PROJECT COMPLETION REPORT (PCR) A. PROJECT DATA AND KEY DATES I. BASIC INFORMATION Project Number Project Name Country (ies) P-NE-IA0-005 Basic Education Enhancement NIGER Project Lending Instrument(s) Sector Environmental Classification Loan No. 2100 150007155 Education Category II Grant No. 2100155002002 Original Commitment Amount Amount Percent Disbursed Cancelled1 Disbursed Loan: UA 10 000 000 UA 547 UA 9 994 422.18 99.94% Grant: UA 2 000 000 469.43 UA 1 458 108.39 72.90% Counterpart contribution: UA 1 330 000 Borrower Government of the Republic of Niger Executing Agency(ies) Education Projects Implementation Office of the Ministry of National Education Co-financers and other External Partners NA II. KEY DATES Project Concept Note Appraisal Report Cleared Board Approval Cleared by Ops. Com. NA NA NA Restructuring(s) NA 1 The balance amounts to be cancelled are UA 541 891.61 for the grant and UA 5 577.82 for the loan. 1 Original Date Actual Date Difference in months MM/DD/YY MM/DD/YY EFFECTIVENESS 06/2004 04/05/2004 -1 MID-TERM REVIEW July 2006 Not conducted CLOSING 31/12/2009 31/03/2011 15 III. RATINGS SUMMARY CRITERIA SUB -CRITERIA RATING 3 Achievement of Outputs 3 Achievement of Outcomes PROJECT OUTCOME 3 Timeliness OVERALL PROJECT OUTCOME 3 3 Design and Readiness 3 BANK PERFORMANCE Supervision OVERALL BANK PERFORMANCE 3 3 Design and Readiness BORROWER 3 Implementation PERFORMANCE OVERALL BORROWER PERFORMANCE 3 IV. RESPONSIBLE BANK STAFF POSITIONS AT APPROVAL AT COMPLETION NA J. K. LITSE Regional Director Z. EL BAKRI A. SOUCAT Sector Director T. P. SEYA B. SAVADOGO Sector Manager J. E. PORGO S. ILBOUDO Task Manager S. ILBOUDO PCR Team Leader S. DIAWARA ; I. ADAMOU PCR Team Members 2 B. PROJECT CONTEXT Summarize the rationale for Bank assistance. State: - what development challenge the project addresses, - the Borrower's overall strategy for addressing it, - Bank activities in this country (ies) and sector over the past year and how they performed, and - ongoing Bank and other externally financed activities that complement, overlap with or relate to this project. Please cite relevant sources. Comment on the strength and coherence of the rationale. [300 words maximum. Any additional narrative about the project's origins and history, if needed, must be placed in Annex 6: Project Narrative] The development challenge of this project is the implementation of the Ten-year Basic Education Development Programme (PDDE) for 2003-2013. With the support of technical and financial partners (TFP), the PDDE aims to: (i) accelerate school enrolment and adapt supply to demand so as to reducing disparities (region, area and gender); (ii) promote non-formal education; (iii) strengthen and develop the institutional capacities of Ministries; and (iv) strengthen and develop vocational and technical training. To that end, the Government adopted a strategy with the priority to improve access and quality in formal and non-formal basic education. The Basic Education Enhancement Project is in line with the first three objectives of the PDDE. The Bank is financing four operations in the agricultural sector: Invasive Aquatic Weeds – Niger, Kandadji Programme, Water Development Project, Diffa Agro-Pastoral Development Project; one in the multi-sector (Decentralization Support Project); two in the transport sector (Tibiri-Dakoro and Madaoua-B Road Project, Dori-Téra Road Project); and one in the water sector (Rural Drinking Water Supply and Sanitation Project in three regions). In December 2010, the Bank approved a budget support and an education and vocational and technical training development project. According to the September 2010 portfolio review report, the overall performance is improving steadily and stands at 2.3. Operations by other multilateral (IDA, EDF, IDB, UNESCO) and bilateral partners in the education sector complement those of the Bank. 3 C. PROJECT OBJECTIVES AND LOGICAL FRAMEWORK 1. State the Project Development Objective(s) (as set out in the appraisal report) 1. Overall Goal: Contribute to PDDE implementation 2. Specific Objectives: - Broaden access and strengthen equity and the quality of cycles 1 and 2 of basic education; - Improve school health and intensify STI/HIV/AIDS control; - Strengthen the institutional capacities of basic education. 2. Describe the major project components and indicate how each will contribute to achieving the Project Development Objective(s). COMPONENT 1: Improvement of access and quality in Cycles 1 and 2 of Basic education This component seeks to increase the intake capacity of formal education in four project intervention regions (Tillabéry, Tahoua, Zinder and Maradi) and develop human potential by organizing training sessions for teachers, school management committee members, laboratory technicians and inspectors. COMPONENT 2: Support for girls’ education and literacy for women This component seeks to contribute to the development of non-formal education by increasing women’s adult literacy rate and promoting girls’ enrolment in schools. COMPONENT 3 : Improvement of health and STI/HIV/AIDS control in schools This component seeks to help the Government develop a school health strategy so as to adopt a school health policy; as well as to provide resources to cover the drug costs of all HIV-positive teachers in the project area. COMPONENT 4 : Project management This component provides support to the Education Projects Implementation Office (BEPE) 3. Provide a brief assessment (up to two sentences) of the project objectives along the following dimensions. Insert a working score, using the scoring scale provided in Appendix 1. PROJECT OBJECTIVES WORKING ASSESSMENT DIMENSIONS SCORE The objectives are relevant because they are a) Relevant to the country's consistent with the government’s education RELEVANT development 4 policy through the PDDE strategy and priorities priorities. b) Objectives could in These objectives are deemed achievable principle be achieved considering that 98.80% of the planned ACHIEVABLE with the project inputs and activities have been carried out. However, the 3 in the expected time frames seem inadequate. timeframe c) Consistent with the The objectives are consistent with the Bank’s Bank's country or regional national education strategy, namely develop 4 strategy human resources (2002-2004 CSP). CONSISTENT d) Consistent with the The objectives are consistent with the Bank Bank's corporate Group’s education and training policy. 4 priorities 4 4. Lay out the log. frame. If a log. frame does not exist, complete the table below, indicating the overall project development objective, the major components of the project, the major activities of each component and their expected outputs, outcomes, and indicators for measuring the achievement of outcomes. Add additional rows for components, activities, outputs or outcomes, if needed. EXPECTED INDICATORS TO BE COMPONENTS ACTIVITIES OUTPUTS OUTCOMES MEASURED Component 1: Basic Cycle 1 Improvement of access and quality in cycles 1 Activity 1: Construction, and 2 of basic Output 1: 300 rehabilitation education classrooms and equipment constructed 3 560 additional of school and equipped pupils are enrolled Number of additional infrastructure each year in basic pupils enrolled in the four in cycle 1 of the regions cycles 1 and 2 project area Output 2: 15 of basic school education canteens constructed Improvement of Regularity of pedagogic Output 3: 35 pedagogic supervision pedagogic supervision in the sectors project area constructed and equipped Basic Cycle 2 Output 1: 8 1 200 additional Number of additional new general pupils are enrolled pupils enrolled in the four education each year in Basic regions colleges Cycle 2 of the (GEC) project area constructed and equipped Output 2: 15 10-point increase in laboratories the success rate of Success rate of PC and are PC and ELS pupils ELS pupils rehabilitated of the project regions Activity 2: Basic Cycle 1 Strengthening Output 1: 2 Better planning Existence in the DEP of a the senior staff and management team with skills in these institutional trained in of the system domains capacities of education basic planning, 2 in education engineering, 2 in learning evaluation 5 Output 2: 3 500 Building school Familiarization of SMC School management members with proper Management capacity school management Committee principles (SMC) members trained in the management of their committees Basic Cycle 2 Output 1: 25 10-point increase Success rate of Physics, laboratory in the success rate Chemistry and ELS technicians, 24 of PC and ELS pupils inspectors, pupils of the 500 PC and project regions ELS teachers retrained. Component 2: Activity 1: 60 PECs 60 PECs Women’s literacy rate Support for girls’ Construction constructed constructed and education and literacy and equipment and equipped equipped for women of permanent education centres (PEC) Activity 2: 5 400 women Women’s taught to read literacy and write in the project area Activity 3: Promotion of girls’ The girls’ enrolment rate Procurement 10 000 school enrolment in Basic in Basic Cycle 2 in the of school kits kits procured Cycle 2 project area for the most for underprivilege underprivilege d GEC- d GEC girls enrolled girls Activity 1: Output 1: A Existence of a School health system put Conduct a school health school health in place and school school health strategy study strategy medical policy strategy study is conducted. implemented Activity 2: Output 2: The trained Effective school health Training of 6248 head- personnel teach teaching head-teachers teachers and school health in Component 3: and teachers 5975 teachers their schools. Improvement of health in school of basic cycle and STI/HIV/AIDS health 1 received control in schools school health training. Output 3: Adult population Percentage of the Activity 3: School health sensitized on sensitized adult STI/HIV/AID and school health and population S control in STI/HIV/AID STI/HIV/AIDS schools. S information and 6 sensitization campaigns are conducted Output 4: The 100 HIV- Number of HIV-positive Medical positive teachers teachers under ARV coverage of are under ARV treatment HIV-positive treatment.