results in education for all children (reach) annual...

Results in Education for All Children (REACH)

Annual Report 2015 103692

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The REACH Annual Report

2015 reports on REACH

activities completed during

the span of the calendar

year 2015, marking the end

of REACH’s Pilot Year. Data

used in the report is as of

December 31, 2015. This

report is produced annually

to help communicate key

REACH activities to principal

stakeholders and to report

to the REACH donors. For

2015, an Assessment of the

Pilot Year accompanies this

Annual Report.

REACH ANNUAL REPORT 2015

ContentsThe Road to Results-Based Financing: Achievements so Far 2

RBF: The Path Ahead 3

Leveraging RBF for Systems Enhancement: Country Program Grant 5

Growing the Global Evidence-Base: Knowledge, Learning and Innovation Grants 6

REACH KLI Grants April 2015 9

REACH KLI Grants October 2015 11

Spreading the word: Building Capacity and Confidence in RBF as a Real-World Tool 13

Appendix A Annual Financial Report 17

Appendix B REACH Results Framework 20

Appendix C Methdology for Results Framework Result 1 21

FIGURE

1 REACH at Every Step of the Policy Process 3

TABLES

1 KLI Grants: Expected Deliverables and Timelines 7

A 1 REACH Gross Balance Sheet 2015-2017 (in US$) 17

A 2 Table of Allocations, Disbursements and Commitments for Funds Received in 2015 (US$) 18

B 1 Results Framework 20

C 1 Methodology for Results Framework Result 1 21

Acknowledgements: This Annual Report was prepared by Peter A Holland, Jessica Lee, and Wenna Price Contributors include Luis Benveniste, Patricia da Camara, Diana Manevskaya, Zaure Schwade and Kavita Watsa

Photo credits: World Bank/Flickr

RESULTS IN EDUCATION FOR ALL CHILDREN (REACH) II

REACH ANNUAL REPORT 2015 1

Results in Education for All Children (REACH)

Annual Report 2015 This Annual Report looks at the progress made by the Results in Education for All Children (REACH) trust fund over the first 12 months since its inception in February 2015 The report focuses on REACH’s progress during this period towards building the knowledge base around results-based financing (RBF) and developing operational expertise and capacity among World Bank Group (WBG) Education staff and country clients in applying RBF approaches

The REACH trust fund aims to support efforts toward more and better education services, especially to those most excluded, by helping country systems focus more sharply on results In line with the WBG’s Education Strategy 2020, REACH supports the institution’s efforts to build evidence on what works for a systems approach to education reforms and investments It complements the WBG’s Systems Approach for Better Education Results (SABER) diagnostic and benchmarking platform and its growing portfolio of RBF operations in the education sector

To achieve these goals, REACH has established three primary pillars of activities:

I Country Program Grants (CPG) – REACH provides larger financing to RBF schemes that strengthen country systems in specific IDA1 countries;

II Knowledge, Learning and Innovation (KLI) Grants – REACH provides smaller (up to US$200,000) financing to RBF schemes in IDA and IBRD2 countries that will contribute to the global evidence base; and

III Capacity-Building and Learning around RBF – REACH also organizes capacity building and learning events, maintains a website on global knowledge in RBF and provides just-in-time support to WBG teams and clients on projects with RBF components

Demand from WBG teams and country clients alike to better understand RBF and its applications in various contexts is high, and on the rise Both staff and country clients are keen to use the model to center policy dialogue on results REACH has been able to offer concrete support to WBG teams and country clients by providing funding and technical assistance to help countries raise the bar toward better education quality, and reaching highly vulnerable children still excluded from education systems

1 The International Development Association (IDA) is the part of the World Bank that helps the world’s poorest countries by providing loans (called “credits”) and grants for programs that boost economic growth, reduce inequalities, and improve people’s living conditions IDA countries are low income countries which qualify for IDA assistance

2 The International Bank for Reconstruction and Development is the original World Bank institution It provides loans and other assistance primarily to middle-income countries IBRD countries are middle-income countries which qualify for IBRD assistance

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:22474207~menuPK:282402~pagePK:210058~piPK:210062~theSitePK:282386,00.html

http://www.worldbank.org/ida/borrowing-countries.html

http://www.worldbank.org/en/about/what-we-do/brief/ibrd

RESULTS IN EDUCATION FOR ALL CHILDREN (REACH) 2

REACH’s pilot year began with an important investment from the Government of Norway, followed by support from the United States Agency for International Development, and the German Federal Ministry for Economic Cooperation and Development

To date, the REACH trust fund has achieved the following:

■■ Financing of 20 RBF activities in 16 countries that cover 5 SABER policy domains

■■ Generating knowledge around RBF by organizing three formal learning events with over 100 participants and publishing on various RBF-related topics through web and social media

REACH funds RBF activities through a large country program grant to Nepal and through several smaller activities under the KLI Grants Strategically investing in a series of smaller activities has allowed REACH to quickly identify patterns of research around the world, and to build relationships with a network of RBF providers within the WBG, as well as with other partners REACH only supports activities which are approved by client governments, and which could potentially to be taken to scale, ensuring the funds invested will serve as building blocks for long-term systemic change

In addition to providing funding, REACH provides expertise and advisory services, either from in-house experience, or by connecting those seeking technical support with leading global experts This has been facilitated through learning events, just-in-time support, and informal networking with task team leaders at the WBG and the Global Partnership for Education (GPE) The support to teams in generating knowledge and evidence and advising clients extends to every stage of the policy process, as illustrated in figure 1

The Road to RBF: Achievements so Far



For 2016, the following priority topics and activities have been identified:

■■ Expanding Country Program Grants Several countries facing financing gaps

are interested in scaling up successful RBF pilots For example, Haiti, having benefited from a KLI Grant, would be a likely candidate for a future country program grant

■■ Launching REACH for Reading A third, more targeted call for proposals

will open in early 2016 that focuses on literacy and using RBF to transform the development, procurement and production of books for reading instruction and practice This is particularly for essential supplementary

reading materials in underserved languages for the early primary grades REACH for Reading is an initiative under the Global Book Fund

■■ Exploring RBF in contexts of fragility and emergencies

While some KLI Grants are being implemented in fragile, low-capacity countries and areas such as Niger and South Kivu, DRC, more information is needed globally on how RBF can work in highly challenging contexts where there is a will to focus on results An urgent question, for instance, is whether (or how) RBF can help deliver education services to refugees Can incentive schemes be used to align objectives between

Evaluation

Support to Implementation

Proof of Concept Pilots

Upstream Policy Dialogue

Morocco

Niger

Cameroon

Jamaica

Indonesia

Supportto Design

Preconditions for RBF

Haiti

RBF: The Path Ahead

FIGURE 1: REACH at Every Step of the Policy Process


donors, host governments, and refugee populations themselves? The case of Lebanon is being explored early in 2016

■■ Roundtable learning events In an effort to bring together teams from

across the WBG grappling with similar questions on RBF, a series of roundtable discussions (including virtual participation) will be held The first two topics will be: “How are schools like clinics? What can be learned – and what can’t – from RBF in health” and “Predicting learning: Options for school-level RBF indicators that aren’t student assessments ”

■■ Continuing the “That’s Debatable” series In response to requests for technical

support from clients and WBG teams, REACH is planning a learning event in March 2016 to explore options for

making fiscal transfer systems more results-oriented Part of our “That’s Debatable!” learning event series, this session, “Should Fiscal Federalism in Education be Results-Based?” will highlight innovative models of cooperative federalism from countries such as Brazil, and feature expert speakers

■■ A high-level RBF event in Norway With growing global interest in RBF, and

more and more evidence on what works, REACH together with the Government of Norway plan to organize an event in Oslo at the next GPE board retreat in June 2016 This event would feature thought leaders in the field and promote knowledge-sharing and dialogue around RBF and future directions



Leveraging RBF for Systems Enhancement: Country Program Grant

In the first round of funding, Nepal was selected to be REACH’s first CPG, having demonstrated country ownership, readiness to implement a large program, clear financing gap, and technical merits of the proposed operation

During the past decade Nepal has made impressive gains in schooling with regards to access, equity and completion Primary education net enrollment rate (NER) has reached 95 percent; primary cycle completion rate now stands at 77 percent; the proportion of out-of-school children has been halved to 11 percent; gender parity in primary NER has already been achieved; and disparities in education access across income groups and ethnic/caste groups have decreased significantly

In addition, the Government of Nepal has demonstrated its strong commitment to education, increasing public investment from 2 9 percent of GDP in 1999 to over 4 7 percent in 2010, accounting for about 16 percent of the government budget Despite all of this considerable progress, the overall quality of education remains a key issue of concern in Nepal

The Nepal School Sector Reform Program (SSRP) provides US$800 million in sector financing that aims to improve access to school education and raise its quality, particularly at the basic level (grades 1-8), and especially for children from marginalized groups 3

The program is being executed through a longstanding sector-wide approach (SWAp)4,

3 For more information on the SSRP, please visit the project page http://www worldbank org/projects/P125610/nepal-school-sector-reform-program-additional-financing

4 A SWAp is a process in which funding for the sector – whether internal or from donors – supports a single policy and expenditure programme, under government leadership, and adopting common approaches across the sector Based on Foster, M and J Leavy (2001) ‘The choices of financial aid instruments’, Working Paper 158 London: ODI

currently used by a number of donors including Norway, the WBG, GPE, and others The REACH Country Program Grant is also being processed through the SWAp

Reforms through the SSRP are fully consistent with the Government of Nepal’s overall development strategy to enhance access to social services, improve the use and quality of those services, and promote good governance in the public sector In addition, the project has just negotiated an additional financing agreement from GPE, which is using the WBG’s “disbursement-linked indicators” (DLI) approach Project financing disburses based on verification of agreed targets associated with each DLI

The REACH grant leverages the total SSRP budget by improving the reliability and objectivity of the data that currently informs financing decisions relating to school grants The REACH funds will be tied to the new set of DLIs as part of an additional financing package, described in greater detail below

Two of the project’s components are being supported by the REACH country program grant: the education management information system (EMIS) and financial management (FM) Strengthening these critical components will help ensure that Nepal has the necessary foundation for fostering, measuring, and financing the ultimate result—getting out-of-school children into school

Nepal’s current RBF model using per capita grants to schools needs to be strengthened to fulfil its intended role A recent PETS survey evaluated Nepal’s EMIS, which tracks enrollments, physical inputs and some key

http://www.worldbank.org/projects/P125610/nepal-school-sector-reform-program-additional-financing?lang=en

http://www.worldbank.org/projects/P125610/nepal-school-sector-reform-program-additional-financing?lang=en


outputs Though a system exists, the data is self-reported and does not include adequate information on individual teachers, classroom teaching and learning processes, and school management practices Moreover, there is no system for collecting data on funds flow to and utilization at the school level The survey also identified several issues with financial management, in particular, weak record-keeping and audits Given that schools are the primary recipients of the SSRP budget, with over 90 percent of total expenditures incurred at the school level, there is a large FM risk In fact, inadequate financial record-keeping at the school level has resulted in a mismatch between amounts received and spent by schools

To strengthen the incentives for schools to step up enrollment of out-of-school children, two indicators are necessary: (i) improving the existing EMIS system, in order to introduce independent third-party verification of data,

and (ii) better FM at the district and school levels to prevent leakage and inefficiency Strengthening the EMIS will lend more confidence to the data that is driving financing decisions, and making the financial management architecture more robust would bring greater effectiveness to the flow of funds arrangements, making spending more efficient Taken together, good EMIS data, and solid financial systems, are the sine qua non of education systems—paving the way to finance more reliable results going forward

REACH funds will also be used to conduct an impact evaluation, which will provide more concrete evidence on the most successful types of interventions The evaluation will contribute to the growing base of knowledge on how to design and implement results-oriented approaches The baseline for the impact evaluation will be collected in March 2016 and an evaluation of the current EMIS system will also be undertaken in 2016

Growing the Global Evidence-Base: Knowledge, Learning and Innovation Grants The objective of the KLI Grants is to expand knowledge about how RBF can be used to strengthen education systems in low and middle-income counties There have been two calls for proposals in REACH’s pilot year Nineteen grants were approved totaling approximately US$3 3 million

Proposals for these grants of up to US$200,000 undergo a rigorous selection process Approval criteria include the technical merits of the proposed activities, methodological rigor, potential contribution to global knowledge beyond the proposed country context, strategic opportunities for long-term engagement on the topic, demonstrated client commitment, and impact on country systems Results can be

broadly defined, including both outputs and outcomes The research projects selected for grants represent a range of situations from low-income, fragile and conflict-affected countries to middle-income economies across multiple regions At the end of the grant cycle, each research team will contribute a policy note or similar knowledge product to contribute to the growing body of global evidence and knowledge on RBF in education

Table 1 lists all of the grants made during the two calls launched in REACH’s pilot year, with the knowledge products each research activity is expected to generate More detailed descriptions of each grant activity follow


TABLE 1: KLI Grants: Expected Deliverables and Timelines

NameAmount

Approved (in US$)

Mid-term report or deliverable(s) due

Expected completion

KLI Grants April 2015

Haiti: From Financing Access Results to Learning Results

200,000 October 2016 June 2017

Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note detailing approach taken to and lessons learned from introducing RBF in Haiti, outlining implications for establishing RBF in low-income, fragile contexts

Indonesia: Piloting Performance-based Contracting in Schools in DKI Jakarta

50,000 n/a June 2016

Mid-term deliverable: Mid-term reportFinal Deliverable: N/A The research feeds directly into a larger activity funded by the October 2015 grants

Mozambique: Learning from Performance-based School Grants

198,000 October 2016 August 2017

Mozambique: Keeping Rural Girls in School – Testing the Impact of Cash, Goods, and Information

180,000 October 2016 June 2017

Mid-term deliverable: Mid-term reportMozambique Joint Final Deliverable: Policy note or case study integrating both approaches to RBF in Education Mozambique, and outlining implications for the global context

Niger: Resolving the Indicator Bottleneck for Results-Based Financing

100,000 July 2016, July 2017 June 2018

Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note detailing the approach taken to and lessons learned from establishing national monitoring and evaluation systems and procedures in Niger, and outlining implications for laying the foundations for RBF in low-income countries with limited exposure to and experience of using data for policy making

Rwanda: Pay-for-Performance for Teacher Recruitment and Retention

195,741 October 2016 June 2017

Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note summarizing the findings and outlining the implications for policy makers considering introducing performance-based pay for teachers

Tanzania: Aligning Teacher Pay with Performance of All Students

198,500 October 2016 September 2017

Tanzania: Incentives for Students to Stay – and Succeed – in School

200,000 October 2016 March 2017

Mid-term deliverable: Mid-term reportTanzania Joint Final Deliverable: Policy note or case study integrating both approaches to RBF in Education in Tanzania, and outlining implications for the global context

Vietnam: Are School Characteristics and Teaching Practices Reliable Proxies for Learning Gains?

200,000 October 2016 June 2017

Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note commenting on the potential for replication of this research and the corresponding implications for governments wishing to undertake a similar analysis


NameAmount

Approved (in US$)


Expected completion

KLI Grants October 2015

Cameroon: Results-Based Financing for Improved Education Service Delivery

200,000 July 2016 December 2017

Mid-term deliverable: Copy of the feasibility study including a section on the similarities and differences between service delivery in health and education as they pertain to performance-based contracting Final Deliverable: A design of the pilot; evaluation strategy for pilot, explanatory note to accompany pilot

China: Assessment of Teaching Practices for Changes in the Classroom

200,000 October 2016 December 2017

Mid-term deliverable: Implementation plan for the final pilot Final Deliverable: Policy note outlining the approach taken to and lessons learned from introducing RBF to improve in-service teacher training in China, and outlining implications for policy makers globally considering this type of reform

Colombia: Results-Based Monitoring System

200,000 January 2017 December 2017

Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note that details the piloting and use of the results-based monitoring system in Colombia, any subsequent RBF-related activities, and lessons on global implications of this work

Democratic Republic of Congo: Impact Evaluation of RBF Approach in South Kivu*


Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note outlining globally applicable lessons on using citizen monitoring to verify RBF indicators in education

India: Improving Teacher Performance through Outcome Linked Incentives

50,000 n/a September 2016

Mid-term deliverable: n/aFinal Deliverable: A feasibility study assessing whether the teacher assessment model can be used as the basis for measuring improvements in teacher effectiveness for RBF programs

India: New Horizons 200,000 January 2017 December 2017

Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note on the lessons learned from the evaluation of performance-based contracts between agencies and their impact on the skills development of school youth

Indonesia: Assessing the Impact of Alternative Approaches to Linking Funding to School Performance in Jakarta

270,000 October 2016 December 2017

Mid-term deliverable: Design for the qualitative evaluation; note detailing the final identification strategy selected for the impact evaluation accompanied by the diagnostics Final Deliverable: Extended policy brief outlining the major findings of the different approaches to improving the effectiveness of public education resources, including a set of recommendations on potential adjustments and integration of programs; knowledge brief on the approach utilized for discussing the findings in more detail will also be prepared as the foundation for the policy brief

TABLE 1: Continued


NameAmount

Approved (in US$)


Expected completion

Morocco: Support to Performance Contracting in Education

200,000 June 2016 December 2017

Mid-term deliverable: Mid-term reportFinal Deliverable: Two policy notes focusing on: i) How to construct a performance-based contract for education system reform; ii) How to use performance-based contracts to align incentives and actors along the service delivery chain

Republic of Congo: Congo Citizen Voice for Education


Mid-term deliverable: Instruments for data collection and communication of data to parents and communities; evaluation design for the activity; proposal for a policy note or other evidence-based knowledge product to be delivered after the completion of the research project Final Deliverable: Policy note on globally applicable lessons, to be determined at mid-term check in

Zimbabwe: Results-Based Financing for Early Childhood Development Program*


Mid-term deliverable: Mid-term reportFinal Deliverable: Policy note outlining the lessons learned from using RBF for ECD in Zimbabwe, including recommendations for policy makers considering designing a similar program

Asterisked (*) projects had not completed the contracting process at the time the Annual Report went to print and are therefore considered to be pending.

TABLE 1: Continued

REACH KLI Grants April 2015

■■ Haiti: From Financing Access Results to Learning Results The KLI Grant is enabling Haiti to develop the capacity and systems necessary to develop a functioning RBF mechanism so as to inform future WBG and other donor funding, and, more importantly, national policy Haiti’s experience of establishing these preconditions will generate knowledge about how to lay the foundations for RBF in low-income, fragile situations

■■ Indonesia: Piloting Performance-based Contracting in Schools in DKI Jakarta The KLI Grant is providing the research team with the resources they need to implement a pre-pilot of a school grants program linking key performance and competency indicators in the National Education Standards to school funding Ensuring that a design is developed

which can be scaled into a regional pilot if effective is crucial The research will generate knowledge about designing incentives which link local budgeting to existing national standards

■■ Mozambique: Learning from Performance-based School Grants The KLI Grant will fund the pilot of a revised school-grants scheme, using lessons learned from an existing scheme to improve the incentive system The team will simultaneously support the development of management tools for mid-level managers, to enable them to administer the school grants effectively This intervention will generate lessons learned about how school grants can support improvement in learning outcomes and about the impact of strengthening capacity of mid-level management as part of a school grants program


■■ Mozambique: Keeping Rural Girls in School – Testing the Impact of Cash, Goods, and Information The KLI Grant will fund research which tests the effect of demand-side incentives on school attendance for girls The study compares the impact of providing girls with tokens to buy school-related items such as uniform and supplies, providing households with cash, and providing households with information about school attendance without any financial or in-kind incentive The research will generate knowledge about whether it is more effective to incentivize students or households, and about whether information is an incentive in itself

■■ Niger: Resolving the Indicator Bottleneck for Results-Based Financing The KLI Grant is enabling the Government of Niger, in collaboration with the WBG, to establish a sustainable monitoring and evaluation system, using data from recently conducted or upcoming surveys and assessments This will lay the foundation for future RBF operations in education in Niger, using more effective indicators and best available data sources The Government of Niger’s experience in moving towards results-based policy in a resource-constrained environment is expected to produce useful lessons in establishing national data systems

■■ Rwanda: Pay-for-Performance for Teacher Recruitment and Retention The KLI Grant is funding a study which builds on existing civil-service contracts, by introducing a bonus scheme that rewards teachers who score within the top 20 percent of their district) The research will address two questions: firstly, whether a pay-for-performance (P4P) scheme can improve teacher performance, and

produce student learning gains Secondly, how effective are P4P contracts at attracting skilled and motivated teachers to undersupplied schools, particularly in rural areas This research will generate information about how P4P schemes can alter the demographic spread and skills of teachers

■■ Tanzania: Aligning Teacher Pay with Performance of All Students Building on previous research by the civil society organization Twaweza, the KLI Grant is funding a study that compares the impact of rewarding relative and incremental gains in student learning against rewarding teachers whose students pass a defined threshold, in order to improve service delivery By continuing to work in this set of schools, the research will provide insights into the “long term” effect of learning in an environment where teachers are paid for performance The research will generate information about how teacher P4P programs can be best structured to benefit all children

■■ Tanzania: Incentives for Students to Stay – and Succeed – in School The KLI Grant is enabling the research team to generate clear guidance to the Ministry on how to design performance-based incentive schemes for students to maximize learning impacts and reduce dropouts at secondary level The research will answer questions about whether individual targets or a team tournament is likely to be more effective to incentivize poorly performing students, and how RBF can help overcome psychological barriers that might prevent students from responding to performance-based incentives This research is expected to inform the body of evidence on how financing demand-side incentives can lead to better results


■■ Vietnam: Are School Characteristics and Teaching Practices Reliable Proxies for Learning Gains? Vietnam has a large amount of data available about learning across the whole system The KLI Grant is funding research that will use existing data to establish the underlying factors that affect school quality in the country The

results will inform the redesign of the general education teacher performance evaluation system using evidence about what works in Vietnam The research will both generate knowledge about Vietnam and establish a model that could be adapted by other countries to evaluate which factors impact learning in their unique contexts

REACH KLI Grants October 2015

■■ Cameroon: Results-Based Financing for Improved Education Service Delivery Building on the success of RBF in the health sector in Cameroon, the government of Cameroon is keen to experiment with RBF as a tool for increasing girl’s enrollment and improving service delivery in two of its most disadvantaged districts The KLI Grant will fund a feasibility study and pre-pilot for a performance-based school grants program in the North and far-North of the country The lessons learned will inform a two-year pilot, which will be scaled up beyond pilot districts if successful

■■ China: Assessment of Teaching Practices for Changes in the Classroom The Guangdong Department of Education is innovating to improve the impact of in-service training towards greater effectiveness of its teaching force The KLI Grant will fund a pilot intervention to incentivize teacher-training institutions who deliver in-service training that teachers actually use in classrooms to improve student learning outcomes

■■ Colombia: Results-Based Monitoring System The Colombian government has ongoing efforts to manage its education system based on results Since 2014, Colombia

has had a “synthetic index of education quality” for all basic education schools, with yearly targets at the school level However, this index is limited, and more information is needed for policymakers to make well-informed decisions The KLI Grant will support the development of a results-based monitoring system that covers multiple dimensions of education quality, with a view to targeting fiscal transfers towards improvement in those dimensions

■■ Democratic Republic of Congo: Impact Evaluation of RBF approach in South Kivu* The Government of South Kivu, in partnership with the Dutch NGO Cordaid, has been piloting RBF to improve education service delivery As the end of the pilot approaches, the KLI Grant will fund an impact evaluation to assess whether its RBF approach has generated better education results and whether learning outcomes in primary schools receiving RBF subsidies are higher than in primary schools that do not receive them

■■ India: Improving Teacher Performance through Outcome Linked Incentives The Government of Bihar is considering designing a teacher performance-pay program to improve service delivery in



its schools using a teacher composite score designed by the Indian civil society organization Pratham The KLI Grant would fund research to: i) test the validity of an existing teacher assessment/composite score to inform this work; ii) if the assessment is valid, design a pilot for this program

■■ India: New Horizons India’s National Institute of Open Schooling (NIOS) provides second-chance education for religious and other minority students who have dropped out of school The KLI Grant will fund research to evaluate the design of performance contracts between the Government of India and service providers, as well as the cost-effectiveness of varied levels of monitoring

■■ Indonesia: Assessing the Impact of Alternative Approaches to Linking Funding to School Performance in Jakarta The two activities under this proposal are part of an overarching exercise by the Jakarta government to experiment with different approaches to linking financing with results: a) the introduction of a performance and equity school grant and b) the introduction of performance contracts with schools The already implemented performance and equity school grant program looks at whether the announcement of an incentive would be enough to change school behavior and ultimately student performance The pilot for the performance based contracts goes further by using the national standards to identify areas of weakness at the school level developing school improvement agreements between the

school and the district office based on this information The KLI Grant will fund the evaluation of both activities

■■ Morocco: Support to Performance Contracting in Education The Government of Morocco is keen to use performance-based contracts to bring about education system and governance reform The KLI Grant will support the development and piloting of performance-based contracts between local, regional, and national government, in two regions in Morocco

■■ Republic of Congo: Congo Citizen Voice for Education It is believed that leakage in the education system in Congo-Brazzaville results in only a small proportion of funds disbursed by the Ministry of Finance arriving at schools The KLI Grant will finance the set-up of an open data system, which will allow community members to report on the funds which arrive at their local school If the system is effective, it could be used to inform an RBF program for school finance

■■ Zimbabwe: Results-Based Financing for Early Childhood Development (ECD) Program* Access to ECD in Zimbabwe is very limited The Bantwana Initiative of World Education Incorporated (WEI/B) will pilot a service delivery intervention to test whether RBF can increase access to ECD education in ten poorly performing schools, across two years The KLI Grant will fund this pilot which will supply schools with training in business and social marketing, and will reward schools who meet pre-agreed enrolment targets for ECD



Spreading the word: Building Capacity and Confidence in RBF as a Real-World ToolWhile REACH has provided significant funding for various RBF interventions, it also has an equally strong emphasis on broadening the knowledge base around RBF, and providing both WBG teams, partners and clients with cutting-edge information about best practices and the realities around RBF implementation This is done through various channels:

Learning events

“That’s Debatable!” Series

March 19, 2015: Is Learning the Only Result Worth Financing?

This debate kicked off a series that focuses on pressing questions being discussed by the WBG and others on RBF There were over 35 participants, and featured speakers included Bill Savedoff from the DC-based think tank Center for Global Development; Nick Burnett from R4D (also a DC-based think tank); and Halsey Rogers, Lead Economist, WBG WBG education experts also presented RBF models used in Pakistan,

Haiti and Tanzania

Supplementary materials: CGD Blog: http://www cgdev org/blog/strange-football-education-programs-rarely-keep-score

November 24, 2015: Can School Grants Buy Learning?

The second in the series, this event focused on school grants, which are a project component in most WBG education operations Five education experts were invited to present and debate the topic, which generated a lively discussion around the objectives of school grants and what they could be used for, if not to achieve learning Similar to previous events, the debate was oversubscribed, and more than 65 individuals registered for the event, which had capacity for 40 To accommodate country office staff, the debate was also available live online

Supplementary materials: www worldbank org/reach

http://www.cgdev.org/blog/strange-football-education-programs-rarely-keep-score



www.worldbank.org/reach


Training Event

October 1, 2015: Program for Results (PforR) - Scaling Up for Sustainable Results in the Education Practice

Co-hosted with the Operations Policy and Country Services (OPCS) unit in the WBG, this daylong training session focused on providing Education staff with a deeper understanding of the Program-for-Results (P4R) financing instrument This instrument uses a country’s own institutions and processes, and links disbursement of funds directly to the achievement of specific program results The event had 40 participants and was oversubscribed Feedback from standardized WBG learning event evaluations were very positive: 92 percent of respondents indicated that their knowledge and skills increased as a result of the event; 83 percent stated that the knowledge and skills gained were directly applicable to their work; and 96 percent of participants would recommend the learning event to a colleague Given the success of this training, subsequent sessions are being planned for overseas delivery to country office staff

Communications

To further promote global knowledge sharing and to host a repository of RBF-related information, REACH has also developed a publicly accessible website at www worldbank org/reach

This website is updated with information about calls for proposals; the latest literature and media on RBF; and other RBF initiatives within the Bank

REACH has also published several blogs, both internal and external, to publicize the trust fund itself and to offer perspectives on RBF Internal articles focus more on Bank-specific issues such as looking at the implementation gap with DLIs as a project progresses, while external blogs focus more on at-large issues REACH generally publishes either an internal or external blog bi-monthly in order to keep up with the demand for more information

External blogs:http://blogs worldbank org/education/can-you-buy-results-education? | http://blogs worldbank org/education/can-school-grants-buy-learning-it-s-debatable

FEEDBACK FROM PARTICIPANTS:

“Excellent content and all trainers who knew their stuff. Very interactive!”

“The program should be at least two days long and organized for every region.”

http://www.worldbank.org/reach

http://blogs.worldbank.org/education/can-you-buy-results-education

http://blogs.worldbank.org/education/can-you-buy-results-education

http://blogs.worldbank.org/education/can-school-grants-buy-learning-it-s-debatable




Just-in-Time Support

Part of REACH’s overall goal is to develop a well-respected reputation within the WBG for being a leader in RBF knowledge and to serve as a peer-to-peer resource when task teams need help The REACH team has presented at every regional staff meeting in the Education Global Practice to tell teams about what kind of support they can expect to receive from the trust fund Immediately, requests began coming in, and the REACH team has several ongoing examples of just-in-time assistance REACH also draws heavily from the expertise of other Bank staff who have significant experience with RBF

Haiti

At the request of the country team, REACH participated in the identification mission for the upcoming Haiti Education Project The REACH team guided the policy dialogue on RBF, bringing international evidence for what has worked and what hasn’t, specific to the question of schools grants In addition to presenting to the Minister of Education and responding to inquiries on possible ways forward, REACH briefed the Bank’s Country Director, and supported the team in the development of the concept for the next phase of IDA financing

Morocco

The WBG Education and Governance teams are preparing a US$200 million project in Morocco, which will be financed using DLIs Further, governance reforms in the education sector will be one of the key development objectives of this work The government of Morocco is keen to use performance-based contracts between levels of education administration to bring about system reform The Morocco team asked REACH to provide just-in-time support to the preparation mission to Rabat in November 2015 to advise on the

crafting of DLIs, and to share knowledge about performance-based contracting in education

Liberia

REACH was invited to participate in a working session with the Minister of Education of Liberia, who is keenly interested in RBF and how it can be applied to his country context REACH delivered a presentation on “RBF FAQs” and brainstormed some ideas on how RBF can support the Minister’s priority activities The REACH team and the WBG task team for Liberia remain informally connected, with REACH expertise readily available when needed

Sierra Leone

Revitalizing Education Development in Sierra Leone is a new project funded by GPE that will include performance-based financing for school grants The task team preparing the project requested that the REACH core team review an implementation manual and school-monitoring scorecard (which was provided by Cordaid) to assess the design of the tool REACH provided extensive feedback on design and feasibility of implementation and also met with the GPE education specialist assigned to the country to ensure collaboration

Jamaica

Country clients in the Middle East and North Africa (MENA) region are beginning to experiment with RBF and Bank task teams are gearing up to respond to their requests In an effort to provide more firsthand experience for the MENA education team, REACH embedded one of their staff into the Jamaica team, where there has been an ongoing early childhood development project using RBF since 2008 The staff member co-authored an internal blog


with the REACH program manager and also produced a back-to-office report detailing her learning experience, in which she concluded that it had been a valuable opportunity to gain exposure in another region

Philippines

REACH received a specific request from a WBG task team leader who wanted additional support in monitoring DLIs as

part of a project in the Philippines that seeks to improve reading and math skills for children in grades 1-3 To provide hands-on coaching and mentoring, REACH paired the Philippines team lead with a seasoned task team leader in the South Asia region who has provided implementation support to several RBF operations in education This cross-regional collaboration is timed to coincide with the upcoming midterm review of the project in the Philippines

For additional information on REACH please visit www worldbank org/reach, where information is updated regularly Specific recommendations related to future directions of REACH are included in the Assessment of the Pilot Year.


Appendix A. Financial Report REACH is a multi-donor trust fund supported by Norad, the German Federal Ministry for Economic Cooperation and Development, and USAID

REACH’s finances are managed under three pillars: Program Management and Administration; Country Program

Grants; and Knowledge, Learning and Innovation Grants

The Gross Balance Sheet for 2015-2017 is displayed in table A 1 This records all received and planned commitments and actual and planned expenditures

TABLE A.1: REACH Gross Balance Sheet 2015-2017 (in US$)

2015 2016 2017

Donor CommitmentsTotal

Commitments

Federal Ministry for Economic Cooperation and Development

2,149,700 00 0 1,074,850 00 1,074,850 00

Norad 7,516,512 53 7,516,512 53 0 0

USAID 4,500,000 00 4,500,000 00 0 0

Total 14,166,212.53 12,016,512.53 1,074,850.00 1,074,850.00

ExpenditureTotal

Expenditures

Administration Fee (2 percent) 283,324 25 240,330 25 21,497 00 21,497 00

Program Management and Administration (4 46 percent)

631,813 08 535,936 46 47,938 31 47,938 31

Country Program Grant 4,500,000 00 4,250,000 00 250,000 00 0

Knowledge, Learning and Innovation Grants

8,701,075 00 3,441,723 00 4,629,676 00 629,676 00

General Calls 4,701,075.00 3,441,723.00 629,676.00 629,676.00

Reach for Reading 4,000,000.00 0 4,000,000.00 0

Total 14,116,212.33 8,467,989.71 4,949,111.31 699,111.31


TABLE A.2: Table of Allocations, Disbursements and Commitments for Funds Received in 2015 (US$)

TF funds allocated

in 2015Disbursed by Dec

31st 2015 Committed

Program Management and Administration

Program Management and administration

324,789 159,182 165,607

Country Program Grant

Nepal 4,250,000 0 4,250,000

KLI Grants

April 2015 Subtotal 1,522,241 876,120 646,121

Haiti: From Financing Access Results to Learning Results

200,000 100,000 100,000

Indonesia: Piloting Performance-based Contracting in Schools in DKI Jakarta

50,000 50,000 0

Mozambique: Learning from Performance-based school grants

198,000 180,000 18,000

Mozambique: Keeping Rural Girls in School – Testing the Impact of Cash, Goods, and Information

180,000 99,000 81,000

Niger: Resolving the Indicator Bottleneck for Results Based Financing

100,000 50,000 50,000

Rwanda: Pay-for-Performance for Teacher Recruitment and Retention

195,741 97,870 97,871

Tanzania: Aligning Teacher Pay with Performance of All Students

198,500 99,250 99,250

Tanzania: Incentives for Students to Stay – and Succeed – in School

200,000 100,000 100,000

Vietnam: Are School Characteristics and Teaching Practices Reliable Proxies for Learning Gains?

200,000 100,000 100,000


TABLE A.2: Continued

TF funds allocated

in 2015Disbursed by Dec

31st 2015 Committed

October 2015 Subtotal 1,919,482 0 1,919,482

Cameroon: Results based financing for improved education service delivery

200,000 0 200,000

China: Assessment of Teaching Practices for Changes in the Classroom

200,000 0 200,000

Colombia: Results-based Monitoring System

200,000 0 200,000

Democratic Republic of Congo: Impact Evaluation of RBF approach in South Kivu

200,000 0 200,000

India : Improving Teacher Performance through Outcome Linked Incentives

50,000 0 50,000

India : New Horizons 200,000 200,000

Indonesia: Assessing the impact of alternative approaches to linking funding to school performance in Jakarta

270,000 0 270,000

Morocco: Support to performance contracting in education

200,000 0 200,000

Republic of Congo: Congo Citizen Voice for Education

200,000 0 200,000

Zimbabwe: Results Based Financing for ECD Program in Zimbabwe

199,482 0 199,482

Reach for Reading Subtotal 4,000,000 0 4,000,000

Total 12,016,512 1,035,302 10,981,210


Appendix B. Results Framework

Indicator Baseline 20152016 2017 2018 2019

Planned Planned Planned Planned

Out

com

es

Result 1. Children benefiting from REACHa 1 1 Increase in the number of girls and boys

who have access to education 1 1a Boys/Girls

1 2 Increase in the number of girls and boys who complete education

1 2a Boys/Girls1 3 Increase in number of children who pass

national tests in primary and lower secondary school, or who pass equivalent tests in informal education programmes (gender disaggregated)

1 3a Boys/Girls

0 12,000

12,000

50%/50%0

50%/50%0

50%/50%

72,000

36,000

50%/50%18,000

50%/50%18,000

50%/50%

72,000

36,000

50%/50%18,000

50%/50%18,000

50%/50%

60,000

20,000

50%/50%20,000

50%/50%20,000

50%/50%

Out

put

s/P

roce

ss

Result 2. Country systems and capacity for RBF strengthened2 1 Sustained support to Country Programs

and Pilots2 2 Financial support to activities for Knowledge,

Learning, and Innovation2 3 Just-in-time support to WBG program teamsb

0 14

1

19

4

19

6

15

5

11

6

5

6

17

6

9

7

18

6

9

8

Result 3. Global evidence base for RBF is developed and made publicly available3 1 Number of policy notes on RBF approaches

prepared and disseminated3 2 Number of impact evaluations approved3 3 External REACH website designed and

operating

0

61

0

61

19

21

15

31

5

31

Result 4. WBG RBF agenda strengthened4 1 WBG operations incorporating

RBF approaches4 2 WBG staff certified through

Program-for-Results training4 3 WBG staff mentored and participating

in RBF learning events4 4 WBG strategic document on RBF

approved and implemented

8

2

0

0

8

40

70

1

11

40

110

1

14

40

110

1

12

40

110

1

14

40

110

1

a This indicator is primarily for reporting purposes and will change over time as a function of the nature of projects supported The indicator is calculated by dividing the total REACH investment, assumed at US$40m in 2016, by the average government expenditure per primary student (US$) of countries benefitting from REACH (if that country has reported data as part of the World Development Indicators - WDI database) Given that average expenditure is US$297 but REACH CPGs (the largest investment of REACH) are only open to IDA countries where average expenditure is US$97, US$200 is used Data as of Jan 7, 2016 comes from the 2012 WDI, which was the year that had the largest number of countries reporting data The US$40m investment is assumed to be additional to existing commitments, where US$36m is allocated to 6 CPGs in equal amounts and US$4m to KLI grants between 2018 and 2019 In the future, CPG grants will be required to choose from a menu of indicators that will be aligned with global IDA indicators Actuals will be added as data become available

b Countries that are not receiving CPG or KLI Grants


Appendix C. Methodology for Results Framework Result 1All countries benefitting from REACH

Country NameGovernment expenditure per primary

student (US$) [YR2012]

Cameroon* 74

China N/A

Colombia 1,195

Congo, Dem Rep N/A

Congo, Rep N/A

Haiti* 120

India* 136

Indonesia 424

Morocco 551

Mozambique* 90

Nepal 135

Niger* 76

Rwanda* 46

Tanzania N/A

Vietnam 417

Zimbabwe N/A

Average for all countries 297

Average for IDA countries (indicated by *) 97

w

Results in Education for All Children (REACH)Education Global Practice

World Bank1818 H Street, NW

Washington DC, 20433USA

Website: www.worldbank.org/reachEmail: [email protected]

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