoring shall be led by the Procurement Manager designated in the respective contract whose team shall comprise the relevant technical team, the procurement team and relevant beneficiaries/stakeholders. This will ensure that potential problems are identified as early as possible, and allow the Service Providers to be notified in writing requesting rectification of any deficiencies in required performance standards. A reporting template for supervision consultants is attached as Annex 22. 6.12.3 Payment for Consultant Services For release of any advance payment or subsequent invoices approved by the Head of Entity, the Head of the Procurement Unit will complete a Payment advice and forward to the Accounts department. They must ensure the deduction of any advance payments already made, and any contractual penalties incurred by the Service Provider. 6.12.4 Resolution of Contractual Disputes Most minor disputes may be resolved by discussion and agreement between the Project (led by the Project Coordinator or the designated Project Manager in the respective contract) and the Service Provider to rectify the cause of complaint. Any formal written complaints received from a Service Provider should be fully investigated and referred to the Head of the Procurement Entity to authorize correspondence or formal negotiations with the Consultant. If there is no resolution to the issue, then arbitration may be sought according to the provisions in the contract. The Ghana Public Procurement Act 663 Section on Resolution as well as the Bank Guidelines will be applicable at all times. 6.12.5 Contract Amendment Contract amendment may become necessary as a result of the resolution of disputes, additional or reduced requirements by the Procurement Entity, agreements to extend the time schedule, or from accepted increases or decreases in prices, replacement of personnel. The contract may also allow the Procurement Entity to modify contract values by a pre-determined contingency percentage when this is in the public interest and essential for the work of the Procurement Entity. All such changes in the contract in accordance with Bank Guidelines after evaluation and recommendation by the implementing agency will formally be sent to the approving authority 98 SEIP PIM 2014-2019 (NB. Post Review-Country System; Prior Review-Bank), for review and clearance and the contract shall be formally Amended in the form of Addendum or Variation/Change Orders as applicable to the type procurement category. 6.13 Ethics, Code of Conduct, Procurement under the Project All procurement entities as well as bidder and service providers i.e. suppliers, contractors and consultants shall observe the highest standard of ethics during the procurement and execution of contracts financed under the project. This must be in accordance with paragraph 1.14 and 1.18 of the Procurement Guidelines and paragraph 1.22 and 1.23 of the Consultants Guidelines, in addition to the relevant Articles of the Ghana Public Procurement Act which refers to Ethics, Fraud, Coercion, Corruptions and Conflict of interest. In addition to the above, the general code of ethics in public procurement identifies three main categories as follows: a) Confidence in the public procurement process; b) Professionalism of employees; c) Quality of execution. To accomplish these goals, the project expects the fundamental basic principles of impartiality, independence and integrity to apply, and should be followed at all times. This means that: (i) (ii) (iii) (iv) No suspicion of conflict of interest should be existent; Perceived corrupt practice should be immediately reported; No impression should be given that actions will be influenced by a gift or favour; Dealings with bidders must be honest, fair and even-handed. All implementing entities‘ employees involved directly or indirectly in the procurement process are subject to the following: a) They shall not engage in personal, business or professional activity nor hold a financial interest that conflicts with the duties and responsibilities of their position. b) They shall not solicit, accept or agree to accept any gratuity for themselves, their families or others, which results in personal gain, and which may affect their impartiality in making decisions on the job. c) They shall not directly or indirectly use, take, dispose of, nor allow the use, taking or disposing of any property or resources belonging to any Contracting Authority. 6.13.1 Conflict of Interest Bank policy requires that a firm participating in a procurement process under Bank-financed projects shall not have a conflict of interest. Any firm found to have a conflict of interest shall be ineligible for award of a contract. 99 SEIP PIM 2014-2019 A firm shall be considered to have a conflict of interest in a procurement process if: (a) such firm is providing goods, works, or non-consulting services resulting from or directly related to consulting services for the preparation or implementation of a project that it provided or were provided by any affiliate that directly or indirectly controls, is controlled by, or is under common control with that firm. This provision does not apply to the various firms (consultants, contractors, or suppliers) which together are performing the contractor‘s obligations under a turnkey or design and built contract17 ; or (b) such firm submits more than one bid, either individually or as a joint venture partner in another bid, except for permitted alternative bids. This will result in the disqualification of all bids in which the Bidder is involved. However, this does not limit the inclusion of a firm as a subcontractor in more than one bid. Only for certain types of procurement, the participation of a Bidder as a subcontractor in another bid may be permitted subject to the Banks‘ no objection and as allowed by the Bank‘s Standard Bidding Documents applicable to such types of procurement; or (c) such firm (including its personnel) has a close business or family relationship with a professional staff of the Borrower (or of the project implementing agency, or of a recipient of a part of the loan) who: (i) are directly or indirectly involved in the preparation of the bidding documents or specifications of the contract, and/or the bid evaluation process of such contract; or (ii) would be involved in the implementation or supervision of such contract unless the conflict stemming from such relationship has been resolved in a manner acceptable to the Bank throughout the procurement process and execution of the contract; or (d) such firm does not comply with any other conflict of interest situation as specified in the Bank‘s Standard Bidding Documents relevant to the specific procurement process. 6.13.2 Fraud and Corruption It is the Bank‘s policy to require that Borrowers (including beneficiaries of Bank loans), bidders, suppliers, contractors and their agents (whether declared or not), sub-contractors, subconsultants, service providers or suppliers, and any personnel thereof, observe the highest standard of ethics during the procurement and execution of Bank-financed contracts18 . In pursuance of this policy, the Bank: (a) defines, for the purposes of this provision, the terms set forth below as follows: (i) 17 ―corrupt practice‖ is the offering, giving, receiving or soliciting, directly or indirectly, of anything of value to influence improperly the actions of another party19 ; See paragraph 2.4. 18 In this context, any action to influence the procurement process or contract execution for undue advantage is improper. For the purpose of this sub-paragraph, ―another party‖ refers to a public official acting in relation to the procurement process or contract execution. In this context, ―public official‖ includes World Bank staff and employees of other organizations taking or reviewing procurement decisions. 19 100 SEIP PIM 2014-2019 (ii) ―fraudulent practice‖ is any act or omission, including a misrepresentation, that knowingly or recklessly misleads, or attempts to mislead, a party to obtain a financial or other benefit or to avoid an obligation 20 ; (iii) ―collusive practice‖ is an arrangement between two or more parties designed to achieve an improper purpose, including to influence improperly the actions of another party21 ; (iv) ―coercive practice‖ is impairing or harming, or threatening to impair or harm, directly or indirectly, any party or the property of the party to influence improperly the actions of a party22 ; (v) ―obstructive practice‖ is (aa) deliberately destroying, falsifying, altering or concealing of evidence material to the investigation or making false statements to investigators in order to materially impede a Bank investigation into allegations of a corrupt, fraudulent, coercive or collusive practice; and/or threatening, harassing or intimidating any party to prevent it from disclosing its knowledge of matters relevant to the investigation or from pursuing the investigation, or (bb) acts intended to materially impede the exercise of the Bank‘s inspection and audit rights provided for under paragraph 1.16(e) of the procurement guidelines. (b) will reject a proposal for award if it determines that the bidder recommended for award, or any of its personnel, or its agents, or its sub-consultants, sub-contractors, service providers, suppliers and/or their employees, has, directly or indirectly, engaged in corrupt, fraudulent, collusive, coercive or obstructive practices in competing for the contract in question; (c) will declare mis-procurement and cancel the portion of the loan allocated to a contract if it determines at any time that representatives of the Borrower or of a recipient of any part of the proceeds of the loan engaged in corrupt, fraudulent, collusive, coercive or obstructive practices during the procurement or the implementation of the contract in question, without the Borrower having taken timely and appropriate action satisfactory to the Bank to address such practices when they occur, including by failing to inform the Bank in a timely manner at the time they knew of the practices; (d) will sanction a firm or individual, at any time, in accordance with prevailing Bank‘s sanctions procedures23 , including by publicly declaring such firm or individual ineligible, For the purpose of this sub-paragraph, ―party‖ refers to a public official; the terms ―benefit‖ and ―obligation‖ relate to the procurement process or contract execution; and the ―act or omission‖ is intended to influence the procurement process or contract execution. 20 For the purpose of this sub-paragraph, ―parties‖ refers to participants in the procurement process (including public officials) attempting either themselves, or through another person or entity not participating in the procurement or selection process, to simulate competition or to establish bid prices at artificial, non competitive levels, or are privy to each other‘s bid prices or other conditions. 21 22 For the purpose of this sub-paragraph, ―party‖ refers to a participant in the procurement process or contract execution. 101 SEIP PIM 2014-2019 either indefinitely or for a stated period of time: (i) to be awarded a Bank-financed contract; and (ii) to be a nominated24 sub-contractor, consultant, supplier or services provider of an otherwise eligible firm being awarded a Bank-financed contract; (e) will require that a clause be included in bidding documents and in contracts financed by a Bank loan, requiring bidders, suppliers and contractors, and their sub-contractors, agents, personnel, consultants, service providers or suppliers, to permit the Bank to inspect all accounts, records and other documents relating to the submission of bids and contract performance, and to have them audited by auditors appointed by the Bank; and (f) will require that, when a Borrower procures goods, works or non-consulting services directly from a United Nations (UN) agency in accordance with paragraph 3.10 of the procurement Guidelines under an agreement signed between the Borrower and the UN agency, the above provisions of paragraph 1.16 regarding sanctions on fraud or corruption shall apply in their entirety to all suppliers, contractors, service providers, consultants, subcontractors or sub-consultants, and their employees that signed contracts with the UN agency. As an exception to the foregoing, sub-paragraphs 1.16(d) and (e) will not apply to the UN agency and its employees, and sub-paragraph 1.16(e) will not apply to the contracts between the UN agency and its suppliers and service providers. In such cases the UN agencies will apply their own rules and regulations for investigating allegations of fraud or corruption subject to such terms and conditions as the Bank and the UN agency may agree, including an obligation to periodically inform the Bank of the decisions and actions taken. The Bank retains the right to require the Borrower to invoke remedies such as suspension or termination. UN agencies shall consult the Bank‘s list of firms and individuals suspended or debarred. In the event a UN agency signs a contract or purchase order with a firm or an individual suspended or debarred by the Bank, the Bank will not finance the related expenditures and will apply other remedies as appropriate. With the specific agreement of the Bank, a Borrower may introduce, into bid forms for contracts financed by the Bank, an undertaking of the bidder to observe, in competing for and executing a contract, the country's laws against fraud and corruption (including bribery), as listed in the bidding documents25 . The Bank will accept the introduction of such undertaking at the request of 23 A firm or individual may be declared ineligible to be awarded a Bank financed contract upon: (i) completion of the Bank‘s sanctions proceedings as per its sanctions procedures, including inter alia cross-debarment as agreed with other International Financial Institutions, including Multilateral Development Banks, and through the application the World Bank Group corporate administrative procurement sanctions procedures for fraud a nd corruption; and (ii) as a result of temporary suspension or early temporary suspension in connection with an ongoing sanctions proceeding. See footnote 14 and paragraph 8 of Appendix 1 of these Guidelines. 24 A nominated sub-contractor, consultant, manufacturer or supplier, or service provider (different names are used depending on the particular bidding document) is one which has either been: (i) included by the bidder in its pre qualification application or bid because it brings specific and critical experience and know-how that allow the bidder to meet the qualification requirements for the particular bid; or (ii) appointed by the Borrower. 25 As an example, such an undertaking might read as follows: ―We undertake that, in competing for (and, if the award is made to us, in executing) the above contract, we will strictly observe the laws against fraud and corruption in force in the country of the [Purchaser] [Employer], as such laws have been listed by the [Purchaser] [Employer] in the bidding documents for this contract.‖ 102 SEIP PIM 2014-2019 the Borrowing country, provided the arrangements governing such undertaking are satisfactory to the Bank. Implementing entities shall reject a tender, or a request to participate, if: a) The bidder or candidate gives, or promises to give, directly or indirectly, to any current officer a gratuity in any form, an employment or any other good or service of value, as an inducement with respect to an act or decision of, or procedure followed by, the entity in connection with the awarding procedure. b) The bidder or candidate is in circumstances of conflict of interest. Such rejection and the reasons therefore shall be recorded in procurement proceedings and promptly communicated officially to the candidate or bidder concerned, with a copy to the Bank. The decision may be subject to judicial review under the Ghana Public Procurement Act. Decisions taken by the implementing entity are without prejudice of any obligation to file a complaint with the prosecuting authorities, when the action concerned is considered a criminal offence under criminal law. 103 SEIP PIM 2014-2019 7. INFORMATION EDUCATION AND COMMUNICATION (IEC) The Secondary Education Improvement Project (SEIP) will employ a communications strategy to respond to issues that target groups may raise on the design, implementation, monitoring and evaluation of the project. The strategy identifies the following media tools for deployment: community radio, print media, social networks and monitoring websites. The justification for a communications strategy is in part borne out of the public misunderstanding prior to the Parliamentary approval of the SEIP. The Ministry of Education and the Ghana Education Service would like to ensure that information and messages on the SEIP are readily available and consistent to prevent the key messages from being subsumed by peripheral messages and to ensure that key stakeholders have the correct information at all times. 7.1 Target Audience The target of such messages would be but not restricted to the following: i. Beneficiary SHSs including teaching, non-teac ii. hing and other stakeholders at the school level iii. Beneficiary Districts including District Education Officials, District Assembly Officials, unit committee members, community members, schools, opinion leaders as well as other stakeholders at the District level iv. The general public 7.2 Types of Messages The scope of messages will comprise the following information: (i) the objectives, components and expected results of the SEIP; (ii) implementation process and update for eg. Selection of beneficiary Districts and schools; (iii) monitoring and evaluation requirements for eg. Updates on the website; (iv) social and environmental safeguard requirements and decisions; (v) financial management and procurement information and updates, (vi) achievements and challenges of implementation; and (vii) responding to questions and queries from stakeholders. 7.3 Media for Dissemination The full list of beneficiary Districts for new construction and SHSs for facilities improvement and for quality improvement will be published in the print media and on the MOE and GES websites. The implementation progress in each district will also be discussed in English and the local languages on community radio with programs in at least each quarter of implementation. The notice boards in the District Education Office and the District Assembly will provide a full outline of the funds allocated in each quarter for construction, facilities improvement, quality improvement, school performance partnerships, scholarships etc. At the Beneficiary School level, the construction and facilities plan as well as the types of quality improvement being undertaken, the costs, roles and responsibilities and time lines will also be 104 SEIP PIM 2014-2019 circulated on the notice board. The costed School Performance Partnership plan and schedule of implementation as well as the names of scholarship recipients will also be made public. 7.4 School Mapping and Monitoring Website Under the project a school mapping and school profile platform will be developed first and foremost as a tool for information sharing about implementation at the school level. The information tool will be managed at the national level but updated at all levels and hosted on a website as part of the school mapping and school profile platform. This platform will have a user interface in which the schools and other stakeholders can log-in with a password and input information. 7.5 Implementation of Communications Strategy A communication plan, roles and responsibilities and schedule for roll-out is attached in Table 7.1. Table 7.1: SEIP Communications Plan Activity Purpose Timing Media and CSOs Briefing with Education Team (including livestreaming) Educate General Public on WBG support to Education Sector, and SEIP; correct miscommunication and manage expectations Parliamentary Approval; Signing; Launch; Implementation MOE Print Media; Electronic Media Project Signing Provide detailed financial information on SEIP July 30, 2014 MOF; MOE Public Signing; Electronic and Print Media Parliamentary Briefing Discuss monitoring role of Parliament May 2014 – April 2015 MOE; MOF Presentations Provide concise information on SEIP, correct miscommunication and manage expectations July 15 MOE PIM, Website; Print Media Q&A Answer all relevant questions; correct miscommunication and manage expectations Sept. 2014 – Sept. 2019 MOE; WB Website; Print Media Dissemination of ISR and Aide Memoire Promote Social Accountability and M&E Sept. 2014 WB Usual Channels Project Launch Highlight Implementation issues; correct miscommunication and manage expectations MoE to determine MOE Public Launch; Electronic and Print Media Development of Communications Strategy for SEIP Ensure adequate communications through project cycle; promote social accountability; enhance September-October 2014 MOE SEIP Project Implementation Manual Fact Sheet; FAQs 26 26 Responsibility Remarks FAQs and responses is attached in Annex 29. 105 SEIP PIM 2014-2019 stakeholder participation; use communication as a tool for achieving desired objectives District and Community Level Provide information on list of beneficiary districts and schools; fund allocation; etc. Ongoing District Director; District Assembly, School Head District Notice Board, Community Radio School Level Post SPPP; Facilities and Quality Improvement Plan; Scholarship beneficiaries etc. Ongoing School Head School Notice Board; PTA and School Board Meetings Funding The dissemination of information about the SEIP and its implementation will be funded under the project‘s component 2. 106 SEIP PIM 2014-2019 8. Environmental and Social Management Framework An Environmental and Social Management Framework (ESMF)27 and a Resettlement Policy Framework (RPF)28 covering environmental, social, legal and institutional arrangements have been developed to guide project implementation of the Secondary Education Improvement Project. The ESMF and RPF provide guiding principles and procedures for mitigating identified environmental and social impacts and risks as a result of implementing the project. The Safeguards section of the Project Implementation Manual (PIM) summarizes the guidance to project implementation operatives, beneficiary districts and senior secondary schools, contractors and other stakeholders under the project. Activities which the government plans to implement under the SEIP and which are likely to trigger guidance from the designed and adopted Environment and Social Framework documents include: (i) construction of 23 new senior high schools in districts which currently have no SHSs and in districts which have SHSs but have high demand for SHS places; (ii) upgrading, expansion and rehabilitation of 50 existing SHSs selected for facilities improvement; (iii) certain activities implemented in 125 existing SHSs selected for quality improvement. The construction of new SHSs will require land acquisition of 5 to 25 acres depending on the future planned size of the SHS and the availability of land for education activities. SHSs which run Agricultural Programs will require land for demonstration and practical teaching and those which run Science Programs will require safe disposal of residual chemicals, etc. Schools which run Vocational Programs may require sites for the mining of clay (ceramics for e.g.). Civil works under the project will comprise classroom, science and ICT laboratory, library, course/program facilities, headteacher‘s residence, staff residential flats, multipurpose hall and sports area. Gender and disability facilities such as separate changing rooms and toilets and access for persons for disability have also been considered. Potential environmental and social concerns and impacts at the site-selection, pre-construction and constructional stages include concerns about the siting of the SHS facilities in sacred groves or burial grounds, on disputed land, in ecologically sensitive areas, or simply on land that has not been fully agreed on by affected stakeholders. Construction phase impacts may include air quality impact from dust generation of excavation, noise generation from construction activities, public health and safety from unconsolidated material left at the construction site, occupational health and safety effects on construction sites which may endanger site workers or passers-by e.g. uncovered wells, non-disposal of construction materials etc. To help identify and assess these potential environmental and social impacts associated with the construction and renovation works, a subproject screening checklist must be completed by a trained and technically competent person for each subproject work during the identification stage. The Environmental Screening checklist is attached as Annex 23. The outcome of this checklist form will inform the level of E&S assessment required prior to the actual construction phase (EPA Form 1, ESIA, EMP, (A)RAP). Copies of the completed subproject screening forms 27 28 ESMF is available on MOE, GES and World Bank website. RPF is available on MOE, GES and World Bank websites 107 SEIP PIM 2014-2019 must be kept for records at either the national or/and district level. Any site specific ESIA, EMP, (A)RAP that will be developed following the subproject screening stage will require consultation with affected stakeholders and public disclosure in Country and Bank Infoshop prior to commencement of works. As good practice an Environmental and Social Due Diligence checklist form29 should be completed. A resettlement action plan screening form is attached as Annex 25. Mitigation measures may include selecting sites on unencumbered land and in ecologically acceptable areas, agreeing with stakeholders on siting of SHS facilities, and proper planning of SHS to ensure proper organization of facilities especially where facilities are being improved in existing SHSs. In cases where people are inevitably affected through (i) relocation or loss of shelter; (ii) loss of assets or access to assets; (iii) loss of income sources or means of livelihood, the arrangements within the adopted RPF will be implemented to comply with both Country and World Bank policies. Other mitigation measures will include community sensitization and involvement at all stages of implementation, site preparation and timing which must not leave land susceptible to erosion, destruction of crops, staggering site clearing for school construction facilities. The ESMF is appropriate for the following reasons: Wide geographical area of intervention in all 10 regions of Ghana covering 23 districts where new construction will be undertaken and 100 districts where senior secondary schools facilities will be improved. Duration of implementation will be five years from 2014 to 2019. Cross sectoral involvement and scope covering various Ministries, Departments, Agencies and Senior Secondary Schools at national, regional and district levels. Site specific activities from land acquisition, land preparation, construction of school facilities including water and sanitation—boreholes, solar energy, etc. Site specific activities will be determined based on the location and situation of site. Provides a site screening checklists in Annexes 23 and 24 of the PIM. Is incorporated into the bidding documents for construction solicitation and also in contracts to ensure mitigation action plans are costed and addressed. In order to ensure proper management of the environmental and social concerns, responsibilities and roles of focal persons, monitoring mechanisms, training and capacity building are detailed in the ESMF and RPF. Oversight of SEIP implementation will be in the Ministry of Education (MOE) with the Ghana Education Service providing their mandated implementation role for service delivery. The institutional arrangements will facilitate environmental and social soundness and sustainability. A Steering Committee and Project Management Team will be established to coordinate and oversee implementation. The Project Management Team will derive from the Project Implementation Committee at the national level and will assume project control and monitor civil works executed in the four (4) zones of the country. The PMT will include 2 environmental and social safeguards consultants; 1 procurement specialist (MOE); 1 technical advisor (MOE); 4 architects (FPMU + 3 others); 4 quantity surveyors (FPMU, GETFund and 2 others); 4 civil engineers (FPMU + 3 others); 1 electrical engineer (on retainer basis) and a Project management consultancy firm (providing other needed capacity). The implementation and monitoring of the ESMF and RPF, the identification of affected persons and 29 See Environmental Screening Checklist attached in Annex 24. 108 SEIP PIM 2014-2019 compensation levels, the payment of compensation and dispute resolution roles include the Project Management Team, the District Education Office, the Environmental Protection Agency (EPA), and the Project Steering Committee. A draft TOR for the safeguards consultant is attached as Annex 26. 8.1 Institutional Arrangements, Responsibilities and Project Oversight A Steering Committee and Project Management Team of the MOE will be established to coordinate and oversee implementation. The Project Steering Committee (PSC) will: Provide guidance on strategic, policy and implementation issues; Coordinate activities of the ministries, agencies and other stakeholders involved in the project implementation; Review and approve annual work plans, budget and annual reports; Review and discuss quarterly and annual project progress reports and make necessary recommendations; and Assess the progress towards achieving the project‘s objectives and take corrective action if necessary. Resolving cross-sectoral and issues above the Project Management Team. The Technical Implementation Committee The Technical Implementation Committee‘s main functions are to (i) assume project control, (ii) monitor the actual construction of work executed; (iii) review complaints and claims on safeguard issues; (iv) review reports submitted by the supervising consultant and Environmental consultant and bring issues up to the Project Steering Committee for resolution; (v) liaise with the District Education Offices and Assemblies to ensure their full participation in the supervision and environmental and social management of the project; (vi) prepare and update the schedule of activities/procurement plans to be executed under the project; (vii) vet claims submitted by the consultants on behalf of the contractors; (viii) vet consultancy claims submitted by the supervising consultants; (ix) agree on design modification to suit topography of the land; (x) prepare bi-monthly briefs to the Ministerial leadership; (xi) follow up and ensure that contractors and consultants are paid for properly prepared claims; (xii) review any recommendations for the payment of fluctuations/variations and for advice to the PSC; (xiii) take over completed structures and commission them for usage by the schools; and (xiv) accompany Ministerial leadership on monitoring in the respective zones. 109 SEIP PIM 2014-2019 Figure 8.1: Organizational Framework for Environmental and Social Management Project Steering Committee T echnical Implementation Committee Environmental and Social Mgt. T eam District Director of Education District Environmental Officer District Engineer Environmental Consultants District Planning Officer Land Valuation Board Heads of SHSs The Environmental and Social Management Team The Environmental and Social Management Team will coordinate all issues on environmental and social safeguards. They will liaise with national level as well as with the district and schools levels. The Environmental and Social Management Team will include the following: 2 environmental and social safeguards consultants 1 procurement specialist (MOE) 1 technical advisor (MOE) architects (FPMU + 3 others) quantity surveyors (FPMU, GETFund and 2 others) civil engineers (FPMU + 3 others) 1 electrical engineer (on retainer basis Project management consultancy firm (providing the others) The two environment consultants to be recruited as part of the PMT will be required as part of their TOR to strengthen the capacity of the district and school level officials. The roles, focal persons and jurisdiction on environmental and social safeguards are outlined in Table 8.1. 110 SEIP PIM 2014-2019 Table 8.1 Organization and Focal Persons for Environmental and Social Safeguards Organization Technical Implementation Team (National Level) Role Responsible for implementing various activities required for safeguard compliance under the ESMF and RPF. Environmental and Coordinate to ensure Social Management effective Team implementation of all (National Level) agreed Safeguard arrangements. District Level Responsible for project implementation in collaboration with the beneficiary communities as well as site screening and reporting to the DEOC. School Level Responsible for school sub-project implementation in collaboration with district level and reporting to District Director of Education Focal Person Project Coordinator Jurisdiction Ministry of Education Environmental and Ministry of Education Social Management Focal Person District Beneficiary Districts Environmental/Soc ial Officer/District Directors of Education School Head Beneficiary Schools The Role at the District Level The District Director for Education will coordinate efforts at the district level and will liaise with the Districts Assembly to address safeguard issues during project implementation. The District Assemblies (DAs) are empowered under Act 462 of 1993 to be responsible for the development, improvement and management of human settlements and the environment in their districts. In order to facilitate the work of the District Assembly in this regard, the District Education Oversight Committee (DEOC) which has the District Director of Education as secretary and the Municipal Chief Executive (MCE) or the District Chief Executive (DCE) chairing will provide steering on safeguards issues. The DEOC membership includes the (i) District Environmental Officer; (ii) District Engineer; (iii) District Planner; and (iv) representative from the Land Valuation Division of the Lands Commission. The District Environmental/Social Officer will be responsible for site screening and reporting under the guidance of the Environmental Consultant at the national level. There will be the need for capacity building at all levels to ensure that environmental and social safeguards issues are clearly understood and roles of various players are clearly outlined. The District Engineer will lead in the monitoring and supervision of contractors both for new construction and facilities improvement of SHSs and will recommend the signing of work certificates against work done. 111 SEIP PIM 2014-2019 The Role of the School Level At the school level, the school head will be responsible for all school level sub-project and will ensure that siting for facilities improvement is done according to the overall physical plan of the school. S/he will coordinate with the School Board and the PTA on issues relating to environmental and social safeguards and report to the District Director of Education on these issue. 8.2 Capacity Building for Environmental and Social Management Project specific training will be organized for the safeguards team within the PSC at the national level and the District Directors of Education/Planners at the District level to increase awareness of agreed safeguard arrangements for the project and introduce delegates to the E&S subproject screening checklist and due diligence forms. 8.3 Cost of Implementation The cost of ESMF implementation for the duration of three years is estimated at GHC1,657,520 (approx. US$635,000). This will be funded under component 2. 112 SEIP PIM 2014-2019 ANNEX 1: PROJECT RESULTS FRAMEWORK Project Development Objective (PDO): The project development objective is to increase access to senior secondary education in underserved districts and improve quality in low-performing senior high schools in Ghana. Indicator Indicator One: Increase in T ransition Rates from JHS3 to SHS1 in targeted districts Indicator Two: Increase in SHS educational attainment within the two poorest quintiles in targeted districts (disaggregated by gender) Indicator Three: WASSCE achievement of 6 credits and above Core GHANA: Secondary Education Improvement Project (P145741) Unit of Measure Percentage Baseline Cumulative Target Values 2014 30 2015 2016 2017 2018 2019 28%31 T BD T BD T BD T BD 33% Estimated at Percentage Male: 10% Estimated at 8% for the 106 lowest performing schools(disaggregate Me thodology T BD T BD T BD T BD Male:15% EMIS MoE, PBME, SRIMPR; GES End of Project Population and Housing Census (2010), GLSS 6 (2013) and end line survey measuring the highest level of education completed by 1921 year-olds MoE, PBME, SRIMPR; GES HQ; GSS Female:13% T otal:10% T otal:12% T otal:14% WAEC/ Annual T otal:8% T otal:8% Male: T BD Male: T BD Male: T BD Re sponsibility for Data Colle ction Annual Estimated at Female: 8%32 Percentage Data Source / Fre que ncy EMIS Annual WASSCE league MoE (PBME); WAEC 30 Baseline data will be established once the beneficiary districts and schools are selected. Baseline data currently based on 50 districts with lowest transition rates. Data will be updated once districts are selected. 32 Based on the Population and Housing Census data for the three regions in the North. 31 113 SEIP PIM 2014-2019 within beneficiary schools (disaggregated by gender) Indicator Four: Direct project beneficiaries (students, teachers, institutional leaders) (disaggregated by gender) d baseline by gender not yet available) Male: T BD Male: T BD Female: T BD Female: T BD Female: T BD Female: T BD Female: T BD table MoE, Male: 0 Number T BD T BD T BD T BD 150,000 Annual Female: 0 Independent Verification end line Survey Report MoE, PBME, SRIMPR; GES HQ Intermediate-level Results Indicators Component 1: Support to Increase Access with Equity and Quality in SHS Pillar 1: Increase Access with Equity in senior secondary education in underserved districts Intermediate Result Indicator One: New (additional) SHS seats created and utilized by SHS students in the targeted schools Number 0 0 0 5,000 15,000 15,000 Annual M&E Report Web based school monitoring MoE, PBME, SRIMPR; GES Annual M&E Report Web based school monitoring MoE, PBME, SRIMPR; GES (cumulative) Intermediate Result Indicator Two: Increase in seats created and utilized within low performing beneficiary SHS schools (cumulative) Number 0 500 1,000 3,000 5,000 10,000 114 SEIP PIM 2014-2019 Intermediate Result Indicator Three: Scholarships are distributed to low income students in the participating districts and schools (cumulative) Number 0 2,000 4,000 6,000 10,000 10,000 Annual M&E Report Web based school monitoring MoE, PBME,SRIMPR, GES Annual M&E Report Web based school monitoring MoE, PBME, SRIMPR, GES Annual School Registry/ EMIS MoE, PBME, SRIMPR; GES Annual M&E Report Web based school monitoring MoE, PBME, SRIMPR, GES Pillar 2: Improve Quality in low-performing senior high schools Intermediate Result Indicator One: T eachers participating in training to upgrade or acquire new skills in Mathematics or Science (cumulative) Number Mathematics Number Science Mathematics: 0 Science: 0 Mathematics: 0 Mathematics: 120 Mathematics: 240 Mathematics: 360 Mathematics: 360 Science: 0 Science: 100 Science: 250 Science: 500 Science: 500 T BD T BD T BD T BD T BD Cumulative Intermediate Result Indicator Two: Increase in completion rates in targeted schools (disaggregated by gender) Percentage T BD Intermediate Result Indicator Three: Number of Performance Partnerships for Learning with beneficiary SHSs established (cumulative) Number 0 0 80 100 125 125 115 SEIP PIM 2014-2019 Intermediate Result Indicator Four: SHS ICT packages implemented in beneficiary schools (cumulative) Number 0 0 70 125 125 125 Annual M&E Report, Web-based school monitoring MoE, PBME, SRIMPR, GES, NIT A Annual M&E Report, Web-based school monitoring MoE, PBME, SRIMPR, GES M&E Report Web based school monitoring MoE, PBME, SRIMPR, GES Component 2: Management, Research and Monitoring and Evaluation Intermediate Result Indicator One: Monitoring system established and functioning to annually track data and publish information on all SHS schools in Ghana Yes/No No Yes Yes Yes Yes Yes Intermediate Result Indicator Two: Research and Sector analyses conducted to inform elaboration of Secondary Education Strategy (cumulative) Number 0 0 1 2 3 5 116 SEIP PIM 2014-2019 ANNEX 2: PERSPECTIVE VIEW OF NEW SENIOR HIGH SCHOOL CONSRUCTION E-Block (Multi-Purpose) 8 – unit Block of Staff Flats 117 SEIP PIM 2014-2019 Canteen Block Headmaster‘s Bungalow Security Gate House 118 SEIP PIM 2014-2019 Technical Block Vocational Block 119 SEIP PIM 2014-2019 ANNEX 3: DRAFT TERMS OF REFERENCE FOR PROJECT STEERING COMMITTEE (PSC) Functions The Project Steering Committee (PSC) is responsible for providing high- level oversight and guidance to facilitate inter-divisional co-ordination for implementation. The Project Steering Committee shall be responsible for; inter alia (i) (ii) (iii) (iv) Providing strategic guidance and overseeing Project Implementation Reviewing and approve progress made in project implementation, including activity level outputs, financial status, and reporting against the Disbursement Linked Results and the Results Framework Oversee disbursements Facilitating the prompt resolution of implementation challenges & obstacles (v) (vi) Coordinate and harmonize activities of agencies involved in project implementation. Review and approve annual work plans and reports. (vii) Other functions as they arise (viii) (ix) (x) (xi) (xii) (xiii) (xiv) (xv) (xvi) (xvii) (xviii) (xix) (xx) (xxi) (xxii) List of members The Hon. Minister - Chairperson The Hon Deputy Minister (Pre-Tertiary)- Vice Chairman The Chief Director The Minister of Finance/His Representative The Administrator of the GETFund/His Representative The Director-General of the Ghana Education Service (GES) The Director of Finance of the MOE The Conference of Heads of Assisted Schools (CHASS) The Project Co-ordinator The Head of the Civil Works Team The Head of the Quality & Outcomes Team Regional Representative of the Ministry of Education District Representative of the Ministry of Education The PSC, at its discretion, shall invite other project staff to attend meetings as observers. The role of the PSC is to provide implementation oversight. Its responsibilities are to: Frequency of meeting The Project Steering Committee shall meet once in a quarter to review the progress of project implementation and discuss issues raised by the Technical Implementation Committee or as often as issues warrant it to. 120 SEIP PIM 2014-2019 TABLE A3.1: S/No RESPONSIBILITY M ATRIX OF PROJECT STEERING COMMITTEE (PSC) TITLE RESPONSIBILITY 1 Hon. Minister Chairs PSC meetings and gives approval to implementation issues on the advice of the PSC. Briefs the Presidency on the project status at regular intervals. 2 Hon. Dep. Minister( P/T) Chairs PSC meetings in the absence of the Hon. Minister. 3 4 5 6 S/No 7 Convener of meetings of the PSC; Reports to the PSC on behalf of the Technical Implementation Committee (TIC). Facilitates the resolution of any implementation challenges between MOE and other Agencies /Ministries. Ensures that Chief Director the Ghana Audit Service conducts an audit of the Project Financial Statements as part of the MOE Annual Audit and ensures that the reports are submitted to the Bank and Parliament in a timely manner. Coordinator of all project activities as elaborated in the Project Appraisal Document. Ensures that project is implemented in accordance with the Project Implementation Manual (PIM). Reports to the Chief Director, he supports the Project Civil Works Team Project (PCWT) and Project Quality and Outcomes Team (PQOT). Coordinator Convener/ Secretary of meetings of the TIC; convenes meetings for the PCWT and PQOT; Prepares Project Status Reports for PSC meetings; Ensures that measurement and evaluation of DLR’s are carried out from September to December each year. Ensures that all reports from Supervising Consultants are available in a timely manner and prepares a report on civil works activities as defined in the PIM; Organises Head, Civil monitoring to verify reported status of all civil works; Vets Works Team certificates and claims submitted by the Supervising Consultants; Facilitates the preparation of upgrading documents and all tendering issues. Supervises all activities related to Senior Secondary Institutional Leadership and teacher training up to Head, Quality monitoring and evaluation. Will provide a status report on and project implementation by activity with description on Outcomes outputs and outcomes achieved at the school and district Team levels; provides status report on progress made on all PDO and intermediate level indicators specified in the results framework. TITLE Director General, GES RESPONSIBILITY Facilitates the execution of all activities related to Senior Secondary Institutional Leadership and teacher training; preparation of School Performance Partnerships (SPP’s); 121 SEIP PIM 2014-2019 8 Regional Directors 9 District Directors S/No TITLE 10 CHASS President 11 Selected SHS resourcing of schools for quality improvements; improvements of Senior Secondary School programs, ICT interventions and M & E. Coordinate and supervise all school-level activities. The Regional Coordinating Council (RCC) will also monitor various projects in Senior High Schools in their regions. (i) work with the District Education Oversight Committees (DEOC) to ensure that sites are ready for new SHS construction; (ii) assist in undertaking the needs assessment for selected Secondary Schools to benefit from rehabilitation and other facilities and quality improvement; (iii) assist in the preparation of detailed plans for rehabilitation and other facilities improvement in selected SHSs; (iv) assist in the dissemination of minimum standards for SHS; (v) review facilities maintenance plan; (vi) work with the Scholarship Administrator to apply criteria for identifying needy and qualified students to benefit from scholarships and other incentives; (vii) collate SHS data for school mapping; review and validate SHS online profile information and data on school performance; (viii) lead activities on School Performance Partnership to identify scope of needs; collate School Performance Partnership plans for submission to GES; (ix) witness/sign SPP MOU between SHS and the DEO; (x) participate in consultative workshop to determine improved Science and Mathematics curriculum; (xi) participate in roll-out of training modules for science and mathematics; (xii) collate ICT school improvement packages for selected SHS for onward transmission to GES; and (xiii) establish monitoring system to track information on SHS in Ghana RESPONSIBILITY Facilitates the implementation of all directives issued by the PSC to the various school Heads in consultation with the District and Regional Directors. (i) respond to needs assessmentrequest from MOE and districts speedily; (ii) provide school site plans for construction andrehabilitation of key facilities on the school compound; (iii) participate in environmental andsocial safeguards training; (iv) contribute to determining and agreeing on minimum standards forSHS; (v) assist the districts and Scholarship Administrator in identifying needy and qualified students to benefit from scholarships and other incentives; (vi) provide SHS data for school mapping; review and validate online school profile information/data about school performance; (vii) 122 SEIP PIM 2014-2019 12 13 14 MOE Director of Finance & Financial Controller, GES MOF Representative GETFund Representative provide data/information on school performance partnerships and provide scope of needs for quality improvement; (viii) sign SPP with DEO; (ix) identify science, mathematics and ICTteachers to benefit from science and mathematics training; (x) provide data/information on scopeof ICT needs for quality improvement; and (xi) provide all school level data requests speedily;(xii) sensitize Governing Boards, PTA, and all stakeholders on SEIP; and undertake enrollmentand sensitization drives targeted at potential students from catchment junior high schools. Responsible for the projects’ compliance with all Financial Management policies outlined in the PIM ;ensure timely submission of Credit Withdrawal Applications and ensure that the Bank’s fiduciary (Financial reporting and procurement regulations) and requirements are followed. Facilitates activities leading to draw down of project proceeds in a timely manner. Facilitate activities connected with any GOG funding. 123 SEIP PIM 2014-2019 ANNEX 4: DRAFT TERMS OF REFERENCE FOR TECHNICAL IMPLEMENTATION COMMITTEE The Technical Implementation Committee (TIC) is responsible for the day-to-day oversight of project implementation. It has two sub-components: Civil Works and Quality and Outcomes. The Civil Works Technical Team has the responsibility for: ensuring that all civil works are procured according to the Guidelines in the Project Implementation Manual (PIM) with regard to obtaining the necessary approvals; ensuring the use of standard templates; preparing bidding documents and overseeing procurement of supervision consultants and civil works contractors; managing/overseeing the supervision consultants‘ contracts to keep track of progress of new construction, furniture and equipment provision and facilities improvements; contributing to project monitoring and evaluation through random site visits, input to and use of output of the school mapping and profiling platform; and submitting relevant and timely data to the M&E team, wider TIC and PSC; ensuring the Disbursement Linked Results relating to civil works are met and verified on time; managing/overseeing the independent verification firm who will be verifying the Disbursement Linked Results relating to civil works; and generally ensuring that all civil works contracts progress on schedule and the outputs are to the highest quality. The Quality and Outcomes Technical Team is responsible for collaborating with the civil works team on educational matters relating to new construction and facilities improvements; for example prioritization of facilities after a needs assessment, establishment of relevant systems and inputs (staffing, equipment) for opening of new schools; implementing the Scholarships programme implementing all aspects of Quality improvement in the beneficiary schools under the project namely: o School Performance Partnerships; o Improvement in Science and Mathematics teaching and learning including activities at the school level (under SPPs) and system-wide (e.g. training materials, curriculum review as appropriate) o Improvement in use of ICT for teaching and learning (through roll out of the iCampus, information provision/advice to schools on other ICT purchases, training) implementing the School mapping exercise and combining it with a wider school profile platform, combining data from EMIS, WAEC and other sources; organising publication of the school profiles; ensuring the Disbursement Linked Results relating to scholarships and quality improvements are met and verified on time; 124 SEIP PIM 2014-2019 Training for beneficiary schools as both orientation and detailed implementation arrangements under the project; Policy development; oversight of all monitoring and evaluation under the project, and specifically including: o managing a website (linked to the school profile platform) on which beneficiary schools submit reports via standard templates to track progress; o conducting random visits to beneficiary schools and districts to verify progress and sense-check reports; o collate all data submitted by schools and collected from monitoring visits, keep systematic records; submit relevant data to wider TIC, PSC and World Bank; o managing/overseeing the independent verification firm who will be verifying the Disbursement Linked Results relating to in-school activities and school mapping/profiling o collating all DLR verification data/reports and submitting to the World Bank; o collecting and reporting data for indicators in the Results Framework; o planning and managing research projects including impact evaluation and wider secondary education research agenda. 125 SEIP PIM 2014-2019 ANNEX 5: DISTRICT AND SENIOR HIGH SCHOOL SELECTION DATA This annex provides the full data set used to select beneficiary districts and schools under the project. DIS TRICT S ELECTION DATA Districts were ranked according to a combined index involving three variables: demand for SHS, the population of the statutory SHS-aged cohort, and the poverty level of the district. The districts with the highest rank when using the combined index – i.e. most in need of expansion of quality SHS – were given preference under the project. For construction of new SHS, the 13 districts with no existing public SHS were prioritized – three of which are already receiving a new SHS under the Government‘s Community SHS Programme (CSHSP) – leaving 10 to benefit under SEIP. Thirteen further districts were selected to receive new SHS, taking those with the highest rank which were not already receiving a new SHS under CSHSP. For existing schools to benefit, the first 100 districts according to the ranking which do contain a public SHS were chosen t o provide the pool of SHS to be eligible under the project. TABLE A5.1: RANKED DISTRICT SELECTION DATA BASED ON POVERTY CRITERIA District District Code Notes Districts with no public SHS Wa West Sekyere Afram Plains Wassa Amenfi Central Bia East Mion Krachi Nchumuru 120 183 226 222 205 219 Demand J3/SHS133 Demand Index 34 Greater than 1 indicates excess demand for SHS 1= greatest unmet demand n/a n/a n/a n/a n/a n/a 1.000 1.000 1.000 1.000 1.000 1.000 Population of 1517 year olds 35 9,649 1,825 4,790 1,842 5,126 4,951 Population Index Multidimensional Pove rty 36 Pove rty Inde x Combined Inde x 37 1= most populated 1= greatest poverty 1=greatest poverty 1 = most in need 0.07 0.00 0.03 0.00 0.03 0.03 0.32 0.32 0.30 0.30 0.28 0.26 0.88 0.89 0.79 0.80 0.69 0.64 0.74 0.72 0.70 0.70 0.68 0.67 Rank 1 2 3 4 5 6 Ne w GoG SHS 38 1 1 1 33 Demand is calculated as the enrolment in JHS3/enrolment in SHS1 in 2013-14 from the 2013-14 EMIS. It includes enrolment in both public and private schools. A ratio of greater than 1 implies excess demand: there are JHS leavers who do not move into SHS1 in the district. For example a ratio of 5 means for every 5 JHS leavers, only 1 is in SHS1 in the districts. It means there are excess JHS leavers who could be absorbed into SHS in that district. n/a refers to where districts had no SHS and therefore no enrolment (either public or private), which made the calculation impossible. 34 Indices are calculated as (value-minimum)/(maximu m-minimu m). This means that the highest value observed will have an index of 1. 35 Population of 15-17 year olds in 2013, from the GSS population projections based on the 2010 PHC. 36 Multi-dimensional poverty comes from the GSS using data from the 2010 PHC. 37 Combined index calculated as a combined average of the three indices, giving 50% weight to dema nd, 25% to poverty and 25% to population. 38 Districts in which the Government is already constructing a new SHS under the Community SHS Project are given a ‗1‘. 126 SEIP PIM 2014-2019 District District Code Demand J3/SHS133 Demand Index 34 Population of 1517 year olds 35 Population Index North Gonja Kpone Katamanso Pusiga Awutu Senya East Municipal Binduri Adenta Municipal Ga East Municipal 206 199 212 189 209 166 84 n/a 254.7 88.0 44.5 5.6 4.0 10.5 1.000 0.849 0.292 0.147 0.017 0.012 0.034 3,202 5,954 2,796 7,297 3,064 4,115 7,801 0.01 0.04 0.01 0.05 0.01 0.02 0.05 Multidimensional Pove rty 36 0.22 0.16 0.25 0.20 0.25 0.16 0.14 Districts with public SHS39 Upper Denkyira West Kumasi Metropolis Sene East Kwahu Afram Plains North Wa East Kintampo South Kwahu Afram Plains South Pru Offinso North Gonja Central Adaklu Builsa South Ahafo Ano South Kintampo North Municipal Atebubu Amantin Ayensuano Lambussie Karni Sefwi Akontombra Krachi East East Gonja Atwima Mponua Accra Metropolis Adansi South Kasena Nankana West Asunafo South Wassa East Kpandai Ejura Sekye Dumasi Sene West Sekyere Central Sawla-T una-Kalba 161 26 187 64 119 41 195 43 152 89 216 210 15 40 35 193 173 179 131 90 21 81 12 172 33 144 170 25 44 154 100 121.5 1.7 2.1 4.6 6.3 2.7 6.7 3.4 2.4 2.6 2.5 1.2 5.1 4.2 2.0 4.5 2.2 7.3 1.6 1.3 4.8 2.7 2.9 1.6 3.7 9.6 4.6 2.6 3.5 2.1 1.9 0.404 0.004 0.006 0.014 0.020 0.008 0.021 0.010 0.007 0.007 0.007 0.003 0.016 0.013 0.005 0.014 0.006 0.023 0.004 0.003 0.015 0.008 0.008 0.004 0.011 0.031 0.014 0.007 0.010 0.005 0.005 4,117 125,618 4,088 7,059 7,416 5,626 7,614 10,324 3,958 5,659 2,734 1,876 7,984 7,334 8,029 4,896 5,907 5,333 7,829 9,609 7,458 97,232 7,847 3,767 6,509 5,300 7,376 6,428 4,353 4,930 6,944 0.02 1.00 0.02 0.05 0.05 0.03 0.05 0.07 0.02 0.03 0.01 0.00 0.05 0.05 0.05 0.03 0.04 0.03 0.05 0.07 0.05 0.77 0.05 0.02 0.04 0.03 0.05 0.04 0.02 0.03 0.04 0.25 0.16 0.34 0.33 0.33 0.33 0.32 0.32 0.33 0.32 0.33 0.33 0.31 0.31 0.31 0.31 0.31 0.30 0.30 0.30 0.30 0.14 0.30 0.31 0.30 0.29 0.29 0.30 0.30 0.30 0.29 39 Pove rty Inde x Combined Inde x 37 Rank 0.45 0.17 0.55 0.32 0.59 0.18 0.09 0.62 0.48 0.29 0.17 0.16 0.06 0.05 7 8 9 10 11 12 13 0.59 0.15 1.00 0.95 0.93 0.96 0.88 0.88 0.92 0.90 0.92 0.93 0.85 0.84 0.84 0.85 0.84 0.81 0.82 0.81 0.80 0.08 0.79 0.83 0.79 0.75 0.76 0.78 0.79 0.79 0.77 0.36 0.29 0.26 0.26 0.25 0.25 0.24 0.24 0.24 0.24 0.24 0.23 0.23 0.23 0.23 0.23 0.22 0.22 0.22 0.22 0.22 0.22 0.22 0.21 0.21 0.21 0.21 0.21 0.21 0.21 0.20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Ne w GoG SHS 38 1 1 1 1 1 1 1 1 1 1 Districts ranked from 1 to 100 were selected for their schools to be eligible for quality and facilities improvements under SEIP. 127 SEIP PIM 2014-2019 District District Code Demand J3/SHS133 Demand Index 34 Population of 1517 year olds 35 Population Index Bole T ain Asikuma-Odoben Brakwa Aowin Nkwanta North Jirapa Bia west Upper West Akyem Bodi Bunkpurugu Yonyoo North Tongu Asutifi South Ewutu Senya T alensi T ano South Banda Nkoranza North Saboba Garu T empane Sekyere Kumawu Ahafo Ano North Bosome Freho Wassa Amenfi East Amansie Central Nanumba North Offinso Municipal Bongo Suaman Asunafo North Municipal Amansie West Jaman North Upper Manya Nabdam Nkoranza South Dormaa West Sissala West Nanumba South Kasena Nankana East Ketu South Gushiegu Savelugu Nanton Nzema East Wassa Amenfi West 87 46 54 139 176 113 140 196 223 88 221 184 159 112 48 185 156 98 110 153 14 151 137 16 96 29 108 225 32 18 38 165 211 42 186 117 97 111 130 92 99 145 138 2.0 1.1 2.6 6.1 2.3 1.3 11.6 2.3 11.6 2.8 1.9 1.3 7.5 1.7 1.6 4.6 3.7 3.1 4.7 0.9 2.2 21.7 5.4 5.8 3.1 1.7 1.8 4.5 3.3 5.1 2.0 1.8 1.0 2.1 2.9 4.5 2.4 1.1 2.0 1.4 1.8 1.6 2.9 0.005 0.002 0.007 0.019 0.006 0.003 0.037 0.006 0.037 0.008 0.005 0.003 0.024 0.004 0.004 0.014 0.011 0.009 0.014 0.002 0.006 0.071 0.017 0.018 0.009 0.004 0.005 0.014 0.009 0.015 0.005 0.005 0.002 0.006 0.008 0.014 0.007 0.002 0.005 0.003 0.005 0.004 0.008 4,030 6,478 7,798 7,807 4,378 9,702 5,740 6,081 3,512 8,481 7,003 3,906 6,304 3,960 5,719 1,465 4,778 4,576 6,493 4,702 6,734 4,032 5,683 5,866 9,179 5,613 4,392 1,657 9,212 9,211 7,071 5,082 1,616 7,260 3,334 5,660 6,435 5,557 10,726 6,714 8,828 4,528 6,620 0.02 0.04 0.05 0.05 0.02 0.07 0.03 0.04 0.02 0.06 0.04 0.02 0.04 0.02 0.03 0.00 0.03 0.03 0.04 0.03 0.04 0.02 0.03 0.04 0.06 0.03 0.02 0.00 0.06 0.06 0.05 0.03 0.00 0.05 0.02 0.03 0.04 0.03 0.07 0.04 0.06 0.02 0.04 Multidimensional Pove rty 36 0.30 0.29 0.29 0.28 0.29 0.28 0.27 0.28 0.28 0.28 0.28 0.29 0.27 0.29 0.28 0.28 0.28 0.28 0.27 0.28 0.28 0.25 0.27 0.27 0.27 0.28 0.28 0.28 0.27 0.26 0.27 0.27 0.28 0.27 0.27 0.27 0.27 0.27 0.26 0.27 0.26 0.27 0.26 Pove rty Inde x Combined Inde x 37 Rank 0.78 0.76 0.73 0.71 0.76 0.72 0.67 0.73 0.69 0.71 0.72 0.75 0.69 0.74 0.72 0.73 0.71 0.71 0.68 0.72 0.70 0.58 0.68 0.67 0.66 0.69 0.70 0.71 0.64 0.63 0.67 0.68 0.72 0.66 0.68 0.65 0.65 0.67 0.62 0.65 0.63 0.66 0.63 0.20 0.20 0.20 0.20 0.20 0.20 0.20 0.20 0.20 0.20 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.19 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.18 0.17 0.17 0.17 0.17 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 Ne w GoG SHS 38 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 128 SEIP PIM 2014-2019 District District Code Demand J3/SHS133 Demand Index 34 Population of 1517 year olds 35 Population Index Adansi North Assin North Municipal Builsa North T wifoAti Morkwa Karaga Agona East Asante Akim South Wenchi Municipal T wifo Heman Lower Denkyira Assin South Bawku West Daffiama Bussie Juabeso Upper Denkyira East Municipal Nkwanta South Akatsi North Gomoa West Mamprusi West Agotime Ziope Nadowli-Kaleo Akyem Mansa T echiman Municipal Ekumfi Prestea/Huni Valley Sekyere South T atale Kwahu East Krachi West Zabzugu Ningo Prampram Birim South Mampong Municipal Lawra Fanteakwa Asante Akim North West Akim Municipal Central T ongu West Gonja Ahanta West Chereponi Yendi Municipal Ajumako-Enyan-Essiam Nandom 11 55 109 62 93 158 20 50 191 56 106 213 143 63 133 217 59 95 121 115 162 49 190 178 13 208 164 132 104 202 163 31 114 73 181 66 134 91 136 171 103 53 214 3.0 2.6 0.8 3.2 0.9 0.9 4.1 1.7 2.9 2.4 2.1 1.5 2.7 1.6 2.0 2.5 1.6 1.5 1.5 1.6 6.4 4.2 2.1 3.7 0.8 1.6 0.6 0.8 1.3 3.2 1.9 1.3 1.0 1.5 1.0 1.7 1.7 0.8 2.6 1.3 1.8 1.8 2.1 0.009 0.007 0.001 0.009 0.002 0.002 0.012 0.004 0.008 0.007 0.006 0.004 0.008 0.004 0.005 0.007 0.004 0.004 0.004 0.004 0.020 0.013 0.006 0.011 0.001 0.004 0.001 0.001 0.003 0.009 0.005 0.003 0.002 0.004 0.002 0.004 0.004 0.001 0.007 0.003 0.005 0.005 0.005 7,618 11,824 2,924 4,405 5,024 6,059 7,748 6,713 4,120 7,712 4,597 3,884 3,987 5,305 7,662 2,466 9,753 8,121 2,035 7,688 6,948 11,218 3,811 10,682 7,360 4,416 5,240 3,296 4,327 4,649 8,972 6,193 6,061 7,898 4,744 7,776 4,498 3,169 7,488 3,378 7,989 9,851 4,990 0.05 0.08 0.01 0.02 0.03 0.04 0.05 0.04 0.02 0.05 0.03 0.02 0.02 0.03 0.05 0.01 0.07 0.05 0.00 0.05 0.04 0.08 0.02 0.07 0.05 0.02 0.03 0.01 0.02 0.03 0.06 0.04 0.04 0.05 0.03 0.05 0.02 0.01 0.05 0.02 0.05 0.07 0.03 Multidimensional Pove rty 36 0.26 0.25 0.27 0.27 0.27 0.27 0.26 0.26 0.27 0.26 0.26 0.27 0.26 0.26 0.26 0.26 0.25 0.25 0.26 0.25 0.25 0.24 0.26 0.24 0.25 0.25 0.25 0.26 0.25 0.25 0.25 0.25 0.25 0.25 0.25 0.24 0.25 0.25 0.24 0.25 0.24 0.24 0.25 Pove rty Inde x Combined Inde x 37 Rank 0.62 0.59 0.67 0.64 0.65 0.64 0.60 0.63 0.64 0.61 0.64 0.64 0.63 0.62 0.60 0.63 0.58 0.59 0.63 0.59 0.55 0.53 0.60 0.53 0.57 0.59 0.59 0.60 0.59 0.57 0.55 0.57 0.57 0.55 0.58 0.55 0.57 0.58 0.53 0.58 0.53 0.51 0.55 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.17 0.16 0.16 0.16 0.16 0.16 0.16 0.16 0.16 0.16 0.16 0.16 0.16 0.16 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 Ne w GoG SHS 38 1 1 1 1 1 1 1 129 SEIP PIM 2014-2019 District South T ongu Abura-Asebu-Kwamankese Jaman South Ada West Sefwi Wiawso Ellembelle Asutifi North Sissala East T ano North Mpohor Sefwi Bibiani-Ahwiaso Bekwai Sekyere East Atwima Kwanwoma Birim North Dormaa Central Municipal Asokore Mampong Municipal Biakoye Kwahu South Jomoro Komenda-Edina-Egyafo-Abirem Municipal Jasikan Afigya Kwabre Sunyani West Ada East South Dayi T echiman North Atiwa Shama Suhum Municipal Bekwai Municipal Bolgatanga Municipal Ketu North Kumbumgu Dormaa Municipal Kadjebi Gomoa East Ejisu Juaben Municipal Shai Osudoku Bawku Municipal Yilo Krobo Keta Municapal Akatsi District Code Demand J3/SHS133 Demand Index 34 Population of 1517 year olds 35 Population Index 135 51 39 197 146 177 34 116 47 224 141 30 150 71 155 182 174 75 142 2.0 1.4 2.1 2.0 4.3 2.3 2.3 1.0 1.1 4.1 3.1 1.3 3.8 2.3 3.1 3.0 2.3 1.1 3.0 0.005 0.003 0.006 0.005 0.013 0.006 0.006 0.002 0.002 0.012 0.009 0.003 0.011 0.006 0.009 0.009 0.006 0.002 0.009 6,274 8,745 7,392 4,011 10,432 6,848 3,613 6,577 5,934 2,814 9,494 4,495 6,132 5,522 3,588 22,607 4,505 4,996 10,922 0.04 0.06 0.05 0.02 0.07 0.04 0.02 0.04 0.04 0.01 0.06 0.02 0.04 0.03 0.02 0.17 0.02 0.03 0.08 Multidimensional Pove rty 36 0.24 0.24 0.24 0.25 0.23 0.24 0.25 0.24 0.24 0.24 0.23 0.24 0.23 0.23 0.24 0.20 0.24 0.24 0.22 60 1.9 10,457 0.07 128 149 157 82 125 188 70 180 79 17 107 175 203 37 129 160 24 83 105 80 123 122 2.4 3.1 1.6 1.7 1.7 1.4 3.0 3.5 1.5 1.3 1.9 3.0 1.8 2.0 1.7 3.7 1.2 1.3 1.5 2.3 1.1 3.2 3,868 9,168 6,098 4,530 3,287 4,534 7,490 6,061 6,412 8,341 6,866 7,049 2,442 8,337 4,042 13,895 9,959 3,189 5,027 6,208 10,797 6,880 0.02 0.06 0.04 0.02 0.01 0.02 0.05 0.04 0.04 0.06 0.04 0.04 0.01 0.06 0.02 0.10 0.07 0.01 0.03 0.04 0.08 0.04 0.005 0.007 0.009 0.004 0.004 0.004 0.003 0.009 0.010 0.004 0.003 0.005 0.008 0.005 0.005 0.004 0.011 0.003 0.003 0.004 0.006 0.002 0.009 Pove rty Inde x Combined Inde x 37 Rank 0.54 0.52 0.53 0.55 0.48 0.52 0.55 0.53 0.53 0.53 0.48 0.52 0.49 0.50 0.51 0.36 0.51 0.51 0.45 0.15 0.15 0.15 0.15 0.15 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 0.14 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 0.23 0.46 0.14 137 0.24 0.22 0.23 0.23 0.24 0.23 0.23 0.23 0.23 0.23 0.23 0.22 0.23 0.22 0.23 0.21 0.22 0.23 0.23 0.22 0.22 0.22 0.50 0.45 0.48 0.49 0.50 0.50 0.46 0.47 0.47 0.46 0.47 0.45 0.50 0.45 0.49 0.39 0.44 0.49 0.47 0.45 0.42 0.43 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.13 0.12 0.12 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 Ne w GoG SHS 38 1 1 1 1 1 1 1 1 130 SEIP PIM 2014-2019 District District Code Demand J3/SHS133 Demand Index 34 Population of 1517 year olds 35 Population Index Akwapim South Mfantsiman Akwapem North T olon Birim Municipal Mamprusi East T amale Metropolis Atwima Nwabiagya Denkyembuor Bosumtwi Kwaebibirem Mamprugu Moagduri Kwahu West Municipal Wa Municipal Agona West Municipal Afadzato South Asante Akim Central Municipal Berekum Municipal T arkwa Nsuaem Municipal East Akim Municipal Kwabre East Ga South Municipal Ho West Nsawam Adoagyiri Municipal Asuogyaman Lower Manya Sekondi T akoradi Metropolis Sagnerigu Municipal Obuasi Municipal Effutu Municipal North Dayi Ashaiman Municipal Kpando Municipal Ga West Municipal Hohoe Municipal Sunyani Municipal Ga Central Municipal Ledzokuku/Krowor Municipal Cape Coast Metropolis T ema Metropolis La Nkwantanang Madina Municipal Ho Municipal New Juaben Municipal 192 61 67 102 72 94 101 22 194 23 74 204 76 118 52 215 19 36 148 65 27 168 218 68 69 77 147 207 28 57 220 167 124 85 127 45 198 169 58 86 201 126 78 0.4 1.4 0.6 1.8 1.4 2.1 1.6 1.4 2.3 2.7 2.5 0.7 3.1 1.4 2.5 2.9 1.3 1.4 3.2 0.9 1.2 2.4 1.2 1.9 0.8 0.8 1.2 1.3 4.1 1.5 1.1 5.9 1.0 3.8 2.6 1.7 2.1 3.3 0.6 2.4 1.8 1.1 0.7 0.000 0.003 0.001 0.005 0.003 0.006 0.004 0.003 0.006 0.007 0.007 0.001 0.009 0.003 0.007 0.008 0.003 0.003 0.009 0.002 0.003 0.007 0.003 0.005 0.001 0.001 0.003 0.003 0.012 0.004 0.002 0.018 0.002 0.011 0.007 0.004 0.006 0.010 0.001 0.007 0.005 0.002 0.001 2,521 13,441 9,784 4,486 11,144 8,281 15,216 10,575 6,073 6,415 8,508 3,006 7,162 12,588 8,439 6,450 5,172 10,267 6,188 12,977 8,372 22,764 5,953 5,879 7,414 7,200 40,703 10,561 13,358 4,758 2,664 11,203 3,774 12,147 11,333 9,128 6,392 12,941 10,335 16,694 6,691 12,312 13,581 0.01 0.10 0.07 0.02 0.08 0.05 0.11 0.07 0.04 0.04 0.06 0.01 0.05 0.09 0.06 0.04 0.03 0.07 0.04 0.09 0.06 0.17 0.04 0.04 0.05 0.05 0.32 0.07 0.10 0.03 0.01 0.08 0.02 0.09 0.08 0.06 0.04 0.09 0.07 0.12 0.04 0.09 0.10 Multidimensional Pove rty 36 0.23 0.21 0.22 0.22 0.21 0.22 0.20 0.21 0.22 0.22 0.21 0.22 0.21 0.20 0.21 0.21 0.21 0.20 0.21 0.20 0.20 0.17 0.20 0.20 0.19 0.19 0.13 0.18 0.17 0.19 0.19 0.17 0.19 0.16 0.16 0.16 0.16 0.15 0.15 0.13 0.15 0.14 0.13 Pove rty Inde x Combined Inde x 37 Rank 0.49 0.39 0.42 0.45 0.40 0.42 0.36 0.40 0.42 0.42 0.40 0.44 0.38 0.35 0.37 0.38 0.40 0.36 0.38 0.33 0.35 0.22 0.34 0.32 0.30 0.30 0.03 0.24 0.20 0.29 0.30 0.19 0.27 0.17 0.17 0.18 0.16 0.10 0.13 0.02 0.11 0.06 0.03 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.11 0.11 0.11 0.11 0.11 0.11 0.11 0.11 0.11 0.10 0.10 0.10 0.09 0.09 0.09 0.09 0.08 0.08 0.08 0.08 0.08 0.07 0.07 0.07 0.06 0.05 0.05 0.05 0.04 0.04 0.04 0.03 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 Ne w GoG SHS 38 1 1 1 1 1 1 1 131 SEIP PIM 2014-2019 District District Code Demand J3/SHS133 Demand Index 34 Population of 1517 year olds 35 Population Index La Dade Kotopon Municipal 200 1.4 0.003 10,183 0.07 Multidimensional Pove rty 36 0.13 Pove rty Inde x Combined Inde x 37 Rank 0.00 0.02 203 Ne w GoG SHS 38 132 RANK OF PUBLIC SHS IN THE 100 SELECTED DISTRICTS BASED ON THEIR NEED FOR FACILITIES WORK ON CLASSROOMS This table ranks the SHS according to the proportion of classrooms needing major improvement (either major repairs, complete replacement because they were temporary, or completion of a structure in progress). Schools with enrolment greater than 1,400 were excluded from eligibility for facilities improvement, and area shown at the bottom of the table for completeness. TABLE A5.2: S/N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 RANKED SENIOR HIGH SCHOOL SELECTION DATA BASED ON FACILITIES District Prestea Huni Valley Wa East Bodi Assin South Pru Ketu South Adaklu Ayingbe North Tongu Assin South Sefwi Akontombra Akyemansa Ketu South Ejura Sekyidomase Bongo Banda Nadowli Sawla-Tuna-Kalba Assin North M unicipal Awutu-Senya Daffiama-Bussie-Issa S chool Name ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO FUNSI SENIOR HIGH SCHOOL BODI SENIOR HIGH SCHOOL ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL YEJI SECONDARY/TECHNICAL SCHOOL KLIKOR SECONDARY/TECHNICAL SCHOOL ADAKLU SENIOR HIGH SCHOOL DORFOR SENIOR HIGH SCHOOL NYANKUM ASI AHENKRO SENIOR HIGH SCHOOL AKONTOMBRA SENIOR HIGH SCHOOL AYIREBI SENIOR HIGH SCHOOL43+ SOM E SENIOR HIGH SCHOOL SEKYEDOM ASE SENIOR HIGH SCHOOL ZORKOR SENIOR HIGH SCHOOL BANDAM AN SENIOR HIGH TECHNICAL SCHOOL KALEO SECONDARY/TECHNICAL TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL OBRACHIRE SECONDARY/TECHNICAL DAFFIAM A SENIOR HIGH SCHOOL Proportion of rooms needing improvement40 100% 100% 100% 99% 94% 92% 91% 88% 86% 82% 81% 80% 79% 78% 73% 72% 67% 67% 67% 64% Rank on classrooms 41* 1* 1* 1* 4* 5* 6* 7* 8* 9* 10* 11* 12* 13* 14* 15* 16* 17* 17* 17* 20* Enrolment 42 947 151 351 753 1050 384 489 731 937 453 319 1367 1098 677 413 1238 1289 1181 755 892 40 This was calculated from the EMIS 2013-14 data. The calculation takes the number of permanent classrooms needing major repair, plus temporary classrooms, plus uncompleted classrooms; all divided by the total number of classrooms. 41 *A verification visit was carried out to the first 50 schools plus the next 8 to verify the EMIS data and their need for facilities improvements and the potential for enrolment expansion. n/a refers to schools which had enrolment greater than 1,400 so were not eligible for expansion based on GES norms. 42 Total SHS enrolment from the EMIS 2013-14. Schools with enrolment greater than 1,400 were not considered eligible for facilities improvements since they are too large to expand. 43 * Working down from the first school (ranked 1), the first 50 were selected for facilities and quality improvements. There were four scho ols which were deemed not appropriate for facilities improvements – in these cases the school was skipped and the next was chosen. See note below about these four schools. 133 S/N 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 District Accra M etropolitan Saboba Amansie West Agortime Ziope Kassena-Nankana M unicipal Offinso M unicipal Adansi North Bongo Upper Denkyira West Jirapa Asikuma-Odoben-Brakwa Bosome Freho Jaman North Nkwanta South Accra M etropolitan Pru Offinso North Nkroranza South Afram Plains (Kwahu North) Awutu-Senya Bongo Aowin Kassena-Nankana M unicipal Wenchi M unicipal Adansi North Twifo Hemang-Lower Denkyira Wassa East Tain Central Gonja Amansie Central East Gonja Tain Assin North M unicipal Dormaa West Sekyere South Bunkpurugu-Yunyoo Afram Plains (Kwahu North) Accra M etropolitan Accra M etropolitan Twifo Hemang-Lower Denkyira S chool Name PRESBYTERIAN SENIOR HIGH SCHOOL-OSU E/P SENIOR HIGH SCHOOL, SABOBA ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL AGOTIM E SENIOR HIGH SCHOOL AWE SENIOR SECONDARY/TECHNICAL SCHOOL ST. JEROM E SENIOR HIGH SCHOOL FOM ENA T.I AHM ADIYYA SENIOR HIGH SCHOOL GOWRIE SECONDARY/TECHNICAL SCHOOL DIASO SENIOR HIGH SCHOOL ULLO SENIOR HIGH SCHOOL ODOBEN SENIOR HIGH SCHOOL BOSOM E SENIOR HIGH TECHNICAL SCHOOL-ASIWA GOKA SECONDARY/TECHNICAL SCHOOL NTRUBOM AN SENIOR HIGH SCHOOL HOLY TRINITY CATH. SENIOR HIGH SCHOOL PRANG SENIOR HIGH SCHOOL NKENKAASU SECONDARY HIGH SCHOOL KWABRE SENIOR HIGH SCHOOL+ S.T. FIDELIS SENIOR HIGH TECH. SCHOOL SENYA SENIOR HIGH SCHOOL BONGO SENIOR HIGH SCHOOL NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL OUR LADY OF LOURDES SECONDARY/TECHNICAL NCHIRAA SENIOR HIGH+ BODWESANGO SENIOR HIGH SCHOOL JUKWA SENIOR HIGH SCHOOL DABOASE SENIOR HIGH TECHNICAL SCHOOL M ENJI AGRICULTURAL SENIOR HIGH SCHOOL BUIPE. SECONDARY TECHNICAL SCHOOL JACOBU SECONDARY/TECHNICAL SCHOOL T. I. AHM ADIYYA SENIOR HIGH SCHOOL BADU SECONDARY/TECHNICAL SCHOOL OBIRI YEBOAH SECONDARY/TECHNICAL SCHOOL+ NKRANKWANTA SEC/TECH KONADU YIADOM SEC. NAKPANDURI BUSINESS SENIOR HIGH SCHOOL DONKORKROM AGRIC SENIOR HIGH SCHOOL KANESHIE SECONDARY/TECHNICAL SCHOOL ST. M ARY'S SENIOR HIGH SCHOOL TWIFO HEM ANG SECONDARY/TECHNICAL SCHOOL 134 Proportion of rooms needing improvement40 63% 63% 62% 61% 61% 60% 59% 58% 56% 55% 53% 53% 52% 52% 52% 50% 50% 50% 50% 50% 50% 50% 50% 50% 49% 48% 48% 47% 47% 46% 45% 42% 42% 42% 42% 40% 40% 40% 40% 40% Rank on classrooms 41* 21* 21* 23* 24* 25* 26* 27* 28* 29* 30* 31* 32* 33* 34* 35* 36* 36* 36* 36* 36* 36* 36* 36* 36* 45* 46* 47* 48* 48* 50* 51* 52* 52* 54* 55* 56* 56* 56* 56 56 Enrolment 42 1186 1341 724 793 1115 715 977 1050 204 890 973 518 925 906 1057 970 675 367 396 958 1225 1287 779 111 1065 1017 557 205 358 689 1119 775 1367 894 866 981 636 1147 762 258 S/N 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 District Tatale Sanguli Asunafo South Nkoranza North Akatsi North Kintampo South Nzema East M unicipal Krachi East Nanumba South Atwima M ponua Accra M etropolitan Amansie West Amansie West Jaman North Bawku West Savelugu Nanton Sekyere Kumawu Kintampo North M unicipal Lambussie-Karni Sene East Tano South Assin North M unicipal Ahafo Ano North Asunafo South North Tongu Kpandai Ayensuano Asante-Akim South Agona East Ekumfi Accra M etropolitan Agortime Ziope Jaman North Asante-Akim South North Tongu Adansi South Jaman North Kassena-Nankana M unicipal Kassena-Nankana West Wasa Amenfi West Assin South S chool Name TATALE E/P AGRICULTURE SENIOR HIGH SCHOOL KUKUOM AGRICULTURE SENIOR HIGH SCHOOL BUSUNYA SENIOR HIGH SCHOOL AVE SENIOR SECONDARY, AVE-DAKPA JEM A SENIOR HIGH SCHOOL AXIM GIRLS SENIOR HIGH SCHOOL ASUKWAKAW SENIOR HIGH SCHOOL WULENSI SENIOR HIGH SCHOOL NYINAHIN CATHOLIC SENIOR HIGH SCHOOL ACCRA HIGH SCHOOL M ANSO ADUBIA SENIOR HIGH SCHOOL M ANSOM AN SENIOR HIGH SCHOOL NAFANA PRESBY SENIOR HIGH SCHOOL ZEBILLA SEC/TECH. SCHOOL PONG-TAMALE SENIOR HIGH SCHOOL BANKOM AN SENIOR HIGH SCHOOL KINTAM PO SENIOR HIGH SCHOOL PIINA SENIOR HIGH SCHOOL KAJAJI SENIOR HIGH SCHOOL PRESBYTERIAN SECONDARY/COM M ERCIAL SCHOOL GYAASE SENIOR HIGH SCHOOL M ABANG SECONDARY/TECHNICAL SCHOOL SANKORE SENIOR HIGH M EPE ST. KIZITO SENIOR HIGH TECHNICAL SCHOOL KPANDAI SENIOR HIGH SCHOOL KRABOA COALTAR PRESBY SECONDARY/TECHNICAL SCHOOL OFOASE SECONDARY/TECHNICAL SCHOOL AGONA KWANYAKO SENIOR HIGH SCHOOL EKUM FI T.I AHM ADIYYA SENIOR HIGH SCHOOL, ESSARKYIR ACCRA WESLEY GIRLS HIGH ZIOPE SENIOR HIGH DIAM ONO SENIOR HIGH SCHOOL BOM PATA PRESBYTARIAN SENIOR HIGH SCHOOL AVETIM E-BATTOR SENIOR HIGH TECHNICAL AKROFUOM SECONDARY/TECHNICAL SCHOOL SUM AM AN SENIOR HIGH SCHOOL ST. JOHN INTEGRATED SENIOR SEC./TECH. SCHOOL CHIANA SENIOR HIGH SCHOOL ASANKRANGWA SENIOR HIGH TECHNICAL SCHOOL ADANKWAM AN SECONDARY/COM MERCIAL SCHOOL 135 Proportion of rooms needing improvement40 39% 39% 38% 38% 38% 38% 36% 36% 36% 36% 35% 35% 35% 34% 34% 33% 32% 31% 31% 30% 29% 28% 28% 27% 26% 25% 25% 25% 23% 22% 22% 22% 21% 20% 20% 20% 20% 20% 19% 19% Rank on classrooms 41* 61 61 63 63 63 63 67 68 68 68 71 72 72 74 75 76 77 78 79 80 81 82 82 84 85 86 86 86 89 90 90 90 93 94 94 94 94 94 99 100 Enrolment 42 1127 936 687 641 1194 82 552 1319 656 1354 1220 862 1118 1206 1318 310 1211 913 849 886 161 793 786 735 1291 560 513 1247 1240 1022 609 248 765 817 608 524 775 1071 707 449 S/N 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 District Wenchi M unicipal Asante-Akim South Sene West Bawku West Accra M etropolitan Nadowli Nzema East M unicipal Adansi North Kumasi M etropolitan Jirapa Atwima M ponua Builsa South Ahafo Ano South Prestea Huni Valley Sekyere Central North Tongu Wenchi M unicipal Sekyere Central Tain Bia West Adansi North Atebubu-Amantin Asunafo North M unicipal Wasa Amenfi East Assin North M unicipal Lambussie-Karni Suaman Nkoranza North Akyemansa Gomoa West Jirapa Prestea Huni Valley Sekyere Central Kassena-Nankana M unicipal Techiman M unicipal Kassena-Nankana West Kassena-Nankana West Sawla-Tuna-Kalba Nadowli Sissala West S chool Name ISTI QAAM A SENIOR HIGH SCHOOL JUASO SECONDARY/TECHNICAL SCHOOL KWAM E DANSO SECONDARY/TECHNICAL KUSANABA SENIOR HIGH SCHOOL ST. M ARGARET M ARY SEC/TECH SCHOOL QUEEN OF PEACE SENIOR HIGH SCHOOL M ANYE ACADEM Y SHS ASARE BEDIAKO SENIOR HIGH SCHOOL ST. HUBERT SEM INARY SENIOR HIGH SCHOOL JIRAPA SENIOR HIGH SCHOOL M PASATIA SECONDARY/TECHNICAL SCHOOL FUM BISI SENIOR SECONDARY AGRIC SCHOOL M ANKRANSO SENIOR HIGH SCHOOL PRESTEA SECONDARY/TECHNICAL SCHOOL NSUTAM AN CATHOLIC SENIOR HIGH SCHOOL BATTOR SENIOR HIGH SCHOOL KOASE SECONDARY/TECHNICAL BEPOSO GHANA M USLIM M ISSION SENIOR HIGH SCHOOL NSAWKAW STATE SENIOR HIGH SCHOOL BIA SENIOR HIGH TECH SCHOOL DOM POASE SENIOR HIGH SCHOOL AM ANTEN SENIOR HIGH SCHOOL AHAFOM AN SENIOR HIGH/TECHNICAL SCHOOL AM ENFIM AN SENIOR HIGH SCHOOL ASSIN STATE COLLEGE HOLY FAM ILY SENIOR HIGH SCHOOL DADIESO SENIOR HIGH SCHOOL YEFRIM AN SENIOR HIGH SCHOOL AKOKOASO SECONDARY/TECHNICAL SCHOOL M OZANO SENIOR HIGH SCHOOL ST. FRANCI S GIRLS' SENIOR HIGH SCHOOL HUNI VALLEY SENIOR HIGH SCHOOL KWAM ANG PRESBYTERIAN SECONDARY/TECHNICAL SCHOOL NOTRE DAM E SEM INARY SENIOR HIGH SCHOOL OUR LADY OF M T. CARM EL GIRLS HIGH SCHOOL M IRIGU SENIOR HIGH PAGA SENIOR HIGH SAWLA SENIOR HIGH TAKPO SENIOR HIGH HILLA LIM ANN SENIOR HIGH 136 Proportion of rooms needing improvement40 19% 19% 17% 17% 17% 17% 17% 14% 14% 14% 13% 13% 11% 10% 9% 5% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% Rank on classrooms 41* 101 101 103 103 103 103 103 108 108 110 111 112 113 114 115 116 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 117 Enrolment 42 602 736 1105 914 977 741 128 1099 550 734 1370 1288 1234 808 1009 422 717 511 281 379 704 621 846 1268 238 113 562 348 408 1052 1143 1301 674 290 223 179 225 373 226 397 S/N 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 District Gomoa West Techiman M unicipal Builsa North Karaga Kumasi M etropolitan Kassena-Nankana M unicipal Upper Denkyira East M unicipal Accra M etropolitan Nanumba North Offinso M unicipal Asutifi South Bunkpurugu-Yunyoo Kumasi M etropolitan Sekyere South Kumasi M etropolitan Accra M etropolitan Kumasi M etropolitan Gomoa West Sekyere South Nabdam Ketu South Offinso M unicipal Nkroranza South Assin South Nkwanta South Builsa North Tano South Kumasi M etropolitan Kumasi M etropolitan Ejura Sekyidomase West M amprusi Kumasi M etropolitan Savelugu Nanton Offinso North Upper M anya Krobo Ahafo Ano North Ketu South Sekyere Kumawu Sekyere South Juaboso S chool Name COLLEGE OF M USIC – M OZANO GYARKO COM M UNITY SENIOR HIGH SCHOOL SANDEM A SENIOR HIGH SCHOOL KARAGA SENIOR HIGH SCHOOL KUM ASI HIGH SCHOOL NAVRONGO SENIOR HIGH SCHOOL DUNKWA SECONDARY/TECHNICAL SCHOOL ACCRA GIRLS' SENIOR HIGH SCHOOL BIM BILLA SENIOR HIGH SCHOOL NAM ONG SECONDARY/TECHNICAL SCHOOL HWIDIEM SENIOR HIGH SCHOOL BUNKPURUGU SECONDARY/TECHNICAL ASANTEM AN SENIOR HIGH SCHOOL ADU GYAM FI SENIOR HIGH SCHOOL, JAM ASI KUM ASI SECONDARY/TECHNICAL SCHOOL KINBU SECONDARY/TECHNICAL KNUST SENIOR HIGH SCHOOL, KUM ASI APAM SENIOR HIGH SCHOOL AGONA S.D.A SENIOR HIGH SCHOOL KONGO SENIOR HIGH SCHOOL THREE-TOWN SENIOR HIGH SCHOOL DWAM ENA AKENTEN SENIOR HIGH SCHOOL NKORANZA SENIOR HIGH SCHOOL ASSIN M ANSO SENIOR HIGH SCHOOL NKWANTA SENIOR HIGH SCHOOL SANDEM A SEC/TECH SCHOOL PRESBYTEIAN SENIOR HIGH SCHOOL, BECHEM KUM ASI ANGLICAN SENIOR HIGH SCHOOL OSEI KYERETWIE SENIOR HIGH SCHOOL EJURAM AN ANGLICAN SENIOR HIGH SCHOOL WULUGU SENIOR HIGH SCHOOL KUM ASI GIRLS SENIOR HIGH SCHOOL SAVELUGU SENIOR HIGH SCHOOL AKUM ADAN SENIOR HIGH SCHOOL ASESEWA SENIOR HIGH SCHOOL TEPA SENIOR HIGH SCHOOL ST. PAUL SENIOR HIGH SCHOOL, DENU DADEASE AGRICULTURAL SENIOR HIGH SCHOOL OKOM FO ANOKYE SEC SCHOOL JUABOSO SENIOR HIGH SCHOOL 137 Proportion of rooms needing improvement40 0% 0% 150% 73% 73% 67% 64% 63% 62% 60% 57% 52% 51% 51% 50% 48% 46% 45% 44% 43% 43% 42% 41% 41% 40% 40% 40% 36% 35% 33% 32% 32% 31% 31% 30% 30% 29% 29% 29% 29% Rank on classrooms 41* 117 117 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Enrolment 42 12 341 2071 1608 1967 1815 1567 1834 1607 2230 1508 1502 2380 3045 2252 1408 1992 2035 2333 1632 1707 2236 1416 1580 1505 1911 2342 3390 2712 1554 2000 2386 1804 1574 1608 2328 1432 2010 3279 1894 S/N 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 District Kumasi M etropolitan Upper West Akim Nkwanta North Kumasi M etropolitan Kumasi M etropolitan Garu-Tempane East Gonja Gushiegu Talensi Atebubu-Amantin Accra M etropolitan Sekyere Kumawu Accra M etropolitan Accra M etropolitan Tain Wenchi M unicipal Sekyere South Nzema East M unicipal Kumasi M etropolitan Agona East Kumasi M etropolitan Bole Kumasi M etropolitan Gomoa West Adansi South Wasa Amenfi West Upper Denkyira East M unicipal Twifo Ati-M orkwa Asunafo North M unicipal Kumasi M etropolitan Techiman M unicipal West M amprusi Kassena-Nankana West Asutifi South Agona East Accra M etropolitan Asikuma-Odoben-Brakwa Krachi East Kumasi M etropolitan Kumasi M etropolitan S chool Name ARM ED FORCES SEC./ TECH. SCHOOL ADEISO PRESBY SENIOR HIGH SCHOOL KPASSA SENIOR HIGH /TECHNICAL SCHOOL KUM ASI WESLEY GIRLS' HIGH SCHOOL ADVENTIST SENIOR HIGH SCHOOL TEM PANE SENIOR HIGH SCHOOL SALAGA SENIOR HIGH SCHOOL GUSHEGU SENIOR HIGH SCHOOL BOLGATANGA SENIOR HIGH SCHOOL ATEBUBU SENIOR HIGH SCHOOL EBENEZER SENIOR HIGH SCHOOL TWENEBOA KODUA SENIOR HIGH SCHOOL ACCRA ACADEM Y ACHIM OTA SENIOR HIGH SCHOOL NKORANM AN SENIOR HIGH SCHOOL, SEIKWA B/A WENCHI M ETHODIST SENIOR HIGH SCHOOL AGONA SECONDARY/TECHNICAL SCHOOL NSEIN SENIOR HIGH SCHOOL T.I AHM ADIYYA SENIOR HIGH SCHOOL, KUM ASI NSABA PRESBYTERIAN SENIOR HIGH SCHOOL ISLAM IC SENIOR HIGH SCHOOL BOLE SENIOR HIGH SCHOOL PREM PEH COLLEGE GOM OA SECONDARY/TECHNICAL SCHOOL NEW EDUBIASE SENIOR HIGH SCHOOL ASANKRANGWA SENIOR HIGH SCHOOL BOA AM PONSEM SENIOR HIGH SCHOOL TWIFO PRASO SENIOR HIGH SCHOOL M IM SENIOR HIGH SCHOOL SERWAA NYARKO GIRLS' SENIOR HIGH SCHOOL TECHIM AN SENIOR HIGH SCHOOL WALEWALE SEC./TECH. SCHOOL SIRIGU SENIOR HIGH SCHOOL ACHERENSUA SENIOR HIGH SCHOOL SWEDRU SENIOR HIGH SCHOOL WESLEY GRAM MAR SCHOOL BREM AN ASIKUM A SENIOR HIGH SCHOOL OTI SECONDARY/TECHNICAL SCHOOL YAA ASANTEWAA GIRLS' SENIOR HIGH SCHOOL ST. LOUIS SENIOR HIGH SCHOOL 138 Proportion of rooms needing improvement40 27% 26% 25% 25% 23% 23% 23% 18% 16% 14% 14% 12% 12% 10% 10% 9% 9% 7% 6% 6% 6% 6% 4% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% Rank on classrooms 41* n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Enrolment 42 1947 1544 1639 2129 2133 1768 1526 2236 2365 1702 1488 2137 1864 2393 2262 1860 1691 1845 2546 1954 2280 1794 2657 1423 1750 1800 1783 1669 1529 1464 2257 2020 1428 1402 2104 1650 1820 2032 2048 1818 S/N 221 District Kumasi M etropolitan Proportion of rooms needing improvement40 0% S chool Name OPOKU WARE SECONDARY, KUM ASI Rank on classrooms 41* n/a Enrolment 42 2572 Notes: * Schools which were visited for verification of data and appropriateness for expansion. + The verification visits highlighted four schools which were not deemed appropriate for facilities improvements. The reasons were as follows: Ayirebi SHS already had modern academic facilities that could take over 1,100 students but was operating far below this capacity. Kwabre SHS was currently working from very poor and dilapidated facilities on rented land across two sites. However a whole new site was being constructed by GETFund which will provide excellent new facilities for the school upon completion. Nchiraa SHS was currently working out of a very small converted Basic School. Although the school is basic, there was no space on the current site for expansion and though a new site has been earmarked for a new school construction by the District Assembly, the site has been abandoned to move to a new site (with land already acquired) a whole new site construction would be necessary, which is beyond the scope of the facilities improvement sub component of the SEIP. Obiri Yeboah Secondary/Technical School had good facilities but lacks the physical capacity to expand. n/a Schools with enrolment greater than 1,400 were not considered eligible for facilities improvements. Note on the verification visits Nine teams were sent out to visit the 58 eligible schools across the ten regions of Ghana. Each team met with the Head of the School or where he/she was not available the Assistant head or other staff members representing the Head. The teams all completed the same questionnaire which sought to confirm EMIS 2013-14 data on enrolment, teaching staff and numbers of classrooms. The questionnaire also collected information on the school‘s facilities, the catchment area of the school, its enrolment capacity and how enrolment could be increased. The teams also took photos of the schools to allow the full de-briefing to compare observations across schools. 139 RANK OF PUBLIC SHS IN THE 100 SELECTED DISTRICTS BASED ON THEIR WASSCE PERFORMANCE This table ranks the SHS according to their performance in the 2013 WASSCE. Performance was measured as the proportion of candidates achieving a credit pass (A1 to C6) in all four of the core subjects: English, Mathematics, Integrated Sciences and Social Studies. TABLE A5.3: S/N 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 RANKED SENIOR HIGH SCHOOL SELECTION DATA BASED ON WASSCE PERFORMANCE District Karaga Nanumba South Wasa Amenfi West Tatale Sanguli Bunkpurugu-Yunyoo Builsa South West M amprusi Wenchi M unicipal Sekyere Central Tain Bia West Adansi North Nkoranza North Jirapa Gushiegu Sene West Bunkpurugu-Yunyoo Kpandai Atebubu-Amantin Sekyere Central Akyemansa Ahafo Ano South Assin South Asunafo North M unicipal Wasa Amenfi East Asunafo South North Tongu S chool Name KARAGA SENIOR HIGH SCHOOL WULENSI SENIOR HIGH SCHOOL ASANKRANGWA SENIOR HIGH TECHNICAL SCHOOL TATALE E/P AGRICULTURE SENIOR HIGH SCHOOL BUNKPURUGU SECONDARY/TECHNICAL FUM BISI SENIOR SECONDARY AGRIC SCHOOL WULUGU SENIOR HIGH SCHOOL KOASE SECONDARY/TECHNICAL BEPOSO GHANA M USLIM M ISSION SENIOR HIGH SCHOOL NSAWKAW STATE SENIOR HIGH SCHOOL BIA SENIOR HIGH TECH SCHOOL DOM POASE SENIOR HIGH SCHOOL BUSUNYA SENIOR HIGH SCHOOL JIRAPA SENIOR HIGH SCHOOL GUSHEGU SENIOR HIGH SCHOOL KWAM E DANSO SECONDARY/TECHNICAL NAKPANDURI BUSINESS SENIOR HIGH SCHOOL KPANDAI SENIOR HIGH SCHOOL AM ANTEN SENIOR HIGH SCHOOL NSUTAM AN CATHOLIC SENIOR HIGH SCHOOL AYIREBI SENIOR HIGH SCHOOL M ANKRANSO SENIOR HIGH SCHOOL ADANKWAM AN SECONDARY/COM MERCIAL SCHOOL AHAFOM AN SENIOR HIGH/TECHNICAL SCHOOL AM ENFIM AN SENIOR HIGH SCHOOL KUKUOM AGRICULTURE SENIOR HIGH SCHOOL AVETIM E-BATTOR SENIOR HIGH TECHNICAL 44 WAS S CE Result44 0% 0% 0% 0% 0% 0% 0% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 2% 2% 2% 2% 2% 2% 2% 3% Rank on WAS S CE 1 2 3 4 5 6 7 8 9 10 11 12 14 15 16 19 20 21 22 23 24 25 26 28 29 31 36 Receiving facilities improvement45 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 The proportion of candidates achieving grades A1 to C6 in the four core subjects: English, Mathematics, Integrated Sciences a nd Social Studies. n/a refers to schools which had not yet been approved by WAEC to sit the WASSCE so there were no WASSCE results under that school. 45 Schools already selected to be in the 50 to receive facilities and quality improvements are given a ‗1‘ and are shown at the end of the table. For completeness their rank on WASSCE (where they place in the rank against all the 221 schools) is shown. 140 S/N 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 District Gomoa West Amansie West Bole Nanumba North Ayensuano Assin North M unicipal Atwima M ponua North Tongu Akatsi North Bawku West Nkroranza South Upper West Akim Atwima M ponua Savelugu Nanton Afram Plains (Kwahu North) Asante-Akim South Upper M anya Krobo Nkwanta North Lambussie-Karni Accra M etropolitan Suaman Wenchi M unicipal Adansi South Builsa North Kintampo South Assin North M unicipal Upper Denkyira East M unicipal Nkwanta South Asante-Akim South Kumasi M etropolitan Wasa Amenfi West Agona East Sekyere South Sekyere South Ekumfi Builsa North Ketu South Offinso M unicipal Lambussie-Karni Accra M etropolitan Nkoranza North S chool Name GOM OA SECONDARY/TECHNICAL SCHOOL M ANSO ADUBIA SENIOR HIGH SCHOOL BOLE SENIOR HIGH SCHOOL BIM BILLA SENIOR HIGH SCHOOL KRABOA COALTAR PRESBY SECONDARY/TECHNICAL SCHOOL ASSIN STATE COLLEGE NYINAHIN CATHOLIC SENIOR HIGH SCHOOL M EPE ST. KIZITO SENIOR HIGH TECHNICAL SCHOOL AVE SENIOR SECONDARY, AVE-DAKPA KUSANABA SENIOR HIGH SCHOOL KWABRE SENIOR HIGH SCHOOL ADEISO PRESBY SENIOR HIGH SCHOOL M PASATIA SECONDARY/TECHNICAL SCHOOL SAVELUGU SENIOR HIGH SCHOOL DONKORKROM AGRIC SENIOR HIGH SCHOOL BOM PATA PRESBYTARIAN SENIOR HIGH SCHOOL ASESEWA SENIOR HIGH SCHOOL KPASSA SENIOR HIGH /TECHNICAL SCHOOL HOLY FAM ILY SENIOR HIGH SCHOOL KINBU SECONDARY/TECHNICAL DADIESO SENIOR HIGH SCHOOL ISTI QAAM A SENIOR HIGH SCHOOL NEW EDUBIASE SENIOR HIGH SCHOOL SANDEM A SENIOR HIGH SCHOOL JEM A SENIOR HIGH SCHOOL GYAASE SENIOR HIGH SCHOOL DUNKWA SECONDARY/TECHNICAL SCHOOL NKWANTA SENIOR HIGH SCHOOL OFOASE SECONDARY/TECHNICAL SCHOOL KUM ASI SECONDARY/TECHNICAL SCHOOL ASANKRANGWA SENIOR HIGH SCHOOL AGONA KWANYAKO SENIOR HIGH SCHOOL AGONA S.D.A SENIOR HIGH SCHOOL ADU GYAM FI SENIOR HIGH SCHOOL, JAM ASI EKUM FI T.I AHM ADIYYA SENIOR HIGH SCHOOL, ESSARKYIR SANDEM A SEC/TECH SCHOOL THREE-TOWN SENIOR HIGH SCHOOL NAM ONG SECONDARY/TECHNICAL SCHOOL PIINA SENIOR HIGH SCHOOL KANESHIE SECONDARY/TECHNICAL SCHOOL YEFRIM AN SENIOR HIGH SCHOOL 141 WAS S CE Result44 4% 4% 4% 4% 4% 4% 4% 4% 4% 4% 4% 5% 5% 5% 5% 5% 5% 5% 5% 5% 6% 6% 6% 6% 6% 6% 6% 6% 7% 7% 7% 7% 8% 8% 8% 8% 8% 8% 8% 9% 9% Rank on WAS S CE 39 40 41 42 43 44 45 46 47 50 51 52 53 54 55 56 57 58 60 61 62 63 64 65 66 68 69 72 73 75 76 78 81 82 83 84 85 86 87 88 89 Receiving facilities improvement45 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 S/N 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 District Akyemansa Sene East Prestea Huni Valley Adansi South East Gonja North Tongu Accra M etropolitan Garu-Tempane Ahafo Ano North Asutifi South Assin North M unicipal Sekyere South Upper Denkyira East M unicipal Jaman North Kintampo North M unicipal Kassena-Nankana M unicipal Gomoa West Savelugu Nanton Accra M etropolitan Twifo Ati-M orkwa Asunafo North M unicipal Nkroranza South Kassena-Nankana West Ejura Sekyidomase Kumasi M etropolitan Bawku West Asunafo South Accra M etropolitan Agona East Sekyere Kumawu Techiman M unicipal Assin South West M amprusi Offinso North Adansi North Kassena-Nankana West Wenchi M unicipal Asante-Akim South Asutifi South Nadowli Krachi East S chool Name AKOKOASO SECONDARY/TECHNICAL SCHOOL KAJAJI SENIOR HIGH SCHOOL PRESTEA SECONDARY/TECHNICAL SCHOOL AKROFUOM SECONDARY/TECHNICAL SCHOOL SALAGA SENIOR HIGH SCHOOL BATTOR SENIOR HIGH SCHOOL ACCRA WESLEY GIRLS HIGH TEM PANE SENIOR HIGH SCHOOL M ABANG SECONDARY/TECHNICAL SCHOOL HWIDIEM SENIOR HIGH SCHOOL OBIRI YEBOAH SECONDARY/TECHNICAL SCHOOL KONADU YIADOM SEC. BOA AM PONSEM SENIOR HIGH SCHOOL SUM AM AN SENIOR HIGH SCHOOL KINTAM PO SENIOR HIGH SCHOOL ST. JOHN INTEGRATED SENIOR SEC./TECH. SCHOOL M OZANO SENIOR HIGH SCHOOL PONG-TAMALE SENIOR HIGH SCHOOL ST. M ARGARET M ARY SEC/TECH SCHOOL TWIFO PRASO SENIOR HIGH SCHOOL M IM SENIOR HIGH SCHOOL NKORANZA SENIOR HIGH SCHOOL CHIANA SENIOR HIGH SCHOOL EJURAM AN ANGLICAN SENIOR HIGH SCHOOL SERWAA NYARKO GIRLS' SENIOR HIGH SCHOOL ZEBILLA SEC/TECH. SCHOOL SANKORE SENIOR HIGH EBENEZER SENIOR HIGH SCHOOL NSABA PRESBYTERIAN SENIOR HIGH SCHOOL BANKOM AN SENIOR HIGH SCHOOL TECHIM AN SENIOR HIGH SCHOOL ASSIN M ANSO SENIOR HIGH SCHOOL WALEWALE SEC./TECH. SCHOOL AKUM ADAN SENIOR HIGH SCHOOL ASARE BEDIAKO SENIOR HIGH SCHOOL SIRIGU SENIOR HIGH SCHOOL WENCHI M ETHODIST SENIOR HIGH SCHOOL JUASO SECONDARY/TECHNICAL SCHOOL ACHERENSUA SENIOR HIGH SCHOOL QUEEN OF PEACE SENIOR HIGH SCHOOL ASUKWAKAW SENIOR HIGH SCHOOL 142 WAS S CE Result44 9% 11% 11% 11% 11% 12% 12% 12% 12% 12% 13% 13% 14% 14% 14% 15% 15% 15% 15% 15% 16% 16% 16% 16% 16% 16% 17% 18% 18% 18% 19% 20% 20% 21% 21% 21% 22% 24% 26% 28% 29% Rank on WAS S CE 92 95 96 97 98 99 100 101 103 104 105 106 108 109 110 112 113 115 116 118 119 120 122 123 124 126 127 131 132 133 134 135 136 138 139 140 144 145 146 147 148 Receiving facilities improvement45 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 S/N 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 District Jirapa Agona East Sekyere Kumawu Offinso M unicipal Accra M etropolitan Tano South Kassena-Nankana M unicipal Asikuma-Odoben-Brakwa Ketu South Accra M etropolitan Amansie West Krachi East Accra M etropolitan Nabdam Atebubu-Amantin Sekyere South Prestea Huni Valley Kumasi M etropolitan Talensi Sekyere Central Tano South Kumasi M etropolitan Nzema East M unicipal Kumasi M etropolitan Kumasi M etropolitan Nzema East M unicipal Accra M etropolitan Kumasi M etropolitan Kumasi M etropolitan Gomoa West Tain Kumasi M etropolitan Kumasi M etropolitan Kumasi M etropolitan Kumasi M etropolitan Kumasi M etropolitan Jaman North Juaboso Accra M etropolitan Sekyere Kumawu Sekyere South S chool Name ST. FRANCIS GIRLS' SENIOR HIGH SCHOOL SWEDRU SENIOR HIGH SCHOOL TWENEBOA KODUA SENIOR HIGH SCHOOL DWAM ENA AKENTEN SENIOR HIGH SCHOOL WESLEY GRAM MAR SCHOOL PRESBYTERIAN SECONDARY/COM M ERCIAL SCHOOL NAVRONGO SENIOR HIGH SCHOOL BREM AN ASIKUM A SENIOR HIGH SCHOOL ST. PAUL SENIOR HIGH SCHOOL, DENU ACCRA HIGH SCHOOL M ANSOM AN SENIOR HIGH SCHOOL OTI SECONDARY/TECHNICAL SCHOOL ACCRA GIRLS' SENIOR HIGH SCHOOL KONGO SENIOR HIGH SCHOOL ATEBUBU SENIOR HIGH SCHOOL AGONA SECONDARY/TECHNICAL SCHOOL HUNI VALLEY SENIOR HIGH SCHOOL ARM ED FORCES SEC./ TECH. SCHOOL BOLGATANGA SENIOR HIGH SCHOOL KWAM ANG PRESBYTERIAN SECONDARY/TECHNICAL SCHOOL PRESBYTEIAN SENIOR HIGH SCHOOL, BECHEM KUM ASI GIRLS SENIOR HIGH SCHOOL AXIM GIRLS SENIOR HIGH SCHOOL ISLAM IC SENIOR HIGH SCHOOL KUM ASI ANGLICAN SENIOR HIGH SCHOOL NSEIN SENIOR HIGH SCHOOL ST. M ARY'S SENIOR HIGH SCHOOL OSEI KYERETWIE SENIOR HIGH SCHOOL ASANTEM AN SENIOR HIGH SCHOOL APAM SENIOR HIGH SCHOOL NKORANM AN SENIOR HIGH SCHOOL, SEIKWA B/A KNUST SENIOR HIGH SCHOOL, KUM ASI ADVENTIST SENIOR HIGH SCHOOL T.I AHM ADIYYA SENIOR HIGH SCHOOL, KUM ASI KUM ASI WESLEY GIRLS' HIGH SCHOOL YAA ASANTEWAA GIRLS' SENIOR HIGH SCHOOL NAFANA PRESBY SENIOR HIGH SCHOOL JUABOSO SENIOR HIGH SCHOOL ACHIM OTA SENIOR HIGH SCHOOL DADEASE AGRICULTURAL SENIOR HIGH SCHOOL OKOM FO ANOKYE SEC SCHOOL 143 WAS S CE Result44 30% 31% 31% 31% 31% 32% 32% 33% 34% 34% 34% 36% 36% 37% 37% 40% 41% 41% 43% 46% 47% 49% 50% 51% 52% 54% 54% 54% 58% 63% 63% 63% 64% 65% 69% 70% 71% 72% 73% 77% 81% Rank on WAS S CE 149 150 151 152 153 154 155 157 158 160 161 162 163 164 165 166 167 168 169 171 172 173 174 176 177 178 179 180 181 182 183 184 186 187 189 190 191 192 193 195 197 Receiving facilities improvement45 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 S/N 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 District Accra M etropolitan Kumasi M etropolitan Kumasi M etropolitan Kumasi M etropolitan Kassena-Nankana M unicipal Kumasi M etropolitan Ahafo Ano North Kumasi M etropolitan Techiman M unicipal Wenchi M unicipal Twifo Hemang-Lower Denkyira Agortime Ziope Jaman North Nzema East M unicipal Kassena-Nankana West Kassena-Nankana West Sawla-Tuna-Kalba Nadowli Sissala West Gomoa West Techiman M unicipal Twifo Hemang-Lower Denkyira Tain Pru Saboba Upper Denkyira West Pru Offinso North Sawla-Tuna-Kalba Daffiama-Bussie-Issa Jirapa Accra M etropolitan Ketu South Assin North M unicipal East Gonja Afram Plains (Kwahu North) Adansi North Amansie West Adaklu Ayingbe Awutu-Senya Nadowli S chool Name ACCRA ACADEM Y KUM ASI HIGH SCHOOL ST. LOUIS SENIOR HIGH SCHOOL PREM PEH COLLEGE NOTRE DAM E SEM INARY SENIOR HIGH SCHOOL OPOKU WARE SECONDARY, KUM ASI TEPA SENIOR HIGH SCHOOL ST. HUBERT SEM INARY SENIOR HIGH SCHOOL OUR LADY OF M T. CARM EL GIRLS HIGH SCHOOL NCHIRAA SENIOR HIGH TWIFO HEM ANG SECONDARY/TECHNICAL SCHOOL ZIOPE SENIOR HIGH DIAM ONO SENIOR HIGH SCHOOL M ANYE ACADEM Y SHS M IRIGU SENIOR HIGH PAGA SENIOR HIGH SAWLA SENIOR HIGH Takpo Senior High HILLA LIM ANN SENIOR HIGH COLLEGE OF M USIC - M OZANO GYARKO COM M UNITY SENIOR HIGH SCHOOL JUKWA SENIOR HIGH SCHOOL M ENJI AGRICULTURAL SENIOR HIGH SCHOOL PRANG SENIOR HIGH SCHOOL E/P SENIOR HIGH SCHOOL, SABOBA DIASO SENIOR HIGH SCHOOL YEJI SECONDARY/TECHNICAL SCHOOL NKENKAASU SECONDARY HIGH SCHOOL TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL DAFFIAM A SENIOR HIGH SCHOOL ULLO SENIOR HIGH SCHOOL HOLY TRINITY CATH. SENIOR HIGH SCHOOL KLIKOR SECONDARY/TECHNICAL SCHOOL ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL T. I. AHM ADIYYA SENIOR HIGH SCHOOL S.T. FIDELIS SENIOR HIGH TECH. SCHOOL BODWESANGO SENIOR HIGH SCHOOL ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL ADAKLU SENIOR HIGH SCHOOL SENYA SENIOR HIGH SCHOOL KALEO SECONDARY/TECHNICAL 144 WAS S CE Result44 83% 84% 84% 84% 87% 89% 93% 94% 98% + + + + + + + + + + + + 1% 1% 1% 2% 2% 2% 2% 2% 3% 3% 3% 4% 4% 5% 6% 6% 6% 7% 7% 7% Rank on WAS S CE 198 199 200 201 202 203 204 205 206 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 13 17 18 27 30 32 33 34 35 37 38 48 49 59 67 70 71 74 77 79 Receiving facilities improvement45 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 S/N 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 District Agortime Ziope Bongo Tain Ketu South North Tongu Wassa East Accra M etropolitan Awutu-Senya Bongo Assin South Asikuma-Odoben-Brakwa Offinso M unicipal Bodi Aowin Sefwi Akontombra Prestea Huni Valley Adansi North Kassena-Nankana M unicipal Bongo Jaman North Bosome Freho Ejura Sekyidomase Kassena-Nankana M unicipal Nkwanta South Assin South Dormaa West Amansie Central Wa East Banda Central Gonja S chool Name AGOTIM E SENIOR HIGH SCHOOL ZORKOR SENIOR HIGH SCHOOL BADU SECONDARY/TECHNICAL SCHOOL SOM E SENIOR HIGH SCHOOL DORFOR SENIOR HIGH SCHOOL DABOASE SENIOR HIGH TECHNICAL SCHOOL PRESBYTERIAN SENIOR HIGH SCHOOL-OSU OBRACHIRE SECONDARY/TECHNICAL BONGO SENIOR HIGH SCHOOL ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL ODOBEN SENIOR HIGH SCHOOL ST. JEROM E SENIOR HIGH SCHOOL BODI SENIOR HIGH SCHOOL NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL AKONTOMBRA SENIOR HIGH SCHOOL ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO FOM ENA T.I AHM ADIYYA SENIOR HIGH SCHOOL OUR LADY OF LOURDES SECONDARY/TECHNICAL GOWRIE SECONDARY/TECHNICAL SCHOOL GOKA SECONDARY/TECHNICAL SCHOOL BOSOM E SENIOR HIGH TECHNICAL SCHOOL-ASIWA SEKYEDOM ASE SENIOR HIGH SCHOOL AWE SENIOR SECONDARY/TECHNICAL SCHOOL NTRUBOM AN SENIOR HIGH SCHOOL NYANKUM ASI AHENKRO SENIOR HIGH SCHOOL NKRANKWANTA SEC/TECH JACOBU SECONDARY/TECHNICAL SCHOOL FUNSI SENIOR HIGH SCHOOL BANDAM AN SENIOR HIGH TECHNICAL SCHOOL BUIPE . SECONDARY TECHNICAL SCHOOL + Schools with this symbol had not yet been approved by WAEC to take WASSCE in 2013. 145 WAS S CE Result44 7% 9% 9% 10% 10% 12% 13% 15% 15% 15% 16% 16% 17% 17% 18% 20% 22% 22% 22% 33% 34% 44% 50% 63% 66% 75% 81% + + + Rank on WAS S CE 80 90 91 93 94 102 107 111 114 117 121 125 128 129 130 137 141 142 143 156 159 170 175 185 188 194 196 n/a n/a n/a Receiving facilities improvement45 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ANNEX 6: FACILITIES IMPROVEMENT SITE VISIT INFORMATION S/N DECISION ON SELECTION FOR FACILITIES IMPROVEMENT COMMENT NAME OF SCHOOL DISTRICT 1 Fomena T.I. Ahmadiyya SHS Adansi North Accepted Meet selection criteria 2 Bodwesango SHS Adansi North Accepted Meet selection criteria 3 Esaase Bontefufuo Sec. Tech Amansie West Accepted Meet selection criteria 4 Bosome Sec. Tech Bosome Freho Accepted Meet selection criteria 5 Sekyedomase SHS Ejura Sekyedumase Accepted Meet selection criteria 6 St. Jerome SHS Offinso Municipal Accepted Meet selection criteria 7 Nkenkaasu SHS Offinso North Accepted Meet selection criteria 8 Konadu Yiadom SHS Sekyere South Accepted Meet selection criteria 8 Bandaman Sec. Tech Banda Accepted Meet selection criteria 9 Goka Sec. Tech Jaman North Accepted Meet selection criteria 10 Yeji Sec. Tech Pru Accepted Meet selection criteria 11 Prang SHS Pru Accepted Meet selection criteria 12 Menji Agric SHS Tain Accepted Meet selection criteria 13 Odoben SHS Asikuma Odoben Brakwa Accepted Meet selection criteria 14 Assin North Sec Tech Assin North Accepted Meet selection criteria Obiri Yeboah Sec. Tech Assin North Low Priority Meet selection criteria 15 Assin Nsuta Agric SHS Assin South Accepted Meet selection criteria 16 Nyankomasi Ahenkro SHS Assin South Acceted Meet selection criteria 17 Obrachire Sec. Tech Awutu Senya Accepted Meet selection criteria 18 Senya SHS Awutu Senya Accepted Meet selection criteria 19 Jukwa SHS Twifo Hemang Lower Denkyira Accepted Meet selection criteria 20 Diaso SHS Upper Denkyira West Accepted Meet selection criteria 146 Donkorkrom Agric SHS Afram Plains (Kwahu North) Meet selection criteria St. Dominic's Sec. Tech Kwahu East Meet selection criteria 21 Presbyterian SHS-Osu Accra Metro Accepted Meet selection criteria 22 Holy Trinity Catholic SHS Accra Metro Accepted Meet selection criteria Kaneshie Sec. Tech Accra Metro Undecided. Meet selection criteria 23 Buipe Sec. Tech. Central Gonja Accepted Meet selection criteria 24 E/P SHS Saboba Accepted Meet selection criteria 25 Tuna Sec. Tech. Sawla Tuna Kalba Accepted Meet selection criteria 26 Adaklu SHS Adaklu Ayingbe Accepted Meet selection criteria 27 Agotime SHS Agortime Ziope Accepted Meet selection criteria 28 Klikor Sec. Tech. Ketu South Accepted Meet selection criteria 29 Some SHS Ketu South Accepted Meet selection criteria 30 Ntroboman SHS Nkwanta South Accepted Meet selection criteria 31 Dorfor SHS North Tongu Accepted Meet selection criteria 32 Nana Brentuo Sec. Tech Aowin Accepted Meet selection criteria 33 Bodi SHS Bodi Accepted Meet selection criteria 34 St. Augustines SHS Prestea Huni Valley Accepted Meet selection criteria 35 Akontombra SHS Sefwi Akontonbra Accepted Meet selection criteria 36 Daboase Sec. Tech Wassa East Accepted Meet selection criteria 37 Zorkor SHS Bongo Accepted Meet selection criteria 38 Gowrie Sec. Tech. Bongo Accepted Meet selection criteria 39 Bongo SHS Bongo Accepted Meet selection criteria 40 Awe Sec. Tech. Kasena Nankana Accepted Meet selection criteria 41 Our Lady of Lourdes Sec. Tech Kasena Nankana Accepted Meet selection criteria 42 Dafiama SHS Daffiama Bussie Issa Accepted Meet selection criteria 43 Ullo SHS Jirapa Accepted Meet selection criteria 44 Kaleo Sec. Tech. Nadowli Accepted Meet selection criteria 45 Funsi SHS Wa East Accepted Meet selection criteria REPLACEMENT SCHOOLS 46 Jacobu Sec. Tech. Amansie Central Accepted 147 47 T.I. Ahmadiyya SHS East Gonja Accepted 48 St. Dominic Secondary Technical School Kwahu East Accepted 49 Badu Sec. Tech Tain Accepted 50 Nkrankwanta Sec. Tech Dormaa West Accepted REJECTED SCHOOLS Kwabre SHS Nkoranza North Rejected New Site being developed Nchiraa SHS Wenchi Rejected St Fidelis Sec. Tech. Afram Plains (Kwahu North) Rejected Ayirebi SHS Akyemansa Rejected No room for expansion School has adequate facilities to increase enrolment School has adequate facilities to increase enrolment Armed Forces SHS Accra Metro Rejected Adequate facilities 148 ANNEX 7: GUIDELINES FOR NEW SENIOR HIGH SCHOOL CONSTRUCTION GUIDELINES FOR NEW CONSTRUCTION UNDER THE SEIP Introduction The Secondary Education Improvement Project will fund the construction of new structures in twenty-three (23) districts including the provision of furniture and equipment in the structures in order to increase enrollment to Senior Secondary Education in those districts. The new construction will be in districts where there are currently no SHS. The Project will fund the construction of a 24-unit Classroom Block with science laboratories, libraries and other ancillary facilities (E-Block); technical and vocational block as per the programme offered by the school, an 8-unit Block of two bed room Staff flats; a Canteen Block; a Headmaster‘s Bungalow and a Security Post with ancillary external civil works at each District. Process for the Selection of site for construction of new SHS The following process (with some minor deviations) would have to be followed by the implementation team to acquire the site: 1. Meet with the various stakeholders at the district level i.e. Metropolitan/Municipal/District Chief Executive (MMDCEs); District Director of Education; Chiefs; Opinion Leaders etc to brainstorm on where to site the project to benefit the maximum number of JHS graduates taking into consideration available land and suitability. 2. Agree on transfer of land ownership and registration of land in the name of the Metropolitan/Municipal/District Assemblies (MMDAs ) with the Lands Commission 3. Ministry of Education and the Ghana Education Service (Headquarters) verify/confirm land transfer and ownership 4. Safeguards screening and site inspections, RAPs need to be prepared 5. Mitigation Action Plans prepared and inserted in Bidding documents 149 Procurement of contractors for new construction Procurement of Contractors will be in accordance with the provisions in the Ghana Public Procurement Act (Act 663) Adverts for new construction will be placed in newspapers of wide circulation in the country. Contractors interested in the procurement activity will submit their tenders within a submission period. The tenders will be evaluated by an Evaluation Panel constituted by the Technical Implementation Committee (TIC). The Tender Evaluation Report will be presented to the Entity Tender Review Board, and thence to the Central Tender Review Board (CTRB) as necessary for their approval after which contractors will be notified of award of contract to them. Supply of furniture and equipment will also follow a similar procedure. It is envisaged that construction of new structures under the project will take 18 months. Please refer to Tables 4 and 5. TABLE A7.1: IMPLEMENTATION SCHEDULE FOR NEW CONSTRUCTION Activity Time-Frame Responsible Agency 1 Conduct site screening and review safeguards measures Nov 2014 Environmental and Safeguards Specialist 1. Advertise for tenders to construct the work at each school site Nov2014 Head of Civil Works Team, MOE Procurement Specialist, 2. Open tenders received for the work Dec 2014 Procurement Specialist, Evaluation Team 3. Evaluate Tenders received Dec2014 Evaluation Team 4. Seek approvals for recommendations for contract awards Dec. 2014 Chairman, Technical Implementation Committee; Project Coordinator; Procurement Specialist 5. Notify Contractors of contract award Jan 2014 Technical Implementation Committee 6. Organise orientation Workshop for Regional Coordinating Council and District Assembly Staff; contractors and District Education Office Staff on safeguards; contract administration; reporting channels and funds flow / certification mechanism Feb. 2015 Civil Works Team; Environmental and Safeguards Specialist 7. Contractors submit Securities Feb 2015 Head, Civil Works Team 8. Hand over sites to recommended contractors Feb. 2015 Supervision Consultants; M&E Team, Civil Works Team 9. Supervise construction Work; Feb. 2015 Supervision Consultants, District Engineer; District Director of Education; Independent Verifier for Civil Works 10. Organise Site meetings and manage contract Monthly Supervision Consultants 11. Report on construction progress including implementation of safeguards measures using template Monthly Supervision Consultants 12. Hand over completed project to District Director June 2016 Supervision Consultant; Civil 150 of Education Works Team, District Chief executive; District Director of Education 13. Submit Project Completion Report TABLE A7.2: Civil Works Team; Supervision Consultant IMPLEMENTATION SCHEDULE FOR THE SUPPLY OF FURNITURE AND EQUIPMENT Activity 1. July 2016 Determine the needs for furniture and equipment Time-Frame Responsible Agency Apr. 2015 Civil Works Team, Quality and Outcomes Team and Procurement Specialist 2. Prepare tender documents Aug. 2015 Civil Works Team, Quality and Outcomes Team and Procurement Specialist 3. Advertise for tenders Sept. 2015 Procurement Specialist 4. Receive tenders for furniture and equipment Oct. 2015 Procurement Specialist 5. Evaluate the tenders Nov. 2015 Evaluation Committee 6. Approve the tender evaluation report Nov. 2015 Technical Implementation Committee / Project Steering Committee and Ministerial Tender Board / Central Tender Review Board 7. Notify suppliers of award of contract Dec. 2015 Technical Implementation Committee 8. Suppliers to submit securities for mobilization and performance Jan. 2016 Procurement Specialist 9. Supply, distribute and install furniture and equipment at beneficiary schools June, 2016 Technical Implementation Committee July, 2016 Technical Implementation Committee 10. Close contract Procurement of supervision consultants for new construction Procurement of Consultants will be in accordance with the provisions in the Ghana Public Procurement Act (Act 663) . Adverts for Expression of interest in supervising the new construction will be placed in newspapers of wide circulation in the country. Consultants interested in the procurement activity will submit their Expressions of Interest within a submission period. The Expressions of Interest will be evaluated by an Evaluation Panel constituted by the TIC. The Proposal Evaluation Report will be presented to the Entity Tender Review Board for approval after which the Financial proposals will be opened. The combined Proposals Evaluation Report will be presented to the MTRB/CTRB for their concurrent approval after which Consultants will be invited for negotiations on their proposals. Selected Consultants 151 will subsequently be notified of the award of contract and be invited to sign Consultancy contracts. Please refer to Table 6. TABLE A7.3: RECRUITMENT OF SUPERVISION CONSULTANT Activity 1. Request for Expression of Interest (EOI) from the supervision consultants Time-Frame Responsible Agency Sept. 2014 Civil Works Team and Procurement Specialist 2. Receive and Evaluate Expressions of Interest Oct. 2014 Civil Works Team and Procurement Specialist 3. Approve EOI evaluation report Oct. 2014 TIC 4. Request for Technical and Financial proposals from shortlisted consultants Nov. 2014 Civil Works Team 5. Evaluate Technical Proposals Dec. 2014 Evaluation Committee 6. Approve Technical Proposals evaluation report Dec. 2014 Technical Implementation Committee / Project Steering Committee and Ministerial Tender Board / Central Tender Review Board 7. Open Financial Proposals Dec. 2014 Evaluation Committee 8. Prepare combined proposals report Dec. 2014 Evaluation Committee 9. Approve combined report Jan. 2015 Technical Implementation Committee / Project Steering Committee and Ministerial Tender Board / Central Tender Review Board 10. Invite recommended consultants for negotiations Jan. 2015 Evaluation Committee 11. Issue notification of award letters and sign contracts Jan. 2015 TIC 12. Supervision of new construction (Including defects liability works) Jan. 2015 – Dec. 2016 Civil Works Team Jan 2015 Supervision Consultants Technical and Financial contracts 13. Review Facilities Maintenance Plan prepared by Civil Works Team Supervision Arrangement The supervision of the construction of new works will be executed at four (4) levels: Level 1: The Clerks of Works working on behalf of the Supervision Consultants Level 2: The Supervision Consultants Level 3: The Civil Works Team/ District Engineer/District Director of Education Level 4: Monitoring and Evaluation Team of the SEIP Level 1: Clerks of Works The Clerks of Works engaged by the Supervision Consultants will be responsible for the day to day supervision of the works in collaboration with the Contractors‘ Site Engineer. 152 They shall ensure that the work is executed to the highest standards possible as provided in the specifications in the Contract document They shall ensure that all updated Work Programmes are submitted in a timely manner by the contractor They shall keep an accurate daily record of all site activities They shall facilitate the conduct of site meetings They shall cross-check all valuations for payment before submitting same to the Supervision Consultant Level 2: Supervision Consultants Supervision Consultants will be responsible for the review of all architectural, structural, electrical and mechanical installation drawings prepared based on the site topography and the need for more detailed information/ drawings They will be responsible for preparing geo-technical studies to determine the subsoil profiles at the various sites They will monitor the alignment of activities to environmental and social safeguards for each site in collaboration with Safeguards Consultants and Environmental and Social Management Team They will be responsible for the overall administration of the contracts They will be ultimately responsible for the quality of work executed by the contractor They will validate Claims submitted by the contractor and raise Certificates for work done for submission to the Head of the Civil Works Team They will review the Work Programmes submitted by the contractor and make recommendations for any extension of time to the Head of the Civil Works Team They will make arrangements for monthly site meetings together with the District Engineer and District Director of Education They will review all claims submitted by the Contractor and make appropriate recommendations to the Head of Civil Works Team They will make recommendations on requests for extension of time, the application of Liquidated and Ascertained Damages for non-completion on schedule and contract termination issues They will be responsible for the preparation of monthly project status reports for submission to the Head of Civil Works Team Level 3: Civil Works Team (CWT)/District Engineer/District Director of Education The CWT shall participate in monthly site meetings organized by the Supervision Consultants to address problems, challenges and ensure compliance with work plans submitted by the individual contractors Monitoring shall be carried out in delineated zones by sub-teams constituted by the CWT.Sub-Teams should be rotated among the zones to enable all teams familiarize themselves with the terrain of all the sites and works 153 The CWT sub-Teams shall take progress photographs at each site and attach them to the status reports to be submitted to the Head of the CWT The District Engineer and District Director of Education shall participate in monthly site meetings organised by the Supervision Consultants to address problems, challenges and ensure compliance with work plans submitted by the individual contractors Any observations made by the District Engineer and District Director of Educationabout the quality or work processes shall be communicated to the Supervision Consultant for action. They may not issue instructions direct to the contractor‘s site staff Level 4: Monitoring and Evaluation team The monitoring and evaluation team may participate in monthly site meetings organised by the Supervision Consultants. They may plan their site visits to coincide with these site meetings and may take photographic records of their monitoring to for e.g. inform the web based school monitoring. Monitoring shall be carried out in delineated zones by sub-teams constituted by MOE and GES. Mobile monitoring options will be explored when available to report on site progress Role of District Assembly The District Assembly is the representative of Government on site and must ensure the day to day monitoring of works to mitigate any risk to the attainment of project objectives. The District Assemblies will be responsible for the proper acquisition of the site and prepare all documentation required for ownership. They must ensure that the siting of schools meets all environmental and social safeguards requirements. They will, together with the Supervision Consultants review the design drawings and certification for work done. They will also monitor construction and safeguards compliance in collaboration with the Safeguards Consultant Roles of District Director of Education (DDE) The DDE is the representative of the GES on site and must ensure that all educational considerations are made in the implementation of new construction. Any red flags must be raised directly and immediately to the GES who are represented on the PSC. Payment Arrangement (i) The contractor prepares valuation of work done and submits to the clerk of works for corroboration. (ii) The DDE and District Engineer endorse the valuation for submission to the Supervision Consultant. (iii)The Supervision Consultants prepares a payment certificate based on the vetted valuation prepared by the contractor and submits the certificate to the Head of the Civil Works Team for onward processing through the Ghana Integrated Financial Management Information System (GIFMIS). 154 155 ANNEX 8: GUIDELINES FOR FACILITIES IMPROVEMENT GUIDELINES FOR FACILITIES IMPROVEMENT UNDER THE SEIP Introduction The facilities improvement activities under the Secondary Education Improvement Project (SEIP) will fund the rehabilitation of the physical facilities of 50 selected Senior High Schools (SHSs) including the provision of furniture and equipment in order to increase enrollment in the schools. Heads of institutions must request a needs assessment visit from the MOE and GES in order to kick start the activity. Beneficiary schools were selected from the bottom 100 districts based on district poverty index, SHS demand and district population (15 to 17 years). Criteria for Selecting Beneficiary Schools for Facilities Improvement A combined index of district poverty, demand for SHS (ratio of JHS3 to SHS1 students), and district population (15 to 17 years) was applied to the 216 districts in order to rank them. Subsequently the bottom 100 districts were selected and all public SHSs in these 100 districts were ranked according to their need for major works to their classrooms – see Annex 5. Schools with enrolment greater than 1,400 were not considered eligible for expanding enrolment. From this ranking, the bottom 50 schools were selected to benefit from facilities and quality improvement. . Process for the Selection of Activities for Facilities Improvement The following considerations may be made for the selection of various sub-projects for facilities improvement: a. Meet with the various stakeholders at the school level i.e. teachers, non-teaching staff (accounting, procurement, etc.), Board and Students‘ Representative Council (SRC). The purpose should be to brainstorm and reach agreement on activities for facilities improvement which will lead to an increase in the enrollment of the school. b. Agree on activities (with justification) based on the needs of the school which will have the most impact on increasing enrollment at the school and which will be implemented with funding from the project. 156 c. After the stakeholder meetings at the school level to prioritize facilities needs, the selected activities will be reviewed by the District Assembly and the DEO. d. Participate in a Needs Assessment intervention led by committee from the MOE and GES headquarters and finalize major and minor facilities improvement and the total enrollment increase expected after implementation. e. Prepare a work plan and budget for the agreed Facilities Improvement activities for the SHS based on estimates. f. Procurement of goods and works under the facilities improvement at the school level should be based on provisions made in the procurement section. g. The total cost of Facilities Improvement activities should not exceed the specific amount46 determined under the SEIP. Considerations for Major and Minor Facilities Improvement The following major and minor facilities improvement activities may be considered by heads of beneficiary SHSs if there is evidence that these will increase enrolment. Facilities Improvement 1. A school canteen 2. Science Laboratory 3. A school library iv. Additional classrooms 4. A teachers/staff flat 5. Furniture 6. Equipment 7. Roofing of existing structures 8. Strengthening of structural frames 9. Enclosing walls, windows and doors 10. Ceiling wall finishing and floor finishing 11. Decoration of structures 12. Painting of buildings 13. Science and math equipment 46 Estimated amount for each of the 50 beneficiary SHSs for Facilities Improvement will not exceed USD200,000 over the 5 year SEIP implementation period. The amount may be spent on one activity for a determined period or spread over several activities over a period. 157 It is envisaged that the school facilities improvement under the project will involve the following activities: Renovation : to make changes and repair (major or minor) Refurbishment : to repair and improve existing buildings Rehabilitation : to restore to formal condition (major or minor) Conservation : to maintain buildings heritage New works : make provision for needed facilities Beneficiary schools may begin activities as soon as they are officially notified of the start of the project by the MOE. Effectiveness of the project is expected in September 2014 and schools can begin activities towards implementation of facilities improvement from this point. The school level stakeholder meetings, orientation workshops, needs assessment visits by the MOE and GES, preparation and approval of workplans and budgets are all expected to be completed by February, 2015. The process for selecting facilities improvement contractor for the school will be completed over the next three months in April 2015. The timing is necessary to ensure that supervision consultants participate in the process of contractor selection. School Heads must monitor the sub-project implementation including taking photographs on the phases of facilities improvement for their websites. TABLE A8.1: IMPLEMENTATION STEPS FOR FACILITIES IMPROVEMENT Activity Time-Frame Responsible Agency 1. Notify Beneficiary School Head of SHS selection under SEIP Facilities Improvement Oct. 2014 GES 2. Organize SHS level stakeholder meeting to determine possible sub-projects for facilities improvement (invite DEOs, DAs to meeting) Oct. 2014 Head of SHS 3. Organize orientation workshop to sensitize beneficiaries about project, roles, timelines, safeguards considerations, procurement, FM and DLIs and DLRs Nov. 2014 Head of Civil Works Team, MOE, SafeGuards Consultant 4. Undertake Needs Assessment visits to Beneficiary Schools (including safeguards consultant) to determine activities Nov. 2014 – Jan. 2015 Civil Works Committee, MOE 5. Prepare SHS Facilities Improvement Workplan, Budget, Safeguards considerations (with assistance from safeguards consultant) Feb. 2015 Head of SHS 6. Submit SHS Facilities Workplan, Budget to DEOs Improvement Feb. 2015 Head of SHS 7. Advertise for tenders for facilities improvement work at district level Feb. 2015 Head of Civil Works Team, MOE Procurement Specialist, Das, DEOs 8. Open tenders received for the work Mar. 2015 Procurement Specialist, Evaluation Team, DAs, DEOs 158 9. Evaluate Tenders received Mar. 2015 Evaluation Team 10. Seek approvals for recommendations for contract awards Mar. 2015 Chairman, Technical Implementation Committee; Project Co-ordinator; Procurement Specialist 11. Notify Contractors of contract award Apr. 2015 Technical Implementation Committee 12. Contractors submit Securities May. 2015 Civil Works Team / District Team May. 2015 Supervision Consultants, School Head, District Engineer and District Director 14. Monitor/ supervise implementation of the contract May. 2015 – April. 2016 Head of SHS, District Engineer, Supervision Consultant, Civil Works Monitoring Team-MOE, GES 15. Organise Site meetings and manage contract Monthly Supervision Consultants 16. Report on implementation issues at the SHS level to Civil Works Team May. 2015 – April. 2016 Head of SHS 17. Hand over completed project to the School Head April. 2016 Supervision Consultant; Civil Works Team, District Chief executive; District Director of Education, School Head 18. Submit Project Completion Report May. 2016 Head of SHS, District Engineer, Supervising Consultant to Civil Works Team 13. Hand over contractors sites to recommended Orientation Workshop for Beneficiary Senior High Schools for Facilities Improvement An orientation for representatives from the 50 Beneficiary SHSs for Facilities Improvement will be held in October, 2014. Participants from Beneficiary SHSs will include the head of the SHS, assistant head (academic), assistant head (administration), senior housemaster/mistress, and accountant. The orientation meeting will introduce the SEIP, explain the role of the school administration in the selection, implementation, monitoring and reporting on sub-projects and provide information on contacts for resolving challenges and issues that may arise during implementation. The orientation will also sensitize participants on what is expected during the verification of identified needs of beneficiary Senior High Schools by the committee from the MOE and GES. Needs Assessment of Beneficiary Senior High School Facilities A Needs Assessment Committee from the MOE and GES will visit each of the 50 Beneficiary Schools for Facilities Improvement. The objective is to provide technical assistance which will confirm the priority facilities for improvement determined during the school‘s stakeholder meeting. When agreement is reached on which facilities will be funded within the budget, the Needs Assessment Committee will prepare bills of quantities or estimates for the sub-project. 159 Implementation of School Facility Improvement With the coordination of the supervision consultant who reports to the Head of the Civil Works Team at the MOE, the district engineer will prepare handle the site contract administration. The head of the school will have the role of being the eyes of the technical implementation committee on the ground and will report any inconsistencies to the Head of the Civil Works Team at the MOE. Mobile monitoring options will also be used when available to report on progress of work. Payments will be made on certification of work done which will be signed by the district engineer, the school head, and the supervision consultant. Procurement of Works The District Assemblies shall procure contractors for the works in accordance with the Ghana Public Procurement Act (Act 663) and as provided in the procurement section of the PIM. The District Assemblies shall submit the evaluation report to the TIC and thence to the Ministerial Tender Review Board (MTRB) for review and approval before contracts are awarded. The MTRB shall review the evaluation reports and communicate its findings to the District Assemblies within two (2) weeks on receipt of the reports. The District Assemblies on receipt of the approval from MTRB shall finalize the contracting process and hand over the sites to the recommended contractors to commence work. A copy of the contract document will be forwarded to the Ministry of Education. The Supervision Consultant is expected to be appointed in February, 2015 to oversee the procurement of contractors for new construction and facilities improvement. The advertisement for facilities improvement is therefore scheduled to be rolled-out in January, 2015. TABLE A8.2: RECRUITMENT OF SUPERVISION CONSULTANTS Activity Time-Frame Responsible Agency 1. Request for Expression of Interest (EOI) from the supervision consultants Sept. 2014 Civil Works Team and Procurement Specialist 2. Receive and Evaluate Expressions of Interest Oct. 2014 Civil Works Team and Procurement Specialist 3. Approve EOI evaluation report Oct. 2014 TIC 4. Request for Technical and Financial proposals from shortlisted consultants Nov. 2014 Civil Works Team 5. Evaluate Technical Proposals Dec. 2014 Evaluation Committee 6. Approve Technical Proposals evaluation report Dec. 2014 Technical Implementation Committee / Project Steering Committee and Ministerial Tender Board / Central Tender Review Board 7. Open Financial Proposals Dec. 2014 Evaluation Committee 8. Prepare combined proposals report Jan. 2015 Evaluation Committee 9. Approve combined report Jan. 2015 Technical Implementation Committee / Project Steering Committee and Ministerial Tender Board / Central Tender Review Board Technical and Financial 160 10. Invite recommended consultants for negotiations Jan. 2015 Evaluation Committee 11. Issue notification of award letters and sign contracts Feb. 2015 TIC 12. Supervision of facilities improvement contract (Including defects liability works) May, 2015 – May, 2016 Civil Works Team, Supervision Consultant, District Engineer, District Director of Education and School Head Supervision Arrangement The supervision of the facilities upgrade will be executed at three levels as follows: Level 1: School facilities Committee Level 2: District Engineers / DEO Level 3: Supervising Consultant / Clerks of Works Level 1: School Facilities Committee The schools shall set-up a school‘s facilities committee to undertake the following: ensure that all updated Work Programmes to be submitted by the contractor are submitted in a timely manner keep an accurate daily record of all site activities Level 2: District Supervising Committee (District Engineer, District Education Planning Officer and DDE) The District supervising committee shall: facilitate the conduct of site meetings ensure that the work is executed to the highest standards possible as provided in the specifications in the Contract document review all architectural, structural, electrical and mechanical installation drawings prepared based on the site topography and the need for more detailed information/ drawings (where applicable) prepare environmental and social safeguards for each site be responsible for the overall administration of the contracts be ultimately responsible for the quality of work executed by the contractor validate Claims submitted by the contractor for work done and raise Certificates for work done for submission to the Head of the Civil Works Team review the Work Programmes submitted by the contractor and make recommendations for any extension of time to the Head of the Civil Heads Team make arrangements for monthly site meetings review all claims submitted by the Contractor and make appropriate recommendations to the Head of Civil Works Team make recommendations on requests for extension of time and the application of Liquidated and Ascertained Damages for non-completion on schedule be responsible for the preparation of monthly project status reports for submission to the Head of Civil Works Team 161 Level 3: Supervising Consultant / Clerks of Works Back-stops the District supervising team and collates and submits all reports on facilities upgrade to the Head of CWT. Payment Arrangement i. District Supervision Committee will prepare valuations of work done/certificates and submit to the supervising consultant for verification and approval for payment by the civil works team (CWT) ii. Payment will then be effected by the Ministry to the contractor 162 ANNEX 9: STUDENT INFORMATION SHEET ON SCHOLARSHIPS Objective: The scholarship is to help the beneficiary to gain access to and remain in senior high education till completion. Duration of scholarship: The scholarship spans the three years of senior high schooling. However this is not automatic. To remain on the scheme beneficiaries must: Attain at least 80% school attendance in each academic term. (If the beneficiary fails to satisfy this condition s/he must provide tangible reasonsfor the failure). S/he must show progressive academic work throughout the academic year. Beneficiaries who do not meet the 80% attendance must seek support from the Guidance and counseling (G&C) unit for guidance They may seek support for academic progress from the G&C unit. Beneficiary will receive a letter warning of possible withdrawal of scholarship if efforts by the guidance and counseling unit to support her/him increase rate of school attendance fails. Scholarship Package The scholarship will cover all eligible items such as school fees, uniforms, text books, exercise books, examination fees. The remaining funds will be given to the students to meet their other needs. Withdrawing from the scheme The Scholarship is not transferable A beneficiary shall who wishes to voluntarily withdraw shall notify the Administrator through her/his head of school. A beneficiary will be withdrawn if s/he caught engaging in any criminal act, including stealing, prostitution, use of illicit drugs. A female beneficiary will be deemed to have withdrawn from the scholarship when she gets pregnant in the course of her schooling. She may however re-enroll after delivery and may reapply. Guiding Conditions for continuous benefiting Beneficiaries of the SEIP scholarship will remain on the scheme for the three of the SHS programme. This however is not automatic. To remain on the programme for the three-year term, the beneficiary must fulfill the following conditions: The Scholarship beneficiary must attain 80% school attendance in the academic year. If the beneficiary unable to satisfy this condition s/he must provide tangible reason for that. 163 S/he must show progressive academic work throughout the academic year. Students who do not show progressive academic work will be given a warning letter after the second term examination report. If the third term report shows no progress in academic work, but the said beneficiary does not provide any reason for the low performance, s/he shall have the scholarship withdrawn. Beneficiary shall notify the Administrator through her/his head of school on any intention to withdraw from the scholarship. 164 ANNEX 10: DRAFT TERMS OF REFERENCE FOR SCHOLARSHIP ADVISOR/ADMINISTRATOR Draft Terms of Reference Secondary Education Improvement Project (SEIP) Scholarship Administrator 1. BACKGROUND The Government of Ghana has obtained World Bank funding to support the government‘s strategy to improve secondary education in Ghana. The Secondary Education Improvement Project (SEIP), approved for an amount of GHC156m (one hundred and fifty six million dollars) in May 2014 will support the government‘s secondary education program with the objective of increasing equitable access to and participation in education at all levels; improving the quality of teaching and learning for students from poor families especially girls. The project has two components namely: (i) Support to increase access with equity and quality in senior high schools. This component will employ a results-based financing modality to increase access with equity in underserved districts and subsidize students, especially girls from low income households; and (ii) management, research, monitoring and evaluation to strengthen the implementation capacity of the Ministry of Education (MOE) and the Ghana Education Service (GES) and its related implementing agencies as well as assist them to achieve the objective of government‘s senior high school strategy. The SEIP will be implemented over a five year period from May 2014 to November 2019. As part of Component 1 of the SEIP, scholarships will be provided for students in 50 existing senior high schools benefiting from facilities improvement and an additional 23 newly constructed senior high schools expected to be completed in the third year of project implementation. The main objectives of the scholarship scheme are to: (i) address low level of participation of students in secondary education from poor communities, SEIP will use scholarship as incentive to encourage more students to stay in school and also as a relief to parents in the low income bracket; (ii) disburse $23.20m (twenty three million two hundred thousand US dollars) as scholarships to 10,000 eligible students in selected senior secondary schools. The agreed outcomes for the SEIP Scholarship Scheme is to (i) support 10,000 need and qualified youth graduating from JHSs in beneficiary districts to complete SHS; (ii) improve retention, completion and attainment rates, particularly for girls, and other vulnerable students; and (iii) ensure stakeholder ownership of the scholarship scheme. Eligible students to benefit from the SEIP scholarship scheme must come from selected deprived districts, and from the most disadvantaged households in the relevant communities. The draft guideline for eligibility and selection of students has been prepared by the Ghana Education Service (GES) and will be provided as additional information for the administration of the scholarships. 165 2. OBJECTIVES The objectives of these terms of reference are to employ the services of an individual or firm who will administer the scholarships under the SEIP, report on the process, assist potential evaluators and be generally responsible for disbursing the scholarships to beneficiary students according to agreed guidelines for the scholarship scheme. The Scholarship Administrator will be responsible for providing leadership for the general and active management of the SEIP Scholarship Scheme and for meeting Disbursement Linked Indicator (DLI) 4: ―Increased enrollment in selected SHSs and students from low income families, especially girls‖ and for all the associated Disbursement Linked Results on the number of students to benefit from SEIP scholarships annually. To achieve the objectives, the Scholarship Administrator will be required to address the following questions: (i) Does the criteria for selecting beneficiaries focus on the neediest of the needy? (ii) Is the selection process transparent and fair? (iii) Is there provision for a conflict resolution mechanism or process? (iv) How will all stakeholders at the community and school levels be engaged in the selection of eligible beneficiaries? (v) How will consultant collaborate with SEIP implementers (MOE, GES, Steering Committee, interested agencies) to ensure that their interests are constantly factored into the selection of scholarship beneficiaries as per the Project Implementation Manual (PIM) and the guidelines for the scholarship scheme? (vi) What steps will consultant take to ensure that data on individual scholarship beneficiaries are safeguarded? (vii) How will other issues of social safeguards, gender, family life issues and adolescent reproductive health be addressed as part of the intervention? (viii) What steps will consultant take to ensure that there is no leakage of scholarship funds? (ix) What measures will consultant take to ensure fiduciary safeguards? (x) What mechanism is consultant considering to obtain objective information about potential beneficiaries as a basis for selection? (xi) What support will consultant provide to enable strong communication and information dissemination under the program? (xii) How will consultant monitor the scholarship beneficiaries and outputs? (xiii) How will consultant ensure collaboration on lessons learned to guarantee that these benefit the ongoing scholarship scheme implementation as well as future scaling up? 3. SCOPE OF WORK The Scholarship Administrator will be: Responsible for administering and reporting on the SEIP scholarship scheme Responsible for meeting all the relevant DLIs and DLRs especially, DLI4: ―Increased enrollment in selected SHSs and for students from low income families, especially girls‖. 166 Work closely with the Ministry of Education, the Ghana Education Service, Regional and District Offices of Education, selected schools, relevant communities and stakeholders in the process of selection of beneficiary students and scholarship administration. Responsible for allocated scholarships funds and disbursement to support scholarship beneficiaries. Carefully in following the agreed selection criteria as outlined in the PIM in order to achieve the DLI4. Task on time to report on funds allocated and used under the scholarship scheme and collaborate on all financial reporting and audits. Safeguarding data on scholarship selection process, recipients‘ progress including their follow up to SHS completion and report regularly on the scholarship program as required including at the annual review of education performance (NESAR) to the MOE, GES and other stakeholders. stay abreast of developments across the programme and facilitate coherence within all components of SEIP provide additional technical and specialist support when requested Design the Plan of Action and manage the disbursement schedule with relevant Teams and report back as appropriate. Ensure transparency in the selection procedure and accountability of all relevant offices. Design strategies for identifying really needy and qualified students based on agreed Scholarship Application Form Develop and collaborate with MOE/GES on communication strategy and carry out sensitization programme to inform the school and the community as well as the nation Develop and implements an agreed approach to the monitoring of outputs of DLI4 Attend all meetings in respect of the scholarship. lead on knowledge-sharing activities, communication and sensitization on SEIP objectives in relation to scholarship and disseminate implementation results with the Government of Ghana, Development Partners and all relevant stakeholders through a knowledge-management and communications strategy. This will include, but will not be limited to: 167 Organizing knowledge-sharing events and workshops to strengthen understanding of the evidence, challenges and opportunities in improving the quality and equity in improving access for the poor in secondary education. • Supporting the conduct of research and analysis to inform improvements in students‘ performance in relation to the results areas and overall objectives and maintaining a deep understanding of the education sector context. • Establishing and maintaining an information data base on the performance of student beneficiaries. • Documenting and reporting results and lesson-learning through a variety of media, including newspapers and the Internet and acting as a conduit of information and best practice between partners and key stakeholders. Assign roles and responsibilities to relevant committees and teams Working committees and teams 1. Scholarship Implementation Committee - Notification of Availability and Distribution of Application Forms - School level: preliminary selection of qualified candidates - District level: interviews applicants before giving the forms. 2. Scholarship Application Assessors - Assess Application Forms and select eligible students - Score all Application Forms - Agree on the cut off point for qualification for the scholarship - Make observations which need to be taken into account for improving the application forms and the overall process. 3. Monitoring and evaluation Teams - Develop a framework for collecting and analyzing data - Undertake regular monitoring and reporting through field visits - Establish appropriate quarterly reporting mechanisms - Regular sharing of progress on Output and consultation with the MOE/GES - Work closely with MOE/GES on annual reviews, a mid-term review and a final evaluation. Develop Annual work plans linked to key performance indicators (KPIs), procurement plans and budgets, to be approved by the Steering Committee/ Approving Authority. 168 • These are the key documents against which performance progress will be monitored and evaluated. • They are intended to be working documents and may be updated or revised subject to approval by the Steering Committee or Approving Authority. • They will specify a timetable for the implementation of planned activities and a detailed programme budget. • These will include a brief report on performance to date. It is anticipated that MOE/GES and the Bank, together with other appropriate persons, will review work plans and provide comments and recommend changes. work with a small, responsive and flexible core team, and this may include, but not limited to, a team leader, education advisors, finance and management specialists. carry out the requisite due diligence on grant partners and ensure proper fiduciary oversight through regular monitoring. assume all the risk for any loss of funds incurred under the contract. TABLE A10.1: DELIVERABLES The deliverables outlined are to be provided in both electronic and hard copies. The following deliverables for the first two years are as follows: Deliverable Contract Year 1 Instrument Survey List of School. Beneficaries Bank Transfers Year 2 Monitoring Report Final Report Preparatory Stakeholder Meetings Follow up Scholarship Beneficiaries Subject Contract Signature Draft SEIP Scholarship Application Form Survey to assess of potential scholarship beneficiary Selection of Scholarship Beneficiaries for Sept. 2014 Transfer of Scholarship Funds to support Beneficiaries Follow up on students attendance and performance Submission of Final Report and Lessons Learned Participatory Learning Appraisal with stakeholders Report on students who received scholarships 169 Timeline 10/2014 % of Annual Admini strative Fee 10 10/2014 5 11/2014 30 11/2014 25 12/2014 15 Termly 10 12/2014 5 01/2015 10 03/2015 10 Survey List of School. Beneficiaries Bank Transfers Monitoring Report Final Report Survey to assess of potential scholarship beneficiary Selection of Scholarship Beneficiaries for Sept. 2015 Transfer of Scholarship Funds to support Beneficiaries Follow up on students attendance and performance Submission of Final Report and Lessons Learned 11/2015 30 11/2015 25 12/2015 15 Termly 10 12/2014 5 5. CONSULTANT QUALIFICATION AND EXPERIENCE The consultant should have the following qualifications and experience: Academic Qualifications Advanced degree in Social Sciences, Project Management and Administration, Financial Management, Procurement, data management, ?? The consultant must also have experience and knowledge working with government and the education sector as well as with education stakeholders including development partners. Knowledge on development and education policy, access, equity and genders issues are required. Consultant must have advanced ability in the use of ICT tools and software especially data management. Good communication, great interpersonal relations, ability to meet deadlines and deliver under pressure, ability to understand and resolve complex socio cultural situations, excellent problem solving skills and co-operation, as well as team building skills will be necessary for a successful implementation of the scheme. Consultant familiarity with the use of participatory learning approaches and rural appraisal methods will be an advantage. Work Experience Consultant must have held a similar position or have experience on a scholarship scheme in a developing country, benefiting poor communities. Experience working with multiple stakeholders and scholarship implementation committees on scholarships related to broad developmental issues and addressing poverty, deprivation, disability and gender and geographic disparities will be required. Experience working on large scale projects, in beneficiary data collection and analysis, monitoring and evaluation, reporting, documentation and in facilitating dissemination session will be valued. 6. TIMELINE AND REPORTING The administration of the SEIP scholarship will be for the period of project implementation. The consultant will be remunerated per percentage of scholarship disbursed as per agreed contract and World Bank payment guidelines regarding the deliverables outlined. This will be on condition that the deliverables are of acceptable quality and satisfactory to the Ministry of Education. With regard to the day to day administration of the scheme, the consultant will report to the Project Coordinator of the SEIP. 170 ANNEX 11: SCHOLARSHIP PROGRAMMEAPPLICATION FORM 1. Name of Pupil........................................................................................................ Affix a duly attested 2. Nationality.....................................................................3. Age ...................... photograph here 4 Sex ............................................................................... 5. Class ......................... 6 School: .................................................................................................................. 7 Town: ..................................................................................................................... 8 District:.................................................................................................................. 9 Region: .................................................................................................................... 10 Total number of children under 18 in household (i.e. those taken care of by same adult(s):...... 11 Mother‘s name: ....................................................... Dead/Alive: ........................ 12 Mother‘s Age if alive (Tick as applicable) 30-40 40 – 50 50-60 Above 60 13 Father‘s name: ...........................................................Dead/Alive: ....................... 14 Father‘s Age if alive (Tick as applicable) 30-40 40 – 50 50-60 Above 60 15 Guardian‘s name if being sponsored by a guardian: ....................................... 16 Guardian‘s Age if being sponsored by a guardian (Tick as applicable) 30-40 50-60 ; 40 – 50 Above 60 17 Relationship to guardian: aunt, uncle, grandmother, grandfather, family friend, other (specify) 18 Father‘s Occupation (if alive): ............................................................................ 19 Mother‘s Occupation (if alive): ............................................................................ 20 Guardian‘s occupation, if being sponsored by any other person than the biological parents ................................................................................. 21 Approximately how much money is spent by parents/guardians each week (include the value of any payment in goods): ……. GHS 171 22 Who pays your costs of education and levies?: .............................................................. 23 Relationship to the one who pays these costs if not biological parents: .................... 24 Who provides your basic needs (food, clothing & shelter)? .............................. 25 Relationship to the one who provides for your basic needs if not biological parents: ................................................................................................................................................... 26 Are parents married? ................................................................................................... 27 With whom are you staying? .............................................................................................. 28 How many brothers do you live with?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 How many sisters do you live with? . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Are there any other relatives living with you?. . . . . . . . . . . . . . . . . . . . . 31 Do you, or anyone who lives with you, have a disability or serious illness? Yes/No If yes, please give details:…………………………………………………………………………………… 32 Approximate distance travelled to attend school: ............................................................ 33 Current mode of transport for journey to school: ............................................................. 34 What is the main source of light in your house? Electricity (mains) Kerosene Gas lamps Candles/ torches/ flashlights Solar panels/ lamps Generator No light Other 30 Does your household benefit from the Livelihood Empowerment Against Poverty (LEAP) Programme? Yes/No 172 A. DECLARATION BY STUDENT I, ................................................................................................................, information, I have given about myself is the truth. certify that the Signature of Pupil: .................................................................................................. B. DECLARATION BY WITNESS (PARENT/GUARDIAN) Relationship to student:…………………………………………………………………………….. Signature / Right thumb print……………………………………………………………………… PART FIVE (ENDORSEMENT OF HEADMASTER / HEADMISTRESS) I………………………………………………………………………Headmaster /Headmistress of………………………………………………………………………School, having checked on documents attached declare that, Master/Miss…………………………………………...……....of ……………...……………………………………………………………. (JHS is / was a student in my School in the…………………………………………....……………………academic year. I recommend / do not recommend the student (Please Underline appropriately) PART SIX (DOCUMENT DETAILS) Please indicate if student has attached the following documents or not. 1. Admission Letter Yes No 2. Last School Report 3. Result Slip 4. School Fees/ Bill Yes Yes Yes No No No NB: NO AWARD WILL BE GRANTED IF INFORMATION PROVIDED IS FOUND TO BE FALSE. AN AWARD IF INADVERTENTLY GIVEN BASED ON FALSE INFORMATION WILL AUTOMATICALLY BE WITHDRAWN AND THE CULPRIT WOULD BE LIABLE FOR PROSECUTION. Please return the completed form to: SEIP SCHOLARSHIP ADMINISTRATOR Ministry of Education P.O. Box M.45 Accra. 173 OFFICIAL USE ONLY PART A (TO BE COMPLETED BY OFFICIALS OF THE SEIP SCHOLARSHIP SECRETARIAT) Name of Official vetting application:……………………………………………………………… 1. Are recommendations made by Institution / School in order? (Please tick) Yes No 2. Recommendation of Schedule Officer: a. Recommended for award of full Scholarship b. Not Recommended 3. Reason/Justification: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………. ……………………………………………………………………………………………................ ...................................... Signature:………………………………………………………………….. Date:……………………………………………………………………….. PART B APPROVAL BY SCHOLARSHIP ADMINISTRATOR NAME:……………………………………………………………………………………... SIGNATURE:……………………………………………………………………………… DATE:……………………………………………………………………………………… 174 ANNEX 12: GUIDELINES FOR PREPARING SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN GHANA EDUCATION SERVICE SCHOOL PERFORMANCE PARTNERSHIPS August 2014 175 Introduction The School Performance Partnership (SPP) defines the relationship between the school and District Education Directorate with oversight responsibility by the DEOC as a process of supporting schools for high achievements. The SPPP is an agreed plan of activities with expected outputs and outcomes. Under the Secondary Education Improvement Project, 125 beneficiary SHSs will be required to prepare School Performance Partnership plans. The main objective of the SPPP is to improve teaching and learning leading to increase in performance. The SPP therefore provides a platform on which schools are held accountable for what is taught, how it is taught and how it helps students to learn effectively. Schools thus will do needs assessment, identify areas of teaching and learning that need support and develop plans to improve upon these areas. The SPPP must target activities that will improve outcomes in performance and enrolment. It must include the following Improvement in teaching and learning mathematics, science and ICT Leadership Support for weak students and low learners Procuring laboratory materials Teaching and learning materials. These are mandatory and must be catered for in the SPPP. Other activities that may be considered include student enrolment drive, educational field trips, rehabilitation of minor facilities among others. Having received training, heads of schools are expected to provide similar training for all levels of leadership to help them in identifying areas that need support in their various departments. With that training it is expected that school would be able to prepare a good SPPP. Schools then will propose and plan activities for improving quality of teaching and learning which are approved by the Ghana Education Service to be funded under the SEIP. The accountability relationship is thus between the head of the SHS and the District Director for Education who represents the Director-General. The SPPP will therefore be signed by the Head of the SHS and the District Director for Education and countersigned by the Chairman of the DEOC. The Regional Director who will sign as a witness has oversight responsibility to supervise and monitor the implementation of the SPPPs in the region. Steps in Preparing the SPPP 1. Meet with your school stakeholders i.e. teachers, non-teaching staff (accounting, procurement, kitchen etc.), Board47, and Students Representative Council (SRC). The purpose should be to brainstorm on activities which will improve the quality of teaching and learning in the school and enhance student performance. 2. Select activities which will have the most impact on improving teaching and learning and which can be implemented within one year. 47 PTAs are represented on the School Board and are therefore not separately mentioned. 176 3. The total cost for an SPPP in a particular year should not be more than 25 percent of total SEIP allocation48 for the beneficiary school. 4. List these activities in your SPPP with costs, time-lines, responsibility, and the actual outcome of quality improvement these activities will lead to. Justify each activity in a short write-up below the SPPP. A template is provided as an example in Annex 13. 5. Ensure that your outcomes are measurable and there are baselines for all the agreed targets. Training The schools will receive training in the following areas among others to enable schools identify and prioritize their needs Planning Leadership Procurement Financial Accounting School inspection Eligibility for Funding A school will be eligible for funding if it satisfies the following criteria: The School has; i. An approved School Performance Plan based on priorities identified during school stakeholder consultations (duly signed by stakeholders). ii. Signed a School Performance Partnership Agreement to comply with the requirements of the SEIP Financing Agreement and to discharge its obligations under the project. iii. Opened a School Performance Partnership Account to receive SEIP funds and has notified the Director-General of the account particulars. iv. Submitted School Performance Partnership Plan, Budget, Procurement Plan and Cash Flow forecast to the Director-General with copy to the District Director of Education v. The school shall also ensure that budget figures recorded reflect the period of implementation indicated in the SPPPs. vi. Submitted request for Funds. 48 SEIP allocations for each school is estimated at USD 120,000 (one hundred and twenty thousand US dollars) over the 5 year SEIP implementation period. 177 Disbursement and Compliance The school must ensure that it; i. Applies Project Funds judiciously and for the intended purposes, and in accordance with the Financing Agreement and applicable Laws of Ghana. ii. Maintains proper books of account and prepares periodic reports. iii. Ensures available school level data for necessary in-depth project and financial management reviews. The following shall constitute non-compliance: i. Delays in responding to queries for more than twenty-one (21) working days. ii. Misappropriation of funds iii. Under-spending of funds (under-spending represents disbursement below 60% of annual allocation) iv. Over commitment on available funds Sanctions for Non-Compliance with Disbursement Policies A School, which fails to meet its obligations under the Project, will face one or more of the following sanctions depending on the nature and extent of non-compliance: i. The name of the defaulting school and a description of the offence will be published in the public print and electronic media. ii. Schools found to have misappropriated funds may be prosecuted in accordance with Ghana‘s Financial Administration Act. iii. Continued under-spending of funds may lead to automatically forfeiting the funds and a reallocation to other beneficiary SHSs. Funds that remain un-disbursed at the beginning of the final year of the project will also be forfeited. iv. Any other appropriate sanctions as recommended by the Director-General, including removal of the Head of Institution. Requesting for Funds i. On successful completion of the school sub-project contract, the School Head will request for payment with support of the necessary documentation and countersignatures. 178 ii. On approval of the SHS‘s SPPP and procurement plan,SHS heads will receive clearance from the GES to begin the procurement process for all procurements based activities as per the procurement plan and proceed with implementation, monitoring and reporting. iii. Funds shall be transferred / remitted to Schools on demand and Estimate of Quarterly Cash Requirements in the form of tranches. iv. Transfers of funds to Schools from the Headquarters will not be an automatic occurrence. Instead, funds shall only be transferred to those Schools that have satisfied the conditions for the SPPPs. v. The Head of School will submit financial statements twice in the year: (i) at the mid-year review, and (ii) end of year review, to the FC. on the basis of an Receiving Funds The primary responsibility for ensuring the smooth and uninterrupted flow of funds to Beneficiary SHSs from the project account maintained at the center rests with the Financial Controller. Monitoring and Reporting The School Head has a primary responsibility to monitor the day-to-day work done during the implementation and to report on all implementation issues, challenges and successes as per reporting formats from the Ghana Education Service. The School Head will also facilitate all MOE and GES monitoring visits and ensure that these are smoothly carried out and the necessary school level data is obtained. Further, the School head will update all relevant SHS data on the Secondary School Website set up as part of the monitoring of the Secondary Education Improvement Project. The update will be done two times a year after the mid-year review and end of year review. There will be independent validation of all SPPP in the beneficiary schools. 179 ANNEX 13: TEMPLATE FOR SENIOR HIGH SCHOOL PERFORMANCE PARTNERSHIPS PLAN 49 ACTIVITY UNIT CO ST Q TY Train Science, Math, ICT Teachers Select teachers to be trained Support T raining process (per diem etc) Cost of training ICT Package Computers refurbish computer lab air condition i-box installation internet connectivity cost of internet 3 20 1 1 1 1 1 CO ST RESPO NSIBILITY 150 0 0 0 450 1200 22000 1300 2000 3500 15000 0 24000 22000 1300 2000 3500 15000 O utreach Programmes Targeting nearby JHSs Invite JHS 3 pupils to durbar 0 0 SHS pupils deliver motivation statements 0 Water and light refreshments for pupils Head's statement about school environment and scholarships 100 49 various Aug. 2014 Heads of ICT /Science JUSTIFICATIO N O UTPUT improve teaching and learning of Science 10% increase in pass in Mock exams compared last year Improve teaching and learning as per SEIP ref SEIP Pad indicators Encourage JHS 3 pupils to select the SHS SHS 1 enrolment increases by 15% Improve learning environment and security 10% increase in pass in Mock exams compared last year 5% increase in SHS1 enrolment 5% increase in SHS1 enrolment Dec ,14-Jan., 15 Oct-Nov 2014 Nov, 2014 Jan-15 Mar-15 200 1000 0 School Environment School fence Phased greening and tree planting Minor Repairs and Maintenance Repair, procurement of school furniture, equipment Repair of doors, windows, minor painting etc. 2 Assist Head TIME FRAME School Head School Head, Students School Head, Procurement July-Sept 2014 July-Dec 2014 Improve teaching and learning environment 10% increase in enrollment Please note that this is only an example template and each Beneficiary SHS may prioritize their own activities which they will implement to achieve the agreed outcomes. 180 ANNEX 14: e-TRANSFORM PROJECT AND LIST OF BENEFICIARY SENIOR HIGH SCHOOLS The IDA funded eTransform project for US$97 million which was approved by the World Bank Board on July 30, 2014 became effective on September 19, 2014. The project is aligned with the Government of Ghana’s Ghana Shared Growth and Development Agenda (GSCDA) which seeks to contribute to the higher growth and economic opportunities for the poor and create jobs. It also aligns with the common strategic themes identified in the Ghana Country Partnership Strategy (CPS) and supports higher growth and economic opportunities for the poor, job creation, efficiently and effectively managed public sector and resources, improved health management, service delivery to the poor and the vulnerable, delivery of quality education and vocational training system, and creation of a large pool of middle-level skilled workers. The eTransform project seeks to improve the reach and efficiency of public and private sector service delivery through the smart use of ICT. PROJECT DEVELOPMENT OBJECTIVE The project development objective is to improve the efficiency and coverage of government services delivery using ICT. The project employs platforms to nurture new businesses, job opportunities, and ICT-based entrepreneurship. Under Component 3 of the project activities to Scale up of Applications to improve service delivery in priority sectors (US$ 41.55 million) include the use of ICT applications and services to improve education delivery services in Ghana. The subcomponent supports the use of ICT in education, with a focus on teacher training and local content development. TEACHERS ’ NETWORK, EDUCATIONAL PORTAL, AND CAPACITY BUILDING (US$ 8.05 MILLION) The specific subcomponent activities are: (i) Teacher and student education portal to improve education quality at secondary level. Locally produced content and adaptation of online educational content will be utilized. The portal will be developed to support teachers, students, parents and researchers and provides access to good practice lesson plans, curricular content such as courses, exercises and quizzes, teaching and learning aids, on-line advice, and educational research. The portals provides a platform for knowledge exchange with national and international networks and for participation in relevant discussion fora. i) Wireless Networks for Selected Secondary Schools will address the critical need of connectivity for selected50 senior secondary schools in Ghana. The project will support NITA to provide connectivity to 200 of the most disadvantaged senior secondary schools which have the most need to improvement quality of teaching and learning. Beneficiary 50 Selection of SHSs is based on objective criteria to select the neediest senior high schools for quality improvement 181 schools will be provided with high-speed internet (e.g. WiMax/LTE installation), equipment, devices, and up to 3Mbps of dedicated capacity for the project duration of 5 years. NITA will work with NCA to leverage available spectrum for cost-effective connectivity to beneficiary senior high schools. The project will provide computing equipment for computer labs in secondary schools that have a clear plan for use of ICT in education, with physical facilities to house computing equipment. Where beneficiary secondary schools already have a functioning computer laboratory, wireless fidelity (WiFi) will be added. ii) Capacity building for teachers and educational leaders: The project will support training to teachers as a part of in-service teacher training for new and practicing teachers in beneficiary senior high schools. The training will focus on the use of computer- and internet-aided education (beyond ICT literacy). The project will leverage the facilities of the Ghana-India Kofi Annan Center and other international training facilities as needed, for the delivery of ICT training and will determine the minimum ICT competency to be provided under the project which will support project activities. Teachers to be trained will cut across the key subject areas including Science, Mathematics, and other technical subjects. Teachers will be selected from beneficiary senior secondary to receive an initial 5-10 days of face-to-face training during the first year, and another 2-5 days of training including virtual training every following year during the project life cycle. The actual time needed for the training will be confirmed during project implementation. The training will ensure that teachers are refreshed and updated on new educational technologies including the use of internet and the ability of parents and guardians to access the educational results of their wards etc. iii) Developing digital educational content: The project will help develop locally relevant educational content for schools. The work will be done in collaboration with the subject associations, such as GAMT, GAST, and with the wider technology developer community. Using open education resources, the project will support the development of state-of-the-art and relevant educational content. Emphasis will be given to the subjects of English, Mathematics, Science and other technical subjects. SELECTION OF SENIOR HIGH SCHOOLS TO BENEFIT UNDER THE PROJECT a. The project focuses on the senior secondary level of education specifically public senior high schools. The criterion for selection is schools which have the lowest proportion of candidates obtaining a credit pass on the West Africa Senior Secondary Certificate Examination (WASSCE). From the ranking of SHSs using the WASSCE results for 2013, schools which benefit under the project have between zero to 43 percent of their students scoring a WASSCE credit pass in four subjects in 2013. b. Public Senior High Schools are ranked according to the proportion of their candidates who achieved a credit pass (A1 to C6) in all four core subjects of the WASSCE in 2013 (core subjects are English, Mathematics, Integrated Sciences and Social Studies). Any school benefitting under the Secondary Education Improvement Project (SEIP) approved by the IDA Board on May 20, or under the e-Learning project with funding from 182 Belgium, will not be eligible to also benefit from e-Transform project. Given the considerable overlap of beneficiary SHSs under the three projects, more public senior secondary schools will benefit from some support for ICT for learning to improve quality. The list of public SHSs to potentially benefit under the eTransform is attached as Annex 14 of the SEIP PIM. The SHSs to benefit under the eTransform project will be confirmed after a school readiness and needs assessment is conducted. Ranked SHSs may be eliminated if they are found to have comprehensive ICT facilities or if they are benefiting from other sources of funding not indicated in this PIM. In such cases or in the case that more funding becomes available, beneficiary SHSs will be added based on the ranking of schools. SCHOOL READINESS AND NEEDS ASSESSMENT As part of the selection procedure, technical teams, comprising NITA and the MOE, GES, and others will visit each school with a check-list to collect relevant information about the readiness of the school to benefit from support under the project. The check list will include but will not be restricted to the existence of a sustainable ICT plan and a budget with potential to maintain the program, existence of power/alternative power, physical security of equipment, strong school leadership, a functioning school board, the existence of internet usage on the time-table, and the appointment of a school coordinating team. The needs assessment would advise on the functionality of existing computers, anti-virus, and ability to support course programs and software propose under the project. The assessment will also advise on the need for networking, the levels of ICT knowledge among teachers and students, the qualification of ICT coordinators in the schools and their ability to handle minor maintenance issues. RESULTS Indicator 4: Number of teachers and/or students who use the education portals. (% of which female). Cumulative Target Number of page views (access) on educational portal, e-parliament, eProcurement, data protection etc. Targets are calculated conservatively as (2 teachers per school for 200 Beneficiary Senior Secondary Schools) + (100 students per SHS for 200 Beneficiary Senior Secondary Schools). Beneficiaries calculated as: Number of trainees, number of persons in temporary employment in digitization, Number of students and teachers having access to educational portal, Number of persons using e-applications, Number of persons with access to ID cards. Results will be disaggregated by male and female. Intermediate Indicator: Number of teachers who complete training through computer/internet aided education Cumulative Target are defined as number of teachers who have successfully completed computer and internet aided training 183 ANNEX 15: DATA FLOW MAP FOR MONITORING AND EVALUATION Data collation and reporting: M&E Team Data collation: Quality and Outcomes Team Data submitted to online platform: Heads of Schools Independent verification: survey firm of in-school activities Data collation: Civil Works Team Monitoring visits: by TIC and PSC (GES, MOE, FPMU, CENDLOS, NTC) School-level data: In-school activities Independent verification: survey firm of civil works School-level data: Civil works 184 Progress of civil works: Supervision consultancies ANNEX 16: PROJECT DISBURSEMENT LINKED INDICATORS AND RESULTS DLIs Actions to be Completed DLRs DLI 1: Targeting of school expansion in underserved school districts Year 0 – FY 2014 DLR 1.1: Agreed targeting criteria applied to identify list of districts and schools for expansion and improvement as set forth in the PIM. DLI 2: Increase in new seats for SHS students in underserved school districts Year 0 – FY 2014 DLR 2.1: Pre-construction requirements met for new construction in 23 districts YEAR 1- FY 2015 DLR 2.2: About 30% of all construction works completed (aggregated) Amount of the Financing Allocated per DLR (US$) US$5.54 million Government Report Verification Protocol Government list of districts and schools with data on each indicator and indication of SEIP selection based on agreed selection criteria for: World Bank New construction districts: Identification of districts with no operating SHS; for remaining districts, selection of school sites for new construction based on objective targeting criteria: (a) demand for SHS places; (b) district size; and (c) district poverty index. Environmental Screening Report; Resettlement Action Plans US$4.64 m Review of Bidding Documents US$4.64 m YEAR 2– FY 2016 DLR 2.3: About 80% of all construction works completed (aggregated) World Bank US$4.64 m Third party verification YEAR 3 – FY 2017 DLR 2.4: About 5,000 new seats created in underserved districts YEAR 4 – FY 2018 DLR 2.5: About 15,000 new seats created in underserved districts (cumulative) Verification Source/entity Expansion/improvement in low performing schools: ranked by WASSCE; demand for SHS places (school size); and infrastructure needs assessment. Safeguards compliance through ESMF and RPF verified in all new construction sites (screening and RAPs completed in 23 districts). Complete package of final bidding documents for new construction in 23 districts in line with appraised design and including facilities maintenance plans. GoG report which includes schematic and site specific designs based on agreed criteria and technical analysis. Construction implementation reports verified by mobile monitoring and monthly construction supervision reports. Seat occupancy verified by school enrolment records, subsidy collection list and construction certificates. US$4.64 m 185 US$4.64 m Total: $23.20 m DLI 3: Increase in number of seats utilized in existing lowperforming schools Year 0 – FY 2014 DLR 3.1: Pre-construction requirements met for upgrading of selected schools YEAR 1- FY 2015 DLR 3.2: About 500 seats utilized (cumulative) YEAR 2 – FY 2016 DLR 3.3: About 1,000 seats utilized (cumulative) YEAR 3 – FY 2017 DLR 3.4: About3,000 seats utilized (cumulative) YEAR 4 – FY 2018 DLR 3.5: About 5,000 seats utilized (cumulative) US$4.64 m Environmental Screening Report; US$4.64 m Review of Bidding Documents District Assembly certification Safeguards compliance through ESMF verified in all expansion/upgrading sites (environmental screening). Complete package of final bidding documents and including facilities maintenance plans. Detailed school specific plans include (i) types of facilities needed/eligible based on design and technical standards agreed upon between the GoG and World Bank US$4.64 m World Bank Construction implementation reports verified by mobile monitoring and district quarterly reports. Third party verification US$4.64 m US$4.64 m Total:$23.20 m DLI 4: Increased enrolment in SHS in targeted districts and schools for students from lowincome families, especially girls Year 0 – FY 2014 DLR 4.1: Selection and contracting of implementing partner to administer scholarships completed and criteria for selection of beneficiaries of scholarships developed YEAR 1- FY 2015 DLR 4.2: At least 2,000 SHS students receiving scholarship in selected schools YEAR 2 – FY 2016 DLR 4.3: At least 4,000 SHS students receiving scholarship in selected schools (cumulative) Government report based on guidelines from PIM for selection of schools and adoption of scholarship criteria for incentives. US$4.64 m US$4.64 m Scholarship agency contract and TOR US$4.64 m School scholarship 186 Contract with scholarship agency signed and inclusive of methodology and criteria for selection of beneficiaries (as agreed in PIM). List of beneficiaries for targeted districts available in District education offices. Incentives provided in the form of cash transfers to schools and students through scholarship agency. School survey report aggregated by scholarship agency (yearly) Mobile monitoring reports verifying receipt of scholarships at beginning of school year. DLI 5: Annual publication of School Performance Report YEAR 3 – FY 2017 DLR 4.4: At least 6,000 SHS students receiving scholarship in selected schools (cumulative) US$4.64 m YEAR 4 – FY 2018 DLR 4.5: At least 10,000 SHS students receiving scholarship in selected schools (cumulative) YEAR 1- FY2015 DLR 5.1: School Mapping of all SH schools completed US$4.64 m YEAR 2 – FY 2016 DLR 5.2: Publication of updated school performance data for FY15/16 online and in brochure US$4.64 m YEAR 3 – FY 2017 DLR 5.3: Publication of updated school performance data for FY16/17online and in brochure DLI 6: School Performance Partnerships in 125 Beneficiary Schools YEAR 1- FY 2015 DLR 6.2: Training on school improvement planning and implementation provided for 125 selected schools; US$4.64 m Report on school mapping exercise and data provided to Bank (including code book) Online school performance data Linked to MOE website and web platform for mobile monitoring US$ 4.64 m US$ 4.64 m (cumulative) signed Third Party Verification and World Bank supervision Total:US$23.20 m US$4.64 m YEAR 4 – FY 2018 DLR 5.4: Publication of updated school performance data for FY17/18 online and in brochure YEAR 0 – FY 2014 DLR 6.1: Guidelines on preparation of SPPs developed and distributed to selected schools YEAR 2 – FY2016 DLR 6.3: SPPs for80 selected schools reports aggregated by scholarship scheme agency Spatial and geographic mapping based on verifiable data and a number of key indicators; published as report for 2015 NESAR. Annual Publication includes analysis of school-level data with particular emphasis on learning outcomes, equity (including participation of girls), new student enrollment, as well as infrastructure conditions. World Bank Total:$18.56 m World Bank US$4.64 m District/Regional Education offices annual reports Third party validation- School audit School SPP survey US$4.64 m 187 Guidelines approved and distributed to targeted schools. Detailed report on school level training on school improvement planning and management. School plans are developed by schools in collaboration with local communities, district and regional education directorates using guidelines in the PIM. GoG reviews proposals and focuses on providing support to essential quality improvements, including activities which strengthen teacher competencies, improve training and skills of students and teachers in math and science Signed partnership agreements available for audit in YEAR 3 – FY 2017 DLR 6.4: SPPs for 100 selected schools (cumulative) signed DLI 7: Improved learning outcomes in 125 selected SHS (quality package) District education offices. They include information on: school location, identified needs and action plan (including time frame and budget) and linked to predefined learning objectives. US$4.64 m YEAR 4 – FY 2018 DLR 6.5: 125 SelectedSchools US$4.64 m implementing performance partnerships based on SPPPs (cumulative) Total:$23.20 m YEAR 0 – FY 2014 DLR 7.1:Report on review of the US$4.64 m Financial management quarterly IUFR reports transfers to x number schools for SPPP partnerships. NCCA report and workshop proceedings quality of teaching and learning for mathematics and science in SHS YEAR 1- FY 2015 DLR 7.2:Training modules rolled out i-campus content and modules finalized, rolled out and reported by Center for Distance Learning US$4.64 m for mathematics and science and ICT based instruction developed for school use YEAR 2 – FY 2016 DLR 7.3: ICT based instruction rolled out in about 50% of targeted schools (cumulative). YEAR 3 – FY 2017 DLR 7.4: ICT based instruction rolled out in all targeted schools (cumulative). YEAR 4 – FY 2018 DLR 7.5: Increase in number of 6 credits and above WASSCE scores averaged in total selected SHS US$4.64 m Preliminary curriculum review report on consultations and workshops held (participants, agendas, recommendations) Curriculum can be used throughout country and adheres to best practices in strengthening skills in mathematics and science GoG endorsement of curriculum and training plancommunicated to all selected schools. Training plan includes identification of key competencies, training timeframe, tracking participation, certification of completion. World Bank Annual school survey US$4.64 m ICT equipment provided to all selected schools, including i-campus packages (core curriculum modules and on and off-line capabilities); NITA provided Wi-Fi connectivity verified by service contracts. WASSCE report Third party validation US$4.64 m Total: $ 23.20 m Annual Report includes information on: roll out activities, targeting, planned attendance, number of teachers successfully completing training anddemonstrating improved content knowledge in mathematics and science, pedagogical and classroom management skills WASSCE in mathematics and science increases measured as average of all selected schools. Total: US$ 140.1 m 188 ANNEX 17: DRAFT TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF CIVIL WORKS ACTIVITIES Draft Terms of Reference Secondary Education Improvement Project (SEIP) Independent Verification Firm – civil works BACKGROUND The Government of Ghana has obtained World Bank funding to support the government‘s strategy to improve secondary education in Ghana. The Secondary Education Improvement Project (SEIP), approved for an amount of USD 156million with a project development objective to increase access to senior secondary education in underserved districts and improve quality in low-performing senior high schools in Ghana. The project has two components: Component 1: Support to increase access with equity and quality in senior high schools (USD 140.1million). This component will employ a results-based financing modality to increase access with equity and quality in underserved districts and low performing schools. Component 2: Management, research, monitoring and evaluation (USD 15.9million). This will be a traditional investment lending to support implementation of the project, monitoring and evaluation activities, verification of results and research activities. The SEIP was made effective on October 3, 2014 and will be implemented over a five year period to November 2019. The Ministry of Education (MOE) is the implementing agency, with implementation at the school-level overseen by the Ghana Education Service. Component 1 is further broken down into two pillars: Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1 million) This includes: o Construction of 24-unit Classroom and ancillary facilities Block (E-Block); 8unit Block of 2-Bedroom Staff Flats; Canteen Block; 3-Bedroom Headmaster‘s bungalow with 2-Bedroom outhouse; Security/Gate House at each of 23 sites in 23 districts o Facilities improvements (construction works) in 50 existing SHS o Scholarship packages for 10,400 SHS students from low income families, especially girls. Pillar 2: Improve the quality of education in selected low-performing Senior High Schools (Total costs including contingencies: US$15 million). This pillar will finance the implementation of School Performance Partnership Plans in 125 existing SHS. The SPPPs are a mechanism by which schools take responsibility for decision making and planning to improve their performance, and are given financial resources to support them. The partnership aspect comes in whereby the plan is an agreement with the District Education Oversight Committee. Under SPPPs schools will be able to choose activities from a number of options and will also be expected to benefit from: 189 o Installation of an ICT package (the iCampus, which contains materials under the SHS curriculum). o In-service training for Science and Mathematics teachers. Also as part of Pillar 2‘s focus on quality an online platform will be established containing information about Ghana‘s SHS in order to improve transparency and increase information availability for parents and students. The results-based financing modality of Component 1 relies on the Government meeting a set of pre-defined ‗Disbursement Linked Indicators‘ under which there are specific annual ‗Disbursement Linked Results‘ (DLRs). When evidence is shown that a DLR has been met, the World Bank will release an agreed tranche of the project funds for Component 1. The DLRs are given in Table 1 below. 190 ANNEX 18: DRAFT TERMS OF REFERENCE FOR INDEPENDENT VERIFICATION OF IN-SCHOOL ACTIVITIES (QUALITY AND OUTCOMES) BACKGROUND The Government of Ghana has obtained World Bank funding to support the government‘s strategy to improve secondary education in Ghana. The Secondary Education Improvement Project (SEIP), approved for an amount of USD 156million with a project development objective to increase access to senior secondary education in underserved districts and improve quality in low-performing senior high schools in Ghana. The project has two components: Component 1: Support to increase access with equity and quality in senior high schools (USD 140.1million). This component will employ a results-based financing modality to increase access with equity and quality in underserved districts and low performing schools. Component 2: Management, research, monitoring and evaluation (USD 15.9million). This will be a traditional investment lending to support implementation of the project, monitoring and evaluation activities, verification of results and research activities. The SEIP was made effective on October 3, 2014 and will be implemented over a five year period to November 2019. The Ministry of Education (MOE) is the implementing agency, with implementation at the school-level overseen by the Ghana Education Service. Component 1 is further broken down into two pillars: Pillar 1: Increase Access with Equity (Total costs including contingencies: US$125.1 million) This includes: o Construction of 23 new SHS o Facilities improvements (construction works) in 50 existing SHS o Scholarship packages for 10,400 SHS students from low income families, especially girls. Pillar 2: Improve the quality of education in selected low-performing Senior High Schools (Total costs including contingencies: US$15 million). This pillar will finance the implementation of School Performance Partnership Plans in 125 existing SHS (these include the 50 receiving facilities improvements above, and an additional 75 schools). The SPPPs are a mechanism by which schools take responsibility for decision making and planning to improve their performance, and are given financial resources to support them. The partnership aspect comes in whereby the plan is an agreement with the District Education Oversight Committee. Under SPPPs schools will be able to choose activities from a number of options and will also be expected to benefit from: o Installation of an ICT package (the iCampus, which contains materials under the SHS curriculum). o In-service training for Science and Mathematics teachers. Also as part of Pillar 2‘s focus on quality an online platform will be established containing information about Ghana‘s SHS in order to improve transparency and increase information availability for parents and students. The results-based financing modality of Component 1 relies on the Government meeting a set of predefined ‗Disbursement Linked Indicators‘ under which there are specific annual ‗Disbursement Linked Results‘ (DLRs). When evidence is shown that a DLR has been met, the World Bank will 191 release an agreed tranche of the project funds for Component 1. The DLRs are given in Table 1 below. 192 TABLE A18.1: DISBURSEMENT LINKED INDICATORS AND RESULTS UNDER THE SECONDARY EDUCATION IMPROVEMENT PROJECT Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments Pillar 1: Increase Access with Equity in senior secondary education in underserved districts Expansion of S HS DLI 1: Targeting of school expansion and improvement in underserved districts and selected low performing schools DLR 1.1: Agreed targeting criteria applied to identify list of Districts and schools for expansion and improvement under the Project as set forth in the PIM DLI 2: Increase in new seats for SHS students in underserved districts DLR 2.1: Pre-construction requirements met for new construction in 23 selected districts. Criteria for selection based on model agreed during the M arch 2014 appraisal mission. Selection of school sites for new construction in:(i) districts with no operating SHS; (ii) district prioritization based on the following objective targeting criteria: (a) demand for SHS places; (b) district size; and (c) district poverty index Selection of rehabilitation/upgrading of existing school sites based on specified criteria and targeting methods based on needs assessment. DLR 2.2: About 30% of all construction works completed (aggregated) 193 DLR 2.3: About 80% of all construction works completed (aggregated) DLR 2.4: About 5,000 new seats created in underserved districts (cumulative) DLR 2.5: About 15,000 new seats created in underserved districts (cumulative) Safeguards compliance through ESM F and RPF verified in all new construction sites. (screening and RAPs completed). Validation of site selection applied in school construction implementation plan, bidding documents and safeguards reviews. Package of final bidding documents completed for new construction in 23 districts in line with appraised design. Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments Facilities maintenance plans drafted. Demand side interventions to encourage enrollment and completion of S HS DLI 3: Increase in utilized seats in existing lowperforming schools DLR 3.1: Pre-construction requirements met for upgrading of selected schools DLR 3.2:About 500 seats utilized DLR 3.3: About 1,000 utilized seats (cumulative) DLR 3.4: About 3,000 utilized seats (cumulative) DLR 3.5: About 5,000 utilized seats (cumulative) Bidding Documents reflect identified needs/scope of expansion/rehabilitation in selected low performing schools. District Assembly report on safeguards screening, site visits and civil works tendering. DLI 4: Increased enrolment in selected SHS for students from low income families, especially girls DLR 4.1:Selection and contracting of implementing partner to administer scholarships completed and criteria for selection of beneficiaries of scholarships developed DLR 4.2: At least 2,000 SHS students receiving scholarship in selected schools. DLR 4.3: At least 4,000 SHS students receiving scholarship in selected schools. (cumulative) DLR 4.4: At least 6,000 SHS students receiving scholarship in selected schools (cumulative) DLR 4.5: At least 10,000 SHS students receiving scholarship in selected schools(cumul ative) Link to PDO indicator 2 for identification of beneficiaries for incentives as defined in the PIM . Schools report on number of students receiving scholarships per year for their three year SHS program. Disbursement scaled according to number of scholarships awarded per year. Pillar 2: Improve quality in low-performing senior high schools Improve the quality of teaching and learning in selected lowperforming secondary schools DLI 5: Annual publication of School Performance Report DLR 5.1: School mapping of all SHS completed 194 DLR 5.2: Publication of school performance data for FY 2016 online and in brochure DLR 5.3: Publication of updated school performance data for FY17 online and in brochure DLR 5.4: Publication of updated school performance data for FY18 online and in brochure Greater sensitization and communication about SHS- outreach to JHS, up to date data on school details. Results Focus Improvemen ts in teaching and learning in targeted schools Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments DLI 6: School Performance Partnerships in 125 beneficiary schools DLR 6.1: Guidelines on preparation of school performance partnerships (SPPs) developed and distributed to selected schools. DLR 6.2: Training on school improvement planning and implementation provided for 125 selected schools. DLR 6.3: 80 selected schools signing performance partnerships DLR 6.4: 100 selected schools signing performance partnerships (cumulative) DLR 6.5: 125 selected schools implementing performance partnerships based on SPPPs SPPPs would include details on ICT packages if needed, leadership and management training, competencies, strategy for improving in-service teacher training, mentoring and materials. Survey to be conducted for beneficiary schools. DLI 7: Improved learning outcomes in 125 selected SHS (with quality package) DLR 7.1: Report on review of the quality of teaching and learning for mathematics and science in SHS DLR 7.2: Training modules rolled out for mathematics and science teachers and ICT based instruction developed for school use in selected SHSs DLR 7.3: ICT based instruction rolled out in about 50% of selected SHS. DLR 7.4: ICT based instruction rolled out in all selected SHS DLR 7.5: Increase in number of 6 credits and above WASSCE scores on average in totalselected SHS. Year 4 DLR corresponds to PDO indicator At least 125 existing schools expected to receive quality package- (will roll out to new schools once they are functioning) 195 Under Component 2 the MOE and GES will be carrying out their own monitoring and data collection, particularly at the school level. In addition to traditional monitoring and supervision visits, data will be collected via an online platform by which schools enter and submit information such as on scholarship beneficiaries, general enrolment, staffing, execution of funds and activities under SPPPs and others. OBJECTIVE OF THE ASSIGNMENT The objectives of these terms of reference are to employ the services of a firm to conduct an annual survey in the 125 existing schools and the 23 new schools once they have opened over four years. The list of schools, their districts and regions is given in Annex 1. The firm will provide independent verification for the meeting of a number of specific DLRs under the project, referred to as the ‗in-school‘ DLRs. (A separate terms of reference and contract is being procured to verify the construction-related DLRs.) In addition this consultancy firm will collect further information at the school level to support the Government‘s own monitoring systems. The data collection will be carried out via an annual survey of the beneficiary schools. The DLRs to be verified under this contract are shown in Table 2. TABLE A18.2: DLR S TO BE VERIFIED BY THIS CONSULTANCY SERVICES DLR 1. DLR 2.4 2. DLR 2.5 3. 4. 5. 6. 7. 8. 9. 10. DLR 3.2 DLR 3.3 DLR 3.4 DLR 3.5 DLR 4.2 DLR 4.3 DLR 4.4 DLR 4.5 11. DLR6.3 12. DLR 6.4 13. DLR 6.5 14. DLR 7.2 15. DLR 7.3 16. DLR 7.4 Related activities Enrolment in 23 new SHS. This will require verification of enrolment records, including subsidy applications sent to GES HQ. Additional enrolment in 50 existing SHS. This will require verification of enrolment records, including subsidy applications sent to GES HQ. Years of project 3, 4 1, 2, 3, 4 Scholarship beneficiaries. This data collection will 1, 2, 3, 4 require verifying the numbers of beneficiaries, that beneficiaries have received their scholarships, the selection criteria which related to each beneficiary on application and any update to their personal circumstances (relating to income). Schools signing School Performance Partnership 2, 3, 4 Plans. In addition to checking signature, this requires confirming that SPPPs are being implemented. This means checking that activities planned have been implemented (as shown by expenditures in the cash books, records in stores, reports of activities including attendance sheets of trainings [and that they match with intended trainees] and other evidence available). ICT package rolled out. This requires verifying 2, 3 that teachers have been trained in use of ICT for teaching and learning, the iBox has been installed in the school, the iBox is functioning, internet connectivity is set-up, and actual use of the iBox and other ICT resources in student learning and teacher development. 196 For DLRs 2.4-2.5, 3.2-3.5, and 7.3, it is agreed that some flexibility on the final results would be accepted (the targets shown in Table 1). The verified results must come within 5% of the target, indicating that the spirit of the target has been met. In practice this means the following minimum requirements for this survey firm: 197 TABLE A18.3: FLEXIBILITY IN MEETING DLIS 2, 3 AND 7 DLI Under DLI2 Under DLI3 Under DLI7 DLR About 5,000 new seats created in underserved districts (cumulative) About 15,000 new seats created in underserved districts (cumulative) About 500 seats utilized About 1,000 utilized seats (cumulative) About 3,000 utilized seats (cumulative) About 5,000 utilized seats (cumulative) ICT based instruction rolled out in about 50% of selected SHS. Minimum requirement to be met 4,750 14,250 475 950 2,850 4,750 47.5% In addition to verifying the DLRs, the firm will support the Government‘s monitoring activities by collecting additional data in order to verify and add to the self-reporting system in place. This will include more rich information on enrolment, scholarships, activities under SPPPs, use of the iCampus and others. In addition the firm‘s survey will collect the following data to verify the Results Framework indicators: Number of students in the school, by programme Number of teachers in the school Number of teachers trained - disaggregated for Maths and Science It is envisaged there will be a number of survey instruments to be conducted within the schools in order to collect the required data, information and verification evidence. Some of these instruments may be checklists, numerical data reports or interviews with school management/administration, teachers or students. SCOPE OF WORK The consultant is expected to carry out the following activities: Develop survey instruments for data collection in the 23 new SHS and 125 beneficiary existing SHS. Pilot test the survey instruments. Train enumerators as necessary to collect the data in 148 schools. Carry out data collection in the 148 beneficiary schools (spread across the ten regions of Ghana) annually in October (year 1 verification = October 2015, year 4 verification = October 2018). Conduct data entry, quality checks and cleaning. Provide report of findings and all raw data for Government and World Bank use. These reports should be provided after each annual survey. 198 TIMINGS AND ESSENTIAL OUTPUTS The following outputs and timings are expected from the consultancy: TABLE A18.4: DELIVERABLES Output Inception report including workplan and detailed methodology Timing May 2015 Draft survey for comments July 2015 Pilot testing survey September 2015 Train enumerators as necessary September 2015 Conduct annual survey – Year 1 DLRs October 2015 Report of Year 1 DLRs and survey raw data November 2015 Conduct annual survey – Year 2 DLRs October 2016 Report of Year 2 DLRs and survey raw data November 2016 Conduct annual survey – Year 3 DLRs October 2017 Report of Year 3 DLRs and survey raw data November 2017 Conduct annual survey – Year 4 DLRs October 2018 Report of Year 4 DLRs and survey raw data November 2018 QUALIFICATIONS AND EXPERIENCE The consultancy project team is expected to have the following qualifications and experience amongst its members: A Masters Degree in Social Science, Statistics, Education Management or other related field. At least five years‘ experience in survey research, data collection and analysis. Experience of relevant projects in Education Management. Demonstrated experience developing and testing survey instruments using various methodologies. Demonstrated strong capacity in planning, organizing and conducting survey logistics over a large geographical scale in Ghana. Demonstrated strong capacity in recruiting and training enumerators and managing data collection (including data entry). Experience compiling and managing large volumes of data, analyzing said data and presenting analysis in reports in a timely fashion. Enumerators should have a minimum of secondary level education. 199 ANNEX 19: SAMPLE QUESTIONNAIRE FOR ONLINE SENIOR HIGH SCHOOL MONITORING TABLE A19.1: ACCESS M ONITORING – ENROLMENT, CAPACITY AND STAFF ESTABLISHMENT Enrolment Term 1 Programme Male SHS1 Female Total Male SHS2 Female Total Total of which scholarship beneficiaries Enrolment capacity Programme Enrolment capacity for current year SHS1 Enrolment capacity for next year SHS1 Total 200 Male SHS3 Female Total Staff establishment Male School Management Head Assistant Head – Academic Assistant Head Assistant Head Teaching staff English Maths Biology Etc Total teaching staff (this may be less than the sum if some teachers cover more than one subject) Non-teaching staff Total 201 Female Total TABLE A19.2: QUALITY M ONITORING – IN-SERVICE TRAINING, SPPP IMPLEMENTATON AND I-BOX UTILIZATION In-service Training Activities Face-to-face training Male Female Total Training via iBox Male Female Total Mathematics Biology Chemistry Physics Lab Technicians Leadership training Head Assistant Head Heads of Departments SPPP Implementation against plan Planned Activity Quantity Unit cost Actual Cost Output Quantity Unit cost 202 Cost Output iBox implementation and utilisation Has the iBox been installed? If yes is it functioning? Has internet been installed? If yes is it functioning? How many staff members have attended training on the iCampus? How many teachers have accessed INSET on the iBox? How many teachers have used iBox for their lessons? How many students are in those lessons (total)? Drop down box - answers Yes Yes Yes Yes Enter digit Enter digit Enter digit Enter digit What challenges are you having with the iBox? There are not enough computers for the students to carry out private learning What success have you had with iBox? There are not enough teachers who can understand how to use it The classes are too large Free text - Maximum 50 words response 203 No No No No The system does not let us skip components of a lesson (lesson presentation, lesson notes, exercises, practicals, assignment) The system is slow or not responding ANNEX 20: DRAFT TERMS OF REFERENCE FOR SUPERVISION OF NEW CONSTRUCTION TERMS OF REFERENCE FOR THE SUPERVISION OF CIVIL WORKS FOR THE SECONDARY EDUCATION IMPROVEMENT PROJECT (SEIP) BACKGROUND The Government of Ghana intends to improve access to quality Senior High School (SHS) education in the country. It has therefore made budgetary provision and approached other Donors for funds to construct 200 Community SHS. The International Development Association (The World Bank) responded by providing a $156 million credit for the Secondary Education Improvement Project (SEIP). Part of the credit will fund the construction of 24-unit Classroom (E) Blocks; 8-unit 2-Bedroom block of Staff Flats; Headmaster‘s Bungalows and Canteen Blocks; Security/Gate Posts, Paving, Drainage and Ancillary Works in 23 Beneficiary Districts. The Government of Ghana acting through the Ministry of Education intends to apply part of the funds allocated for the above Project to cover eligible payments under contracts for consultancy services for the supervision of civil works contracts for the construction of one each of the above structures at sites in each of the following twenty-three (23) districts: TABLE A20.1: DISTRICTS FOR THE SITING OF NEW CONSTRUCTION S/No. 1 2 3 4 5 6 7 8 9 10 11 12 13 Region Western Western Northern Northern Greater Accra Upper East Central Upper East Greater Accra Greater Accra Ashanti BrongAhafo Upper West District WassaAmenfi Central Bia East Mion North Gonja KponeKatamanso Pusiga Awutu Senya East Municipal Binduri Adenta Municipal Ga East Municipal Kumasi Metropolis Sene East Wa East 204 14 15 16 17 18 19 20 21 22 23 Eastern Ashanti Volta Northern Ashanti BrongAhafo BrongAhafo Eastern Western Volta KwahuAfram Plains South Offinso North Adaklu Gonja Central AhafoAno South Kintampo North Municipal AtebubuAmantin Ayensuano SefwiAkontombra Krachi East The work is divided into lots based on the number of schools in various Regions summarized as follows: TABLE A20.2: REGIONAL DISTRIBUTION OF NEW CONSTRUCTION Lot No. SC 01 SC 02 SC 03 SC 04 Regions Western, Eastern & Central Ashanti & Brong Ahafo Greater Accra & Volta Northern, Upper East & Upper West No. of SHS Six (6) Six (6) Five (5) Six (6) OBJECTIVES OF THE CONSULTANCY ASSIGNMENT The objectives of the Consultancy assignment are the following: (i) carry out a geotechnical investigation at each site to determine, among others, the soil profile, the foundation type, depth of foundation, probable settlement etc. to allow for foundation design review, as appropriate (ii) verification of setting out for each structure in strict accordance with the detailed designs (iii) ensure adherence of Contractors to quality assurance requirements for the execution of the works (iv) achieve sound site supervision and general contract administration in order to secure timely delivery of the works. SCOPE OF THE SERVICES The Consultant will be expected to render the following services: Review Architectural and Structural/Mechanical/Electrical working drawings to be provided by the MOE and agree any necessary amendments to be made to them Carry out Geo-technical study to confirm/modify the Foundation design Hand over the selected site to the Contractor Determine the best position and orientation of the structure on the site Vet the Work Programme submitted by the Contractor Ensure that good quality materials are brought to the site to execute the work Organise site meetings as often as necessary and send minutes of the meetings to the Project Managers 205 Prepare quarterly project status reports for submission to the Project Managers Supervise the construction of work by physically inspecting and approving the activities indicated in the Contractor‘s Work Programme Vet Valuations prepared by Contractors for work done and issue Payment Certificates for settlement Take over the completed structure from the Contractor Hand over the completed structure to the District Director of Education Issue the practical Completion Certificate to the Contractor Prepare a Schedule of Defects ( Snag List) after certifying Practical completion Issue Final Certificate and vet Final Accounts prepared by the Contractor for settlement. Prepare and submit Final report for each completed structure to the Project Managers PERSONNEL REQUIRED FOR THE ASSIGNMENT It is expected that the following Personnel will be required for the assignment as indicated: TABLE A20.3: REQUIRED PERSONNEL FOR CONSULTANCY S/No. 1 2 3 4 5 6 7 8 9 10 11 Personnel Architect, Building Technologist; Project Manager (Team Leader) Architect Snr. Civil Engineer Civil Engineer Snr. Quantity Surveyor Quantity Surveyor Electrical Engineer Geo-Technical Engineer Geomatic Engineer Mechanical Engineer Clerks of Works Number required 1 No. 2 No. 1 No. 2 No. 1 No. 2 No. 1 No. 1 No. 1 No. 1 No. 11 No. Basic Qualification (Years of Experience) B. SC. PG Dip Arch (8 ) B. SC. Bldg. Tech. (10) PMP B. SC. PG Dip Arch (5 ) B. SC. Civil Engineering (10) B. SC. Civil Engineering (5) B. SC. Bldg. Tech. (10) B. SC. Bldg. Tech. (5) B. SC. Elect. Eng. (10) B. Sc. Geo Tech. Eng. (10) B. Sc. Geo Tech. Eng. (10) B. Sc. Mech. Eng. (10) HND Bldg. Tech. (6) Note: Each Clerk of Works will be required at each site 206 Professional Qualification (Years experience) AGIA (6) AGIS (8) AGIA (5) MGhIE (8) MGhIE (5) AGIS (10) AGIS (5) MGhIE(8) MGhIE (8) MGhIE (8) MGhIE (8) N/A of REPORTING REQUIREMENTS Two hard copies and one soft copy of the following reports are to be submitted at the times indicated below: TABLE A20.4: DELIVERABLES Report Inception Report Bi-monthly(every other month) Progress Report Draft Completion Report Completion Report Draft Final report Final Report Period due 4 weeks after commencement of assignment 8 weeks after commencement of assignment and every other month thereafter 4 weeks after Practical Completion of works and issuance of Practical Completion Certificate Within 2 weeks after approval of the Draft Completion Report Within 4 weeks after expiration of Defects Liability Period and issuance of Defects Liability Certificate Within 2 weeks after approval of the Draft Final Report CLIENT’S INPUTS The Client is expected to provide all the facilities and personnel necessary to accomplish the assignment. The Consultant shall make his own arrangements and allowances for transport (in-city and up-country) and submit invoices for re-imbursement. The MOE nominates the Head of the Civil Works Team to work with the Consultant on matters that will facilitate the smooth implementation of the assigned activities. 207 ANNEX 21: DRAFT TERMS OF REFERENCE FOR SUPERVISION CONSULTANT OF FACILITIES IMPROVEMENT BACKGROUND The Government of Ghana intends to improve access to quality Senior High School (SHS) education in the country. It has therefore made budgetary provision and approached other Donors for funds to construct 200 Community SHS. The International Development Association (The World Bank) responded by providing a $156 million credit for the Secondary Education Improvement Project (SEIP). Part of the credit will fund the upgrading of facilities that will comprise the following Category 1 - Rehabilitation of existing school buildings Category 2 - Construction of new school buildings including: Additional blocks in the existing school premises Demolition of existing blocks and construction of new blocks in 50 SHS (List attached in Annex 5: District and Senior High School Selection Data) The Government of Ghana acting through the Ministry of Education intends to apply part of the funds allocated for the above Project to cover eligible payments under contracts for consultancy services for the supervision of the above works that will be detailed after a needs assessment has been carried out. The work is divided into two (2) lots based on the number of schools in various Regions summarized as follows: TABLE A21.1: REGIONAL DISTRIBUTION OF LOTS Lot No. Regions SFU 01 Greater Accra, Western, Eastern, Volta & Central SFU 02 Ashanti, Brong Ahafo, Northern, Upper East and Upper West No. of SHS 22 28 OBJECTIVES OF THE CONSULTANCY ASSIGNMENT The objectives of the Consultancy assignment are the following: (v) Working in collaboration with the District Engineer, to ensure adherence of Contractors to quality assurance requirements for the execution of the works 208 (vi) (vii) achieve sound site supervision and general contract administration in order to secure timely delivery of the works. Enforce the implementation of all safeguards in collaboration with the Environmental and Social Management Team SCOPE OF THE SERVICES CATEGORY 1 – REHABILITATION AND ADDITIONAL BUILDINGS Development of designs documents for rehabilitation of schools will include the following : Stage 1: (i) survey of the existing object (school) will be carried out to assess the following: safety of structural elements: foundation stability, walls, columns, roof etc. ; conditions of internal and external finishes of buildings, windows, doors, floors etc.; quality of school equipment and furniture; conditions of light fittings, ventilation, cooling and air temperature in the building; condition of land area around the buildings like paths, play fields, fences, irrigation etc.; need for building demolition; conditions of lavatories (internal and yard toilets); Topographical and geophysical surveys of the sites including collection of details of existing engineering and communications services around the site. condition of internal and external engineering services (water-supply and sewerage, cooling, electricity etc.) also the possibility of connection to existing engineering services if the same are not available in the existing school. The survey should also include (a) obtaining measurements to produce site layout and all the floor plans, sections and elevations for each building; and (b) pictures of existing buildings and the site. In case of any asbestos materials are found at the site, their quantity and location should be carefully documented. That asbestos materials have been found at the site must be immediately reported to the МОE in a letter in which details like location, type, quantity of asbestos, supporting pictures etc. should be given. (ii) The findings of the above mentioned survey shall be presented in a Technical Report. The Technical Report must cover at-least the following aspects about the existing conditions of the school: structural elements: foundation stability, walls, columns, roof etc.; internal and external finishes of buildings, windows, doors, floors; land area around the buildings improvement ( paths, play fields, fences, irrigation etc buildings to be demolished (if necessary); lavatory (internal and yard toilets); 209 internal and external engineering services / nets (water-supply and sewerage, heating, ventilation, electricity), also the possibility of connection to existing engineering services / nets; school equipment and furniture. topographical and geophysical surveys including the ground water levels, soil bearing capacity and recommendations for soil compaction, suggested sitting of building blocks, and other technical considerations required for buildings designs. All the recommendations should have references to the related active construction norms and standards in Ghana. a comparative list of existing and required buildings to justify the need for additional buildings. Prepare preliminary designs of existing buildings after optimizing them and also designs of additional new buildings at the site. While preparing these designs, it must be ensured that the existing buildings are adapted and integrated properly with the new buildings. Attention will be paid to improve the ―child- friendliness ―. The following also must be included in the Technical report : measured drawings, including: site layout, floors plans, longitudinal section and crosssection, façade elevations, scheme of internal and external engineering services; a detailed list / statement of defects; suggested rehabilitation activities for the buildings including internal and the outdoor areas (paths, sites, fences, irrigation etc.); Designs of new buildings and integrated site plans; preliminary estimates for rehabilitation and new buildings; topographical surveys and soil investigation reports (iii) The Technical report for the above (including options) will be submitted for each of the sites for the Client consideration Stage 2: Upon approval by the Client of the proposals submitted at stage 1, the consultant shall develop designs, drawings and documents for rehabilitation works and additional buildings if required. The contents of the design, drawings and documentation for each school will include: Design brief and compliance with functional program; Architectural drawings: these will include at least the following details: All floor plans, elevations and sections; Toilets, staircases, railings, flooring pattern; False-ceiling; Integrated service drawing; Built- in furniture; Any other detail required for proper completion of the works. Structural drawing: these will include at least the following: 210 Design basis report; Detailed design with calculations; All detailed drawings as required; A structural safety certificate for all works. Water supply, sewerage disposal, sanitary installations and storm water drainage layout: Design basis report; Detailed design with calculations; Bore-well details if required; Layouts and schematic drawings showing the pipelines as well as detailed drawings showing internal and external water supply; Sanitary and water supply installations; Sewerage disposal including sewage treatment and plant; Recycling of treated water from the sewage treatment plan; Overhead tank and underground reservoir; Storm water drainage including rain water harvesting; Other elements for re-cycling the resources which are necessary for a ―Green Building‖, etc. Electrical: these will include at least the following details: Design basis report; Detailed design with calculations; Internal and external electrical layout showing the entire distribution system, emergency circuit including the electrical back-up; Design of electric substation; Electrical back-up and public connection Schematic drawings/design; Provision of telephone, broad band conduits, T.V. conduits, and other electronic equipment; Any other element that is necessary for energy conservation and are necessary for ―Green Building‖. Air conditioning: these will include at least the following details: Design basis report; Detailed design with calculations; Internal and external layouts showing the entire air circulation system; Building management system to optimally utilize all the installation in the building and monitor their functioning; Any other element that is necessary for energy conservation and are necessary for a 211 ―Green Building.‖ Fire safety services: Design basis report; Provision for the fire safety as per relevant codes. Campus development and landscaping: All drawings showing areas to be landscaped, detail of horticulture, plantation, water bodies, roads, parking footpath, boundary wall, signage, street lights and gates etc. Note: In undertaking the assignment activities the Consultant should take into consideration the following: Any other relevant drawing details or designs that might be required for proper and satisfactory completion of the project; Requirement that all designs must be prepared as per relevant national and international building and engineering codes; Requirement to improve ecological and climatic aspect, the user friendliness, and the spatial organization of the whole site; Requirement to indentify and recommend the use of the ecological water treatment and solar energy systems, where viable; Requirements for the infection control and the optimal connection and functional concept for each building within the health facility compound and infrastructure. approval from local authorities like municipality, fire, water supply and sewage disposal, electrical departments? In case asbestos containing building materials are to be removed/replaced, the tender documents shall specifically include a description of the procedures (including illustrations) to be followed by the contractor during the process and the monitoring routine that the Client will apply to ensure adherence to the established procedures. The technical specifications of materials for all works. BOQ‘s and detailed estimates based on the local prevailing rates; The consultant should note that: - All the technical decisions incorporated in the designs should meet modern sanitaryhygienic, operational, insulation, fire-prevention and ecological requirements as per the Environmental and Safeguards Management Framework - Each element to be rehabilitated should have the reference to the related active construction norms and standards in Ghana. - The drawings and documents should be so well detailed that absolutely minimum decisions are to be taken by the engineers at site. 212 Stage 3: Periodic supervision of the construction. It should be ensured that the designers would participate in the monthly meetings (the expertise of participants would be decided on the status of work) and provide input into the monthly reports to be prepared by the Supervision Consultant. Field supervision (common for all categories) over Contractor work will include the following: Periodic (not less, than twice a month) site visits. The details of the visit including the observations will be recorded in the field supervision log book kept at site. Observations will include the following: o If the works are being executed at site as per the drawings; o Enter the modifications agreed with the client in the log book, if any o If the materials being used at site are as per the specifications; o Suggest modifications if any for client‘s considerations; Inform the Supervision Consultant about the non-conformity if any; Provide input into the monthly reports on site visits and inspection over construction works Participate during the final acceptance of building; and Supervise removal of defects if any by Contractor during the defects liability period. School design guidelines When considering space design, care should be taken that those educational facilities, apart from being a building constructed and equipped to shelter its users, should also impart an environment that will promote students‘ learning and growth. Although most of the design recommendations are given in the normative documents mentioned below, the Client wishes to remind the Consultant of the importance to consider the main principles related to school designs such as the following criteria: The school should be: a facility providing an atmosphere of inter-action where models of behavior are learned, a place where students can effectively participate in the process of learning, developed to facilitate the process of learning from each other, developed to allow for an efficient use of space, smooth operation by having the qualities of flexibility and mobility for students and teachers. 213 The school site layout should facilitate: grouping of spaces related to the same functions such as study areas, administration offices, sports and recreation areas or communal spaces, separation of playgrounds (and, if possible, school access) for primary level students from the two other education levels, separation of quiet and noisy areas by providing buffer zones, access by physically disabled to all areas, possibility of future expansion, minimum circulation distances to the various functional areas, segregation of car parks and access roads from pedestrian areas, preserve and improve existing features of the landscape as a pleasant natural environment is a stimulating element. Design principles related to internal space: grouping of rooms related to the same functions, access by physically disabled to all areas, separation of internal recreation areas for primary level students from the two other education levels, separation of quiet rooms (i.e. mostly study rooms) from noisy rooms such as sport hall, technology rooms, music room, possibility for handicapped persons to access to all rooms on the ground floor level, and, as much as possible, on the other floors, design and choice of construction materials should be prepared so that they would minimize future needs for maintenance works. PERSONNEL REQUIRED FOR THE ASSIGNMENT It is expected that the following Personnel will be required for the assignme nt as indicated: TABLE A21.2: PERSONNEL REQUIRED S/No. Personnel 1 4 6 7 Architect, Civil Engineer Quantity Surveyor Electrical Engineer Number required Basic Qualification (Years of Experience) 1 No. 1 No. 1 No. 1 No. B. B. B. B. SC. PG Dip Arch (8 ) SC. Civil Engineering (5) SC. Bldg. Tech. (5) SC. Elect. Eng. (10) 214 Professional Qualification (Years of experience) AGIA (6) MGhIE (5) AGIS (5) MGhIE(8) 10 11 Mechanical Engineer Clerks of Works 1 No. various B. Sc. Mech. Eng. (10) HND Bldg. Tech. (6) MGhIE (8) N/A REPORTING REQUIREMENTS Two hard copies and one soft copy of the following reports are to be submitted at the times indicated below: TABLE A21.3: DELIVERABLES Report Inception Report First Progress Report Period due 2 weeks after commencement of assignment 6 weeks after handing over site to contractors Second Progress Report 10 weeks after handing over site to contractor Completion Report Draft Final report Final Report Within 2 weeks after approval of the Draft Completion Report Within 4 weeks after expiration of Defects Liability Period and issuance of Defects Liability Certificate Within 2 weeks after approval of the Draft Final Report CLIENT’S INPUTS The Client is expected to provide all the facilities and personnel necessary to accomplish the assignment. The Consultant shall make his own arrangements and allowances for transport (in-city and up-country) and submit invoices for re-imbursement. The MOE nominates the Head of the Civil Works Team to work with the Consultant on matters that will facilitate the smooth implementation of the assigned activities. 215 ANNEX 22: REPORTING TEMPLATE FOR SUPERVISION CONSULTANTS REPORTING TEMPLATE FROM SUPERVISION CONSULTANTS 1.0 2.0 3.0 4.0 Introduction 1.1 General 1.2 Description of works 1.3 Contract details Consultant’s resources 2.1 personnel deployed for the project 2.2 Office accommodation 2.3 Vehicles Contractors’ resources 3.1 Personnel 3.2 Plant and equipment 5.0 Project related issues requiring resolution 5.1 Contractor’s challenges 5.2 Stakeholder’s challenges 6.0 Completed work and progress 6.1 Completed work 6.2 Percentage work in progress 7.0 Financial report 7.1 Details of payment Certificates issued 8.0 Consultant’s general assessment 9.0 Conclusion Appendices Consultants activities 4.1 Meetings 4.2 Site Inspections 4.3 Checking of setting out 4.4 Certifying Interim Payment Certificates 216 ANNEX 23: TEMPLATE FOR CONDUCT OF NEEDS ASSESSMENT (FACILITIES UPGRADE) REGION:______________________ DISTRICT : ___________________________________ SCHOOL : _______________________________ S/No. NEEDS LIST (IN ORDER OF DESCRIPTION OF ACTION REQUIRED ESTIMATED COST PRIORITY) (GHS) 1 2 3 4 5 6 7 8 9 10 11 12 13 NAME, SIGNATURE & DATE SCHOOL HEAD:__________________________________________________ PTA CHAIRMAN :________________________________________________ ASSISTANT SCHOOL HEAD : _______________________________________ DISTRICT ENGINEER:______________________________________________ 217 ANNEX 24: ENVIRONMENTAL SCREENING CHECKLIST Sub-project name: Subproject Location (include map/sketch): Type of activity : (e.g. district, etc). (e.g. new construction, rehabilitation, periodic maintenance) Estimated Cost: Proposed Date of Commencement of Work: Technical Drawing/Specifications (circle answer): Reviewed This report is to be kept short and concise. Yes No 1. Site Selection: When considering the location of a school project, check if the proposed site has the following potential impacts. They do indicate a real risk of causing undesirable adverse environmental and social effects, and that more substantial environmental and/or social assessment may be required to adequately avoid, mitigate or manage potential effects. Issues Impact or Risk Natural habitats Water quality and water resource availability and use Natural hazards vulnerability, floods, soil stability/ erosion Cultural property Involuntary resettlement Check if of Concern Critical natural habitats present Intensive water use; multiple water users; potential for conflicts is high; water quality issues are important Mountainous terrain; steep slopes; unstable soils; high erosion potential; volcanic, seismic or flood risks Known heritage sites in project area High population density; major towns and villages; lowincome families and/or illegal ownership of land; communal properties; unclear land ownership rights 2. Checklist questions: Physical data: Yes/No answers and bullet lists preferred except where descriptive detail is 218 essential. Site area in acres Extension of or changes to existing alignment Any existing property to transfer to sub-project Any plans for new construction Refer to project application for this information. Preliminary Environmental Information: Yes/No answers and bullet lists preferred except where descriptive detail is essential. State the source of information available at this stage (proponents report, EIA or other environmental study). Has there been litigation or complaints of any environmental nature directed against the proponent or sub-project Refer to application and/or relevant environmental authority for this information. Identify type of activities and likely environmental impacts: Yes/No answers and bullet lists preferred except where descriptive detail is essential. What are the likely environmental impacts, opportunities, risks and liabilities associated with the sub-project? Refer to Technical Planning Guidelines – Impact, Mitigation and Monitoring Guide lines Determine environmental screening category: Yes/No answers and bullet lists preferred except where descriptive detail is essential. After compiling the above, determine which category the subproject falls under based on the EPA environmental categories A, B and C. Refer to Technical Planning Guidelines – Screening and Review Process Environmental Assessment Report or environmental studies required: 219 Yes/No answers and bullet lists preferred except where descriptive detail is essential. If Screening identifies environmental issues that require an EIA or a study, does the proposal include the EIA or study? Indicate the scope and time frame of any outstanding environmental study. Required Environmental Monitoring Plan: If the screening identifies environmental issues that require long term or intermittent monitoring (effluent, gaseous discharges, water quality, soil quality, air quality, noise etc), does the proposal detail adequate monitoring requirements? Refer to Technical Planning Guidelines – Impact, Mitigation and Monitoring Guid elines Public participation/information requirements: Yes/No answers and bullet lists preferred except where descriptive detail is essential. Has consultation been completed? Indicate the time frame of any outstanding consultation process. Refer to Chapter 2 – Relevant legislative acts Land and resettlement: Yes/No answers and bullet lists preferred except where descriptive detail is essential. What is the likelihood of land purchase for the project? How will land be acquired/purchased? What level or type of compensation is planned? Who will monitor actual payments? Refer to the Resettlement Policy Framework. Actions: List outstanding actions to be cleared before construction begins. Approval/re jection Yes/No answers and bullet lists preferred except where descriptive detail is essential. 220 If proposal is rejected by EPA for environmental reasons, should the site be reconsidered, and what additional data would be required for approval? Recommendations: Requires an EIA and/or RAP, to be submitted on date: Requires EMP, to be submitted on date:. Does not require further environmental studies Reviewer : Name: Signature: Date: 221 ANNEX 25: RESETTLEMENT ACTION PLAN SCREENING FORM ITEM S/No. 1 2 YES NO Who is the original owner of the land? 3 4 5 Has the status? Are the Is there Is there land been fully acquired for the intended purpose? If no, what is the 6 If yes, can we inspect it. Is there a consensus in the community about the use of the land? 7 8 9 o Chiefs/Opinion Leaders/Politicians What is the plot size?(lands officer to assist) Was the site selected by both the MP and the DCE? Are there any SHS in the district? 10 o Public o Private Is an electricity transformer close to the site? 11 Is there a water pipeline close to the site? 12 Is there any VRA pylon on the site? 13 Is the land cleared? documents available? any litigation on the land? another site in contention for the project? If no, are there any cash crops on the site? Are there any items/structures to be demolished? 14 Is there any access road to the site? 15. General remarks/comments 222 ANNEX 26: DRAFT TERMS OF REFERENCE FOR SAFEGUARDS CONSULTANT BACKGROUND The Government of Ghana intends to improve access to quality Senior High School (SHS) education in the country. It has therefore made budgetary provision and approached other Donors for funds to construct 200 Community SHS. The International Development Association (The World Bank) responded by providing a $156 million credit for the Secondary Education Improvement Project (SEIP). Part of the credit will fund the construction of 24-unit Classroom (E) Blocks; 8-unit 2Bedroom block of Staff Flats; Headmaster’s Bungalows and Canteen Blocks; Security/Gate Posts, Paving, Drainage and Ancillary Works in 23 Beneficiary Districts. The Government of Ghana acting through the Ministry of Education intends to apply part of the funds allocated for the above Project to cover eligible payments under contracts for consultancy services for the implementation of the already approved Environmental and Social Management Framework (ESMF) and Resettlement Policy Framework (RPF) at sites in the following twenty-three districts: TABLE A26.1: DISTRICTS FOR N EW CONSTRUCTION S/No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Region Western Western Northern Northern Greater Accra Upper East Central Upper East Greater Accra Greater Accra Ashanti BrongAhafo Upper West Eastern Ashanti Volta District WassaAmenfi Central Bia East Mion North Gonja KponeKatamanso Pusiga Awutu Senya East Municipal Binduri Adenta Municipal Ga East Municipal Kumasi Metropolis Sene East Wa East KwahuAfram Plains South Offinso North Adaklu 223 17 18 19 20 21 22 23 2.0 Northern Ashanti BrongAhafo BrongAhafo Eastern Western Volta Gonja Central AhafoAno South Kintampo North Municipal AtebubuAmantin Ayensuano SefwiAkontombra Krachi East OBJECTIVESOF THE CONSULTANCY ASSIGNMENT The objective of the consultancy assignment is to implement the approved ESMF and RPF in the execution of the SEIP in the selected twenty-three sites with a view to identifying the environmental and social impacts associated with the project and implementing the relevant mitigation and management measures in conformity with the ESMF and RPF. It will involve the use of the Environmental and Social Management Framework (ESMF) and a Resettlement Policy Framework which have already been developed and approved by government of Ghana and the World Bank under the project to: Screen (using project designed and EPA forms) to identify potential environmental and social impacts arising out of construction and renovation related activities. Assess the potential environmental and social impacts, design and implement appropriate mitigation measures to ensure a safe and sustainable development Ensure project affected communities and relevant stakeholders are adequately consulted during the E&S impact assessment process with their concerns noted and taken into consideration in the final design of the project to avoid, minimise and/or compensate for potential impacts. Ensure public disclosure of all relevant E&S documents in country and the Bank Monitor and report on the implementation of these mitigation measures to assess performance and compliance with Country and Bank E&S policies and guidance Assess the institutional capacity at the national, district and school levels for mitigating as well as implementing these measures Prepare the budget for the implementation of the environmental mitigation plan Train Supervision Consultants to implement the relevant environmental and social safeguards for the project. 3.0 SCOPEOF WORK The Consultant will be expected to render the following services: 224 4.0 Coordinate the pre-design, planning, and funding stages of the proposed development with the Technical Planning Guidance (TPG), Draft Construction phase environmental and social responsibilities of the ESMF into contractors’ agreement documents. Coordinate capacity building and training activities for Contractors, District, Zonal and National Stakeholders Act as an arbiter for dispute resolution in case of difference on issues beyond the District level Ensure that due diligence and compliance reports from districts are submitted on time, and update the national database. Facilitate the Implementation of ESMF. Organize and conduct national and district level trainings Design manuals and modules for capacity building and awareness creation. Facilitate monitoring and auditing process, and Prepare and submit periodic reports for onward submission to the World Bank, as may be required. REPORTING REQUIREMENTS The report will include the following sections: 1. The Consultant shall prepare the relevant Environmental Assessment Report as may be required by the EPA, and a A/RAP for each site as may be necessary and publish the outcome. If required by the EPA, the Consultant will conduct a public hearing which will serve as ventilation and resolution of conflicting interests. The Consultant shall furnish the Client with copies of all such reports as they are submitted to the EPA. 2. Communicate the results of the public hearing to the MOE within fourteen days of the hearing taking place 3. The consultant shall submit an annual report to the MOE for study 4. The Consultant shall prepare an Environmental and Social Management Plan after 18 months as required by law 5. The Client will study the report and will determine when the Consultant will proceed to the next phase. 5.0 SKILLSREQUIREMENTS The selected consultant should be an Environmental Specialist with at least ten (10) years’ experience in environmental assessment. Experience in similar projects, and conversance with the WorldBank’s Environmental and Social safeguard policies are also required. 225 6.0 DURATION OF THE ASSIGNMENT The duration of this consultancy assignment is (90) ninety days. The MOE will determine when each phase of the assignment should be undertaken taking into consideration the reporting requirements. 7.0 CLIENT’S INPUTS The Client is expected to provide all the facilities and personnel necessary to accomplish the assignment. The Consultant shall make his own arrangements and allowances for transport (in-city and up-country) and submit invoices for re-imbursement. The MOE will nominate a ‘’Client Coordinator’’ from its staff to work with the Consultant on matters that will facilitate the smooth implementation of the assigned activities. 226 ANNEX 27: DRAFT TERMS OF REFERENCE FOR PROJECT COORDINATOR BACKGROUND The Government of Ghana intends to improve access to quality Senior High School (SHS) Education in the country. It has therefore made budgetary provision and approached the World Bank for assistance to construct 200 Community SHS in various Districts of Ghana. The Ministry of Education (MOE) intends to apply part of the above proposed funds earmarked from the World Bank to cover eligible payments under the contract for individual Consultancy as Project Co-ordinator. OBJECTIVES OF THE CONSULTANCY ASSIGNMENT The objectives of the Consultancy assignment are to ensure that the objectives of the SEIP are attained in a timely manner. SCOPE OF THE SERVICES The Consultant will report to the Project Steering Committee and will be expected to render the following services: Ensure that all aspects of the project are implemented according to the Guidelines in the approved Project Implementation Manual (PIM) Closely monitor Procurement Plans on a monthly basis and exercise quality control on all aspects of the procurement process including evaluation, selection and award Bring up issues requiring policy interpretation, formulation, co-ordination and monitoring and evaluation to the Project Steering Committee for direction Liaise with the Project Management Co-ordinator and Results based Team Co-ordinator to realise the project objectives Co-ordinate and support all implementing Departments of the SEIP Report on the progress against the Indicators and Disbursement Linked Indicators (DLI‘s); Eligible Expenditure Programs (EEP‘s) and Technical Assistance Ensure timely and comprehensive reporting of results for Disbursements including Withdrawal Applications Ensure that Bank Fiduciary (Financial) reporting, Procurement and safeguards regulations are followed Ensure timely communication on the SEIP progress to all Stakeholders especially the Project Steering Committee(PSC) Manage and co-ordinate the Technical Assistance component with the relevant Departments Disseminate all directives from the Project Steering Committee to all implementing Departments 227 COMPETENCIES REQUIRED Basic Qualification in a Social Science; Architecture; Building Technology and Civil Engineering with 12 years post-qualification experience Professional Qualification in relevant field with 10 years post-registration experience A Degree in Project Management will be an advantage Experience in managing at least 2 different Donor-funded projects Must be conversant with the structure of the Ministry of Education and its policies Must be a Team Player and matured in handling project conflicts Must be fluent in oral and written English and able to do presentations on the SEIP at short notice DURATION OF THE ASSIGNMENT The Assignment is expected to last for an initial contract period of 2 years commencing one month after project effectiveness and renewable for a further period of two years on satisfactory performance 228 Results Focus Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments Pillar 1: Increase Access with Equity in senior secondary education in underserved districts Expansion of S HS DLI 1: Targeting of school expansion and improvement in underserved districts and selected low performing schools DLR 1.1: Agreed targeting criteria applied to identify list of Districts and schools for expansion and improvement under the Project as set forth in the PIM DLI 2: Increase in new seats for SHS students in underserved districts DLR 2.1: Pre-construction requirements met for new construction in 23 selected districts. DLR 2.2: About 30% of all construction works completed (aggregated) 229 DLR 2.3: About 80% of all construction works completed (aggregated) DLR 2.4: About 5,000 new seats created in underserved districts (cumulative) DLR 2.5: About 15,000 new seats created in underserved districts (cumulative) Criteria for selection based on model agreed during the M arch 2014 appraisal mission. Selection of school sites for new construction in:(i) districts with no operating SHS; (ii) district prioritization based on the following objective targeting criteria: (a) demand for SHS places; (b) district size; and (c) district poverty index Selection of rehabilitation/upgrading of existing school sites based on specified criteria and targeting methods based on needs assessment. Safeguards compliance through ESM F and RPF verified in all new construction sites. (screening and RAPs completed). Validation of site selection applied in school construction implementation plan, bidding documents and safeguards reviews. Package of final bidding documents completed for new construction in 23 districts in line with appraised design. Facilities maintenance plans drafted. Results Focus Demand side interventions to encourage enrollment and completion of S HS Indicator YEAR 0 YEAR 1 YEAR 2 YEAR 3 YEAR 4 Comments Bidding Documents reflect identified needs/scope of expansion/rehabilitation in selected low performing schools. District Assembly report on safeguards screening, site visits and civil works tendering. Link to PDO indicator 2 for identification of beneficiaries for incentives as defined in the PIM . Schools report on number of students receiving scholarships per year for their three year SHS program. Disbursement scaled according to number of scholarships awarded per year. DLI 3: Increase in utilized seats in existing lowperforming schools DLR 3.1: Pre-construction requirements met for upgrading of selected schools DLR 3.2:About 500 seats utilized DLR 3.3: About 1,000 utilized seats (cumulative) DLR 3.4: About 3,000 utilized seats (cumulative) DLR 3.5: About 5,000 utilized seats (cumulative) DLI 4: Increased enrolment in selected SHS for students from low income families, especially girls DLR 4.1:Selection and contracting of implementing partner to administer scholarships completed and criteria for selection of beneficiaries of scholarships developed DLR 4.2: At least 2,000 SHS students receiving scholarship in selected schools. DLR 4.3: At least 4,000 SHS students receiving scholarship in selected schools. (cumulative) DLR 4.4: At least 6,000 SHS students receiving scholarship in selected schools (cumulative) DLR 4.5: At least 10,000 SHS students receiving scholarship in selected schools(cumul ative) Pillar 2: Improve quality in low-performing senior high schools Improve the quality of teaching and learning in selected lowperforming secondary schools DLI 5: Annual publication of School Performance Report DLI 6: School Performance Partnerships in 125 beneficiary schools DLR 6.1: Guidelines on preparation of school performance partnerships (SPPs) developed and distributed to selected schools. DLR 5.1: School mapping of all SHS completed DLR 5.2: Publication of school performance data for FY 2016 online and in brochure DLR 5.3: Publication of updated school performance data for FY17 online and in brochure DLR 6.2: Training on school improvement planning and implementation provided for 125 selected schools. DLR 6.3: 80 selected schools signing performance partnerships DLR 6.4: 100 selected schools signing performance partnerships (cumulative) 230 DLR 5.4: Publication of updated school performance data for FY18 online and in brochure DLR 6.5: 125 selected schools implementing performance partnerships based on SPPPs Greater sensitization and communication about SHS- outreach to JHS, up to date data on school details. SPPPs would include details on ICT packages if needed, leadership and management training, competencies, strategy for improving in-service teacher training, mentoring and materials. Survey to be conducted for beneficiary schools. Results Focus Improvemen ts in teaching and learning in targeted schools Indicator DLI 7: Improved learning outcomes in 125 selected SHS (with quality package) YEAR 0 DLR 7.1: Report on review of the quality of teaching and learning for mathematics and science in SHS YEAR 1 DLR 7.2: Training modules rolled out for mathematics and science teachers and ICT based instruction developed for school use in selected SHSs 231 YEAR 2 YEAR 3 DLR 7.3: ICT based instruction rolled out in about 50% of selected SHS. DLR 7.4: ICT based instruction rolled out in all selected SHS YEAR 4 DLR 7.5: Increase in number of 6 credits and above WASSCE scores on average in totalselected SHS. Comments Year 4 DLR corresponds to PDO indicator At least 125 existing schools expected to receive quality package- (will roll out to new schools once they are functioning) Under Component 2 the MOE and GES will be carrying out their own monitoring and data collection, particularly at the school level. In addition to traditional monitoring and supervision visits, data will be collected via an online platform by which schools enter and submit information such as on scholarship beneficiaries, general enrolment, staffing, execution of funds and activities under SPPPs and others. 1. OBJECTIVE OF THE ASSIGNMENT The objectives of these terms of reference are to employ the services of an individual or firm who will provide independent verification for the meeting specific construction- related DLRs under the project. The DLRs to be verified under this contract are the following: TABLE A27.1: DLR S TO BE VERIFIED DLI 2. DLR 2.1 DLR 2.2 DLR 2.3 2. DLR 3.1 Activities to be verified Year of project Pre-construction requirements met for new construction in 23 districts 0 About 30% of all construction work (aggregated) (with 5% flexibility) completed 1 About 80% of all construction work (aggregated) (with 5%flexibility) completed 2 Pre-construction requirements upgrading of selected 50 SHS met for 0 3. SCOPE OF WORK The Consultant is expected to carry out the following activities: Study Architectural and Structural/Mechanical/Electrical working drawings for each structure to be constructed to be provided by the MOE and note any amendments made to them during construction Study documentation and scope of work for each facility to be upgraded to be provided by the MOE and note any amendments made to them during construction Review Supervision Consultants‘ reports at each site Check that the structure has been properly positioned and orientated on site Ensure that good quality materials are used in the works Develop a template stating the various percentages allocated to each component of each of the new structures being constructed in 23 districts and each facility being upgraded at the 50 beneficiary existing SHS and agree on same with the MOE Submit a report stating whether the agreed result has been achieved to the Chief Director for the GOG and World Bank use 232 4. TIMING AND ESSENTIAL OUTPUTS The following outputs and timings are expected from the consultancy: TABLE A27.2: DELIVERABLES Output Inception report including workplan and detailed methodology; verification template for new works for each structure and for facilities upgrade Report for year 0 DLR‘s Report of Year 1 DLRs Report of Year 2 DLRs Timing December 2014 December 2014 November 2015 November 2016 5. QUALIFICATIONS AND EXPERIENCE The consultant is expected to have the following qualifications and experience: Either A Basic Degree (B. Sc. ) and Post-Graduate Diploma in Architecture with 12 years experience and AGIA with 10 years experience ; B. Sc. Building Technology with 10 years experience and AGIS with 8 years experience; B. Sc. Civil Engineering with10 years experience and MGhIE with 8 years experience Experience in developing verification templates Experience in assessing stages of completion of similar structures TABLE A27.3: CIVIL WORKS INDEPENDENT VERIFIER STAGES -E-BLOCK S/No. Stage description 1 2 3 4 5 All excavation work, blockwork; concrete in column bases and columns; filling under floors up to casting ground floor slab Concrete in Ground floor columns; first floor beams and suspended slab; staircase cast Concrete in first floor columns; second floor beams and suspended slab; staircase cast Concrete in second floor columns; third floor beams and suspended slab; staircase cast Concrete in third floor columns; roof beams; roof 233 Percentage completed 10 11 11 11 9 6 7 8 9 10 construction and covering Ground , first, second and third floor plasterwork and other floor; wall and ceiling finishings Ground , first, second and third floor joinery and metalwork Ground , first, second and third floor plumbing and electrical installations Ground , first, second and third floor painting and glazing Lightening protection; transformer and external works TOTAL 16 11 7 4 10 100 TABLE A27.4: CIVIL WORKS INDEPENDENT VERIFIER STAGES -BLOCK OF STAFF FLATS S/No. Stage description 1 2 3 4 5 6 7 8 9 10 All excavation work, blockwork; concrete in column bases and columns; filling under floors up to casting ground floor slab Concrete in Ground floor columns; first floor beams and suspended slab; staircase cast Concrete in first floor columns; second floor beams and suspended slab; staircase cast Concrete in second floor columns; third floor beams and suspended slab; staircase cast Concrete in third floor columns; roof beams; roof construction and covering Ground , first, second and third floor plasterwork and other floor; wall and ceiling finishings Ground , first, second and third floor joinery and metalwork Ground , first, second and third floor plumbing and electrical installations Ground , first, second and third floor painting and glazing Lightening protection; transformer and external works TOTAL Percentage completed 13 7 7 7 13 11 16 11 7 8 100 TABLE A27.5: CIVIL WORKS INDEPENDENT VERIFIER STAGES -HEADMASTER’S BUNGALOW WITH OUT-HOUSE S/No. Stage description 1 2 3 All excavation work, blockwork; concrete in column bases and columns; filling under floors up to casting ground floor slab Concrete in Ground floor columns and roof beams Blockwork with lintel and window/door openings 234 Percentage completed 20 11 8 4 5 6 7 9 Roof construction, covering and fascia Floor, wall and ceiling finishings; painting and decorating Plumbing and electrical installation Joinery and metalwork External works, services and drainage TOTAL 11 17 17 11 5 100 TABLE A27.6: CIVIL WORKS INDEPENDENT VERIFIER STAGES -CANTEEN S/No. Stage description 1 2 3 4 5 6 7 All excavation work, blockwork; concrete in column bases and columns; filling under floors up to casting ground floor slab Concrete in Ground floor columns and roof beams; blockwork Roof construction, covering and fascia Floor, wall and ceiling finishings; painting and decorating Plumbing and electrical installation Joinery and metalwork External works, services and drainage TOTAL Percentage completed 28 10 15 18 11 13 5 100 TABLE A27.7: CIVIL WORKS INDEPENDENT VERIFIER STAGES -BLOCK OF STAFF FLATS S/No. Stage description 1 2 4 5 6 7 9 All excavation work, blockwork; concrete in column bases and columns; filling under floors up to casting ground floor slab Concrete in Ground floor columns and roof beams; blockwork Roof construction, covering and fascia Floor, wall and ceiling finishings; painting and decorating Plumbing and electrical installation Joinery and metalwork External works, services and drainage TOTAL 235 Percentage completed 13 58 5 9 8 5 2 100 ANNEX 28: THE E-Education PLATFORM FOR SCHOOL MAPPING AND MONITORING AND EVALUATION Introduction 1. In Ghana, the growing prevalence of Information & Communication Technologies (ICT) such as mobile phones and internet connectivity can serve as a channel for the public sector to enhance its monitoring framework, as well as enable citizens to relay their voices in the monitoring and feedback process . The leveraging of ICT-based platforms can not only help render a geo-spatially based digital baseline of country-wide SHS in a transparent manner, it can also facilitate large-scale citizen review and feedback on the quality and effectiveness of these educational institutions, thereby placing pressure points on publicsector agencies for provision of a better and equitable learning experience for students. 2. To enhance program implementation, SEIP will ada pt an ICT platform, to ensure close monitoring of works as well as provide school profiles using key performance indicators through a dedicated website accessible to the general public. The establishment of a user friendly web platform for school reporting and real time mobile phone-based monitoring of all SHS would enhance and strengthen the EMIS in order to help government report on achievement of results. Key features of the platform include the capability to plot reports geo-spatially in real -time, seamless integration with SMS, applicability as a real -time GIS, and the power to immediately appraise officials responsible for addressing issues through auto matic email notifications and periodic reminders 3. The platform is a dynamic Smartphone and web-based ICT monitoring and evaluation system that helps provide real-time information accessible to all stakeholders to closely track progress of key project activities and to report on Project outputs in a timely manner. The tool also allows monitoring of site visits by the email identity or phone number allocated. This is particularly useful since the tool allows recording not only the number of times the school has been visited, but by whom. This allows random verification of the number of site visits and helps introduce accountability for those tasked with supervision and monitoring. 4. The ICT platform will also help Govt. of Ghana conduct a school mapping exercise to locate all schools with key basic data to help inform decision making about resources, teacher allocations, computerized selection and rehabilitation/upgrading needs. 5. Benefits of the platform include supporting the realization of project outcomes, strengthening capacity of program partners in addressing immediate challenges in program implementation, and promoting participation of stakeholders in development program management. 6. The platform has been launched in Ghana for SEIP as ‘The Ghana Seconda ry Schools Monitor’ (www.GhanaSchoolsInfo.org), with the motto “Smarter Monitoring for a Smarter Ghana”. Cost for usage is zero. As of Sept. 16, 2014, the app for SEIP can be downloaded onto smartphones using the following link: http://www.thetigerparty.com/downloads/worldbank/Taarifa_GhanaSchool_20140905.apk 7. Regular updates are made to the app and correspondingl y, links to download the latest versions of the app are sent to tool users by the World Bank ICT Specialists. Stages of tool usage in SEIP 236 Application of the platform for achieving project objectives will take place in 3 stages: Stage 1: Stage 1 of the school mapping exercise will involve geo-spatial plotting of all 820+ secondary schools in Ghana on the online portal 'www.GhanaSchoolsInfo.org'. Data for each school will be populated from EMIS, along with other parameters deemed necessary. GES will undertake internal discussions to fully crystallize the reporting structure. It is proposed that Stage 1 will be carried out by a local consultant (hired by the Bank) in conjunction with a team of 5 IT personnel working in MOE/GES during October and November, 2014. Stage 2: Stage 2 will involve the headmasters or school ICT teachers of the 125 recipient schools to self-report on the portal, using a web-survey (see Annex 19: Sample Questionnaire for online SHS monitoring) for their respective school, the activities being carried out using funds received. Training to the headmasters/school ICT teachers will be provided by the local consultant in conjunction with GES IT personnel. Stage 3: This will involve, on a randomized sampling basis, periodic monitoring and crossverification of information provided by the headmasters. The platform allows for automatic replacement of existing online school reports with updated versions. Stage 3 will be carried out by the district/regional education directors, who will be trained by the local consultant and GES IT personnel. 8. Institutional capacity will be developed within MOE and GES so as to enable them take proactive response in relation to any SHS-related issues captured by the platform. The emphasis will dwell on establ ishing the critical ‘monitoring-to-action’ feedback loop. 237 Figure 1: Sample overviewof Smartphone interface for (1) Recording data, and (2) automatic capturing of GPS coordinates 238 Figure 2: Screenshot of ‘The Ghana Secondary Schools Monitor’ website 239 ANNEX 29: PROJECT FREQUENTLY ASKED QUESTIONS (FAQs) SEIP Q&A: 1. Why did the World Bank agree to lend money to Ghana for secondary education at this time of tight budget control? Ghana’s Constitution mandates that all efforts are made to make education gradually universal and progressively free. With access to primary education becoming near universal in Ghana, new priorities are emerging at post-basic level where the demand for secondary education is fast increasing and the supply of SHS has not kept pace. Ghana’s middle income status will also require more secondary level graduates with the relevant skills to continue their education and/or enter the labor market, hence investing in secondary education at this time will improve the human capital of the country, and also improve long-term competitiveness, access jobs and improve people’s lives and incomes. 2. Why only senior secondary schools and not technical or basic schools? The purpose of the project does not preclude investing in technically oriented SHS programs and where selected SHSs offer technical and vocational programs, these will be supported. Most of the external funding for the last 15 years has been going to basic and technical education. The SHS is considered as an underfunded level and a bottleneck in the education system with significant challenges in terms of equity, access and quality. The Bank’s support is not mutually exclusive of other subsectors. In fact, the support to secondary education complements current ongoing support for increasing the quality of basic education (GPEG-US$75.5 million), improving skills training and science and technology adoption (GSTDP -US$70 million), improving higher education relevance and centers of excellence (Oil and Gas Capacity Building Project and the African Centers of Excellence Project). The basic education sector is also well supported by several development partners whose efforts are coordinated by the education sector. These include DFID supporting girls scholarships at primary and JHS level, USAID supporting reading and learning assessments at basic level, UNICEF supporting basic education for out of school children, JICA supporting science and math education and WFP. The African Development Bank, Germany (KfW and GIZ) and DANIDA also provide significant support for TVET and skills development. The Bank works closely with all of these partners to ensure collaboration and coordination in its support for education in Ghana. 3. What are the components of the project? The US$156 million project is intended to be implemented over a five year period, 2014-2019. It will use a results-based financing approach, which means that funds are only released based on the achievement of specific results expected to help Ghana see improved educational outcomes in an equitable manner. The results based approach, as a tool, focuses on results or outcomes rather than inputs. Component 1 aims to increase access, promote equity and improve quality in the SHS system. o Subcomponent 1 (a) expanding access through the construction of approximately 23 new SHS in underserved areas, facilities improvement and expansion of existing low performing schools and through support for SHS access by disadvantaged students (scholarships to students from low income families, especially girls). o Subcomponent 1 (b) improving the quality of education in at least 125 selected low performing SHS through: (i) strengthened school management and accountability; (ii) mathematics and science teaching and learning; (iii) informati on and communication 240 technology expansion and connectivity in schools; and (iv) the introduction of school performance partnerships for school level improvements. Component 2 aims to strengthen institutional capacity for delivery of better secondary education results. Subcomponent 2 (a) includes technical assistance to strengthen capacity of MOE, GES and other implementing agencies to carry out project activities. This includes financial audits, technical audits, impact evaluations and development of key materials for leadership training and math and science training. Subcomponent 2 (b) supports the improvement of the monitoring and evaluation system. The project will support baseline data gathering and analysis and endline survey and analysis. In addition, this subcomponent supports better integration of school census with GSS data. Subcomponent 2 (c) will finance the execution of a school mapping of all secondary schools using GPS, school data, to help inform decision making about resources, teacher allocations, computerized selection and rehabilitation/upgrading needs. The school mapping will be updated annually and reflected in the annual publication of school performance available to the public on a website and brochure. Subcomponent 2 (d) builds on the school mapping to roll out an ICT platform to monitor all secondary schools using mobile smartphone technology. This dynamic tool aims to provide real-time information (accessible to all stakeholders on the website) to closely track progress of key project activities and to allow for social accountability. The tool will be provided to those tasked with supervision and monitoring, but will also be used by CSOs and other stakeholders to allow for random verification of on-the ground results. Subcomponent 2 (e) will finance the cost of consultants/firm to conduct independent verification of the achievement of the results. This verification will be required before funds can be released. This verification is complemented by other tools for sector monitoring such as school mapping, EMIS data, WAEC analysis, GSS statistics and expenditure and payroll data. Subcomponent 2 (f) will finance research and diagnostic activities to advise the government on SHS policy and strategy, which would help provide on-demand analyses, surveys and impact assessments as well as various reviews of education financing, efficiency surveys, etc. The project will also support improved collaboration between MOE, WAEC and Ghana Statistical Service so that comprehensive data drives policy decisions in the sector. 3. What is the SEIP intended to achieve? The Project Development Objective is to increase access to senior secondary education in underserved districts and improve quality in low -performing senior high schools (SHS) in Ghana. The project is targeted to ensure resources focus on considerations of equity. Selection of project sites and beneficiaries involves objective criteria based on data from Population Census, Ghana Living Standards Survey 6 and annual school census based on the Education Management Information System (EMIS). The SEIP focuses on improving access in underserved districts through new school construction (in 23 districts), senior secondary school facilities and quality improvements of existing SHS (125). The project is expected to benefit approximately 30,000 new students in secondary education programs, 150,000 students in low performing schools, 2000 senior high school teachers, head teachers, in addition to education 241 officials. It will provide scholarship to students from low-income families as a way of expanding access. 4. What constitutes Quality Improvement under SEIP? Under quality improvements beneficiary senior high schools will be supported to strengthen various school management processes, financial management and accountability, efficiency and optimal utilization of school resources to enhance results. Various training programs will be organised for various levels of leadership in academic and administrative positions. Additionally, their teachers will be supported to improve their teaching methods in Science, mathematics and ICT by using lessons learnt from best practices and intervention programs. 5. Is the SEIP being forced on Ghana? What conditions, if any are attached to this project? Is the distribution of sanitary pads part of the project? No, the World Bank does not force projects on its borrower member countries. Projects are requested by the Government and the Bank team conducts a rigorous appraisal of the proposed program before submitting the project for Board approval. There are no conditions attached to this project. There is no mention of sanitary pads anywhere in the project document. As part of the equitable access results area, the Government plans to award at least 10,000 eligible students scholarships. At least 60% of these scholarships are expected to be awarded to females. The scholarships will be available for day students in existing schools that are targeted under the SEIP and also in the newly constructed schools when they are completed. The Government of Ghana, in collaboration of school authorities and other stakeholders will determine how to disburse the scholarships, whether in cash or in kind. 6. Does this loan provide value for money? What measures are in place to prevent corruption? Yes, the loan was prepared on value for money principles. In addition the access, quality and equity considerations provide a balanced approach to improving secondary education in Ghana. Regarding Component 1, which is results based, the project will follow the Ghana Public Procurement, 2003 (Act 663) procedures and directions. Independent verification will verify, among its many verification activities, whether the GPP Act 663 has been followed for procurement under this component. The second component will be subjected to Bank prior and post review s depending on applicable thresholds, based on World Bank Procurement Guidelines. The SEIP was developed to reflect the World Bank’s procurement, financial management, auditing, social accountability and anti-corruption standards. A robust M&E system will be established to ensure performance monitoring and transparency. The project also includes a web-based monitoring system to be deployed in a participatory manner and will involve CSOs and other stakeholders including the general public. In addition, payment schedules for project activities will be determined by the government’s achievement of agreed outcomes which would be verified through independent means. There are also annual intermediate targets and end of project targets to be met and measured. Furthermore, investing US$156 million in SHS education in 5 years is about 10 percent of the funds budgeted by the Government to run the SHS system. A 10% investment to improve access, equity and quality at this level is expected to have an impact on the overall quality of education, social inclusion and labor market outcomes. 242 7. How were the districts for new construction selected? Districts were selected based on a transparent process using data on demand for SHS places; SHS-aged population and district poverty levels. Districts most in need of SHS expansion were selected. Full details of thes are given in Annex 5 of the SEIP PIM. 8. The new senior secondary schools to be built under the project cost almost three times as much as the new ones being built under the GoG funded schools, why is that so? The SEIP is supporting the results from construction of complete SHS schools- these schools include standard 4-storey classrooms E-block, laboratories, toilets, teacher flats, head teacher bungalow, technical and vocational blocks where necessary and other core structures and furniture/inputs. Payments will only be made based on the number of utilized seats, hence the need for “complete” schools. The contracts for 50 new SHS is being rolled out in phases, and the first phase only includes the standard 4-storey classroom E-block and furnishings/inputs. The understanding from government is that the additional structures are expected to be rolled out at a later time. This difference in the number of structures and inputs reflects the difference in estimated costs. 9. The issue of sustainability has come up in various discussions. What happens when all funds are disbursed and the project closes after the 5 years of implementation? The government's strategy to increase equitable access and improve the quality of secondary education has significant fiscal implications for both investment and recurrent costs. Given the current macroeconomic situation, the SEIP aims to encourage greater rationalization of expenditures and prioritization of investments. Key activities under the Ghana Education Development Sector Project (2003-2009) and the EFA-FTI projects (2008-2011), have been sustained because investments we re focused on targeted beneficiaries and/or districts to ensure more equitable financing in the sector to those localities and populations previously underserved. The Government is applying lessons from previous projects in developing a targeted program based on a long term vision to make secondary education gradually universal and progressively free, a requirement of Ghana’s Constitution. With facilities and quality improvement of existing SHSs, the government is introducing efficiencies which will allow m ore students to access SHS in existing facilities. As part of its program, the Government plans to initiate an expenditure review which will recommend efficiency measures to improve the sustainability of the SHS sub-sector. Better schools may attract more students which may improve the utilization rate in under subscribed SHSs and indirectly lead to the decongestion of over-subscribed SHSs. 9. The SEIP is supporting a number of activities. How are we sure that these are the important activities to deliver the results of providing quality SHS education and equitable access? As a results based project, funds will be disbursed only when key results or outcomes are achieved, ensuring that services are delivered and not just inputs procured. The SEIP activities are also evidence based and the preparation of the project had a rigorous analytical focus. This ensures that implementation focuses on activities that have been proven to deliver outcomes e.g. scholarships. The in -built flexibility of a results-based approach and the allowance to conduct further research under Component 2 also ensures that as implementation progresses, the Government will have an opportunity to test out different 243 modes of delivery in order to achieve the agreed results. This flexibili ty will help inform policy makers on how to maximize impact and apply lessons learned. 10. How is disbursement going to be done under SEIP? The project has two components. Each of the components constitutes a separate disbursement category. The disbursement category for component 1is DLI-based and the disbursement category expense line is for the selected EEP. Component 2 will be a ‘catch-all’ category – “goods, works, consulting services, non-consulting services, training, research, and operating expenses”. The project follows the report based disbursement, using interim financial reports generated from the GIFMIS in GES, validated by the Financial Controller and approved by the Chief Director. The processing of expenditures will be undertaken through the GES Finance Office. The World Bank procurement guidelines shall govern the procurement activities under the component but the Government’s financial management systems (budgeting, accounting, and reporting) shall apply. 11. What are the terms of borrowing? Does it make sense to borrow from the World Bank to support secondary education, given the current level of GoG debt? The terms of borrowing are: 1.25% interest per annum and a 25 year repayment, including 5 years grace period. 244 ANNEX 30: PROJECT CONTACTS TABLE A30.1: PROJECT STEERING COMMITTEE NAME Prof. Naana Jane Opoku-Agyemang ORGANISATION MOE TELEPHONE NUMBER 208189149 E-MAIL ADDRESS [email protected] Hon. Alex Kyeremeh Enoch H. Cobbinah Michael Ayesu Valentine Domapielle Samuel Ofori-Adjei Dorothy A. Glover Cornelius Atsu Dafeamekpor Stephen Kofi Mensah Paul Krampah H. R. Wilson Ernest Otoo MOE MOE MOF GES GES GES GETFund MOE MOE MOE MOE 208150207 202030286; 0244235211 501322681 246987930 244223133 207366900 244474920 244946089 208112338 208111627 0244101822; 0266237400 [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] TABLE A30.2: TECHNICAL IMPLEMENTATION COMMITTEE NAME ORGANISATION TELEPHONE NUMBER E-MAIL ADDRESS Enoch H. Cobbinah E. Aaron Adjetey Lawrence Nyanor Jacob Adu Larbi Dr. Felix Amoakoh Godfred Schandorf Aruna Nelson Kwabena Badu- Yeboah Divine Ayidzoe Ernest Otoo Stephen Adu Joseph Adomako Andrews K. Quaning Samuel Ansah Dr. Augustine Tawiah Dr. Joshua Mallet Frank K. Aidoo Rev. Robert G. Dery Emmanuel A. Cobbinah MOE MOF MOF GES FPMU, MOE GETFund MOE EPA SRIMPR, MOE MOE GES MOE SEU, GES TEU, GES NTC CENDLOS NIB WAEC GSS [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] andrewsquaning @ymail.com [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] Chris Koramoah H. R. Wilson Tony Bediako Ms. Dorothy Glover Mawuli Segbefia Elliot Lamptey Paul K. Krampa Rev. Simon Asige GES MOE NITA GES MOE MOE MOE GES/SED 202030286; 0244235211 249590077 243438322 277208869 0244092820; 0208178912 0247125542; 0267125542 244068823 0501301399; 0244365613 0244466125; 0505091460 0244101822; 0266237400 0208951622; 0244256976 277400261 244132853 244112802 242501196 0244438643; 0264438643 244663780 243558825; 0202260214 0240284490; 0265661145 0209041494 0204343020; 0264343026 0208111627; 0234238615 202050186 0207366900; 0244812382 264695607 244872352 208112338 244843757 245 [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] TABLE A30.3: DISTRICT AND SENIOR HIGH SCHOOL SELECTION CRITERIA Ernest Otoo Nicola Ruddle MOE MOE/ODI Fellow 0244101822;0266237400 0509041922 [email protected] [email protected] 0207366900; 0244812382 0244975290 [email protected] TABLE A30.4: SCHOLARSHIPS Ms. Dorothy Glover Kate Mikaldo GES GES TABLE A30.5: SCHOOL PERFORMANCE PARTNERSHIP PLANS Ms. Dorothy Glover Augustus Agyemfra GES GES 0207366900 0244812382 0264709335 [email protected] [email protected] TABLE A30.6: IMPROVING TEACHING AND LEARNING OF M ATHEMATICS AND SCIENCE Andrews Quaining Dr. Augustine Tawiah Rev Joana Koranteng Peter Atta Gyamfi GES NIB GES GES 0244132853 0242501196 0244441222 0244732028 [email protected] [email protected] [email protected] [email protected] TABLE A30.7: USING ICT TO IMPROVE TEACHING AND LEARNING Dr. Joshua Mallet Atta Williams CENDLOS GES 0244438643 0264438643 0264530270 [email protected] [email protected] TABLE A30.8: LEADERSHIP AND M ANAGEMENT TRAINING Stephen Adu Dr. Augustine Tawiah GES NIB 0208951622 0244256976 0242501196 [email protected] [email protected] TABLE A30.9: M ONITORING AND EVALUATION Joseph Adomako Divine Ayidzoe Dr. Felix Amoakoh Ernest Owusu-Ansah Benard Ayensu Bernard Ntim Natasha Somji PBME, MOE SRIMPR, MOE FPMU, MOE MOE MOE GES MOE/ODI Fellow 0277400261 0244466125; 0505091460 0244092820; 0208178912 0246617273; 0249986397 0267730142 0202621724 0544361025 [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] TABLE A30.10: WEB BASED MONITORING AND SCHOOL MAPPING Ernest Owusu-Ansah Benard Ayensu Atta Williams Natasha Somji MOE MOE GES MOE/ODI Fellow 0246617273; 0249986397 0267730142 0264530270 0544361025 [email protected] [email protected] [email protected] 244068823 0208110079; 0249331015 0233772090 0244749497 0248454999 [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] TABLE A30.11: PROCUREMENT Aruna Nelson Mad. Zalia Ali Kweku Kyei Owusu Alfred Kavi Adams Zuwii MOE GES MOE MOE GES 246 TABLE A30.12: FINANCIAL M ANAGEMENT AND DISBURSEMENT Stephen Kofi Mensah Chris Koramoah MOE GES 244946089 0204343020 0264343026 [email protected] [email protected] TABLE A30.13: INFORMATION EDUCATION AND COMMUNICATION Paul K. Krampa Ms. Maame Efua Cann Ms. Matilda Tettey Franklin Bediako Francis Gbadago TABLE A30.14: Mawuli Segbefia Jacob Adu Larbi MOE MOE MOE MOE MOE 208112338 0277785044 0244595298 0277551225 0204481275 [email protected] [email protected] [email protected] [email protected] [email protected] ENVIRONMENTAL AND SOCIAL IMPACT ISSUES MOE GES 264695607 277208869 [email protected] [email protected] TABLE A30.15: CIVIL WORKS H.R. Wilson Cornelius Atsu Dafeamekpor Godfred Schandorf Mawuli Segbefia Jacob Adu Larbi Kingsley A. Nduro Emmanuel Coleman Samuel Antwi MOE GETFund GETFund MOE GES FPMU, MOE FPMU, MOE FPMU, MOE 208111627 244474920 0247125542; 0267125542 0264695607 0277208869 0208824596 0267041551 0242327957 247 [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
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