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AIDE MEMOIRE

KENYA: Primary Education Development Project (PRIEDE), Grant No. P146797

Implementation Support Mission -Mid Term Review

February 27 to March 10 2017

A. INTRODUCTION AND ACKNOWLEDGEMENTS

1. A World Bank team carried out an implementation support mission from February 27 to

March 10 2017 to conduct a Mid Term Review (MTR) of the Kenya Primary Education

Development Project (PRIEDE). Representatives from the Global Partnership for

Education (GPE) and the Education Development Partners Coordination Group (EDPCG)

also participated in the mission. The World Bank Team was led by Ms. Ruth Charo (Senior

Education Specialist and Task Team Leader) and consisted of Dr. Nalin Jena (Senior

Education Specialist), Mr. Tawhid Nawaz (Senior Advisor, Consultant), Mr. Kennedy

Ocheng (Senior Procurement Specialist), Ms. Suzanne Kiamba (Consultant Social

Safeguards), Ms. Diana Sirma (Consultant Environmental safeguards), Dr. Hellen Inyega

(Consultant Early Grade Mathematics), Dr.Titus Wanjala (Consultant, Monitoring and

Evaluation), Mr. Mulubi Asiligwa (Consultant School Improvement and Management),

and Ms. Hope Nanshemeza (Team Assistant). The GPE and EDPCG were represented by

Mr. Fazle Rabbani (Senior Education Specialist) and by Ms. Lilian Gangla (Basic

Education Team Leader, USAID) respectively.

2. The mission held meetings with: (i) Ministry of Education led by Dr. Fred Matiang’i,

Cabinet Secretary and Dr. Belio Kipsang, Principal Secretary for Basic Education; (ii) The

National Treasury led by Mr. Jackson Kinyanjui, Director Resource Mobilization

Department; (iii) County and Sub-County level Education officers (including head teachers

and teachers) in Kisumu, Mombasa, Nakuru and Kitui Counties; and (iv) EDCPG members

including Canadian Cooperation, USAID, DFID, UNICEF, and various NGOs. The list of

persons met is attached as Annex 1. The World Bank deeply appreciates the preparation

and discussions on the project implementation, and the strong commitment by the

Government of Kenya to achieve the project’s development objectives.

Mission Objectives

3. The main purpose of the MTR was to carry out an overall review of the project, and

specifically assess whether the original purpose of the project and its development

objectives still remain valid. The mission reviewed and assessed project implementation

progress based on the key performance and intermediate indicators and project activities

under each component; carried out an in-depth review of the project budget by component;

assessed adequacy of project implementation, monitoring and reporting arrangements;

assessed fiduciary and safeguards aspects of the project; and formulate recommendations

to strengthen achievement of the PDOs and facilitate satisfactory implementation of

project activities within the project period (March 2019).

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Key Project Data

4. The PRIEDE project is funded by a GPE grant amount in the amount of USD 88.4 million.

The Project was approved by the GPE Board on May 18 2015, became effective on July 8,

2015 and will close on March 31, 2019. The project development objective (PDO) of the

project is to improve early grade mathematics competency and strengthen management

systems at school and national levels. The key performance indicators are: (i) improvement

in basic mathematics competency level of Grade 2 student; (ii) number of participating

schools completing top two priorities of school improvement plans; (iii) Education

Management Information System (EMIS) data for primary education published annually

from 2016; and (iv) and National Assessment Systems for Monitoring Learner

Achievement (NASMLA) for Standard 3 students conducted and disseminated in 2015 and

2018. The project has four components: (i) Component 1: Improvement of early grade

mathematics (EGM) competency: (ii) Component 2: Strengthening school management

and accountability: (iii) Component 3: Strengthening capacity for evidence-based policy

development at national level: and (iv) Component 4: Project coordination, communication

monitoring & evaluation.

B. ACHEIVEMENT OF DEVELOPMENT OBJECTIVES AND IMPLEMENTATION

PROGRESS

5. There has been progress towards reaching the PDO, which remains relevant and

achievable. As summarized in table 1 below, there is steady progress towards achievement

of key performance indicators and the main intermediate indicators. Procurement and

distribution of EGM text books to all public primary schools are on target; training of

teachers from all primary schools in new EGM methodologies are progressing well;

classroom observations and teacher support are on target; teacher performance and

appraisal in 4000 pilot schools is on-going; risk based audit of 4000 pilot school and action

plans are underway; preparation of school improvement plans (SIPs) in 4000 pilot schools

have been initiated; and monitoring of learner achievements have been put in place. Project

disbursement has improved of late and is currently at 29%.

Project Oversight and Management

6. The project has received strong commitment from the Government at the highest level. The

Cabinet Secretary and the Principal Secretary have continued to provide close project

oversight through a three-month weekly monitoring table - this will be updated after the

MTR. Recently, the Ministry of Education (MoE) has appointed a Director level staff to

oversee day -to day- operations of the project coordination unit (PCU), facilitate faster

project procurement and funds flow processes at MoE, and ensure that recommended

actions are implemented. The project teams at the County and Sub-County levels have been

instrumental in the implementation and monitoring of the EGM and SIP activities at the

school level. These teams comprise MoE and Teachers Service Commission (TSC) staff.

The MoE, with support from the World Bank, has prepared a detailed MTR report which

is of good quality.

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Table 1: Progress towards the PDO

PDO Indicator Target Achievement Status

Improvement in basic

mathematics competency level of

Grade 2 pupils (Disaggregated by

gender) (Percentage

5% over

baseline

Midline

evaluation

Nov.2017

-Baseline 79% for 50% benchmark.

-4,786,774 EGM textbooks distributed out of

target 6,000,000(books for 2018 cohort under

procurement)

-EGM textbook adapted for visually impaired

learners

-91,645 teachers and head teachers trained in

new EGM methodologies out of a target of

40,000

Number of participating schools

completing top two priorities in

the School Improvement Plans

(SIPs) (Number)

4000 Not yet due

4000 SIP plans developed

-3879 school audited

- SIP grants disbursed for first batch of 1357

schools

EMIS data for primary education

published annually from 2016 Annual

2015 data

published.

2016 data in

process

EMIS restructuring ongoing

National assessment (NASMLA)

for standard 3 students conducted

and disseminated in 2015 and

2018 (Yes/No)

2015 and

2018 Yes

2015 completed and launched at National

level. Follow up dissemination to be

undertaken for County and school levels.

Sector Policy and Reforms-directly related to the Project

7. The Government has initiated curriculum reform - introduction of a Competency Based

Curriculum (CBC) that is responsive to the socio-economic reality of the country, the 2010

Kenya Constitution and to the challenges of Kenya Vision 2030. The Kenya Institute of

Curriculum Development (KICD) launched in January, 2017 a new Basic Education

Curriculum framework and is currently working on the introduction of a new CBC for early

year’s education (two years of pre-primary education and grades one to three of lower

primary education). The proposed CBC presents an opportunity to embed the new EGM

content and methodologies into the new CBC and ensure that it is sustained. The PCU is

working very closely with the KICD to integrate EGM content and methodologies into the

KICD’s CBC for early grade mathematics curriculum.

8. The Government has constituted an inter-agency technical committee to restructure the

National Education Management Information System (EMIS) in three phases. The

Government is aiming at the individual learner- a significant change in focus from the

school as the client/customer to the learner as the principal target including in the allocation

of resources. Phase 1, allocation of student registration numbers and school codes and

tracking is planned to be completed in May 2017. The other two phases are EMIS product

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realization, and scaling and operationalization. The project’s support to strengthening

EMIS is aligned to these phases.

Partners and Coordinating Mechanisms

9. The Education Development Partners Coordination Group (EDPCG) is frequently engaged

on the status of project implementation through its monthly meetings. The MoE discussed

with the EDCPG the MTR process, project status, key findings and recommendations. No

reservations were expressed or noted from the EDCPG on the project progress and

proposed changes. The project’s EGM activities are now aligned (to the extent possible)

with the Tusome project, which supports Early Grade Reading (EGR) and is financed by

USAID and DFID. The County Project Coordinators work closely with the Tusome

Regional Education Programme Officers to manage the two projects at the County level.

For example, Curriculum support officers (CSOs) conduct joint classroom observations for

the two programs; workshops for teacher training are jointly conducted; and teacher

training reimbursements are now harmonized. The MoE MTR report was shared with the

EDCPG.

A. C. RESULTS PROGRESS

Project Development Objective (PDO)

10. The PDO is to: (i) improve early grade mathematics competency; and (ii) strengthen

management systems at school and national levels. Based on an assessment of the key

performance indicators presented below, it is expected that the PDO will be fully achieved

by project completion The PDO remains relevant. It is aligned to the current National

Education Sector Plan (NESP), which aims to strengthen quality of basic education. The

PDO is also relevant to the ongoing curriculum reforms - competency based curriculum

(CBC). The second PDO, strengthening management at school and national levels, is

relevant and is aligned to ongoing Education reforms such as strengthening of quality

assurance and standards mechanisms at the school level, and revamping of National EMIS.

Key performance indicators

11. The PDO is measured by four key performance indicators (KPIs):

a) The first KPI, improvement in basic mathematics competency level of Grade 2 student,

is likely to be achieved. A review of the valid classroom observations indicate a good

uptake of the new EGM methodologies in classroom practice by the grade 1 and 2

teachers. Also, the EGM textbook to student ratio is 1:1. The textbook is in form of a

pupils’ work book and includes relevant operations for learners to practice new

concepts and strategies. This improvement in instructional strategies on mathematics

will impact positively on mathematics competencies among the learners. A baseline for

this indicator was established in December 2016. It showed that 79 percent of grade 2

learners could complete 5 of the 10 grade 2 level mathematical operations. This

indicator will be measured again in November this year. The MTR recommends that

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the project maintain the current indicator target of 5 percent improvement over the

baseline as well as the 50 percent benchmark1. The measure of basic mathematics

competency focuses on subtraction fluency2. Both the EGM baseline study and the

NASMLA study, reveal that majority of the early grade learners (over 80 percent) have

only attained Levels 13 and 24 competencies in numeracy, and less than 20 percent have

attained Levels 3 and 4 numeracy competencies. The MTR considered options to

increase this target and also considered a composite index (not only subtraction).

Taking into account the competency levels, the fact that the new EGM methodologies

were recently introduced (2016), and the need for the pupils to ‘master’ the subtraction

operation among other basic operations, the MTR concluded that the 5 percent indicator

target, and its measurement based on the ‘subtraction’ operation should remain the

project’s PDO.

b) The second KPI, number of participating schools completing top two priorities of

school improvement plans (SIPs), is on track. This KPI is important for achievement

of PDO 2- strengthening school systems. SIPs were developed for the 4000 target

schools. The SIPs capture the overall school development priorities for support through

capitation grants and other sources. MoE is therefore carrying out due diligence on the

SIPs to ensure that activities (priorities) earmarked to be financed by the project’s grant

are eligible. The grants will therefore be disbursed on a rolling basis. The process for

developing the SIPs, and implementation of top two priorities may not necessarily lead

to satisfactory achievement of PDO 2- strengthened school systems. To strengthen

achievement of this PDO, the MTR established a direct link between this KPI and the

intermediate indicator on the ‘number of participating schools being audited’. About

40 percent of the 3,879 schools audited did not comply with the Government’s

fiduciary requirements for the capitation grants. The requirements include FM,

Procurement and specific school management aspects. The MTR recommended that

MoE categorizes the audited schools into three categories: (i) Category 1 red schools-

below 40 percent threshold in compliance; (ii) Category 2 amber schools-below 70

percent threshold in compliance; and (iii) Category 3 green schools - above 70 percent

threshold in compliance. This exercise will be concluded and categories adopted by

March 31, 2017. Category 1 red schools, will not immediately receive the first tranche

of the SIP grant of US$ 3,000. These schools will be supported to ensure that the critical

fiduciary requirements are first in place before the SIP grant is disbursed. These schools

will receive the grant on a rolling basis - as a school meets the minimal fiduciary

requirements and changes status (category). Schools currently under categories 2 and

3 will receive the first tranche of the grant but the second grant will be disbursed based

on at least 90% compliance with the Government fiduciary requirements and utilization

of the first tranche as required. This approach will also facilitate improved monitoring

of the EGM textbooks at the school level-through textbooks ledgers. Almost all schools

1 Baseline is 79%. This percentage represents the number of class 2 learners obtaining 50% benchmark in the subtraction mathematical operation

(scored at least half, 50%, of subtraction questions out of a maximum score was 10 points). 2 Subtraction fluency is moderately correlated with other mathematical subtasks, implying that pupils who can solve subtraction sums at levels 1

and 2, could also perform the other subtasks at almost the same level. For example, number patterns and number identification requires the learner

to understand basic number operations which include substation. Also, a basic definition of division is repeated subtraction. 3 Ability to apply single step addition or subtraction operations and counts in whole numbers. 4 Ability to apply a two-step addition or subtraction operation involving carrying over and borrowing; carry out simple multiplication operations

involving multiples of 10; recognizes simple fractions; divides whole numbers; and identify lines and patterns.

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have prioritized procurement of teaching and learning aids in the SIPs. Schools have

also been guided to prioritize procurement of mathematics teaching aids to further

strengthen achievement of PDO 1 and linkage of components 1 and 2.

c) The third KPI, Education Management Information System (EMIS) data for primary

education published annually from 2016, is on track. This KPI is crucial for

achievement of PDO 2- strengthening national systems. However, publication of the

data without a due process to ensure data credibility may not necessary lead to a

strengthened national system (for this KPI). Credibility of the current EMIS data

remains a concern. The data required at least a 10 percent independent verification, and

accountability mechanisms established for the education officials submitting this data.

The project is providing technical and financial support to Government’s efforts to

revamp the National EMIS system with a focus on the individual learner as the

principal target including in the allocation of resources (capitation grants). As described

in paragraph 11, the revamp process will also introduce transparency and accountability

mechanisms and sanctions for education officials submitting the data. An EMIS policy

is being developed to legally entrench this EMIS process in the education system.

d) The fourth KPI, National Assessment Systems for Monitoring Learner Achievement

(NASMLA) for Standard 3 students conducted and disseminated in 2015 and 2018, is

on track. The 2015 NASMLA was conducted and disseminated at the National level.

The study, conducted by Kenya National Examinations Council (KNEC), revealed key

findings on learning achievements, status of the county level education functions, and

school learning environments. A granular analysis of the study’s data, alongside that of

the EGM baseline study, the fourth study of the Southern Africa Consortium for

Monitoring Educational Quality (SACMEQ IV), and EGM classroom observations,

will be undertaken to draw policy and strategy recommendations on quality of

education thereby strengthening achievement of PDO 2-strengthening national

systems. The analysis will inform review of the NESP (to be supported by the project)

and preparation of the medium term plan III.

Intermediate Indicators

12. The project has 13 Intermediate Results Indicators (IRIs), which overall are on track as

shown in detail on Annex 2. The indicators remain relevant to achievements of the KPIs

and the PDO. Of the 13 IRIs, three have been achieved while seven are on track as per the

annual targets (Annex 3). Two IRI, preparation of the SIPs and school audits, delayed in

taking off but are now on track. The annual and cumulative target for one IRI, Number of

classroom observations conducted, needs to be revised. The 100,000 annual target is not

feasible. The assumption for this target was that there are adequate curriculum support

officers (CSOs) to undertake classroom observations in each school for each of the three

school terms. The staffing norms require that each sub-county has only one CSO. A sub-

county has approximately 80 schools, with wide variations. Some sub counties have up to

240 schools while others have less than 30 schools. On average, a CSO can only visit the

same school twice in a year assuming that the relevant facilitation, such as a vehicle or

transport allowance is availed. Taking these realities into account, and the trends in

classroom observations for the sister program Tusome, approximately 30,000 annual

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classroom observations are practical under the project. However, the project will also train

existing and newly recruited quality assurance and standards officers at the sub-county

level to support classroom observations. The revised target is therefore proposed as 40,000

classroom observations annually.

Project ratings

13. Progress towards achievement of the PDO and Overall project implementation (IP) is

maintained at ‘moderately satisfactory’ by this mission. However, ratings for Component

1, early grade mathematics and Component 2, strengthening school management, has

improved as shown in Table 2 below. The following actions are required to be undertaken

by MoE to facilitate an upgrade of the PDO and IP ratings to ‘satisfactory’ at the next

mission planned for September 2017. This is assuming that the fiduciary and safeguards

aspects remain satisfactory. The actions required are:

a) The contract for procurement of EGM text books for the 2018 cohort is

signed.

b) First tranche of the school improvement grant is disbursed to at least

80percent of the target schools, taking into account the school audit

categorizations.

c) Phase 1 of the National EMIS revamping is completed and Phase II initiated.

Table 2: Project Ratings

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C. PROGRESS BY COMPONENT

14. Component 1: Improvement of early grade mathematics competencies

(US$34.5million)

a) Activities. Component 1 mainly covers: improving Standard 1 and 2 teacher

competencies for developing early grade numeracy, providing early grade

mathematics instructional materials, enhancing EGM teacher pedagogical

supervision, sensitizing pre-service teacher training college (PTTCs) leadership and

educators to innovative practices in early grade mathematics, Early Grade

Mathematics management and coordination at the national and county levels.

Component I will benefit at least six (6) million pupils in grade 1 and 2 and forty

thousand (40,000) teachers in all Public Primary schools.

b) Progress to date. A MTR technical brief for the EGM component is attached

separately in Annex 4. MoE has distributed 4,786,774 EGM text books and teachers’

guides for grade 1 and 2, against a target of 6,000,000. The County education teams

have redistributed the textbooks as required- the number of textbooks distributed to

each school was based on the 2013/2014 enrollment data. MoE has initiated

Procurement of EGM text books for the 2018 cohort. About 91,645 (53,769 Female,

37,876 Male) head teachers and teachers were trained and EGM methodologies. As

at the end of Term III 2016, about 1400 classroom observations were undertaken and

uploaded on the Tusome program cloud platform (bit.ly/2kY1ZmT), out of which

938 were valid. In addition 3,625 lesson observations have been undertaken in

January to March 2017. Observations for Term I 2017 are still ongoing and analysis

of the valid observations will be undertaken. Principals from 26 PTTC colleges were

sensitized on EGM methodologies. In addition, 46 PTTC tutors were trained as EGM

Master Trainers in December 2016. School observations during the MTR were

consistent with these results-all schools visited received textbooks and teachers

guides. Teachers also reported that they attended EGM trainings and found them

useful. A mini-EGM sample test was conducted during the school visits which

showed results consistent with the baseline. Girls, in general outperformed boys and

more students performed additions better than subtractions. The Curriculum Support

Officers (CSOs) pointed out a technical glitch with the EGM tool uploaded on the

tablet -this is being sorted out with support by the Tusome program. The scope and

sequencing of the EGM lesson plan needs to be reviewed during the on-going KICD

curriculum reform process-more than one concept is introduced in one lesson leaving

little time for the teacher to support learners and for practice.

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c) Component 1 recommendations and timelines.

Key Recommendations Timelines

1. MoE to validate classroom observations undertaken in Term 1

2017

April 30 2017

2. KNEC to undertake analysis of classroom observations and

draw recommendations to improve classroom practice and

subsequent EGM teacher trainings

June 30 2017

3. Launch procurements of EGM textbook for 2018 cohort and

EGM supplementary materials

April 15 2017

4. Undertake an evaluation of the quality of EGM trainings December 2017

15. Component 2: Strengthening school management and accountability

(US$38.8million).

a) Activities. Project activities under this component are: Kenya Certificate of Primary

Education (KCPE) analysis and feedback to 4000 target schools, teacher appraisal,

school improvement program & school grants, and strengthening of school audit.

This component involves a pilot to improve school performance in 4000 low

performing schools (schools whose KCPE scores in 2012 and 2013 were below the

average of 243 for public primary schools). These schools are mainly in the Arid and

Semi-Arid Lands (ASAL) counties.

b) Progress to date. Physical implementation of this component has improved since the

last mission. The 4000 target schools have prepared School Improvement Plan (SIPs)

out of which 2052 have been submitted to the PCU after approval by the respective

County technical Teams. MoE has recently disbursed USD 4.07 million to 1357

schools. However, utilization of these funds is formally on ‘hold’ due to the findings

of the school based risk audit in 3879 of the target 4,000 schools. The audit revealed

that at least 40 percent of the SIP target schools were not in compliance with basic

school level fiduciary requirements by the Government. This necessitated a

categorization of the 4000 schools into three categories as described in detail under

paragraph 12, b. The County Education Director will sign off on the verification of

implemented activities and bank statements reconciliations. The county project

coordinator will be responsible for follow up with the schools. MoE/PCU will play

an oversight role in this process and conduct due diligence on a sample of Sub-

Counties. The Directorate of school audit, in collaboration with officers from the

National treasury, has prepared training manuals to facilitate capacity building of

school auditors and head teachers on financial management and accountability. The

schools categorized as ‘red’, will be first targeted for this training and supported at

the school level to strengthen the required fiduciary aspects. School specific KCPE

analysis reports for the 4000 pilot schools were prepared and uploaded on KNEC

website (www.knec.ac.ke). Hard copies of the reports were also availed to the

schools. KCPE performance is to a great extent a reflection of curriculum coverage

and therefore this analysis reveal pupil knowledge level, their misconceptions and

misunderstanding. The KCPE analysis should therefore not only be used to inform

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the SIP priorities but also for overall school planning, and focused support to teaching

and learning. KNEC will conduct follow up discussions at County and school level

on the utilization of these reports. Following trainings in the Teacher Performance

Appraisal and Development (TPAD) tool, 15,356 teachers out of the targeted 6000

have been appraised. The TPAD system is largely manual making analysis tedious

and prone to errors. The project will support review and automation of the TPAD to

facilitate timely feedback and analysis.

c) Component 2 recommendations and timelines.

Key recommendations Timeline

1. Finalise categorization of schools based on the audit

findings

March 31 2017

2. Conduct trainings and site support for Category one ‘red’

schools (see paragraph 12, b)

May 30 2017

3 Formulate a detailed and costed plan for project activities

under the Directorate of school audit

March 31 2017

4. Disburse first tranche to SIP grant to at least 80% of the

target schools

June 30 2017

5. Procure a firm to support automation of the TPAD

system and service support for the first year

July 30 2017

16. Component 3: Strengthening capacity for evidence-based policy development

at national level (US$10.8million).

a) Activities: Strengthening data/education management information system (EMIS),

monitoring of learning achievement and evidence based policy development.

b) Progress to date. MoE is revamping the current EMIS organization. An

EMIS roadmap will be implemented in three phases as described in detail under

paragraphs 9 and 12, c. MoE has completed the procurement process to undertake

studies to inform teacher deployment and utilization, and alternatives for education

provisions in the ASAL and among vulnerable populations. The studies will be

undertaken within the remaining project period. The fourth study of the Southern

Africa Consortium for Monitoring Educational Quality (SACMEQ IV) was finalized

and validated. The project was to support review and consolidation of existing quality

assurance and standards tools. However, upon review, these tools are largely

irrelevant and not responsive to critical quality aspects of education at the County

and school levels. In addition, the Government is recruiting about 1500 quality

assurance officers to strengthen quality assurance at the school level. The project will

therefore support formulation of a new national quality assurance and standards

framework, tools and a costed implementation plan.

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c) Component 3 recommendations and timelines.

Key recommendations Timeline

1. Constitute technical committees at TSC and MoE to oversee

timely execution of the studies highlighted above

March 30 2017

2. KNEC to undertake granular analysis of the NASMLA and

SACMEQ IV studies, draw policy recommendations and

disseminate these at the County and schools levels. This

dissemination will also include a further discussion on the

utilization of KCPE school specific reports

October 30 2017

4. Finalise Terms of Reference(ToRs) and advertise for a firm to

undertake formulation of the quality assurance and standards

framework , tools and implementation plan

April 20 2017

5 Finalize ToRs and advertise for a firm to undertake a public

expenditure review of capitation grants in 10 counties

April 20 2017

17. Component 4: Project coordination, communication monitoring & evaluation

(US$4.3 million).

a) Activities. Project activities here include establishment of the Project Coordination

Unit (PCU), establishment of County level project coordination teams, development

of a comprehensive communication strategy and its implementation, on-the job

training for implementing agencies to conduct results-based monitoring and

evaluation, and conduct studies and evaluations.

b) Progress to date.

Project Management. Project coordination and management is satisfactory, as

detailed under paragraph 6 of this aide memoire. The introduction of a Director level

position has streamlined reporting and accountability by the PCU coordinator and

components leads and their deputies, and enabled day-to-day project oversight by MoE

management. A chief accountant is now deployed to the PCU in addition to the project

accountants. MoE has continued to convene quarterly project steering committee (PSC)

as required. The PSC reviews the project’s annual work plan and budget and monitors

implementation of key project activities. The project has implemented specific project

recommendations agreed upon in July and September 2016 and January 2017 as shown

in Annex 5. The County level project teams have undergone various trainings including

FM; safeguards; EGM and SIP processes; and monitoring and evaluation. These teams

have contributed immensely to the current project achievements under EGM and SIP.

Following the recent FM hands on training, it is expected that preparation of County

project returns will be conducted on a timely basis and satisfactorily-delays and

incomplete returns has impacted substantially on the project’s cash flow.

Project Communication. Project communication has not been as rigorous as expected

- a communication firm was to be procured to support MoE. However, MoE has

continued to update the GPE webpage on MoE website; formulate and disseminate the

quarterly GPE newsletter; and public disclosure of funds disbursed to Counties. It is

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expected that MoE will also publicly disclosure grants disbursed to schools, and also

upload to the MoE GPE webpage categorization of the SIP school as per the audit

finding.

Project Monitoring and Evaluation (M&E). MoE has demonstrated significant

progress in the collection and analysis of project data-the attached results framework

in Annex 3 is up to date. The project has begun to generate substantial data and

information under each component. For example, NASMLA, EGM and SAQMEQ IV

studies are now complete. A lot of data was collected during these studies. Also,

curriculum support officers are submitting large data for classroom observations. The

KCPE School specific and KCPE general reports are also in place. It is a priority for

MoE to facilitate analysis, consolidation and utilization of these data and information

to inform review of the NESP and preparation of the MTP III. The revamping of EMIS

is expected to smoothen data collection, management and utilization in future.

a) Component 4 recommendations and timelines.

Key recommendations Timeline

1. Public disclosure of project funds disbursed to Counties and

school grants with reference to categorization.

April 30 2017

2. Prepare an action plan for the next six months and a weekly

monitoring table for April to June 2017

April 30 2017

3. Finalise procurement of a professional M&E staff at the PCU April 30 2017

4. Upload Categorization of SIP schools based on audit findings on

the MoE GPE webpage, and alert County Education Teams and

target schools on the project’s ‘whatapp’ group

March 31 2017

5. KNEC(National Assessment Centre) to undertake analysis and

consolidation of data and information generated from the project,

draw policy recommendations and take lead in the dissemination

of of the findings and recommendations at National, County and

school levels.

October 2017

D. FIDUCIARY AND SAFEGUARDS

18. Financial Management (FM). The FM review conducted during the MTR noted that, the

approved project budget in the supplementary is way below what the project will require.

The MoE needs to request the National Treasury for additional budget using realistic

projections from the project for up to 30 June 2017. Concerning Cash flow management,

there is evidence that funds are not available in amounts and at the time required which can

hamper implementation. The PCU together with the accountant need to establish the

amount required, and using the lead times of getting funds to the Ksh project account,

establish whether designated account A ceiling needs to be raised and by how much. MoE

needs to address the Adverse Audit Opinion and respond to the World Bank audit review

letter by March 31 2017. The project’s unaudited interim financial reports (IFRs) are

improving but MoE needs to ensure that the subsequent IFRs have all the bank statements

and breakdown of figures as required. The project accountant has been trained severally

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and now knows what is expected. IFRs need to be submitted 45 days after the quarter (this

is adequate time to compile a complete report.) The School Audits revealed substantial

issues cutting across FM, Procurement and general school management. The school audit

directorate is expected to support the schools to address the issues during project

implementation. The MoE is required to give a status, by April 15 2017, of the FM

recommendations issued in January 2017, following a review of project funds disbursed to

the Counties in quarter 1 ( Q1).

19. Procurement. Concerning procurement, the mission reviewed and discussed:

implementation of procurement activities; the Procurement Plan; emerging fiduciary

issues; and project implementation bottlenecks. The mission also conducted a procurement

post review of activities undertaken during FY 2014/15, and a Post procurement review for

the period financial year (FY) 2015/16 planned to for April to June 2017. The reviews

revealed that although there has been good progress in the implementation of the

Procurement Plan, some activities earmarked to be undertaken earlier in this FY have

experienced significant delays due to insufficient planning, incomplete bidding documents,

and challenges related to administrative approvals. The MTR noted that simple

procurement processes take more than 2-3 times the required lead-time. Some of the

procurement activities completed with significant delays, resulted to very high contracts

prices than the estimates in the Procurement Plan and overall efficiency of project

implementation. This was due to insufficient upfront market survey and inappropriate

contract packaging. The mission emphasized the importance of market research and survey

in order to obtain insights into the prevailing market conditions and dynamics for better

planning and budgeting. The main delayed activities include: payment processing of the

EGM text book supplier for batch two books; procurement of School Tablets; procurement

of the PCU and County project teams Equipment. These activities need to be concluded

by April 30 2017.

20. The Project is now migrated to Systematic Exchanges of Procurement (STEP) platform.

The project procurement Staff were on the use of the new system. All Procurement

activities, both prior and Post, are required to implement through the new system. The

project is now using the system although with challenges which is casing significant delays

in project implementation. The Bank will continue to provide hands on support to ensure a

smooth transition. The procurement post review revealed that there is need for MoE to

improve on procurement processes, particularly procurement planning and monitoring, so

as to minimize delays experienced in the implementation of the Procurement Plan over the

review period. The review further noted that the use of Government procurement

thresholds for Shopping differ from what was agreed in the Financing Agreement as

stipulated in the Procurement Plan. The mission advised the MoE to adhere to agreed

thresholds as stipulated in the Procurement Plan and as guided by the World Bank

procurement rules and procedures.

21. Safeguards. Most of the schools have Boards of Management (BOM) who actively

participated in the preparation of the School Improvement Plans (SIPs) and are prepared to

oversee implementation of the activities. MoE needs to build capacity for the BoMs on

fiduciary matters and stakeholder engagement. MoE prepared a Terms of Reference for the

14

Consultancy to support a Vulnerable Marginalized Group Plans (VMGP) which was

cleared. However, at MTR it was recommended that MoE prepares the VMGP with

guidance from the World Bank’s safeguards team. The project has an elaborate Grievances

Redress Mechanism (GRM) in place- grievance registers are in place at the National,

County and School levels. However, there is need to continuously sensitize beneficiaries

and stakeholders on the existence of GRM. It was noted during the MTR mission that

most stakeholders were aware of the project, and were involved in the project at the

County and School levels. This had been enhanced through project information brochures

that have been distributed to almost all schools, stakeholder sensitization meetings and the

quarterly GPE Newsletters. However, there is need for enhanced public / stakeholder

participation in school development. The County education teams were trained on

safeguards including gender aspects. Some of the schools benefitting from the school grant

will undertake minor rehabilitations which do not warrant a full Environmental Social

Impact Assessment (ESIA). The rehabilitations identified should be screened to determine

the potential environment and social risks which needs to be mitigated.

Table 2: Safeguards key recommendations

Activities Timelines

1 Preparation and disclosure of VMGP June 30 2017

2 Build capacity of BoM on stakeholder Engagement (combine with the planned training of BoMs on fiduciary matters)

June 30, 2017

3 Sensitize stakeholders on existing GRM and social accountability in appropriate public forums

On –going

4 Implementation of VMGP March 30 2019

5 Prepare environmental and social checklist for the rehabilitation activities

April 30 2017

6 Screen identified rehabilitation activities against Environment and Social risks

Before Sub-projects implementation

E. PROPOSED MTR ADJUSTMENT/CHANGES

Reallocation of funds, project costs and savings

22. The proposed changes agreed during the MTR mission reflect areas where implementation

is progressing satisfactorily and where enhanced effort need to be made to strengthen the

achievement of the PDO, and also strengthen linkage across the components. The proposed

changes do not affect the overall allocation of the four components but some readjustments

within the sub-components of each component are proposed based on savings and

reallocation, especially component 1 and 3. The changes will not require either Level 1 or

2 amendments as they are within the parameters set out in the Financing Agreement,

Section IV. The attached Table on Annex 3 shows component/subcomponent costs at

appraisal, expenditures incurred so far in project implementation, expenditures that are

projected to be incurred till project closing, readjustment of savings within components

and sub-components and specific areas where scale-up activities are proposed.

15

Proposed Adjustment/Changes

23. For component 1, as shown on the table in Annex 4, the main two areas of saving are in i)

procurement of EGM textbooks due to lower costs of the text books; and i) lower cost of

coordination as specific EGM activities have in-built funds for coordination and

availability of Government counterpart funding for these activities. Some savings are also

available in pre-service training because curriculum reform has left out some areas of pre-

service training. Although unit cost of pedagogical training has increased, the supervision

effort for this subcomponent has been reduced. These savings are being applied to scale up

teacher competencies in EGM methodologies as shown in Annex 3. Specifically, there are

two areas proposed for scaling up in component 1: i) undertake evaluation of quality of

EGM training; and ii) and train class 3 teachers in EGM methodologies-class 3 teachers

will move back to class 1 in 2018.

24. For component 2, the main areas of savings are in TPAD and SIP components which are

also the areas being proposed for scale-up with additional activities. Specifically, there are

four areas proposed for scaling up: i) strengthen TPAD on-line system-the current system

is manual; ii) undertake in-depth evaluation of the TPAD process and tool; iii) revision of

the TPAD tools based on evaluation; and iv) undertake school based support to strengthen

fiduciary aspects for the Category 1 and 2 schools under the SIP sub-component.

25. For component 3, the main areas of savings are in EMIS, monitoring learning achievement

and policy studies and they are being applied to scale up additional activities for monitoring

and learning achievements. Specifically, the three areas proposed for scaling up include: i)

conduct NASMLA for class 7 and Form 1 to inform review of the National Education

Sector Plan (NESP) and Mid Term Plan III (MTP); ii) conduct county and school level

policy dialogue based on the class 3 NASMLA, EGM baseline study, classroom

observations and SAQMQ IV; and iii) the development of a National Quality assurance

and standards framework, tools and implementation plan.

26. For Component 4 is not expected at this time to have any savings or reallocations.

F. AGREED UPON ACTIONS AND NEXT STEPS

The recommendations and timelines outlined in the above sections constitute the agreed upon

actions and timelines. The next mission is planned for September, 2017.

16

Annex 1: List of Persons met (attached separately)

Annex 2: Updated Results Framework (attached separately)

Annex 3: Project Costs, Savings and Proposed MTR Adjustment and EGM Component Technical Brief

Annex 4: Status of the July, September and December 2016; and January 2017 mission’s recommendations, (attached

separately)

Component/ Sub-component

Allocation per Component as

in the PAD (US$)

Allocation Per Component/Sub-Component (US$)

Expenditure on

implemented activities (US$)

Total Projected Expenditure on

implemented and planned

activities (US$)

Projected Cost of up-

scaling activities

Projected Variance/ savings or

deficits (U$)

Component 1: Early Grade Mathematics

34,500,000 34,500,000 11,271,788.50 31,130,441 4,161,450 -791,909

Sub-Component 1.1: T/Materials

12,530,029 4,395,985.00 8,026,485 4,503,544

Sub-Component 1.2: Teacher Competencies

13,815,602 6,234,313.50 20,484,449 4,161,450 -10,830.30

Sub-Component 1.3: Pedagogical Supervision

2,166,987 140,000.00 1,839,415 327,572

Sub-Component 1.4: Pre-Service

86,708 14,940.00 29,880 56,810

Sub-Component 1.5: Coordination

5,900,674 486,550.00 750,212 5,150,462

17

Component 2: Management and Accountability

38,800,000 38,800,000 6,252,962 36,691,280 2,108,720 0

Sub-Component 2.1: KCPE Analysis

358,998 222,400 358998

Sub-Component 2.2: TPAD

4,877,665 498,707.15 4,103,898.27 814,707.91 -

Sub-Component 2.3: SIP

30,000,000 5,432,308 28,914,851 1,085,149 -

Sub-Component 2.4: Schools Audit

3,563,337 40,384 3,563,337

Component 3: Evidence-Based Policy Development

10,800,000 10,800,000 48,674

7,847,123

791,909

Sub-Component 3.1: EMIS

4,199,379 - 3,761,151

- 438,228

Sub-Component 3.2: monitoring learning achievement

1,921,386 48,674 1,060,016 2,100,032 800,434

Sub-Component 3.3: Policy Studies

4,679,235 - 3,025,956 1,653,279

Component 4: Coordination, Communication & M&E

4,300,000 4,300,000 922,921 4,300,000

TOTALS 88,400,000 88,400,000 14,144,140 82,599,368 5,800,632 0

18

GPE-PRIEDED Wrap –Up with National Treasury

S/N Name Designation Organization

1. Jackson Kinyanjui Director, External Resources Mobilization

Department

National Treasury

2. Kennedy Nyachiro Head, World Bank Desk National Treasury

3. Lynnett Vitisa Disbursement National Treasury

4. Ruth Charo Senior Education Specialist World Bank

5. Nalin Jena Senior Education Specialist World Bank

6. Josephine Kamau Senior Financial Management Specialist World Bank

7. Peter Isabirye Senior Operations Specialist World Bank

8. Kenneth Ochieng Procurement Officer World Bank

9. Hope Nanshemeza Team Assistant World Bank

GPE-PRIEDED Wrap –Up with Ministry of Education

S/N NAME INSTITUTION /ORGANIZATION EMAIL ADDRESS

1. Fred Matiangi Ministry of Education cs@education.go.ke

2. Belio Kipsang Ministry of Education Ps@education.go.ke

3. Janet Mucheru Ministry of Education mucherujane@gmail.com

4. Andrew Nyanchaga Ministry of Education nyamuchoga_a@yahoo.com

5. Darius Oluntu Ministry of Education dariusnogaka@gmail.com

6. John Temba Ministry of Education itemba@education.go.ke

7. Benn Khadiagara Ministry of Education Khadiagala82@gmail.com

8. Mercy Karogo Kenya National Examination Council ceo@knec.ac.ke

9. Freddrick Hagar Ministry of Education Fredhaga2013@gmail.com

10. Joseph Mathenge CEMASTEA ct@cemastea.ac.ke

11. Elays Abdi Ministry of Education elyabdi2014@gmail.com

12. Kennedy Butire Ministry of Education Butere2003@gmail.com

13. Lumbasi Wanikina Ministry of Education wanikinalumbasi@gmail.com

14. Josephine Ondeki Ministry of Education Joseto01@gmail.com

15. Catherine Cheboino Ministry of Education catherinecheby@yahoo.com

16. Rosemary Njagi TUSOME rnjagi@tusome.rti.org

17. Juma Mwangi Ministry of Education munyorijuma@gmail.com

18. Peter Gachathi Ministry of Education pgachathi@gmail.com

19. Ateng Ogwel CEMASTEA Ogwel26@gmail.com

20. Esther Mathenge Teachers Service Commission assiewagaki@gmail.com

21. Hellen Bonetto Ministry of Education bovellothe@gmail.com

22. Owanga Sebastian Ministry of Education oadwonga@gmail.com

23. Assumpta Matei Kenya Examinations Council amatie@knec.ac.ke

24. Jane Munga Ministry of Education janewimunga@gmail.com

25. Martha Ekirapa Ministry of Education marthaekirapa@gmail.com

26. Ruth Cyaro World Bank rcharo@worldbank.org

27. Twahid Nawaz World Bank tawhidn@gmail.com

28. Fazle Rabbani World Bank frabbani@globalpartnership.org

29. Hope Nanshemeza World Bank hnanshemeza@worldbank.org

30. Ocheng Kenneth World Bank oodek@worldbank.org

31. Peter Isabirye World Bank pisabirye@worldbank.org

32. Nalin Jena World Bank njena@worldbank.org

Meeting with Education Development Partners Coordination Group-EDPCG

S/N NAME INSTITUTION EMAIL

1. Tawhi Nawaz World Bank tawhidn@gmail.com 2. Fazle Rabbani GPE frabbai@globalpartnership.org

3. Wick Powers USAID rpowers@usaid.gov 4. Martha Ekirapa MOE marthaekirapa@gmail.com 5. Jane Munga MOE janewmunga@gmail.com 6. Mary Mugo Build Africa mary@build-africakenya.org 7. Masa Shibata Embassy of Japan masakazu.shibata@mofa.go.jp 8. Ruth Musili WFP ruth.musili@wfp.org

9. Caroline Ruoro Plan carolineruoro@plan-international.org 10. Nancy Akeyo We World nancy.akeyo@weworld.it 11. Lillian Gangla USAID lgangla@usaid.gov 12. Samuel K. Kibe JICA samuelkibe.ky@jica.go.jp 13. Matoe Nakakima JICA regionaladviser@gmail.com 14. Daniel Muraya Aga Khan Foundation daniel.muraya@akfea.org

15. Lumbasi Wakirina MOE wanikinalumbasi@gmail.com 16. Owanga Sebastian MOE aduonga@gmail.com 17. Peter K. Gachathi MOE pgachathi@gmail.com 18. Charisse Tillman WFP charissaa.tillman@wfp.org 19. Anne Waichinga WVK anne-waichinga@wvk.org 20. Suzanne Kiamba World Bank skiamba-skiamba@yahoo.com

21. Nalin Jena World Bank njena@worldbank.org 22. Onweta Sandilya UNICEF ssandilya@unicef.org 23. Jane Kamau UNESCO j.kamau@unesco.org 24. Mulubi Asiligwa World Bank wasiligwa@worldbank.org 25. Titus Wanjala World Bank twanjala@worldbank.org

COUNTIES VISITED – MOMBASA COUNTY

S/N NAME DESIGNATION PRIMARY SCHOOL

1. Miriam Kazungu Deputy Chair (BOM) Umoja Primary

2. Mary Kimazi Deputy Head Teacher Umoja Primary

3. Josephine Nzilani

Parents Teachers Association Mwangala Primary

4. Moses Makau SCQASO DEO's Office Kisauni

5. David M. Nyambu BOM Mwangala Primary

6. Salim M. Bernard SCEO Ministry of Education - Likoni 7. Mwasaru Mwasaengwa SCDE MOE - Changamwe

8. Ali Abdallah Head Teacher Mikindani Primary 9. Saumu Mumbo CSO TSC - Kengeleni 10.

Catherine Wambua CSO TSC - Mikindani

11. Helen Arunga SCQASO MOE - Changamwe 12. Sammy K. Masau CSA CDE's Office - Mombasa

13. Marieta Mwaluko

EARC Assessor EARC - Changamwe

14. Gerald T. Ngombo TSC SCD - Changamwe/Kisauni 15. Nichodemus Mbuluku TSC SCD TSC SCHRO - Likoni 16. David Wangio Nyali SCHRO SCDE - Jomvu

17. Ibrahim A. Abdi SCDE CSO - Likoni 18. Changoma M. Kuwaniah CSO TSC CHRO - Mombasa 19. Philip Tunje CHRO MOE - Mombasa 20. Furaha A. Sebbeh CPC - Mombasa CSO - Mbaraki 21. Hafish Muhsin CSO The National Treasury 22. Michael C. Mukanzi Senior Accountant MOE - (EARC)

23. Bwanaidi Umuru Co-ordinator MOE (Nyali) 24. Stephen Abere SCDE MOE (Likoni) 25. Newton Okwatsa SCDE P.A. Inspiration (Likoni) 26. Yusuf Shuguli PA Chair MOE - Changamwe

27. Maimuna Ahmed Omar SCDE TSC Msa County 28. Cynthia Kiraithe SHRO TSC - CSO

29. Zainabu Ali CSO TSC - Majengo

30. Mary Baya CSO TSC - Tononoka Zone 31. Mishi Ali CSO Bamburi 32. Mwachia Evans Head Teacher W/B primary school (Jomvu)

33. Geoffrey Ogutu BOM KEPSHA - Mombasa County

34. Fuad Ali Chairman KEPSHA - Mombasa District

35. Alamin S. Takdir Chairman CSO - TSC Chaani 36. Mwanaisha A. Karim CSO SCHRI TSC Changamwe

COUNTY COMMISSIONERS OFFICE, KISUMU

S/N NAME AFFILIATION / ORGANIZATION ORGANIZATION

1 ADOW M. BARDAD TSC - CD KISUMU

2 CHARLES A. OBENG TSC – CSO – REP KISUMU

COUNTY

3 ESTHER KINYANJUI MOE – HQS TUSOME

4 FAZE RABBANI G.P. E

5 KIPSANG LAGATT KISE

6 LEAH ROTICH MOE - DG

7 LEE OMANJE NATIONAL TREASURY

8 LILIAN NGANGLA USAID - GDY

9 M.A MAALIM COUNTY COMMISSIONER / MERIOR

10 MARTHA EKIRAPA MOE – HQS NATIONAL PRIEDE

PROJECT COORDINATOR

11 MERCY KOROGO KNEC

12 MILDREN LANG’O RTI INTERNATIONAL - TUSOME KISUMU

COUNTY

13 NALIN JENA WORLD BANK

14 NYANKIRA ORINA MOE - CPC

15 OMUNGA JULIUS ELIMU YETU COALITION

16 OWANGA SEBASTIAN MOE – HQS

17 RICHARD CHEPKAWAI RCE NYANZA

18 SABINA ARONI CDE – CTC CHAIR

19 SALOME ONGELE RTI INTERNATIONAL - TUSOME

20 TERESA JULIE SONGWA CQACD KISUMU

COUNTY

MTR MEETING HELD AT AGRICULTURAL TRAINING CENTRE KITUI ATTENDANCE LIST

S/N NAME AFFILIATION / ORGANIZATION

1 ABDIAZIZ NUR MOE- CEO MWINGI CENTRAL

2 CHARLES KIVELEETI CSO KWA VONZA

3 CHRISTOPHER KIMANI CSO MUTITO

4 DANIEL GATAMBIA CQHZO MOE

5 DANIEL TUMBO CSO MWINGI ZONE

6 DANIEL WARUINGI CEO MIGWANI PRIMARY SCH

7 DAVID MUNYAO HEAD TEACHER MUTOMO

8 DICKSON MALOMBE HEAD TEACHER MATIA PRIMARY SCH

9 EDELQUINE KITONGA PARENT REPRESRNTATIVE MATIA PRIMARY SCH

10 EMMANUEL KALUNDA AD BASIC EDUCATION

11 FREDRICK KYAMBI CSO MIGWANI

12 GEOFFREY KIEMA PARENT TEACHER

ASSOCIATION

13 GIDEON KITHUKU HEAD TEACHER KATUMBI PRIMARY

SCHOOL

14 GILBERT IRERI NAMU SCQASO KITUI WEST

15 JOHN MUNYASYA BOM C/D

16 JOSEPH MUTHUI HEAD TEACHER MWINGI PRIMARY

17 JOSPHAT MATEI P.A CHAIRMAN

18 M. G. MAUKI INTERIOR COORDINATOR

19 M. I LESUUDA RCE EASTERN

20 MAGDALENA PATRICK EXECUTIVE SECRETARY KNUT

21 MANZI MUSYONA VICE CHAIR ITOLONI PRIMARY SCH

22 MARGARET PAUL HEAD TEACHER KYENI PRIMARY SCH

23 MARTINA DAVID PARENT TEACHER

ASSOCIATION

MUTOMO PRIMARY

24 MARY MUTATU PARENT REPRESENTATIVE

25 MICHAEL KABORO HEAD TEACHER KITUI CENTRAL

26 ONESMUS KIMINZA TUSOME NAIROBI

27 PAUL KUNGU SCQASO MOE

28 PETER GACHATHI ADE - MOE MOE

29 PETER MAILU HEAD TEACHER MASEKI PRIMARY

SCHOOL

30 PHILIP NDONYI CSO MUTHA

31 RHODA VUNDI HEAD TEACHER MATINYANI AIC

32 ROBERT MURIUKI CSO

33 RODA MBALUKA BOARD MEMBER ITOLONI PRIMARY SCH

34 ROSE KYALO CSO KALUNDU

35 ROSE MAKAU CSO MUTOMO

36 ROSEMARY NJAGI TUSOME

37 SAID BAKARI BOARD MEMBER CHAIRMAN

38 SAMUEL MAGHANGA CPC

39 SAMUEL MUHOHO HEAD TEACHER TANGANYIKA

40 SARAH KOKO TUSOME MACHAKOS REGION

41 SIMON MUTEMI BOM CHAIRMAN

42 STEPHEN KYALO MOE KITUI CENTRAL

43 SUSAN MURERWA CDE KITUI

44 TITUS MUNYASYA HEAD TEACHER ITOLONI PRIMARY SCH

45 WILSON KIGEN TSC NAIROBI

THE JOINT MTR TEAM MEETING HELD IN NYERI COUNTY

S/N NAME AFFILIATION /

ORGANIZATION

ORGANIZATION

1 AGNES WARURU BOM

2 BERNARD KAMANDE SCDE MOE

3 BERNARD KITUTO DRIVER TUSOME

4 BERNARD MACHARIA CSO TSC

5 BERNARD WAMBULU CHAIRMAN

6 DAVID MUNYORI DRIVER MOEST

7 ESTHER KARIUKI CSO TSC

8 FRANCIS GICHUKI HEAD TEACHER TSC

9 FRANCIS MUIGA HEAD TEACHER TSC

10 FRANCIS NJAGI

11 GACHERU MARIGA PA

12 GEOFFREY NDETO CEO MOE

13 JANE MUNGA PA MOE

14 JASON KABERIA KIARA SCDE MOEST

15 JOHN LUVOZI

16 JOSEPH KIBERA DRIVER MOEST

17 JOSEPH WAIRURI SCDE MOEST

18 KABORA MWANGI MOE

19 KIREMA MBWIGA CEO MOEST

20 KURIA WAMAE DRIVER MOEST

21 LILIAN OCHIENG HEAD TEACHER TSC

22 LUCY WACHIRA HEAD TEACHER TSC

23 MARGARET MWANGI CQASO MOE

24 MARGARET NDIRITU R.M.O MOE

25 MARTIN MUNYI I.O

26 MARY KAMURUA SCDE MOE

27 MERCY MWATHA SCS MOE

28 NICHOLAS GATHEMIA KEPSHA TSC

29 OCHIENG KENNETH WBPS WB

30 R.M POSHO CSA MOE

31 RICHARD JOMO A/AD TSC

32 RICHARD MWENDA DRIVER MOEST

33 RITA WAHOME TSC - TSC

34 ROBERT MASESE MOE

35 SAMUEL NDERITU THUKU DRIVER MOEST

36 SAMUEL WAITITU I.O

37 SUZANNE KIAMBA CONSULTANT WB

38 ZIPPORAH W. NGARI O.AA1 MOE

MID-TERM REVIEW MISSION IN NAKURU COUNTY

SN NAME DESIGNATION STATION AFFIL

1 ADAM WACHIRA BOM MILIMANI

2 AGNES NJUGUNA PTA ST. PETER'S BOYS

3 AGNETA N. BARASA TEACHER ST. MARY'S TSC

4 ALBERT WANALA COUNTY SCHOOLS AUDITOR NAKURU MOE

5 ALFAXERD M. KAMAU BOM CHAIR ST. PETER'S BOYS

6 ALICE KIMANI PA CHAIR ST. MARY'S

7 ALLAN NYONDAH CSO RONGAI TSC

8 ANDREW NYANCHOGA DIRECTOR, HR MOE HQS MOE

9 ATENG OGWEL LECTURER CEMASTEA/PRIEDE PROJECT MOE

10 BENARDMAKORI BOM ST. MARY'S

11 BERNARD K. CHIRCHIR SCDE NAIVASHA MOE

12 CATHERINE WANJIKU BOM MILIMANI

13 CHARLES MWANGI PTA CHAIR ST. PETER'S BOYS

14 CHRISTINE LUNANI BOM ST. MARY'S

15 CLARICE MWITA SCDE NAKURU EAST MOE

16 CPA DOMINIC NYABUTO C/ACT

NAKURU TREASURY NT

17 DAMARIS OCHIENG HEADTEACHER ST. MARYS TSC

18 DANSONKARIUKI BOM MILIMANI

19 DAVID WAGEMA TSC

20 DIANA MAKAU KNEC KNEC

21 DORCASODUOR CSO TSC

22 DUNCAN MAINA TEACHER ST. PETER'S BOYS TSC

23 ELIZABETH KIMANI NAKURU TSC

24 ELIZABETH NDUNGU BOM ST. MARY'S

25 ELIZABETH WANJIRU

26 ELMYSHAFFIE DEP. COUNTY COMMISIONER NAKURU WEST MI&CNG

27 ERIC OBIRI SCDE GILGIL MOE

28 ERICK MAKHAPILA NAKURU RTI/TUSOME

SN NAME DESIGNATION STATION AFFIL

29 EUNICE MUTHUSI TSC SCD TSC

30 EUNICE ODARO TEACHER ST. MARY'S TSC

31

EUNICE WANJIRUOMWENGA CSO TSC

32 FELISTERSWAWERU BOM

33 FLORENCE MAJANGA BOM

34 FRESHIAWAITHERA BOM

35 GEORGE KINGARA TEACHER ST. PETER'S BOYS TSC

36 GEORGE N. MUNGAI HEADTEACHER ST. PETER'S BOYS

37 GEORGE OLOO

38 HAJI JUMA TEACHER ST. MARY'S TSC

39 INDIATZIMABALE DEPUTY RCE RIFT VALLEY MOE

40 INNOCENT KIBUYU BOM

41 ISAAC CHEROTICH SES RTI/TUSOME

42 ISAAC I. MUKANZI TEACHER ST. PETER'S BOYS TSC

43 ISAAC N. ATEBE CDE NAKURU MOE

44 JACINTA NDONGA TEACHER ST. MARY'S TSC

45 JAMES M. MUNGAI TEACHER ST. PETER'S BOYS TSC

46 JAMES NKOROI TSC COUNTY DIRECTOR NAKURU TSC

47 JANE ELIJAH BOM

48 JANE THUO SCDE NAKURU WEST MOE

49 JEPKOSGEI PRISCILLA TEACHER AKUISI TSC

50 JOHN K MUKIRI HEADTEACHER AKUISI TSC

51 JOHN K. WAWERU TEACHER ST. PETER'S BOYS

52 JOHN MBURU CSO KARUNGA TSC

53 JOHN W. KURIA TEACHER AKUISI TSC

54 JOSEPH K. CHEBOR SCDE MOLO MOE

55 JOSEPH MWANGI PTA MEMBER

56 JOSEPH NGUGI KEPSHA MADARAKA TSC

57 JOSEPH NJUGUNAKAMAU

SCHINDLER/ ST. CLARE

58 JOSEPHINE K. MOKAYA TEACHER ST. PETER'S BOYS

59 JULUISODHIAMBO

60 KENNEDY OTIENDE DQASO NAIVASHA MOE

61 LAWRENCE NG'ANG'A TEACHER ST. PETER'S BOYS TSC

62 LEAH MWANGI BOM

SN NAME DESIGNATION STATION AFFIL

63 LILIAN KAGUNDA BOM ST. MARY'S

64 LILIAN MUTONYI BOM ST. MARY'S

65 LUCY W. MWAURA BOM ST. PETER'S BOYS

66 LYDIA NDUATI BOM ST. PETER'S BOYS

67 MACHARIA GEORGE K. BOM ST. MARY'S

68 MARGARET M. MBUGUA BOM

69 MARGARET OGEMBO BOM KENYATTA

70 MARGARET W. MBURU TEACHER ST. PETER'S BOYS

71 MARIA CHERONO DIRECTOR, SNE MOE HQS MOE

72 MARK LUCHIVYA REPO NAKURU RTI/TUSOME

73 MARK OKUKU

74 MARTHA KINYUA TEACHER ST. PETER'S BOYS TSC

75 MARTHA WAIRIMU PTA

76 MARTIN ANYANGA HEADTEACHER MILIMANI TSC

77 MARY GATURU REGIONAL COORDINATOR OF EDUCATION RIFT VALLEY MOE

78 MARY RONO TEACHER ST. MARY'S TSC

79 MARY W. KARERA TEACHER ST. PETER'S BOYS TSC

80 MIRIAM NDARUA TEACHER ST. MARY'S TSC

81 MOFFAT OMUTSA BOM NAKURU

82 MUIRURI N. MARGARET TEACHER ST. PETER'S BOYS TSC

83 MULUBIA SILIGWA SIP CONSULTANT WB NAIROBI WORLD BANK

84 MUSA WAMBUA ADE MOE HQS MOE

85 ONDIMU E. AMING'A TEACHER ST. MARY'S TSC

86 PAMELA ANYANDA DEPUTY HEADTEACHER ST. PETER'S BOYS TSC

87 PAMELA IMBOTIANI BOM ST. MARY'S

88 PATRICIA CHEPKOECH

DEP. COUNTY COMMISSIONER MOLO MI&CNG

89 PAUL M. WATHIURU TEACHER ST. PETER'S BOYS TSC

90 PERISKAMAU K. N. TEACHER ST. MARY'S TSC

91 PETER MAINA BOM AKUISI

92 PETER NJOROGE CSO NAIVASHA TSC

93 PITTY W. KURIA TEACHER ST. MARY'S TSC

94 REBECCA KILEGES CSO KAPSIMBEIWO TSC

95 ROSE AKUKA CEO NAIVASHA MOEST

SN NAME DESIGNATION STATION AFFIL

96 ROSELINEYINDA TEACHER ST. MARY'S TSC

97 ROSEMARY OMWERI DEPUTY HEADTEACHER ST. MARYS TSC

98 RUTH K. CHARO TTL WB NAIROBI WORLD BANK

99 RUTH KAMAU CPC NAKURU MOE

100 SAMMY MALABA CQASO NAKURU MOE

101 SAMMY SIGEI CSO ELBURGON TSC

102 SAMUEL M. NGUGI SUBUKIA MOE

103 SAMUEL WAWERU TEACHER ST. PETER'S BOYS TSC

104 SAMWEL CHEMWOLO SCDE KURESOI SOUTH MOE

105 SELINAHNJERI BOM ST. PETER'S BOYS

106 SERAH WANJIKU PTA MEMBER AKUISI

107 SHADRACK KIKUVI NAKURU RTI/TUSOME

108 SHEM M. KEBIRA TEACHER ST. MARY'S TSC

109 SIMON WANJOHI BOM AKUISI

110 TITUS MUTUTA TEACHER ST. MARY'S TSC

111 VINCENT K. KIPTEREI CEO MOLO MOE

112 WINNIE WAIKWA TEACHER ST. PETER'S BOYS TSC

MINISTRY OF EDUCATION

STATE DEPARTMENT OF BASIC EDUCATION

RESULTS FRAME WORK AND MONITORING

FOR

THE GLOBAL PARTNERSHIPS FOR EDUCATION

KENYA PRIMARY EDUCATION DEVELOPMENT (GPE-PRIEDE) PROJECT

FISCAL YEAR 2016/2017

Results as of 15th March, 2017

Organisation Ministry of Education, Science and Technology

Project title Global Partnership for Education, Kenya Primary Education Development Project

Location Kenya (Country-wide)

Grant agreement or contract ID TF No. 18863; ID P146797

Contact person Martha Ekirapa

Contact details 0724744777

Project Approval date by GPE board 16th December 2014

Date of effectiveness 8th July 2015

End date 31st March 2019

Budget 88.4 Million US Dollars

Reporting period 8th July 2015 to 24th February 2017

Date of report 24th February 2017

Author PCU

Kenya Primary Education Development Project

Project Development Objectives

PDO Statement

The project development objectives are to improve early grade mathematics competency and to strengthen management systems at school and

national levels.

The Results are at: Project Level

Project Development Objective Indicators

Indicator Name

Baseline

YR 1 YR 2

Target Actual Target Actual YR3

Target

End Target

YR4

Cumulativ

e Target

Cumulati

ve

achievem

ent

1. Improvement in basic

mathematics competency

level of Grade 2 pupils

(Disaggregated by

gender) (Percentage

79.1 Will be the

midline in

Nov 2017

5% over

baseline

2. Number of participating

schools completing top

two priorities in the

School Improvement

Plans (Number)

0 4000

3. EMIS data for primary

education published

annually from 2016

No Yes Yes 1 Yes Yes

1 Validation of EMIS data for 2016 on going

4. National assessment

(NASMLA) for standard

3 students conducted and

disseminated in 2015 and

2018 (Yes/No)

No Yes Yes Yes

Intermediate Results Indicators

Indicator Name

Frequenc

y

Baseli

ne

YR 1 YR 2

Targe

t

Actual Target Actual YR3

Target

End

Target

YR4

Cumulative

Target

Cumulative

achievement

1. Number of

EGM

textbooks

distributed to

schools

Annual 0 0 2,080,00 4,786,7742

2,340,00

0

2,600,00

0

6,000,000 4,786,774

2. Number of

teachers

trained in

EGM

(Number)

Annual 0 40,000 0 40,000 91,645

(53,769

Female,

37,876

Male)3

70,000 70,000 70,000 91,645

(53,769

Female,

37,876 Male)4

2 2,337,494 were distributed in 2016 ;2,449,280 were distributed in 2017

3 71,469 teachers were trained in September 2016 ; 91,645 teachers were trained in January 2017

4 71,469 teachers were trained in September 2016 ; 91,645 teachers were trained in January 2017

3. Number of

classroom

observations

conducted

under the

project

(Number)

Monthly

at zonal

Quarterly

at County

Bi-Annual

at

National

0 0 100,000 45615 100,000 100,000 300,000 4563

4. Number of

participating

school

receiving

KCPE

analysis report

(Number)

Annual -

KNEC

0 4000 0 4,000 4000 4,000 4,000 4000 4000

5. Number of

teachers

appraised in

the

participating

schools

(Number)

Monthly

at zonal

Quarterly

at County

Bi-Annual

at

National

0 30,000 0 30,000 15356 All

Teachers

in SIP

schools

All

Teachers

in SIP

schools

All Teachers in

SIP schools

30,000

6. Number of

participating

schools

submitting

satisfactory

school

improvement

Monthly

at zonal

Quarterly

at County

Bi-Annual

at

National

0 2,000 0 4,000 20526 4000 4000 4000 2052

5 4563 total observations : 938 in Term 3 2016 and 3625 Term I 2017 6 2052 satisfactory SIPs have been submitted to the PCU out of the total completed 4000 SIPs

plans

(Number)

7. Number of

participating

schools

receiving

annual school

grant

allocation

(Number)

Monthly

at zonal

Quarterly

at County

Bi-Annual

at

National

0 2,000 0 4,000 13577 4,000 4,000 4000 1357

8. Number of

participating

schools being

audited

(Number)

Monthly

at zonal

Quarterly

at County

Bi-Annual

at

National

0 3879 4000 4000 3879

9. Percentage of

primary

schools

submitting

EMIS data

(Percentage)

Monthly

at zonal

Quarterly

at County

Bi-Annual

at

National

60 85 0 90 85 (under

UNICEF)

95 98 98 85 (under

UNICEF)

7 1357 The first batch out of the total 4000 schools.

10. Sector

diagnosis

covering

access, equity

and efficiency

(Yes/No)

Annual No Ongoing :

Technical

team has

been

constituted;

Draft

concept

note for

evaluation

of capital

grants sent

to the bank

for review

Yes

11. Preparation of

the next five

year education

sector plan

launched

(Yes/No)

Annual No We are

going to

align to

MTP 3

Yes

12. Direct project

beneficiaries

(number), of

which female

(Number)-

(Core)

Annual 0 3,684,044

6,040,00

0

6,040,000

3,684,044

13. Female

beneficiaries

(Percentage –

Sub-Type:

Supplemental)

-(Core)

Annual 0 53 40 40 53

Notes

16th March 2017

PDOs

1. Improvement in basic mathematics competency level of Grade 2 pupils: Data for baseline study collected, analysis of data has been

done. The baseline evaluation report has been written. Launch and dissemination of findings has been scheduled for April, 2017. Impact

will be determined in year 3, after the administration of the test on selected pilot schools in comparison to the other schools.

2. Number of participating schools completing top two priorities in the School Improvement Plans (Number): All 4000 participating

schools havel prepared SIPs out of which 2052 satisfactory SIPs have been submitted to the PCU. This therefore means that the achievement

of the target is on track.

3. EMIS data for primary education published annually from 2016: Validation of EMIS data for 2016 on-going

4. National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018 (Yes/No): National

assessment (NASMLA) for standard 3 students conducted in June 2016, report was launched on 10th January, 2017. Copy available on

KNEC website.

Intermediate results indicators

1. Number of EGM textbooks distributed to schools : The first cohort of 2,337,474 books were distributed in the year 2016, while

distribution of 2,449,280 pupils text books to the 2017 cohort of learners has been completed, except for the buffer which is ongoing.

Printing of adapted materials for children with special needs in progress. Distribution of the SNE books and instructional materials to schools

to be completed in May, 2017.

2. Number of teachers trained in EGM: 40,000 was an estimated figure for class 1 and 2 teachers based on the total number of public

primary schools in the country. Additional class 3 teachers were trained while some schools had more than one stream. A total 91,645

teachers were trained by January 2017.

3. Number of classroom observations conducted under the project: A total of 4563 observations have been done as at March 2017. 938

valid observations were done in Term 3 2016 ;3625 additional observations have been done in Term I 2017.

4. Number of participating schools receiving KCPE analysis report :KCPE school specific analysis reports for 4000 pilot schools are ready

and can be accessed on line via the KNEC website (www.knec.ac.ke) as from 14th November, 2016. The schools receiving hard copies at

county level.

5. Number of teachers appraised in the participating schools: Fifteen thousand three hundred and fifty six thousand teachers (15,356) from

SIP schools appraised based on TPAD by end of 30th October, 2016

6. Number of participating schools submitting satisfactory school improvement plans: All 4000 participating schools have all prepared

SIPs out of which 2052 satisfactory SIPs have been submitted to the PCU. This therefore means that the achievement of the target is on

track.

7. Number of participating schools receiving annual school grant allocation: First disbursement of funds to the first batch of One

Thousand Three Hundred and Fifty Seven (1357) schools amounting to Kshs. 407,100,000 (USD 4.071 M) has been done.

8. Number of participating schools being audited: 3879 out of the 4000 pilot schools have been audited.

9. Percentage of primary schools submitting EMIS data: 85 % of schools have submitted EMIS data under UNICEF.

10. Sector diagnosis covering access, equity and efficiency: Technical team has been constituted; Draft concept note for evaluation of capital

grants sent to the bank for review.

11. Preparation of the next five year education sector plan launched: This will be aligned to the Mid Term Plan 3.

12. Direct project beneficiaries (number), of which female: 3,684,044 beneficiaries include 3,590,081 class 1,2 and 3 pupils, 91,645 teachers

trained on EGM and 2,318 EGM champions.

13. Female beneficiaries: Fifty Three per cent (53%) of total beneficiaries were female.

10th January, 2017

PDOs

1. Improvement in basic mathematics competency level of Grade 2 pupils: Data for baseline study collected, analysis of data and report

writing on-going. Launch and dissemination of findings expected by 31st January, 2017. Impact will be determined in year 3, after the

administration of the test on selected pilot schools in comparison to the other schools.

2. National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018: National assessment

(NASMLA) for standard 3 students conducted in June 2016, report was launched on 10th January, 2017. Copy available on KNEC website.

1)

Intermediate results indicators

1. Number of EGM textbooks distributed to schools: Four Million, Seven Hundred and Eighty Six Thousand, Seven Hundred and Fifty four

(4,786,774) Books procured as at January 10th 2017. The first cohort of 2,337,474 books were distributed in the year 2016, while distribution

of 2,449,280 pupils text books to the 2017 cohort of learners has been complete, except for the buffer. Printing of adapted materials for

children with special needs in progress. Distribution of the SNE books and instructional materials to schools to be in March 2017.

2. Number of teachers trained in EGM: Second year training of 119 master trainers, 2318 EGM champions, and 1098 CSOs, 226 EARCS

and 52 CPCs at regional level took place in December, 2016. Zonal level training for teachers teaching class 1, 2 and 3; and head teachers

scheduled from 11th to 13th January 2017.

3. Number of classroom observations conducted under the project: Nine Hundred and Thirty Eight out of One thousand one hundred and

one thousand (1101) classroom observations recorded on the RTI platform in September and October, 2016 confirmed valid. Payment of

CSOs who carried out the classroom observations being processed at county level.

4. Number of participating school receiving KCPE analysis report: KCPE school specific analysis reports for 22,000 primary schools 2015

completed by KNEC. The 4000 pilot schools accessed on line via the KNEC website (www.knec.ac.ke) as from 14th November, 2016. The

schools received hard copies at county level. Plans underway to analyse 2016 KCPE results.

5. Number of teachers appraised in the participating schools: Fifteen thousand three hundred and fifty six thousand teachers (15,356) from

SIP schools appraised based on TPAD by end of 30th October, 2016. Orientation of Zonal teams comprising head teachers and CSOs took

place in December, 2016. This is aimed at improving on the utilizations of TPAD in schools.

6. Number of participating schools submitting satisfactory school improvement plans: Achievement of the target is on track. The training

of 20,000 school teams on SIP was carried out in November, 2016; schools have prepared the SIPs and county teams and national quality

assurance team are reviewing the SIPS with a view of approving hose that meet the requirements. Disbursement of grant to schools

scheduled to take place by 10th February, 2017. The funds will then be used to achieve the set priorities.

2) The training of 20,000 school teams on SIP was carried out in November, 2016; schools have prepared the SIPs and county teams and

national quality assurance team are reviewing the SIPS with a view of approving hose that meet the requirements.

7. Number of participating schools receiving annual school grant allocation: Disbursement of grant to schools scheduled to take place by

10th February, 2017 upon submission of SIPs and audit reports. The funds will then be used to achieve the set priorities.

8. Number of participating schools being audited: The directorate of schools audit prepared Risk, systems audit manuals for schools and

performance appraisal manual for school auditors in December 2016. Preparation of fiduciary training manual for head teachers and boards

of management on going. Audit for year ending 31st December, 2016 set to begin on Monday 23rd to 5th February 2107. Training for the head

teachers and BOMs from the SIP schools scheduled to take place between 1st and 10th February, 2017.

9. EMIS data for primary education published annually from 2016: Validation of EMIS data for 2016 on-going.

To be realised once the EMIS re-engineered is operationalized. Currently the CS reconstituted team that has developed and elaborate action

plan indicating specific activities towards achieving this target

10. Sector diagnosis covering access, equity and efficiency : Execution of Sector diagnosis covering access, equity and efficiency to be

carried out in the course of the FY 2017/18

11. Preparation of the next five year education sector plan launched: Preparation of the next five year education sector plan will be

initiated upon completion of the sector diagnosis in FY 2017/18

12. Direct project beneficiaries (number), of which female : Fourty seven per cent (49%) of total beneficiaries were female

24th November 2016

PDOs

1. Improvement in basic mathematics competency level of Grade 2 pupils: Baseline study is on-going. Data collection and analysis to be

concluded before 20th December, 2016.To be determined in year 3, after the administration of the test on selected pilot schools in comparison

to the other schools.

National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018: National assessment

(NASMLA) for standard 3 students conducted in June 2016, report due for launching in December 2016 and thereafter dissemination.

Intermediate results indicators

1. Number of EGM textbooks distributed to schools: Printing of 2,449,280 pupils text books commenced in mid-October, 2016. Seven

hundred and eighty thousand (780,000) pupil’s books for the 14 counties in the Rift Valley Region expected at the port by 5th December,

2016. Final batch distribution expected in schools by January 2016. Development of adapted materials for children with special needs in

progress. Distribution of the SNE books and instructional materials to schools to be January 2016.

2. Number of teachers trained in EGM: Preparations to train 76,000 class 1, 2 and 3 teachers in December 2016 and January 2017 in

ongoing.

3. Number of classroom observations conducted under the project: One thousand one hundred and one thousand (1101) classroom

observations recorded on the RTI platform, low levels reported due to many activities demanding attention of the CSOs

4. Number of participating school receiving KCPE analysis report : KCPE school specific analysis reports for 4000 pilot schools are ready

and can be accessed on line via the KNEC website (www.knec.ac.ke) as from 14th November, 2016. The schools receiving hard copies at

county level.

5. Number of teachers appraised in the participating schools Fifteen thousand three hundred and fifty six thousand teachers (15,356) from

SIP schools appraised based on TPAD by end of 30th October, 2016

6. Number of participating schools submitting satisfactory school improvement plans: Achievement of the target is on track. Currently,

the training of 20,000 school teams on SIP commenced on 14th November, 2016; preparation of the SIPs by the schools scheduled to take

place between 28th November to 16th December, 2016 and thereafter disbursements of funds that will be used to achieve the set priorities.

The likelihood of achieving the target is high. Currently, the training school teams on SIP commenced on 14th November, 2016. This will be

followed by intensive preparation of the SIPs by the school teams scheduled to take place between 28th November and 2016 to 16th

December, 2016.

7. Number of participating schools receiving annual school grant allocation: The funds shall be disbursed upon submission of satisfactory

SIPS by school teams as from mid-December, 2016.

8. Number of participating schools being audited: The schools Auditors carried out annual audit of the school accounts for the SIP school

between August and September, 2016. This is based on the traditional audit manual, where schools submit documents in boxes to the sub

county/county audit office. The Director Schools audit has constituted a team to prepare a training manual for the school auditors, head

teachers, county directors of education, sub county directors, quality assurance officers, curriculum support officers and schools boards of

management. Upon completion of the manual, the directorate will carry out the trainings based on the cascade model.

9. EMIS data for primary education published annually from 2016: To be realised once the EMIS re-engineered is operationalized.

Currently the CS reconstituted team that has developed and elaborate action plan indicating specific activities towards achieving this target

10. Sector diagnosis covering access, equity and efficiency: Execution of Sector diagnosis covering access, equity and efficiency to be carried

out in the course of the FY2017/18

11. Preparation of the next five year education sector plan launched: Preparation of the next five year education sector plan will be initiated

upon completion of the sector diagnosis in FY 2017/18.

12. Direct project beneficiaries (number), of which female : Fourty seven per cent (49%) of total beneficiaries were female.

24th September, 2016

PDOs

1. Improvement in basic mathematics competency level of Grade 2 pupils: To be determined in year 3, after the administration of the test

on selected pilot schools in comparison to the other schools.

2. National assessment (NASMLA) for standard 3 students conducted and disseminated in 2015 and 2018: National assessment

(NASMLA) for standard 3 students conducted in June 2016, report validated and printing on going awaiting launching of the report and

thereafter disseminate

Intermediate results indicators

1. Number of EGM textbooks distributed to schools: The utilization of the EGM books supplied by more than 2.3 Million children in

public schools across the country commenced.

2. Number of teachers trained in EGM: 71,469 teachers were trained in September 2016.

3. Number of classroom observations conducted under the project : One thousand one hundred and one thousand (1101) classroom

observations recorded on the RTI platform, low levels reported due to many activities demanding attention of the CSOs

4. Number of participating school receiving KCPE analysis report: KCPE school specific analysis reports for 4000 pilot schools are

ready for uploading on the digital platform. The digital platform consultant procurement is awaiting signing of the contract with MOE

5. Number of teachers appraised in the participating schools: Preparations for appraisal

6. Number of participating schools submitting satisfactory school improvement plans: To be realised after training schools on SIP and

subsequent preparation of the SIPs by the schools and disbursements of funds

7. Number of participating schools receiving annual school grant allocation: Will be realised after training schools on SIP and

subsequent preparation of the SIPs by the schools and disbursements of funds likely in October/November 2016. Eight firms are in the

process of being hired to conduct the school level training by end of October, 2016.Funds to be disbursed to 4000 schools in December,

2016 to schools that would have submitted satisfactory SIPS for implementation of the top two priorities.

8. Number of participating schools being audited: To be carried out as from February 2017. After fiduciary, risk and systems audit for

school auditors respectively.

9. EMIS data for primary education published annually from 2016: To be realised once the EMIS re-engineered is operationalized.

Currently the CS reconstituted team that has developed and elaborate action plan indicating specific activities towards achieving this

target.

10. Sector diagnosis covering access, equity and efficiency: Execution of Sector diagnosis covering access, equity and efficiency to be

carried out in the course of the FY

11. Preparation of the next five year education sector plan launched: Preparation of the next five year education sector plan will be

initiated upon completion of the sector diagnosis

NOTES

Indicator Name Description

PDO

Improvement in basic mathematics

competency level of Grade 2 pupils

(disaggregated by gender)

The measure of basic mathematics competency will potentially focus on subtraction fluency. This

indicator is to be measured by a sample-based national assessment for grade 2 mathematics. The

assessment will allow for the pupils’ scores to be compared against a benchmark of basic competency,

which has been agreed upon by Ministry experts to be 50% correct for subtraction fluency.

The indicator is expressed in percentage and is calculated as

where and are the sample estimates of the percentages of Grade 2 pupils reaching the basic

competency benchmark in subtraction fluency in 2018 and 2015, respectively.

Number of targeted schools

completing top two priorities in the

School Improvement Plans

The assessment of “completing top two priorities” for all participating schools will be based on internal

project review which will be reflected in the project reports. In addition, independent third party

assessment in a random sample of schools will be used to verify the reports.

Indicator Name Description

EMIS data for primary education

published annually from 2016

Primary education statistical abstract using EMIS data published from 2016.

National assessment (NASMLA) for

Standard 3 pupils conducted and

disseminated in 2015 and 2018

National assessment (NASMLA) for Standard 3 pupils conducted and disseminated in 2015 and 2018

Intermediate indicators

Number of Grade 1 and Grade 2

EGM textbooks distributed to

schools

Grade 1 and Grade 2 pupils in all public schools will receive the new EGM textbooks including schools

in the top 25% (in terms of mathematics performance). Textbooks are defined as “distributed” after they

are received by the school heads.

Number of teachers trained in EGM

instructional techniques under the

project

Grade 1 and Grade 2 teachers in 75% of the lower performing schools (in mathematics) will be trained.

The number of teachers trained will be recorded and verified by TAC tutors.

Number of classroom observations

conducted under the project

Classroom observations are conducted by TAC tutors in all 3 school terms. This information will be

captured through the tablets used by TAC tutors, which can be verified with GPS data to capture true

visits.

Number of participating school

receiving KCPE analysis report

This information will be available from KNEC but can be verified independently by head teachers in

their regular data submissions.

Percentage of teachers in

participating schools completing

professional competency assessment

Teachers are defined as having completing professional competency assessment after completing the full

cycle of assessment (1 year).

Number of participating schools that

have submitted satisfactory school

improvement plans

Number of targeted schools that have submitted satisfactory school improvement plans, where

“satisfactory” is defined as (i) school priorities have been identified, (ii) the plan has been prepared using

a participatory approach as shown by stakeholders meeting minutes, and (iii) all planned expenditures are

eligible under the project’s rules.

Number of participating schools

being audited

Number of targeted schools being audited where audits are done through physical visits to the schools.

The information will be recorded by the MoEST’s audit unit but can also be verified independently by

the school heads in their regular data submissions.

Indicator Name Description

Percentage of primary schools

submitting EMIS data

This indicator measures the quality of EMIS data in terms of school coverage.

Sector diagnosis covering access,

equity and efficiency

Analysis of access, equity and efficiency indicators will utilize EMIS and other relevant data.

Preparation of the next five year

education sector plan launched

Preparation of the next five year education sector plan launched

Direct project beneficiaries

(number), of which female

(percentage)

This measures the percentage of direct beneficiaries by gender.

Grievances registered related to

delivery of project benefits that are

actually addressed

Number of complaints registered on the MoEST and World Bank websites and through the toll-free lines

1

STATUS OF IMPLEMENTATION OF 2ND SUPPORT MISSION RECOMMENDATIONS

1. COMPONENT 1: IMPROVEMENT OF EARLY GRADE MATHEMATICS COMPETENCIES

Key Recommendations Timelines Status of Implementation 1. Roll out CSOs and teachers EGM cascade

trainings countrywide. August 8 to September 15, 2016

Training rolled out: Regional training for CSOs and EGM Champions:25th to

27th August 2016 Zonal Training for Teachers: 31st August to 2nd September

2016 Over 71,000 teachers and head teachers trained Over 90,000 teachers and head teachers trained in term 1

2017 2. Standard 2 learners need to receive both grade 1 &

2 content, otherwise there won’t be building and continuity in numeracy skills acquisition for Standard 2 learners.

From September 2016.

Teachers were trained in both Class1 & Class 2 Content. Lesson observations being conducted by CSOs with 938 valid

observation uploaded in September and October 2016, and CSOs have been reimbursed.

Teachers are using the EGM methodology to teach content in both class 1 and 2

3. Need to update data on grade 1 & 2 learners with special needs (disaggregated by gender and type of disability). This will inform the accurate number of adapted EGM text books required.

October 30 2016 EMIS data to be used as the primary source Updated data is available.

4. County project teams to submit updated grade 1 & 2 school enrolment rates as per the 2015/2016 enrollment data. This will inform additional EGM text books required to achieve EGM pupil textbook ratio of 1:1

August 30 2016 Data updated

5. In liaison with the Bank team, procure additional EGM textbook to meet the gap identified.

By September 30 2016

A new tender to be launched Reports from field monitoring indicate that there are more

books than the enrolment in a number of schools. Balancing

2

Key Recommendations Timelines Status of Implementation of the textbooks in the zones and counties and use of the buffer stock was sufficient to manage the gaps

2) COMPONENT 2: STRENGTHENING SCHOOL MANAGEMENT AND ACCOUNTABILITY

a. Status of Implementation of 2nd Support Mission Recommendations

Key recommendations Timeline Status of Implementation 1. Finalize recruitment of SIP third party firms August 30 2016 SIP firms were engaged from 2nd November, 2016 to 28th

December, 2016. 2. Submit to the Bank an action plan by MoE to

strengthen the school audit department at National and County levels.

August 30 2016 The action Plan has been prepared and submitted to the Bank.

3. Roll out SIP trainings and development of SIPs in the 4000 target schools.

September 30 2016

Project team conducted SIP sensitization workshops for all field education officials and Education stakeholders in October, 2016

SIP trainings for 20,000 School teams and development of SIPs in the 4,000 schools was carried out from November 2016 to December, 2016..

4. Disbursement of first tranche to SIP grant to most target schools

October 30 2016

Schools have opened non- comingled Project Bank accounts Baseline Audit for the 4,000 Schools being conducted ( Done

from 31st January, 2017 to 11th February, 2017. Disbursement of funds to the schools commenced in the

Month of February, 2017after the baseline Audit of the schools. Ist disbursement of Kshs 407,100,000 to 1,357 schools has been done. This is to be done on a rolling basis until all the schools receive the grant for implementation of Year 1 priorities.

3) COMPONENT 3: STRENGTHENING CAPACITY FOR EVIDENCE-BASED POLICY DEVELOPMENT AT NATIONAL

LEVEL

Key recommendations Timeline Status of Implementation

1. EMIS core team to develop an EMIS action plan

and identify priority EMIS activities under the

project.

August 30 2016 The team developed a concept note which was shared with the Bank

and is currently under implementation.

2. Disseminate NASMLA study at National, County

and School levels.

September 30

2016

Launched by Principal Secretary done on 17th January 2017.

Dissemination of the report to County and school levels to be done in

3

Key recommendations Timeline Status of Implementation

April / May, 2017.

3. Finalize and disseminate the SACMEQ IV study at

National, County and School levels.

November 30

2016

Completed awaiting validation by SCC-'Botswana- regional launch

expected in May, 2017

4. Based on procurement stages outcome, award

contracts for the two studies, teacher deployment

and alternatives for education provisions.

October 30

2016

Evaluations of the EOIs for the two studies done and reports

submitted to the Head of Supply Chain Management for professional

opinion.

The Contract for the study on alternatives for education provisions has

been signed.

4) COMPONENT 4: PROJECT COORDINATION, COMMUNICATION MONITORING & EVALUATION

Key recommendations Timeline Status of Implementation

1. Fully implement outstanding January 2016

mission’s recommendations-see Annex 2.

November 30

2016

Ongoing

2. Finalize simplified M&E tools and disseminate the

tools to the county project teams.

August 30 2016 Tools developed and disseminated to county teams and component

leads for use while executing project activities

2. Train county project teams and head teachers on

the Simplified M&E tools during the EGM and

SIP trainings.

August to

September 30

2016

County project coordinators trained on the use of the tools during

regional trainings of EGMA at Nakuru between 14th to 18th December,

2016

3. Validate EGM textbooks distribution at each

school.

August 30 2016 Book validation for first batch distributed between June and July 2016

carried in October, 2016. Validation of second batch of books

distributed in December 2016 and January 2017 scheduled to take

place in April / May, 2017.

4. Prepare a schedule for all the project evaluations. August 30 2016 These evaluations are scheduled in annual work-plan

5. Finalise the project procurement plan for FY

2016/17

August 20 2017 Finalized and submitted, approved and circulated for implementation

5) SAFEGUARDS

Key recommendations Timelines Status of Implementation

1. Recruit individual consultant to support the

preparation of the citizen engagement strategy

August 31 2016 Advertisement for a TA done and evaluation process ongoing.

TA to be engaged as soon as the exercise is concluded.

2. Conduct a stakeholder mapping exercise in September 14 TA in consultation with PCU to conduct the Stakeholders mapping.

4

Key recommendations Timelines Status of Implementation

collaboration with the County Project teams 2016

3. Submit ToRs for the VMGP to the Bank August 31 2016 TORs developed jointly with TA from WB

No objection by TTL given.

6) FINANCIAL MANAGEMENT

a) Implementation of 2nd Support Mission Recommendations

Key recommendations Responsible

officials

Timelines Status of Implementation

1. Resolving requests by the 3

Counties (Mombasa, Kisumu

and Eldoret) to close CBK

accounts and open commercial

bank accounts

Project

Accountant

August 30,

2016

Done and funds transferred to the counties for EGM and SIP Training

2. Submit Project internal audit

report to PCU and PS, MoEST

Internal Audit,

MoEST

September 15,

2016

This process delayed and is currently on going.

3. Conduct FY 2015/16 Project

audit

Project

Coordinator

December 31,

2016

Financial Report for 2015/2016 prepared and submitted to KENAO

4. Regularize fund returns by the

counties at FY 2015/16 end

Project

Coordinator

December 31,

2016.

Done

[1]

KENYA GPE PRIMARY

EDUCATION DEVELOPMENT

PROJECT (PRIEDE) GRANT No. P146797

MID-TERM REVIEW (MTR) MISSION

(27th February to 10th March, 2017)

By

Hellen N. Inyega (PhD)

Early Grade Mathematics Consultant

2017

[2]

CONTENTS 2

1.0 INTRODUCTION ........................................................................................................................... 3

Basic Project Data ..................................................................................................................................... 3

2.0 OVERVIEW OF COMPONENT 1: IMPROVING EARLY GRADE MATHEMATICS (EGM)

COMPETENCY .............................................................................................................................. 3

3.0 PRIMARY EDUCATION DEVELOPMENT MID-TERM REVIEW OBJECTIVES................... 4

Specific Objectives of MTR Mission on Component 1 ............................................................................ 4

Component 1 MRT Mission Team ........................................................................................................... 5

Specific Tasks for Component 1 Consultant and Team Member ............................................................. 5

4.0 FINDINGS AND RECOMMENDATIONS FROM MID-TERM REVIEW MISSION ................. 6

Sub-Component 1: Improving Standard 1 and 2 Teacher Competencies for Developing Early Grade

Mathematics .............................................................................................................................................. 6

Determining Learner Competency in Numeracy .................................................................................. 7

Mini EGMA Results by Activity and Gender ....................................................................................... 9

Recommendations on Teacher Competencies for Developing Early Grade Mathematics ................. 10

Recommendations for External Evaluation of Early Grade Mathematics Trainings .......................... 10

Sub-Component 2: Providing Early Grade Mathematics Instructional Materials .................................. 11

Sub-Component 3: Enhancing Teacher Pedagogical Supervision by Curriculum Support Officers and

Head Teachers ......................................................................................................................................... 12

Sub-Component 4: Sensitizing Pre-Service Teacher Training College Leadership and Educators to

Innovative Practices in Early Grade Reading and Mathematics ............................................................. 13

Sub-Component 5: Early Grade Mathematics Management and Coordination at the National and

County Levels ......................................................................................................................................... 13

4.0 CONCLUSION ............................................................................................................................... 14

Annex 1: List of Institutions met during MTR Mission ............................................................................. 15

GALLERY .................................................................................................................................................. 16

[3]

1.0 INTRODUCTION

PRIEDE Project Development Objective (PDO) is to improve early grade mathematics

competency and to strengthen management systems at school and national levels. PDO’s key

performance indicators are:

a) Improvement in basic mathematics competency level of Grade 2 pupils.

b) Number of participating schools completing top two priorities of School Improvement

Plans.

c) Education Management Information System (EMIS) data for primary education

published annually from 2016.

d) National Assessment Systems for Monitoring Learner Achievement (NASMLA) for

Standard 3 students conducted and disseminated in 2015 and 2018.

Basic Project Data a) Grant Amount: GPE Grant Amount- USD 88.4 million; GoK -USD 8.84 million

b) Project Period: Effectiveness Date - July 8, 2015; Closing Date: - March 31, 2019

c) Responsible Agency: Ministry of Education, Science and Technology (MoEST)

d) Supervising Agency: The World Bank

e) Implementing agencies: MoEST, Kenya National Examinations Council (KNEC), and

Teachers Service Commission (TSC).

PRIEDE project has four components. Component 1: Improving Early Grade Mathematics

competency. Component 2: Strengthening school management and accountability. Component 3:

Strengthening capacity for evidence-based policy development at the national level. Component

4: Overall project coordination, communication, monitoring and evaluation. This report is

specific to Component 1.

2.0 OVERVIEW OF COMPONENT 1: IMPROVING EARLY GRADE

MATHEMATICS (EGM) COMPETENCY

Component 1 on improving Early Grade Mathematics competency of learners in Standard 1 and

2 is a scale-up, across Kenya, of the EGM methodology piloted under the PRIMR supported by

USAID and DFID. It is targeting all public primary schools many of them located in rural areas,

pockets of urban poverty and ASAL counties, many of who perform poorly in mathematics.

These schools will adopt the full EGM methodology and receive requisite teaching/learning

resources.

Component 1 covers five sub-components: improving Standard 1 and 2 teacher

competencies for developing early grade numeracy; providing early grade mathematics

instructional materials (pupils’ textbooks, teachers’ guides and instructional materials);

enhancing teacher pedagogical supervision by Curriculum Support Officers and head teachers;

sensitizing pre-service teacher training college leadership and educators to innovative practices

[4]

in early grade reading and mathematics; and Early Grade Mathematics management and

coordination at the national and county levels.

Key results of Component 1 include: Five per cent improvement in basic mathematics

competency level of Grade 2 pupils (percentage disaggregated by gender) over baseline. Specific

emphasis is on subtraction fluency over the 50% benchmark set by MoE; Number of Grade 1 and

Grade 2 Early Grade Mathematics textbooks distributed to schools (2, 600,000); Number of

teachers trained in Early Grade Mathematics instructional techniques under PRIEDE Project

(40,000); and Number of classroom observations conducted by Curriculum Support Officers

(100,000).

Component 1, will directly benefit: Six (6) million pupils in grade 1 and 2 who will benefit

from improved early grade mathematics textbooks (percentage disaggregated by gender); and

forty thousand (40,000) teachers who will benefit from new methodologies of early grade

mathematics instruction through improved in-service training and regular pedagogical

supervision and support (percentage disaggregated by gender).

3.0 PRIMARY EDUCATION DEVELOPMENT MID-TERM REVIEW

OBJECTIVES

A joint team of the World Bank and the Ministry of Education (MoE) undertook the Mid-Term

Review (MTR) of the Primary Education Development (PRIEDE) Project, from February 27th to

March 10th, 2017. The main purpose of the MTR was to assess whether the original purpose of

the project and its development objectives still remain valid. The MTR mission reassessed

PRIEDE Project Development Objectives (PDOs) in order to make a decision whether these

could be achieved and what mid-term adjustments or corrections needed to be made. The

assessment was based on the achievement of the PDO at the time of the MTR and progress

realized under each PDO indicator and each intermediate indicator.

Specific Objectives of MTR Mission on Component 1 Specific objectives of the MTR mission on Component 1 (hived from overall MTR Mission

Objectives) were to:

(i) review and assess implementation progress under Component 1 PDO and

intermediate results indicator;

(ii) assess each project activity under Component 1 and identify which activities need to

be revised or ‘dropped’ and consider options for the activities;

(iii) establish any new circumstances (policy, strategy or guidelines) that impact directly

on Component 1;

[5]

(iv) conduct in-depth review of the project budget for Component 1, and identify potential

‘savings’ under the component and possible budget changes that may be required

under each activity in Component 1;

(v) assess adequacy of Component 1’s monitoring, evaluation and reporting mechanisms;

(vi) review current Component 1 implementation arrangements and establish what

actions need to be taken to strength Component 1 and overall project delivery;

(vii) review and assess fiduciary and safeguards aspects of the project related to

Component 1;

(viii) establish key lessons learnt based on the project experiences so far in relation to

Component 1; and,

(ix) formulate a realistic action plan to deliver the remaining activities of Component 1

within the project period-December 2018.

Component 1 MRT Mission Team The overall MTR mission was led by Ruth Charo (Senior Education Specialist and Task Team

Leader) and Dr. Nalin Jena (Senior Education Specialist). Dr. Hellen Inyega was Component 1

Early Grade Mathematics consultant.

Other component consultants and team members were: Ms. Josephine Kabura (Senior

Financial Management Specialist), Mr. Joel Munyori (Senior Procurement Specialist), Ms.

Quynh Nguyen (Economist), Tawhid Nawaz (Senior Operations Consultant), Mr. Ben Okindo

Miranga (Environment Specialist), Ms. Suzanne Ndunge Ndivo (Consultant), Dr. Titus

Wanjala (Consultant, Monitoring and Evaluation), Mr. Mulubi Asiligwa (Consultant School

Improvement and Management), and Ms. Hope Nanshemeza (Team Assistant).

Global Partnership for Education (GPE) was represented by Mr. Fazle Rabbani (Senior

Education Specialist). The Education Development Partners Coordination Group (EDPCG)

was represented by two bilateral partners.

Specific Tasks for Component 1 Consultant and Team Member The Component 1 consultant and GPE representative were to undertake the following proposed

tasks:

i. review quality of EGM trainings and propose approach to subsequent EGM trainings (i.e.,

whether the trainings should be at the regional level or school-based support to be provided;

and whether or not future training should target new teachers only; review training modules

to avoid repetition during the EGM regional trainings and only focus on weak areas

identified by the teachers? N.B. The objective here was to add value for subsequent EGM

teacher trainings).

ii. explore a proposal for independent evaluation of the EGM trainings (quality and impact),

and propose key aspects of the evaluation ToRs and design.

[6]

4.0 FINDINGS AND RECOMMENDATIONS FROM MID-TERM

REVIEW MISSION

Findings and recommendations are reported per sub-component of Component 1 on improving

early grade mathematics competency.

Sub-Component 1: Improving Standard 1 and 2 Teacher Competencies for Developing

Early Grade Mathematics

PRIEDE Project team trained 102 Master Trainers (MTs) in August, 2016. MTs in turn trained

2,100 EGM Champions and 1052 Curriculum Support Officers (CSOs). MTs, EGM champions

and CSOs conducted country-wide EGM trainings for 49,215 Class 1 and 2 teachers and 22,259

Head Teachers in September, 2016. The second round of training of 119 EGM MTs, 1098 CSOs,

2318 EGM Champions and 226 EARC officers was undertaken in December, 2016. In the 2nd

and 3rd week of January 2017 class 1, 2 and 3 teachers were trained across the country. This was

confirmed during the MTR school visited in Mombasa County where all Grade 1 and 2 teachers

had received three-day training on developing EGM.

Classroom observations and MTR field visits affirmed that teachers were beginning to

internalize the new approaches to mathematics instruction introduced during EGM trainings.

They had “grasped some pedagogical concepts and were running with it.” In classrooms where

teachers had prepared well for the lesson (such as Miritini World Bank and Inspiration Primary

Schools), the lessons were sequential and learners followed along effortlessly. However, in

classrooms where teachers were not prepared the case was different. Lessons in those classrooms

were disjointed and learners left to their own whims (see Gallery Figures 1 and 2). Time was

wasted as the teacher stopped to read the Teacher’s Guide, internalize the subject matter and then

teach the same to learners.

Teacher preparedness (or the lack of) not only affected mastery of content but also use of

effective pedagogical strategies to benefit the learner (as demonstrated during close examination

of learner workbooks). Teacher-learner interaction was also affected by level of teacher

preparation. Where teachers had prepared adequately, they seized opportune moments to involve

learners fully in the teaching and learning process. The reverse was true for those teachers not

prepared.

Nearly all the classrooms visited were still organized traditionally - with the teacher at the

front. Classroom organization minimized teacher-pupil interaction with those at the front

receiving more attention from the teacher and more response turns in answering teacher-led

questions than those at the back.

[7]

In schools where the teacher had re-organized the classroom (such as Miritini World Bank),

they factored in unique classroom dynamics. For instance, the Standard 1 teacher had moved a

learner struggling with numeracy to the front for closer monitoring and supervision.

Spot-check of pupils’ numeracy workbooks highlighted differences linked directly to

teacher preparation. Where preparation was lacking or inadequate, learners did not successfully

undertake their written tasks (see Gallery Figure 5). The reverse was true where the teacher

taught systematically and guided learners on how to navigate pupils’ books.

Classroom observations surfaced challenges specific to Standard 2 pupils who seem to have

missed a huge chunk of Standard One content (as sequentially organized in PRIEDE) and are

now undertaking Standard 2 content. Not surprisingly, gaps in content grasp seemed more

pronounced at this level compared to Standard One.

From post-lesson observation debrief sessions, the following issues emerged:

The teacher professional development on EGM was conducted as planned. However,

there was “so much content” to be covered within the three-day training period. Some

teachers confessed they left the training with “gaps” in their knowledge. The teachers

suggested that more time be set aside for training and reducing the concepts being

covered during refresher training by focusing only on the difficult topic areas.

The teachers observed also that PRIEDE introduced “new terms” and “new

mathematical language” (such as re-grouping instead of borrowing and carrying) which

they were still learning. Otherwise the content was the same as they know it and they

just needed to master the new mathematical language.

Determining Learner Competency in Numeracy

A mini Early Grade Mathematics Assessment (EGMA) was administered to fourteen (14) pupils

randomly selected from Standard 2 Classes (Girls =7; Boys =7; Average Age 8.538 years) of six

schools visited in Mombasa County (such as Bamburi, Kengeleni, Inspiration and Miritini World

Bank). The EGMA had three addition and three subtraction tasks. Results are presented in Graph

1.

[8]

Graph 1: Mini EGMA Results by Activity (Subtraction and Addition)

From Graph 1 and generally speaking, addition tasks were performed better than subtraction

tasks, reinforcing PRIEDE’s focus and emphasis on subtraction fluency as an indicator of

improvement in learners’ mathematics competency.

On addition, each of the two tasks (17+8 and 12+19) involving regrouping (carrying) had 3

out of 14 incorrect responses (21.43%) while the task that did not involve carrying (13+3) had

only one incorrect response (7.14%).

Further analysis on incorrect responses given in addition tasks are shown in Table 1.

Table 1: Analysis of Responses in Addition Tasks

Addition Task 1: 13+3 Addition Task 2: 17+8 Addition Task 2: 12+19

Correct

Response

Incorrect

Responses

Correct

Response

Incorrect

Responses

Correct

Response

Incorrect

Responses

16 14 25 15, 18, 24 31 21, 30, 19

Further analysis on incorrect responses on addition tasks may reveal challenges to

undertaking numeracy task such as inappropriate strategy use during calculation and careless

mistakes in writing responses for instance 15 instead of 25 or 21 instead of 31 and so on.

On subtraction, the one task (26-8) involving regrouping (i.e., borrowing) had 8 out of 14

incorrect responses (57%) compared to each of the other two subtraction tasks (16-3 and 29-16)

which had 7 out of 14 incorrect responses (50%).

Further analysis on incorrect responses given in subtraction tasks are shown in Table 2.

0

2

4

6

8

10

12

14

13+3 17+8 12+19 16-3 26-8 29-16

Addition Activity Substraction Activity

1

3 3

78

7

13

11 11

76

7

Nu

mb

er o

f P

up

ils

Ass

esse

d

Assessment Tasks

Mini EGMA Assessment

Number of Incorrect Responses

Number of Correct Responses

[9]

Table 1: Analysis of Responses in Subtraction Tasks

Subtraction Task 1: 16-3 Subtraction Task 2: 26-8 Subtraction Task 2: 29-16

Correct

Response

Incorrect

Responses

Correct

Response

Incorrect

Responses

Correct

Response

Incorrect

Responses

13 8, 12, 16, 17,

21, 31

18 8,12, 21, 24,

34, 81

13 2, 3, 10, 14,

15, 31, 40, 45

Further analysis on incorrect responses on subtraction tasks may reveal challenges to

undertaking numeracy task such as inappropriate strategy use during calculation. For instance,

one pupil overlooked the minus (-) sign and, correctly, added up the sums. Other challenges may

be linked to inversion of number such as 31 instead of 13 and 81 instead of 18. Still others could

be linked to careless mistakes in writing responses for instance 3 instead of 13 or 8 instead of 18

and so on.

This further analysis has important implications for both classroom pedagogical support and

teacher workshops and reiterate importance of teachers sharing, with their pupils, effective and

efficient strategies for solving numeracy tasks, reminding them (pupils) to observe number

operations (in this case addition (+) and subtraction (-) signs) and intervening for those with

inversion challenges to represent numbers correctly. More importantly is the need to remind

teachers of other evidence-based ways of dealing with numeracy challenges in their classrooms.

This means identifying the specific challenges and outlining steps taken to address the challenge.

Overall, nearly all the pupils were above the 50% benchmark set by the Ministry of Education on

addition tasks. About half reached the set benchmark in subtraction tasks.

Mini EGMA Results by Activity and Gender

EGMA results were analyzed by EGM activities and by gender. The results are in Graph 2.

Graph 2: Mini EGMA Results by Activity (Subtraction and Addition) and Gender

01234567

Bo

ys

Gir

ls

Bo

ys

Gir

ls

Bo

ys

Gir

ls

Bo

ys

Gir

ls

Bo

ys

Gir

ls

Bo

ys

Gir

ls

13+3 17+8 12+19 16-3 26-8 29-16

Addition Activity Substraction Activity

10

21

3

0

5

2

5

3

5

2

67

56

4

7

2

5

2

4

2

5

Nu

mb

er o

f P

up

ils

Assessment Tasks

Mini EGMA Assessment

Number of Incorrect Responses

Number of Correct Responses

[10]

From Graph 2, girls outperformed boys in both assessment tasks with the boys performing worst

in subtraction tasks. This has implications for gender sensitive pedagogies that support both boys

and girls to excel in numeracy and other subjects as well.

Recommendations on Teacher Competencies for Developing Early Grade Mathematics

Recommendations on teacher competencies for developing early grade mathematics are based on the

findings above and are aligned to the specific task which included reviewing quality of EGM trainings

and proposing an approach to subsequent EGM trainings (i.e., whether the trainings should be at

the regional level or school-based support to be provided; and whether or not future training

should target new teachers only; review training modules to avoid repetition during the EGM

regional trainings and only focus on weak areas identified by the teachers? N.B. the objective

here was to add value for subsequent EGM teacher trainings).

Recommendations Timelines

PCU EGM Team to introduce community of practice meetings at

cluster and school levels for peer-support, sharing of experiences

and lesson learnt and mitigation of limitations of cascade mode

of training. Such forums can include team planning and

teaching.

PCU EGM Team to have teachers identify problematic topic areas

in their mathematics instruction to be included in the next

teacher workshops.

Close monitoring of Standard 2 learners to ensure mastery of

numeracy skills and Standard 1 to ensure they are acquiring the

numeracy skills and strategies.

Future trainings (preferably week-long) to prioritize new

teachers. However, other teachers to have two-day refresher

courses focusing on problematic areas interspersed with more

cluster and school-specific community of practice activities.

Immediate

Problematic topic

areas to be

included in

Teacher

Workshop 2.

On-going.

By the next round

of training

Recommendations for External Evaluation of Early Grade Mathematics Trainings

The second specific task for EGM consultant and team member was to look into the possibility

of having an independent evaluator for EGM trainings (quality and impact) and to propose key

aspects of the evaluation ToRs and design. Recommendations for independent evaluation of the

EGM trainings are made to increase credibility of PRIEDE Project results on outputs, impact and

longer term outcomes.

Recommendations Key Aspects for ToRs and Design

PCU, in

consultation

with World

Bank and

MoE, to

Conduct desk review of documents including: Kenya-GPE Grant Agreement;

Project Implementation Manual (PIM) for EGM component; EGM training reports

and TSC TPAD and other research documents by KNEC, RTI, UWEZO and

international ones focusing on early grade numeracy to determine results and

indicators for EGM trainings such as those by World Bank, UNESCO and

UNICEF.

[11]

identify an

independent

evaluator to

determine

quality and

impact of Early

Grade

Mathematics

trainings.

Develop and pilot data collection tools including questionnaires, interview guides

and observation protocols on quality and impact of EGM trainings. Specific issues

to inquire into include relevance, effectiveness, efficiency, sustainability and impact

of EGM trainings; analysis of performance of human resource regarding planning,

organizing and coordinating EGM activities; evaluate the adequacy of financial and

material resources to respond to teachers’ professional development needs i.e., were

the human, financial and material resources appropriately/optimally utilized to

realize set objectives? Evaluate approaches used in planning, organizing and

implementing EGM trainings and attendant activities, including the appropriateness

of the tools used (i.e., to what extent was the design and methodology of the

trainings appropriate with regard to meeting the set objectives? Were the identified

needs comprehensive?) Evaluate performance of teachers in relation to attainment

of the set objectives. Were the set objectives/needs addressed through the trainings

and activities? If so, to what extent? Evaluate the impact created by the programs

and activities to the beneficiaries- the pupils. Were the stated EGM outcomes

achieved? If so, to what extent? Do the beneficiaries (teachers and by extension

learners) exhibit any behavioral change attributed to the trainings and activities?

Are these changes [if any] sustainable or temporary? Did the M&E tools used by

PRIEDE PCU provide useful information about the stated outcome? Lastly, the

independent evaluator will also identify successes and failures of EGM trainings,

any lessons learned, challenges and opportunities.

In sum, the independent evaluator should state ways in which EGM trainings

affected the trained teachers’ practices in the classroom; extent the program

improved effectiveness of trained teachers compared to non-trained counter parts;

effective strategies for mathematics instruction that were used in the classroom;

profile of ways teachers learned and supported each other; how and to what extent

teachers’ improved skills affected pupils’ numeracy outcomes and how pupil –

teacher relationship was affected; and the effect of the results on school

performance.

Administer questionnaires to relevant participants including teachers, CSOs, CPCU

officers and PCU officers in charge of Component 1.

Undertake classroom observations on numeracy instruction.

Hold debrief sessions/individual interviews with teachers on key areas in numeracy

instruction and focus group discussions on numeracy instruction, preferably at

cluster or sub-county level.

Provide inception report.

Writer interim and final reports on quality and impact of EGM trainings.

Sub-Component 2: Providing Early Grade Mathematics Instructional Materials

All the schools visited had received pupils’ textbooks for Standard 1 and 2 and teachers’ guides

and the 1:1 pupil – textbook ratio had been achieved (see Gallery Figures 3 and 4). Some schools

had gone ahead and covered the learner instructional materials with plastic covers.

Accountability documents on materials delivery were available in Head Teachers’ offices;

with the same information displayed on the walls. Influx of learners from private

schools/academies to public schools continued to be experienced. Schools requested that buffer

stock be available to cater for the new learners. The schools observed that Standard materials

were not available and hoped they would be availed soon. Other instructional aids/manipulatives

had not been delivered. There were very few concrete materials and manipulations (e.g.,

[12]

counters) in classes visited. In one school (there were only two out of 24 displays on the wall

focusing on numeracy. Books for learners with special needs had not been delivered.

Recommendations Timelines

County Project Coordination Unit (CPCU) to update school

enrolment rates.

CPCU to maintain buffer stock and avail the same at

County/Sub-County level as need may arise.

PCU to deliver adapted materials for learners with

different disabilities.

PCU to deliver other instructional aids/manipulatives to

benefiting schools.

PCU to coordinate revision of mathematics instructional

materials in line with new curricula reforms.

Schools to be equipped with book maintenance and care

and storage skills and how to include locally available

materials and aids.

On-going.

On-going.

By end of Term 1, 2017.

By Term 2, 2017.

By December 2017.

During Teacher

Workshop 2

Sub-Component 3: Enhancing Teacher Pedagogical Supervision by Curriculum Support

Officers and Head Teachers

Curriculum Support Officers (CSOs) had began to collect, collate and upload numeracy data.

About 938 valid classroom observations out of the 100,000 target were made in September and

October, 2016 due to logistical issues such as late commencement of the full-implementation of

EGM activities, lack of clear guidelines on which lessons to observe and absence of feedback

and stimulus resources in the CSO tablets.

Recommendations Timelines

PCU to ensure feedback and stimulus

resources are available in CSO tablets.

CSOs to closely monitor and support

teachers specifically in thorough lesson

planning and learner follow-up to ensure

they are picking requisite skills.

Include Master Trainers and Quality

Assurance and Standards Officers in

Classroom observations to reach the

100,000 observations per year goal.

EGM Team to review the indicator for

this goal. Is it realistic to still expect

100,000classroom observations per year

or we need to revise downwards?

As soon as possible.

On-going.

On-going.

By End of March 2017

[13]

Sub-Component 4: Sensitizing Pre-Service Teacher Training College Leadership and

Educators to Innovative Practices in Early Grade Reading and Mathematics

Pre-service Teacher Training College leadership and educators had been sensitized on early

grade mathematics. However, informal interviews with 12 student-teachers of Shanzu Teachers’

College revealed that they had never heard of PRIEDE yet at the time of the MTR Mission, they

had been in TP schools (such as Bamburi) for three weeks.

Recommendations Timelines

PTTC sensitization and involvement to extend to pre-

service teachers.

PCU to determine what exactly will be done with

PTTCs and when this will be done.

Number of tutors and student teachers to be reached.

During trainings with PTTC

leadership.

During sensitization.

Sub-Component 5: Early Grade Mathematics Management and Coordination at the

National and County Levels

Sub-national level implementation teams are in place in Mombasa Country, Relevant officers

have been appointed. Accounts at the county level are operational. Mombasa Country Director of

Education was available in all meetings. Fiduciary training had been conducted and officers were

clear on financial management.

Recommendations Timelines

MoE and SAGAS to continue working

together for successful PRIEDE

implementation.

Senior management to address internal

procedures (bottlenecks) to make them

more efficient without compromising

fiduciary rigor.

Demand generation to various Education

Stakeholders to continue.

Numeracy competitions/pavilions/fair to

be organized to increase PRIEDE

visibility and reward/recognize

performing teachers/learners.

An institution whose core mandate is

promoting mathematics to be identified

and included for understanding PRIEDE

and ways of sustaining benefits accrued, if

any.

On-going.

On-going

Demand generation to be on-going to

provide focused and targeted messages on

PRIEDE and other education reforms.

Every quarter/at the end of the term at

zonal level. Can culminate in a national

math-a-thon activity.

On-going to project close-out.

[14]

4.0 CONCLUSION

From the grassroots in Mombasa County, teachers have been trained on EGM methodologies,

mathematics textbooks are in pupils hands and PRIEDE project is on course as outlined in the PDO.

Deliverables on Component 1for Year 1 and 2 are achievable if teacher trainings continue to be robust

and pedagogical supervision and classroom support is enhanced by CSOs, MTs, EGM Champions and

Quality Assurance and Standards Officers. Learners have potential to excel in numeracy given a nurturing

classroom environment.

[15]

Annex 1: List of Institutions and Individuals Met during the MTR Mission

Government of Kenya

1. Ministry of Education (MoE)

2. Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA)

3. The National Treasury (TNT)

4. Teachers Service Commission (TSC)

Development Partners

1. World Bank

Primary Schools in Mombasa County

1. Bamburi Primary School

2. Kengeleni Primary School

3. Inspirations Primary School

4. Miritini World Bank Primary School

5. Primary School

6. Primary School

MTR Mission Members

1. Mrs. Mary Rotich (Director, Teacher Management )

2. Stephen Njoroge (Director, CEMASTEA)

3. Elyas J. Abdi (Director, Projects, Coordination and Delivery)

4. Bartholomew Lumbasi (PRIEDE Project)

5. Hellen Boruett (PRIEDE Project)

6. Ken Nyachiro (Head, External Resources Department, The National Treasury)

7. Michael Cedric Mukanzi (Accountant, The National Treasury)

8. Dr. Hellen Inyega (EGM Consultant, World Bank)

9. Dr. Titus Wanjala (M&E Consultant, World Bank)

[16]

ATTENDANCE LIST DURING MEETING AT CDE’S OFFICE – MOMBASA (01/03/2017)

S/N NAME INSTITUTION/AFFILIATION DESIGNATION

1. ELYAS ABDI MOE DIRECTOR

2. ABDIKADIR M. KIKE MOE RCE

3. JAMES KAIRU MOE CDE

4. MARY C ROTICH TSC DIRECTOR – TM

5. DR. TITUS WANJALA WORLD BANK ME CONSULTANT

6. HELLEN BORUETT MOE- PRIEDE PQASO

7. MARY W. KANYORO MOE – KISAUNI SCDE

8. DR. HELLEN INYEGA WORLD BANK CONSULTANT

9. MAIMUNA AHMED OMAR MOE- CHANGAMWE SCEO

10. JANIPHER K. ONKENDI CSO-BAMBURI CSO

11. EUNICE MWALA MOE SCDE

12. MWANAISHA A. KARIM CSO- CHAANI CSO

13. MICHAEL CEDRICK

MUKANZI

THE NATIONAL TREASURY ACCOUNTANT

14. HELEN ARUNGA MOE SCQUASO

CHANGAMWE

15. SAUMU MUMBO TSE CSO- KENGEZEVI

16. STEPHEN AMBERE MOE SCDE – NYALI

17. IBRAHIM A. ABDI MOE SCDE – JOMVU

18. MWASARU S. MWASHEGWA MOE SCDE –

CHANGAMWE

19. BENSON MAITHA TUSOME TUSOME OFFICE –

MSA

20. KEN NYACHIRO TNT CHIEF ECONOMIST

21. FURAHA A. SEBBEH MOE CPC

22. NEWTON E. OKWATSA LIKONI SCDE

23. CHANGOMA M. KUWANIAH CSO-LIKONI CSO

24. MIRIAM D. NGOME CEO-KISAUNI CEO

25. ALAMIN S. TAKDIR KEPSHA/MOE KEPSHA C/MAN MSA

26. FUAD A. ALI KEPSHA C/MAN MSA COUNTY

27. ALI ABDALLA ALI KEPSHA V/C/MAN MSA

COUNTY

28. JOSEPHINE LOMATA CEO-MSA(MOE) CEO

29. SALIM M. BENARD CEO-LIKONI (MOE) CEO – LIKONI

30. BWANAIDI EARC CO-ORDINATOR

31. MARY BAYA MAJENGO CSO

32. ERIC M. NTHIAM CSA’s OFFICE AUDITOR

33. SAMM K. MUSAU CSA-MSA SNR. AUDITOR

34. MISHI ALI CSO-TONONOKA ZONE CSO

35. HAFIDH MUSIN CSO-MBARAKI CSO

36. JACKSON ANDAI CD-TVET-MOE CD –TVET-MSA

37. LUMBASI BATHOLOMEO MOE PRIEDE ADE

38. HILDAH KIMONGE EARC KISAUNI EARC OFFICER

[17]

SCHOOL VISIT ATTENDANCE LIST: BAMBURI PRIMARY (01/03/2017)

S/N NAME TEACHING SUBJECTS CLASSES TAUGHT

1. LUMBASI

BATHOLOMEO

N/A N/A

2. MICHAEL CEDRIC

MUKANZI

N/A N/A

3. HELLEN INYEGA N/A N/A

4. GACHUI D TCHANA MATHS,SCIENCE & LIFESKILLS 7 & 8

5. VICTORIA M JONAH KISWAHILI,C.R.E,ENGLISH & KISWAHILI 4,6 & 8

6. CAREN A OKUMU ALL SUBJECTS EXCEPT I.R.E 2

7. BEATRICE MWALIMO SCIENCE,ENGLISH,S/STUDIES & LIFESKILLS 6,7 & 8

8. JULIANA W. MWASI SCIENCE,LIFESKILLS,ENGLISH,P.E & KISWAHILI 4,6,7 & 8

9. RUTH J. CHELIMO ALL SUBJECTS EXCEPT I.R.E 1

10. FLORENCE W KATHURI ENGLISH,C.R.E,

MATHS,S/STUDIES,C.R.E,LIFESKILLS & P.E

4,5 & 7

11. ORWA MERCY

ACHIENG’

ENGLISH,P.E, MUSIC,SCIENCE 5 E

12. EMMANUEL C.

DZOMBO

ENGLISH,SCIENCE,CREATIVE ARTS & P.H.E 5W

13. ELIZABETH W.

NDERITU

MATHS,SCIENCE & S/STUDIES 4,5 & 6

14. JAMILA MASUO SALIM ENGLISH,KISWAHILI,CREATIVE ARTS & I.R.E 6,7 & 8

15. BADHILI C. MWENDA ENGLISH,KISWAHILI,SCIENCE,C.R.E,CREATIVE

ARTS & P.E

4,6 & 7

16. CATHERINE W.

GATHUGI

ALL SUBJECTS EXCEPT I.R.E. 3

17. CHEMUTAI RUTH

CHEBII

SCIENCE,ENGLISH & C.R.E. 5,7 & 8

18. MEJUMMA T. NGAO S/STUDIES & MATHS 4,5 & 8

19. KULTHUM OMAR IRE,KISWAHILI 7 S/STUDIES 4,5,6 & 8

20. BEATRICE CHEGENYE SCIENCE,ENGLISH,S/STUDIES,LIFESKILLS & P.E 4,5 & 6

21. CATHERINE NGATIA ENGLISH,MATHS,S/STUDIES,P.E & CREATIVE

ARTS

4 & 5

[18]

SCHOOL VISIT ATTENDANCE LIST: INSPIRATIONS PRIMARY SCHOOL (02/03/2017)

S/N NAME TEACHING SUBJECTS CLASSES TAUGHT

1. STEPHEN M NJOROGE N/A N/A

2. HELLEN INYEGA N/A N/A

3. LUMBASI BATHOLOMEO N/A N/A

4. MICHAEL C. MUKANZI N/A N/A

5. MWANAMWUNYU MWINYI KISWAHILI,S/ STUDIES 4 & 5

6. NEWTON E. OKWATSA SCDE – LIKONI

7. MWANAJUMA

N.MWACHOCHO

SCIENCE,I.R.E,MATHS,ENGLISH,KISWAHILI,S/

STUDIES

3

8. MALENGE E. JOSPHAT MATHS 4 (A & B) & 5 (A &

B)

9. YUSUF A SHUGOLI PA CHAIR

10. HAMISI A LIBUWA N/A N/A

11. JUMA HASSAN

MWABENYA

ENGLISH,SCIENCE,S/STUDIES,I.R.E 4 & 6

12. FURAHA A SEBBEH CPC MOMBASA

13. SR. TERESIA N.

MWANGANGI

KISWAHILI,ENGLISH,C.R.E 4 (A & B),7 & 8

14. NAOMI WANGECI GITITU ENGLISH AND SCIENCE 4 (A & B) & 8

15. CATHERINE W. NJOMO ENGLISH AND SCIENCE 5 9A & B) & 4

16. HARRIET SONGAH ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU

DIES

1 A

17. JANE NAKA ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU

DIES

2A

18. SALIM N MWACHETI MATHS,SCIENCE,I.R.E 4 ( A & B), 6 & 7

19. SALIM M. RASHID ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU

DIES,I.R.E

3A

20. SAMMY MUSILI S/STUDIES,KISWAHILI,C.R.E 5 (A & B),6,7 & 8

21. TUMAINI HASSAN KOMBO S/STUDIES.ENGLISH,I.R.E,SCIENCE 5B,6,7, & 8

22. KIMUSWA ALI ENGLISH,KISWAHILI,MATHS,SCIENCE,S/STU

DIES,I.R.E

2B

23. CHANGOMA A KUWANIAH N/A N/A

24. MWANASITI SAID JUMA N/A N/A

25. IBRAHIM BWAJUMA

MWINYAKI

N/A N/A

26. HAMADI B MBUGUA N/A N/A

27. BAKARI HAMISI MDIGO N/A N/A

28. KHALIF ISSA N/A N/A

[19]

SCHOOL VISIT ATTENDANCE LIST: MIRITINI WORLD BANK PRIMARY SCHOOL

(03/03/2017)

S/N NAME TEACHING SUBJECTS CLASSES TAUGHT

1. FURAHA A SEBBEH N/A N/A

2. MAIMUNA AHMED OMAR N/A N/A

3. SIMON KHAIGA H/M,ENGLISH,SOCIAL

STUDIES

STD 6,7 AND 8

4. JAMULA A MUSA BOM CHAIRPERSON WB/PRIMARY

SCHOOL

5. MARY C. ROTICH TSC WOB

6. LUMBASI BATHOLOMEO MOE PRIEDE

7. BENSON MAITHA TUSOME TUSOME

8. IBRAHIM A. ABDI SCDE – JOMVI

SUBLOCATION

9. NICODEMUS K. MBALUKA TSC SCD CHANGAMWE

10. BENSON MWANJALA BOM

11. HAMISI ALI BOM

12. REV JOEL NYATTA BOM W/B PRIMARY

13. OGUTU GEOFFREY BOM 7U

14. CATHERINE WAMBUA CSO

[20]

GALLERY

Figure 1: Classroom Observation 1

In this classroom the pupil lying on the desk lay like that most of

the time until the time gave them individual tasks. And she was

not unwell given how she went about doing her assigned tasks.

Interestingly, the teacher never noticed this at all. Our presence

in the classroom did not deter her from doing this. Usually

learners behave ‘somewhat’ when there is a visitor in their

classrooms.

Notice also the other learner lying on the third

girl from the teacher and the boy stepping on

the other desk. This implies classroom routines

(such as sitting up and looking at the teacher)

were not reinforced.

Figure 2: Classroom Observation 2

[21]

Figure 3

Figure 4

Figures 3 and 4 illustrates that the 1:1 Pupil-Textbook ratio has been achieved.

Figure 5

Figure 5 on number family (for number 9) matching activity above shows learner gaps. The pupil

correctly matches 6 and 3 but misses the other three (by matching 8 and 7; 2 and 5; 4 and 1).