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+{
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "datasets": [
+ {
+ "dataset_name": "Lebanese education system",
+ "dataset_tag": "descriptive",
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+ "description": "average student success rates",
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+ "author": "",
+ "geography": "",
+ "publication_year": "2016",
+ "reference_year": "",
+ "reference_population": "refugee families",
+ "is_used": "False",
+ "usage_context": "background",
+ "form_counts": {
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+ "education system": 1,
+ "formal public education system": 1,
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+ "Education Management Information System": 2,
+ "information system": 1,
+ "EMIS": 2,
+ "education\nmanagement information system": 1
+ },
+ "occurrences": [
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+ "text": "education systems",
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+ "geography": "Recipient’s education sector",
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
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+ "context": "Borrower: Lebanese Republic\n\n\nResponsible Agency: Ministry of Education and Higher Education\n\n\nContact: Fadi Yarak Title: Director General\n\n\nTelephone No.: 961-1-722-110 Email: FYarak@MEHE.gov.lb\n\n\n.\n\n\n\n\n\n\n\n|Expected Disbursements (in US$M)|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|\n|---|---|---|---|---|---|---|---|---|---|---|\n|Fiscal Year|FY17|FY18|FY19|FY20|FY21|FY22|FY23||||\n|Annual|6.1|38.2|51.4|34.4|72.1|15.0|7.0||||\n|Cumulative|6.1|44.2|95.6|129.9|202.0|217.0|224.0||||\n|.|.|.|.|.|.|.|.|.|.|.|\n|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|\n|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis."
+ },
+ {
+ "text": "education system",
+ "start": 158,
+ "end": 160,
+ "confidence": 0.509375810623169,
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+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 9
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+ "context": "4. **In response to the Syrian refugee crisis impact on the education system in Lebanon, the**\n**Government of Lebanon, with support from the international community, launched the Reaching all**\n**Children with Education (RACE) initiative.** Initiated in 2013, RACE sought to improve access to formal\neducation for Syrian refugee children and underprivileged Lebanese children in the country, and has had\nsome clear success. The number of Syrian students in the Lebanese public education system has\ndramatically increased as RACE was implemented, going from 18,780 students aged 3-18 in school year\n2011-12 to 141,722 students in school year 2015-16 [6] ."
+ },
+ {
+ "text": "formal public education system",
+ "start": 569,
+ "end": 573,
+ "confidence": 0.6419410109519958,
+ "dataset_tag": "non-dataset",
+ "description": "equitable access to educational\nopportunities",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 9
+ ],
+ "context": "**In response to the Syrian refugee crisis impact on the education system in Lebanon, the**\n**Government of Lebanon, with support from the international community, launched the Reaching all**\n**Children with Education (RACE) initiative.** Initiated in 2013, RACE sought to improve access to formal\neducation for Syrian refugee children and underprivileged Lebanese children in the country, and has had\nsome clear success. The number of Syrian students in the Lebanese public education system has\ndramatically increased as RACE was implemented, going from 18,780 students aged 3-18 in school year\n2011-12 to 141,722 students in school year 2015-16 [6] . Nonetheless, this sevenfold increase in just 5\nyears has still managed to strain the formal education system’s ability to maintain both the level of\nquality of the education system and the same level of access for Lebanese students (see Table 1)."
+ },
+ {
+ "text": "Lebanese education system",
+ "start": 651,
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+ "dataset_tag": "descriptive",
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+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
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+ ],
+ "context": "**In response to the Syrian refugee crisis impact on the education system in Lebanon, the**\n**Government of Lebanon, with support from the international community, launched the Reaching all**\n**Children with Education (RACE) initiative.** Initiated in 2013, RACE sought to improve access to formal\neducation for Syrian refugee children and underprivileged Lebanese children in the country, and has had\nsome clear success. The number of Syrian students in the Lebanese public education system has\ndramatically increased as RACE was implemented, going from 18,780 students aged 3-18 in school year\n2011-12 to 141,722 students in school year 2015-16 [6] . Nonetheless, this sevenfold increase in just 5\nyears has still managed to strain the formal education system’s ability to maintain both the level of\nquality of the education system and the same level of access for Lebanese students (see Table 1)."
+ },
+ {
+ "text": "Lebanese education system",
+ "start": 236,
+ "end": 239,
+ "confidence": 0.8098195195198059,
+ "dataset_tag": "non-dataset",
+ "description": "average student success rates",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 31
+ ],
+ "context": "**Annex 1: Detailed Program Description**\n\n\n1. **The proposed operation will support the second phase of the Government of Lebanon’s**\n**Reaching All Children with Education (RACE) program.** Initially launched in 2013, the operation will\nsupport RACE 2 (2016-2021), estimated to cost approximately US$2.1 billion. As such, the Program\nDevelopment Objective is:\n\n\n“To promote equitable access to education services, enhance quality of student learning, and\nstrengthen the education systems in Lebanon’s education sector in response to the protracted\nrefugee crisis.”\n\n\n2."
+ },
+ {
+ "text": "Management Information System",
+ "start": 67,
+ "end": 70,
+ "confidence": 0.9772273898124695,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 13
+ ],
+ "context": "16. The third pillar is focused on “enhanced governance and managerial capacities of MEHE and\nCERD to plan, budget, deliver, monitor, and evaluate education services.” This pillar aims to achieve the\n\n\n\n\n\n\n\n\n|following outputs:|Col2|\n|---|---|\n|C.1 An effective and accurate Education
Management Information System (EMIS) is
established and functional.
|C.3 Appropriate policy frameworks are endorsed and
implemented to regulate education programs and services,
strengthen school management, and professionalize teaching
services.|\n|C.2 Revised curricula for schools and learning
spaces are developed and endorsed to improve
quality learning, life-skills and employability for
children and youth.|C.4 MEHE and CERD at the central and regional levels are
strengthened to lead and coordinate the planning,
implementation, and evaluation of the relevant RACE 2
activities.|\n\n\n\n17. **Within the Government program, the proposed operation will support specific RACE 2**\n**Program objectives linked to formal education.** **[12]** The Bank-supported Program objectives are spread\nacross all three pillars, and exclude activities that are directly implemented by international partners,\nsuch as UNICEF and UNHCR."
+ },
+ {
+ "text": "Education Management Information System",
+ "start": 661,
+ "end": 665,
+ "confidence": 0.9913297891616821,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 21
+ ],
+ "context": "This will cover the areas of procurement, to include the\nprocessing loop of CoA, financial management and disbursement, and monitoring and evaluation of the\nProgram. A School Grant Operating Manual will also be part of the POM. The POM will also include\nupdated procedures for environmental and social management associated with the construction of\nschools to address gaps identified in the environmental and social systems assessment (ESSA)."
+ },
+ {
+ "text": "Education Management Information System",
+ "start": 350,
+ "end": 354,
+ "confidence": 0.9989330172538757,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 67
+ ],
+ "context": "The bullying takes many forms,\nincluding for older children that are placed in classrooms with younger children. Discrimination among\nstudents has been documented in a number of cases. The prevalent harassment is an important driver\nbehind students dropping out of school."
+ },
+ {
+ "text": "information system",
+ "start": 458,
+ "end": 460,
+ "confidence": 0.6447946429252625,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 29
+ ],
+ "context": "**E.** **Program Action Plan**\n\n\n77. Based on the technical, fiduciary, and environmental and social assessments, a Program Action\nPlan has been developed (Annex 8). The proposed plan consists of a set of actions to strengthen entities\ninvolved in Program implementation or oversight to deliver Program results."
+ },
+ {
+ "text": "EMIS",
+ "start": 163,
+ "end": 164,
+ "confidence": 0.8266915678977966,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 36
+ ],
+ "context": "- C.4 - MEHE and CERD at the central and regional levels are strengthened to lead and coordinate\nthe planning, implementation, and evaluation of the relevant RACE 2 activities.\n\n22."
+ },
+ {
+ "text": "EMIS",
+ "start": 632,
+ "end": 633,
+ "confidence": 0.6154097318649292,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": "MEHE",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 67
+ ],
+ "context": "The prevalent harassment is an important driver\nbehind students dropping out of school. Bridging the community-school divide, through appointing\nactors to take on the responsibility of personalized follow-up of both Syrian and Lebanese students on\nbehalf of school administrators, could go a long way in reducing this central risk of dropout. Community\nliaisons will also be charged with improving relations with teachers, and will follow-up on teacher\nrequests, such as homework, areas previously identified as correlated with keeping Syrian and Lebanese\nkids from dropping out of Lebanese schools (Alsharabati et al, 2016)."
+ },
+ {
+ "text": "education\nmanagement information system",
+ "start": 472,
+ "end": 476,
+ "confidence": 0.8030756711959839,
+ "dataset_tag": "vague",
+ "description": null,
+ "author": "MEHE",
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+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
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+ "context": "The prevalent harassment is an important driver\nbehind students dropping out of school. Bridging the community-school divide, through appointing\nactors to take on the responsibility of personalized follow-up of both Syrian and Lebanese students on\nbehalf of school administrators, could go a long way in reducing this central risk of dropout. Community\nliaisons will also be charged with improving relations with teachers, and will follow-up on teacher\nrequests, such as homework, areas previously identified as correlated with keeping Syrian and Lebanese\nkids from dropping out of Lebanese schools (Alsharabati et al, 2016)."
+ }
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+ {
+ "dataset_name": "Overall Risk Rating",
+ "dataset_tag": "non-dataset",
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+ "context": "Borrower: Lebanese Republic\n\n\nResponsible Agency: Ministry of Education and Higher Education\n\n\nContact: Fadi Yarak Title: Director General\n\n\nTelephone No.: 961-1-722-110 Email: FYarak@MEHE.gov.lb\n\n\n.\n\n\n\n\n\n\n\n|Expected Disbursements (in US$M)|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|\n|---|---|---|---|---|---|---|---|---|---|---|\n|Fiscal Year|FY17|FY18|FY19|FY20|FY21|FY22|FY23||||\n|Annual|6.1|38.2|51.4|34.4|72.1|15.0|7.0||||\n|Cumulative|6.1|44.2|95.6|129.9|202.0|217.0|224.0||||\n|.|.|.|.|.|.|.|.|.|.|.|\n|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|\n|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis."
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
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.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
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+ },
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+ "description": "",
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+ "assessments": 2,
+ "student assessments": 1,
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+ "national and international\nassessments": 1
+ },
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+ "page": [
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+ "context": "16. The third pillar is focused on “enhanced governance and managerial capacities of MEHE and\nCERD to plan, budget, deliver, monitor, and evaluate education services.” This pillar aims to achieve the\n\n\n\n\n\n\n\n\n|following outputs:|Col2|\n|---|---|\n|C.1 An effective and accurate Education
Management Information System (EMIS) is
established and functional.
|C.3 Appropriate policy frameworks are endorsed and
implemented to regulate education programs and services,
strengthen school management, and professionalize teaching
services.|\n|C.2 Revised curricula for schools and learning
spaces are developed and endorsed to improve
quality learning, life-skills and employability for
children and youth.|C.4 MEHE and CERD at the central and regional levels are
strengthened to lead and coordinate the planning,
implementation, and evaluation of the relevant RACE 2
activities.|\n\n\n\n17. **Within the Government program, the proposed operation will support specific RACE 2**\n**Program objectives linked to formal education.** **[12]** The Bank-supported Program objectives are spread\nacross all three pillars, and exclude activities that are directly implemented by international partners,\nsuch as UNICEF and UNHCR."
+ },
+ {
+ "text": "assessments",
+ "start": 0,
+ "end": 1,
+ "confidence": 0.5810174942016602,
+ "dataset_tag": "vague",
+ "description": null,
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+ "page": [
+ 15
+ ],
+ "context": "assessments. Students identified as requiring additional assistance will receive supplemental support."
+ },
+ {
+ "text": "assessments",
+ "start": 800,
+ "end": 801,
+ "confidence": 0.613936185836792,
+ "dataset_tag": "descriptive",
+ "description": null,
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+ "geography": "reading and math",
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+ "page": [
+ 15
+ ],
+ "context": "24. **There are four DLIs proposed for the Strengthened Systems pillar, which will incentivize**\n**capacity development and foundational policy work to ensure a lasting impact of the Program.** The\nfirst Systems DLI is timely and robust data available for evidence-based policy-making. The second\nSystems DLI incentivizes the updating of the national curriculum, for all levels of the education system."
+ },
+ {
+ "text": "student assessments",
+ "start": 555,
+ "end": 557,
+ "confidence": 0.59263676404953,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 54
+ ],
+ "context": "The pilot
requirements are set by CERD. CERD will also develop a pilot
report template that will be filled for each school to describe
the results of the pilot.|No|Pilot reports|Third
Party|Checking pilot reports.|\n|DLI # 8.1|Effective teacher standards developed and reviewed by CERD
in partnership with MEHE/DOPS and Educational
Inspectorate. Standard Operational Procedures and
observation tools required for the operationalization and
implementation of the teacher standards are also issued and
applied at school, regional, and central levels."
+ },
+ {
+ "text": "Student assessments",
+ "start": 313,
+ "end": 315,
+ "confidence": 0.6306811571121216,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
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+ "page": [
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+ ],
+ "context": "43. **As a result of this and other analyses, a number of recommendations have been made to**\n**improve the processes and procedures within MEHE to increase overall capacity to manage the**\n**current crisis and for long-term system strengthening.** These institutional building recommendations\nrevolve around making major gains in four areas (for more on institutional building recommendations,\nplease see fiduciary assessment):\n\n\na. **Increasing enrollment:** Enrollment among both Lebanese and non-Lebanese students is lower\n\nthan optimal in both pre-primary education and secondary education, and especially depressed\namong the poorest."
+ },
+ {
+ "text": "national and international\nassessments",
+ "start": 402,
+ "end": 406,
+ "confidence": 0.5609979033470154,
+ "dataset_tag": "non-dataset",
+ "description": null,
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+ "geography": "Lebanon",
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 76
+ ],
+ "context": "43. **As a result of this and other analyses, a number of recommendations have been made to**\n**improve the processes and procedures within MEHE to increase overall capacity to manage the**\n**current crisis and for long-term system strengthening.** These institutional building recommendations\nrevolve around making major gains in four areas (for more on institutional building recommendations,\nplease see fiduciary assessment):\n\n\na. **Increasing enrollment:** Enrollment among both Lebanese and non-Lebanese students is lower\n\nthan optimal in both pre-primary education and secondary education, and especially depressed\namong the poorest."
+ }
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+ "acronym": [],
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+ ]
+ },
+ {
+ "dataset_name": "Disbursement Linked Indicators",
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+ "count": 6,
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+ "DLI": 1,
+ "Disbursement Linked Indicators": 1,
+ "DLI Baseline": 1,
+ "_DLI Baseline_": 1
+ },
+ "occurrences": [
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+ "text": "Systems DLI",
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+ "confidence": 0.5237104892730713,
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+ "page": [
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+ ],
+ "context": "Students identified as requiring additional assistance will receive supplemental support.\nMonitoring and accountability for results will be strengthened by increased outreach to communities\nand stakeholders, particularly parents. This chain of interconnected activities extending from teachers\nthrough support services to individual students and outward to communities will be articulated in school\nimprovement plans to be supported by a program of grants and other activities to improve teaching and\nlearning throughout the public school system."
+ },
+ {
+ "text": "DLI 9",
+ "start": 627,
+ "end": 629,
+ "confidence": 0.6047857403755188,
+ "dataset_tag": "non-dataset",
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+ "page": [
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+ "context": "Based on the technical, fiduciary, and environmental and social assessments, a Program Action\nPlan has been developed (Annex 8). The proposed plan consists of a set of actions to strengthen entities\ninvolved in Program implementation or oversight to deliver Program results. The proposed actions are\nalso intended to promote a more sustainable system, which will enable these institutions to effectively\nperform their mandate in the long term."
+ },
+ {
+ "text": "DLI",
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+ "end": 634,
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+ "page": [
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+ ],
+ "context": "As such, the Program\nDevelopment Objective is:\n\n\n“To promote equitable access to education services, enhance quality of student learning, and\nstrengthen the education systems in Lebanon’s education sector in response to the protracted\nrefugee crisis.”\n\n\n2. **Lebanon’s education system is governed principally by two entities: MEHE and CERD.** MEHE is\nresponsible for overseeing the overall education sector, from the approval of national policies to the\nprovision of service delivery in public schools, as well as regulation of private schools and other\neducation service providers. CERD, an autonomous agency under the custodial authority of MEHE, is\nresponsible for strategic planning nationwide, at the pre-university level."
+ },
+ {
+ "text": "Disbursement Linked Indicators",
+ "start": 5,
+ "end": 8,
+ "confidence": 0.837150514125824,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 47
+ ],
+ "context": "**Annex 3: Disbursement Linked Indicators, Disbursement Arrangements and Verification Protocols**\n\n\n**Table A3.1 Disbursement-Linked Indicator Matrix**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|Total Financing
Allocated to DLI|As % of Total
Financing
Amount|DLI Baseline|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n||**_Total Financing_**
**_Allocated to DLI_**|**_As % of Total_**
**_Financing_**
**_Amount_**|
**_DLI Baseline_**|**_Year 1_**|**_Year 2_**|**_Year 3_**|**_Year 4_**|**_Year 5_**|\n|**DLI#1**
Number of school-
aged (3-18) children
enrolled in formal
education in
participating schools|95|42.4%|400,000|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|\n|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|\n|_DLR# 2.1_: 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 4 transition to
Grade 5|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.2:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 7 transition to
Grade 8
|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.3:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 10 transition|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n\n\n40"
+ },
+ {
+ "text": "DLI Baseline",
+ "start": 52,
+ "end": 54,
+ "confidence": 0.8004827499389648,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 47
+ ],
+ "context": "**Annex 3: Disbursement Linked Indicators, Disbursement Arrangements and Verification Protocols**\n\n\n**Table A3.1 Disbursement-Linked Indicator Matrix**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|Total Financing
Allocated to DLI|As % of Total
Financing
Amount|DLI Baseline|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n||**_Total Financing_**
**_Allocated to DLI_**|**_As % of Total_**
**_Financing_**
**_Amount_**|
**_DLI Baseline_**|**_Year 1_**|**_Year 2_**|**_Year 3_**|**_Year 4_**|**_Year 5_**|\n|**DLI#1**
Number of school-
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enrolled in formal
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participating schools|95|42.4%|400,000|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|\n|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|\n|_DLR# 2.1_: 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 4 transition to
Grade 5|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.2:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 7 transition to
Grade 8
|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.3:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 10 transition|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n\n\n40"
+ },
+ {
+ "text": "_DLI Baseline_",
+ "start": 155,
+ "end": 157,
+ "confidence": 0.6797912120819092,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": "participating schools",
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 47
+ ],
+ "context": "**Annex 3: Disbursement Linked Indicators, Disbursement Arrangements and Verification Protocols**\n\n\n**Table A3.1 Disbursement-Linked Indicator Matrix**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|Total Financing
Allocated to DLI|As % of Total
Financing
Amount|DLI Baseline|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n||**_Total Financing_**
**_Allocated to DLI_**|**_As % of Total_**
**_Financing_**
**_Amount_**|
**_DLI Baseline_**|**_Year 1_**|**_Year 2_**|**_Year 3_**|**_Year 4_**|**_Year 5_**|\n|**DLI#1**
Number of school-
aged (3-18) children
enrolled in formal
education in
participating schools|95|42.4%|400,000|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|\n|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|\n|_DLR# 2.1_: 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 4 transition to
Grade 5|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.2:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 7 transition to
Grade 8
|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.3:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 10 transition|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n\n\n40"
+ }
+ ],
+ "acronym": [],
+ "pages": [
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+ "29",
+ "31",
+ "47"
+ ],
+ "sources": [
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+ ]
+ },
+ {
+ "dataset_name": "RACE 2 Program Results Framework Matrix",
+ "dataset_tag": "descriptive",
+ "confidence": [
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+ "count": 5,
+ "description": "",
+ "producer": "",
+ "author": "PforR",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "2016",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "form_counts": {
+ "RACE 2": 1,
+ "RACE 2 program": 1,
+ "RACE 2 Program Results Framework Matrix": 1,
+ "RACE program": 1,
+ "RACE 2 program costing model": 1
+ },
+ "occurrences": [
+ {
+ "text": "RACE 2",
+ "start": 532,
+ "end": 534,
+ "confidence": 0.5680090188980103,
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+ "page": [
+ 9
+ ],
+ "context": "**In response to the Syrian refugee crisis impact on the education system in Lebanon, the**\n**Government of Lebanon, with support from the international community, launched the Reaching all**\n**Children with Education (RACE) initiative.** Initiated in 2013, RACE sought to improve access to formal\neducation for Syrian refugee children and underprivileged Lebanese children in the country, and has had\nsome clear success. The number of Syrian students in the Lebanese public education system has\ndramatically increased as RACE was implemented, going from 18,780 students aged 3-18 in school year\n2011-12 to 141,722 students in school year 2015-16 [6] . Nonetheless, this sevenfold increase in just 5\nyears has still managed to strain the formal education system’s ability to maintain both the level of\nquality of the education system and the same level of access for Lebanese students (see Table 1)."
+ },
+ {
+ "text": "RACE 2 program",
+ "start": 671,
+ "end": 674,
+ "confidence": 0.67927485704422,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 13
+ ],
+ "context": "16. The third pillar is focused on “enhanced governance and managerial capacities of MEHE and\nCERD to plan, budget, deliver, monitor, and evaluate education services.” This pillar aims to achieve the\n\n\n\n\n\n\n\n\n|following outputs:|Col2|\n|---|---|\n|C.1 An effective and accurate Education
Management Information System (EMIS) is
established and functional.
|C.3 Appropriate policy frameworks are endorsed and
implemented to regulate education programs and services,
strengthen school management, and professionalize teaching
services.|\n|C.2 Revised curricula for schools and learning
spaces are developed and endorsed to improve
quality learning, life-skills and employability for
children and youth.|C.4 MEHE and CERD at the central and regional levels are
strengthened to lead and coordinate the planning,
implementation, and evaluation of the relevant RACE 2
activities.|\n\n\n\n17. **Within the Government program, the proposed operation will support specific RACE 2**\n**Program objectives linked to formal education.** **[12]** The Bank-supported Program objectives are spread\nacross all three pillars, and exclude activities that are directly implemented by international partners,\nsuch as UNICEF and UNHCR."
+ },
+ {
+ "text": "RACE 2 Program Results Framework Matrix",
+ "start": 5,
+ "end": 11,
+ "confidence": 0.6151509284973145,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": "PforR",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 39
+ ],
+ "context": "**Annex 2: RACE 2 Program Results Framework Matrix**\n\n\n\n\n\n\n\n\n\n\n\n|Results Areas
Supported by
PforR|PDO/Outcome
Indicators
(Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|Intermediate
Results Indicators
(critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|Frequency|Data Source|\n|---|---|---|---|---|---|---|---|---|\n|**Results Areas**
**Supported by**
**PforR**|**PDO/Outcome**
**Indicators**
**(**Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|**Intermediate**
**Results Indicators**
**(**critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|||\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of school
aged children (3-
18) enrolled in
formal education|1|Number|**Public Schools:**
Lebanese:
TOTAL 249,494
Prep-ECE -
Pre-Primary 38,217
Cycle 1 (Grade 1-3) 44,288
Cycle 2 (Grade 4-6) 54,450
Cycle 3 (Grade 7-9) 60,055
Secondary 52,484
TVET Data not available
Non-Lebanese:
TOTAL 153,241
Prep-ECE -
Pre-Primary 19,298
Cycle 1 (Grade 1-3) 86,533
Cycle 2 (Grade 4-6) 32,522
Cycle 3 (Grade 7-9) 11,108
Secondary 2,280
TVET 1,500
**Private Schools: 735,000**
**(Lebanese and Non-**
**Lebanese):**
|**Public Schools:**
Lebanese:
TOTAL 262,500
Prep-ECE -
Pre-Primary 40,209
Cycle 1 (Grade 1-3) 46,597
Cycle 2 (Grade 4-6) 57,288
Cycle 3 (Grade 7-9) 63,186
Secondary 55,220
TVET TBD
(i.e., 1% increase each
scholastic year)
Non-Lebanese:
TOTAL 287,969
Prep-ECE 20,000
Pre-Primary 32,617
Cycle 1 (Grade 1-3) 145,129
Cycle 2 (Grade 4-6) 54,669
Cycle 3 (Grade 7-9) 16,701
Secondary 3,853
TVET 15,000
**Private Schools**:** N/A**|Annually|MEHE/CERD|\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of
children and youth
whose registration||Number|**Formal Education:**
Lebanese:
TOTAL 197,010|**Formal Education:**
Lebanese:
TOTAL 262,500|Annually|PMU|\n\n\n32"
+ },
+ {
+ "text": "RACE program",
+ "start": 7,
+ "end": 9,
+ "confidence": 0.9096090793609619,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": "Jalbout",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 67
+ ],
+ "context": "addressed. A recent review of the RACE program identified reducing bullying and violence in schools as\na critical first step toward better child protection (Jalbout, 2015)."
+ },
+ {
+ "text": "RACE 2 program costing model",
+ "start": 149,
+ "end": 154,
+ "confidence": 0.7858677506446838,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 69
+ ],
+ "context": "**execution.** Working from a recent Public Expenditure Review conducted in Lebanon’s education sector,\nas well as scenarios for the program conducted using a customized costing model for RACE 2, this\nsection assesses the program’s financial sustainability and funding predictability, reviews the budget\nstructure and classification, and discusses the adherence of Program expenditures to government\npriorities.\n\n\n_Overall Program Costs, Funding Gap, Financial Sustainability and Funding Predictability_\n\n30."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "13",
+ "39",
+ "67",
+ "69",
+ "9"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Legal Covenant",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.8537929654121399
+ ],
+ "count": 3,
+ "form_counts": {
+ "Legal Covenant": 3
+ },
+ "description": "Establishment of an internal audit function",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Legal Covenant",
+ "start": 1652,
+ "end": 1654,
+ "confidence": 0.5774227380752563,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 5
+ ],
+ "context": "|Expected Disbursements (in US$M)|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|\n|---|---|---|---|---|---|---|---|---|---|---|\n|Fiscal Year|FY17|FY18|FY19|FY20|FY21|FY22|FY23||||\n|Annual|6.1|38.2|51.4|34.4|72.1|15.0|7.0||||\n|Cumulative|6.1|44.2|95.6|129.9|202.0|217.0|224.0||||\n|.|.|.|.|.|.|.|.|.|.|.|\n|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|**Program Development Objective(s)**|\n|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis."
+ },
+ {
+ "text": "Legal Covenant",
+ "start": 3686,
+ "end": 3688,
+ "confidence": 0.8537929654121399,
+ "dataset_tag": "non-dataset",
+ "description": "Establishment of an internal audit function",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 5
+ ],
+ "context": "
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis."
+ },
+ {
+ "text": "Legal Covenant",
+ "start": 3767,
+ "end": 3769,
+ "confidence": 0.8108234405517578,
+ "dataset_tag": "non-dataset",
+ "description": "Establishment of an internal audit function",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 5
+ ],
+ "context": "
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|The Program Development Objective is to promote equitable access to education services, enhance quality of student
learning, and strengthen the education systems in the Recipient’s education sector in response to the protracted refugee
crisis.
.|\n|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "5"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "TVET",
+ "dataset_tag": "vague",
+ "confidence": [
+ 0.7057938575744629
+ ],
+ "count": 3,
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "form_counts": {
+ "TVET Data": 1,
+ "TVET": 2
+ },
+ "occurrences": [
+ {
+ "text": "TVET Data",
+ "start": 590,
+ "end": 592,
+ "confidence": 0.9892316460609436,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 39
+ ],
+ "context": "**Annex 2: RACE 2 Program Results Framework Matrix**\n\n\n\n\n\n\n\n\n\n\n\n|Results Areas
Supported by
PforR|PDO/Outcome
Indicators
(Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|Intermediate
Results Indicators
(critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|Frequency|Data Source|\n|---|---|---|---|---|---|---|---|---|\n|**Results Areas**
**Supported by**
**PforR**|**PDO/Outcome**
**Indicators**
**(**Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|**Intermediate**
**Results Indicators**
**(**critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|||\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of school
aged children (3-
18) enrolled in
formal education|1|Number|**Public Schools:**
Lebanese:
TOTAL 249,494
Prep-ECE -
Pre-Primary 38,217
Cycle 1 (Grade 1-3) 44,288
Cycle 2 (Grade 4-6) 54,450
Cycle 3 (Grade 7-9) 60,055
Secondary 52,484
TVET Data not available
Non-Lebanese:
TOTAL 153,241
Prep-ECE -
Pre-Primary 19,298
Cycle 1 (Grade 1-3) 86,533
Cycle 2 (Grade 4-6) 32,522
Cycle 3 (Grade 7-9) 11,108
Secondary 2,280
TVET 1,500
**Private Schools: 735,000**
**(Lebanese and Non-**
**Lebanese):**
|**Public Schools:**
Lebanese:
TOTAL 262,500
Prep-ECE -
Pre-Primary 40,209
Cycle 1 (Grade 1-3) 46,597
Cycle 2 (Grade 4-6) 57,288
Cycle 3 (Grade 7-9) 63,186
Secondary 55,220
TVET TBD
(i.e., 1% increase each
scholastic year)
Non-Lebanese:
TOTAL 287,969
Prep-ECE 20,000
Pre-Primary 32,617
Cycle 1 (Grade 1-3) 145,129
Cycle 2 (Grade 4-6) 54,669
Cycle 3 (Grade 7-9) 16,701
Secondary 3,853
TVET 15,000
**Private Schools**:** N/A**|Annually|MEHE/CERD|\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of
children and youth
whose registration||Number|**Formal Education:**
Lebanese:
TOTAL 197,010|**Formal Education:**
Lebanese:
TOTAL 262,500|Annually|PMU|\n\n\n32"
+ },
+ {
+ "text": "TVET",
+ "start": 667,
+ "end": 668,
+ "confidence": 0.6205819845199585,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 39
+ ],
+ "context": "**Annex 2: RACE 2 Program Results Framework Matrix**\n\n\n\n\n\n\n\n\n\n\n\n|Results Areas
Supported by
PforR|PDO/Outcome
Indicators
(Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|Intermediate
Results Indicators
(critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|Frequency|Data Source|\n|---|---|---|---|---|---|---|---|---|\n|**Results Areas**
**Supported by**
**PforR**|**PDO/Outcome**
**Indicators**
**(**Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|**Intermediate**
**Results Indicators**
**(**critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|||\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of school
aged children (3-
18) enrolled in
formal education|1|Number|**Public Schools:**
Lebanese:
TOTAL 249,494
Prep-ECE -
Pre-Primary 38,217
Cycle 1 (Grade 1-3) 44,288
Cycle 2 (Grade 4-6) 54,450
Cycle 3 (Grade 7-9) 60,055
Secondary 52,484
TVET Data not available
Non-Lebanese:
TOTAL 153,241
Prep-ECE -
Pre-Primary 19,298
Cycle 1 (Grade 1-3) 86,533
Cycle 2 (Grade 4-6) 32,522
Cycle 3 (Grade 7-9) 11,108
Secondary 2,280
TVET 1,500
**Private Schools: 735,000**
**(Lebanese and Non-**
**Lebanese):**
|**Public Schools:**
Lebanese:
TOTAL 262,500
Prep-ECE -
Pre-Primary 40,209
Cycle 1 (Grade 1-3) 46,597
Cycle 2 (Grade 4-6) 57,288
Cycle 3 (Grade 7-9) 63,186
Secondary 55,220
TVET TBD
(i.e., 1% increase each
scholastic year)
Non-Lebanese:
TOTAL 287,969
Prep-ECE 20,000
Pre-Primary 32,617
Cycle 1 (Grade 1-3) 145,129
Cycle 2 (Grade 4-6) 54,669
Cycle 3 (Grade 7-9) 16,701
Secondary 3,853
TVET 15,000
**Private Schools**:** N/A**|Annually|MEHE/CERD|\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of
children and youth
whose registration||Number|**Formal Education:**
Lebanese:
TOTAL 197,010|**Formal Education:**
Lebanese:
TOTAL 262,500|Annually|PMU|\n\n\n32"
+ },
+ {
+ "text": "TVET",
+ "start": 793,
+ "end": 794,
+ "confidence": 0.7057938575744629,
+ "dataset_tag": "vague",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 39
+ ],
+ "context": "**Annex 2: RACE 2 Program Results Framework Matrix**\n\n\n\n\n\n\n\n\n\n\n\n|Results Areas
Supported by
PforR|PDO/Outcome
Indicators
(Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|Intermediate
Results Indicators
(critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|Frequency|Data Source|\n|---|---|---|---|---|---|---|---|---|\n|**Results Areas**
**Supported by**
**PforR**|**PDO/Outcome**
**Indicators**
**(**Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|**Intermediate**
**Results Indicators**
**(**critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|||\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of school
aged children (3-
18) enrolled in
formal education|1|Number|**Public Schools:**
Lebanese:
TOTAL 249,494
Prep-ECE -
Pre-Primary 38,217
Cycle 1 (Grade 1-3) 44,288
Cycle 2 (Grade 4-6) 54,450
Cycle 3 (Grade 7-9) 60,055
Secondary 52,484
TVET Data not available
Non-Lebanese:
TOTAL 153,241
Prep-ECE -
Pre-Primary 19,298
Cycle 1 (Grade 1-3) 86,533
Cycle 2 (Grade 4-6) 32,522
Cycle 3 (Grade 7-9) 11,108
Secondary 2,280
TVET 1,500
**Private Schools: 735,000**
**(Lebanese and Non-**
**Lebanese):**
|**Public Schools:**
Lebanese:
TOTAL 262,500
Prep-ECE -
Pre-Primary 40,209
Cycle 1 (Grade 1-3) 46,597
Cycle 2 (Grade 4-6) 57,288
Cycle 3 (Grade 7-9) 63,186
Secondary 55,220
TVET TBD
(i.e., 1% increase each
scholastic year)
Non-Lebanese:
TOTAL 287,969
Prep-ECE 20,000
Pre-Primary 32,617
Cycle 1 (Grade 1-3) 145,129
Cycle 2 (Grade 4-6) 54,669
Cycle 3 (Grade 7-9) 16,701
Secondary 3,853
TVET 15,000
**Private Schools**:** N/A**|Annually|MEHE/CERD|\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of
children and youth
whose registration||Number|**Formal Education:**
Lebanese:
TOTAL 197,010|**Formal Education:**
Lebanese:
TOTAL 262,500|Annually|PMU|\n\n\n32"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "39"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "enrollment numbers",
+ "dataset_tag": "descriptive",
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+ "count": 3,
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+ "producer": "",
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+ "reference_year": "",
+ "reference_population": "public schools",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "occurrences": [
+ {
+ "text": "enrollment numbers",
+ "start": 456,
+ "end": 458,
+ "confidence": 0.5937279462814331,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 52
+ ],
+ "context": "**Table A3.2 DLIs/DLRs Verification Protocol Table**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|DLI #|Definition/
Description of achievement|Scalability of
Disbursements
(Yes/No)|Protocol to evaluate achievement of the DLRs and data/results
verification|Col5|Col6|\n|---|---|---|---|---|---|\n|**_DLI #_**|**_Definition/_**
**_Description of achievement_**|**_Scalability of_**
**_Disbursements_**
**_(Yes/No)_**|**_Data source/_**
**_agency_**|**_Verificatio_**
**_n Entity_**|**_Procedure_**|\n|DLI # 1|Population of students enrolled in public formal schooling (KG
through Grade 12). The increase in enrollment numbers is
calculated with reference to the baseline value at YEAR 0.
Data should be reported disaggregated by type of school,
education cycle, nationality (Lebanese, non-Lebanese), and
gender.|Yes|Enrollment lists
from MEHE|Third
Party|Enrollment data should be provided in
March and verified within a month
period."
+ },
+ {
+ "text": "enrollment numbers",
+ "start": 610,
+ "end": 612,
+ "confidence": 0.582637369632721,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 52
+ ],
+ "context": "**Table A3.2 DLIs/DLRs Verification Protocol Table**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|DLI #|Definition/
Description of achievement|Scalability of
Disbursements
(Yes/No)|Protocol to evaluate achievement of the DLRs and data/results
verification|Col5|Col6|\n|---|---|---|---|---|---|\n|**_DLI #_**|**_Definition/_**
**_Description of achievement_**|**_Scalability of_**
**_Disbursements_**
**_(Yes/No)_**|**_Data source/_**
**_agency_**|**_Verificatio_**
**_n Entity_**|**_Procedure_**|\n|DLI # 1|Population of students enrolled in public formal schooling (KG
through Grade 12). The increase in enrollment numbers is
calculated with reference to the baseline value at YEAR 0.
Data should be reported disaggregated by type of school,
education cycle, nationality (Lebanese, non-Lebanese), and
gender.|Yes|Enrollment lists
from MEHE|Third
Party|Enrollment data should be provided in
March and verified within a month
period."
+ },
+ {
+ "text": "enrollment numbers",
+ "start": 764,
+ "end": 766,
+ "confidence": 0.8057434558868408,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 52
+ ],
+ "context": "**Table A3.2 DLIs/DLRs Verification Protocol Table**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|DLI #|Definition/
Description of achievement|Scalability of
Disbursements
(Yes/No)|Protocol to evaluate achievement of the DLRs and data/results
verification|Col5|Col6|\n|---|---|---|---|---|---|\n|**_DLI #_**|**_Definition/_**
**_Description of achievement_**|**_Scalability of_**
**_Disbursements_**
**_(Yes/No)_**|**_Data source/_**
**_agency_**|**_Verificatio_**
**_n Entity_**|**_Procedure_**|\n|DLI # 1|Population of students enrolled in public formal schooling (KG
through Grade 12). The increase in enrollment numbers is
calculated with reference to the baseline value at YEAR 0.
Data should be reported disaggregated by type of school,
education cycle, nationality (Lebanese, non-Lebanese), and
gender.|Yes|Enrollment lists
from MEHE|Third
Party|Enrollment data should be provided in
March and verified within a month
period. There should be a review of
enrollment numbers through site visits
and spot checks in a sample of randomly
selected public schools.|\n|DLI # 2.1|Calculated by dividing the number of public school students in
the target year who enroll in Grade 5 for the first time (not
repeated students) by the number of public school students
who enrolled in Grade 4 at the beginning of the preceding
scholastic year."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "52"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "DLR",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.6961659789085388
+ ],
+ "count": 2,
+ "form_counts": {
+ "DLR": 2
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "DLR",
+ "start": 166,
+ "end": 167,
+ "confidence": 0.5273685455322266,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 7
+ ],
+ "context": "|Withdrawal Condition: Withdrawal condition for DLRs as per Section IV, B1.b of Schedule 2 of the Financing Agreement.|Col2|Col3|Col4|\n|---|---|---|---|\n|**Name**|**Recurrent**|**Due Date**|**Frequency**|\n|Withdrawal condition|Yes|Starting first year of Program
implementation|Once|\n|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|\n|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|\n|.|.|.|.|\n|||||\n|**Team Composition**|**Team Composition**|**Team Composition**|**Team Composition**|\n|**Bank Staff**|**Bank Staff**|**Bank Staff**|**Bank Staff**|\n|**Name**|**Title**|**Specialization**|**Unit**|\n|Noah Bunce Yarrow|Team Leader (ADM
Responsible)|Senior Education Specialist|GED05|\n|Peter Anthony Holland|Co-TTL|Senior Education Specialist|GEDGE|\n|Haneen Ismail Sayed|Team Member|Program Leader|MNC02|\n|Karine M. Pezzani|Team Member|Operations Officer|GED05|\n|Mohamed Yassine|Team Member|Operations Analyst|GED05|\n|Samira Nikaein Towfighian|Team Member|Analyst|GED05|\n|Mei Wang|Counsel|Senior Counsel|LEGAM|\n|Andrianirina Michel Eric Ranjeva|Team Member|Finance Officer|WFALA|\n|Lina Fares|Procurement Specialist (ADM
Responsible)|Senior Procurement Specialist|GGO05|\n|Rima Abdul-Amir Koteiche|Financial Management
Specialist|Senior Financial Management
Specialist|GGO23|\n|Moses Sabuni Wasike|Team Member|Senior Financial Management
Specialist|GGO21|\n|Rock Jabbour|Team Member|Financial Management Analyst|GGO23|\n|Alaa Ahmed Sarhan|Environmental Specialist|Senior Environmental Economist|GEN05|\n|Michelle Rebosio|Social Development
Specialist|Senior Social Development Specialist|GSU05|\n|Mariana T."
+ },
+ {
+ "text": "DLR",
+ "start": 304,
+ "end": 305,
+ "confidence": 0.6961659789085388,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 7
+ ],
+ "context": "|Withdrawal Condition: Withdrawal condition for DLRs as per Section IV, B1.b of Schedule 2 of the Financing Agreement.|Col2|Col3|Col4|\n|---|---|---|---|\n|**Name**|**Recurrent**|**Due Date**|**Frequency**|\n|Withdrawal condition|Yes|Starting first year of Program
implementation|Once|\n|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|\n|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|No withdrawal shall be made for any DLR, until and unless the Recipient has furnished evidence, verified according to
protocols set forth in the Verification Protocol and thus satisfactory to the Association, that said DLR has been achieved.|\n|.|.|.|.|\n|||||\n|**Team Composition**|**Team Composition**|**Team Composition**|**Team Composition**|\n|**Bank Staff**|**Bank Staff**|**Bank Staff**|**Bank Staff**|\n|**Name**|**Title**|**Specialization**|**Unit**|\n|Noah Bunce Yarrow|Team Leader (ADM
Responsible)|Senior Education Specialist|GED05|\n|Peter Anthony Holland|Co-TTL|Senior Education Specialist|GEDGE|\n|Haneen Ismail Sayed|Team Member|Program Leader|MNC02|\n|Karine M. Pezzani|Team Member|Operations Officer|GED05|\n|Mohamed Yassine|Team Member|Operations Analyst|GED05|\n|Samira Nikaein Towfighian|Team Member|Analyst|GED05|\n|Mei Wang|Counsel|Senior Counsel|LEGAM|\n|Andrianirina Michel Eric Ranjeva|Team Member|Finance Officer|WFALA|\n|Lina Fares|Procurement Specialist (ADM
Responsible)|Senior Procurement Specialist|GGO05|\n|Rima Abdul-Amir Koteiche|Financial Management
Specialist|Senior Financial Management
Specialist|GGO23|\n|Moses Sabuni Wasike|Team Member|Senior Financial Management
Specialist|GGO21|\n|Rock Jabbour|Team Member|Financial Management Analyst|GGO23|\n|Alaa Ahmed Sarhan|Environmental Specialist|Senior Environmental Economist|GEN05|\n|Michelle Rebosio|Social Development
Specialist|Senior Social Development Specialist|GSU05|\n|Mariana T."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "7"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "national curriculum",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.7604122757911682
+ ],
+ "count": 2,
+ "form_counts": {
+ "national curriculum": 2
+ },
+ "description": "",
+ "producer": "",
+ "author": "CERD",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "Lebanese and refugees",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "national curriculum",
+ "start": 474,
+ "end": 476,
+ "confidence": 0.7604122757911682,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 13
+ ],
+ "context": "16. The third pillar is focused on “enhanced governance and managerial capacities of MEHE and\nCERD to plan, budget, deliver, monitor, and evaluate education services.” This pillar aims to achieve the\n\n\n\n\n\n\n\n\n|following outputs:|Col2|\n|---|---|\n|C.1 An effective and accurate Education
Management Information System (EMIS) is
established and functional.
|C.3 Appropriate policy frameworks are endorsed and
implemented to regulate education programs and services,
strengthen school management, and professionalize teaching
services.|\n|C.2 Revised curricula for schools and learning
spaces are developed and endorsed to improve
quality learning, life-skills and employability for
children and youth.|C.4 MEHE and CERD at the central and regional levels are
strengthened to lead and coordinate the planning,
implementation, and evaluation of the relevant RACE 2
activities.|\n\n\n\n17. **Within the Government program, the proposed operation will support specific RACE 2**\n**Program objectives linked to formal education.** **[12]** The Bank-supported Program objectives are spread\nacross all three pillars, and exclude activities that are directly implemented by international partners,\nsuch as UNICEF and UNHCR."
+ },
+ {
+ "text": "national curriculum",
+ "start": 354,
+ "end": 356,
+ "confidence": 0.6448084115982056,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": "CERD",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 15
+ ],
+ "context": "Monitoring and accountability for results will be strengthened by increased outreach to communities\nand stakeholders, particularly parents. This chain of interconnected activities extending from teachers\nthrough support services to individual students and outward to communities will be articulated in school\nimprovement plans to be supported by a program of grants and other activities to improve teaching and\nlearning throughout the public school system.\n\n\n24."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "13",
+ "15"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Program Operational Manual",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.5054341554641724
+ ],
+ "count": 2,
+ "description": "procedures for environmental and social management",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "form_counts": {
+ "Program Operational Manual": 1,
+ "Program Operations Manual": 1
+ },
+ "occurrences": [
+ {
+ "text": "Program Operational Manual",
+ "start": 32,
+ "end": 35,
+ "confidence": 0.5054341554641724,
+ "dataset_tag": "non-dataset",
+ "description": "procedures for environmental and social management",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 21
+ ],
+ "context": "the prior review thresholds as set in the legal agreements, ensuring supervision on contracts\nimplementation, as well as post review on contracts below the review thresholds.\n\n_**Program Operational Manual (POM)**_\n\n45."
+ },
+ {
+ "text": "Program Operations Manual",
+ "start": 503,
+ "end": 506,
+ "confidence": 0.9548959136009216,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 85
+ ],
+ "context": "**This assessment concludes that, subject to successful implementation of proposed changes to**\n**existing implementation arrangements, the overall fiduciary framework for the Program is adequate**\n**to support its implementation and to achieve its desired results** . The Program’s fiduciary systems\n(planning, budgeting, procurement, accounting, internal controls, funds flow, financial reporting, and\nauditing arrangements) provide reasonable assurance on the appropriate use of program funds and\nsafeguarding of its assets. Furthermore, the Program’s fiduciary systems perform at a satisfactory level\nto support the achievement of Program results."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "21",
+ "85"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "capacity needs assessment",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.8085384368896484
+ ],
+ "count": 2,
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "form_counts": {
+ "capacity needs assessment": 1,
+ "needs assessment": 1
+ },
+ "occurrences": [
+ {
+ "text": "capacity needs assessment",
+ "start": 228,
+ "end": 231,
+ "confidence": 0.8085384368896484,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 29
+ ],
+ "context": "substantial contributions still to be received from the donor community for the school year 2016-2017.\nThe GoL is working with the international community to close the remaining financing gap in order to\nachieve RACE 2 program objectives. If the gap is not closed, achievement of results under the Program\ncould be put at risk."
+ },
+ {
+ "text": "needs assessment",
+ "start": 311,
+ "end": 313,
+ "confidence": 0.7248955965042114,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 29
+ ],
+ "context": "The GoL is working with the international community to close the remaining financing gap in order to\nachieve RACE 2 program objectives. If the gap is not closed, achievement of results under the Program\ncould be put at risk.\n\n\n**E.** **Program Action Plan**\n\n\n77."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "29"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Internal audit reports",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.9638694524765015
+ ],
+ "count": 2,
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "form_counts": {
+ "annual audit reports": 1,
+ "Internal audit reports": 1
+ },
+ "occurrences": [
+ {
+ "text": "annual audit reports",
+ "start": 664,
+ "end": 667,
+ "confidence": 0.8110631704330444,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 29
+ ],
+ "context": "The proposed plan consists of a set of actions to strengthen entities\ninvolved in Program implementation or oversight to deliver Program results. The proposed actions are\nalso intended to promote a more sustainable system, which will enable these institutions to effectively\nperform their mandate in the long term. The Program Action Plan includes the key actions below."
+ },
+ {
+ "text": "Internal audit reports",
+ "start": 179,
+ "end": 182,
+ "confidence": 0.9638694524765015,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 55
+ ],
+ "context": "|DLI #|Definition/
Description of achievement|Scalability of
Disbursements|Protocol to evaluate achievement of the DLRs and data/results
verification|Col5|Col6|\n|---|---|---|---|---|---|\n||Assessment can be national or international, sample or
census-based. The results of the assessment should be made
public on MEHE and CERD's websites.
||document
detailing
assessment
results (e.g.
OECD document
for PISA)
|Party|the results of the application of one of
the assessments.|\n|DLI # 9|Internal audit function operational as specified in the
Program Operations Manual (POM)."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "29",
+ "55"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "national learning assessment framework",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.9834786653518677
+ ],
+ "count": 2,
+ "form_counts": {
+ "national learning assessment framework": 2
+ },
+ "description": "formative\nassessments at the school-level",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "students",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "occurrences": [
+ {
+ "text": "national learning assessment framework",
+ "start": 485,
+ "end": 489,
+ "confidence": 0.8163250684738159,
+ "dataset_tag": "non-dataset",
+ "description": "measure learning\noutcomes",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 36
+ ],
+ "context": "22. **One of the main challenges faced during the implementation of the first phase of RACE is the**\n**unavailability of timely and reliable data, structured data collection systems, and systems-capacity to**\n**analyze data that could inform policy decisions or programmatic interventions.** There are currently\nmultiple data collection mechanisms working in parallel, in addition to long delays in the ability for\nMEHE or CERD to collect and use school-level data for decision-making. As a result, MEHE and CERD will\ndevelop a data management framework detailing how data about schools, students, teachers, and other\npersonnel is collected, validated, categorized, and used by different stakeholders."
+ },
+ {
+ "text": "national learning assessment framework",
+ "start": 233,
+ "end": 237,
+ "confidence": 0.9834786653518677,
+ "dataset_tag": "descriptive",
+ "description": "formative\nassessments at the school-level",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 67
+ ],
+ "context": "A recent review of the RACE program identified reducing bullying and violence in schools as\na critical first step toward better child protection (Jalbout, 2015). The bullying takes many forms,\nincluding for older children that are placed in classrooms with younger children. Discrimination among\nstudents has been documented in a number of cases."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "36",
+ "67"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "CERD Annual Statistics",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.9130026698112488
+ ],
+ "count": 2,
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "Lebanese and non-Lebanese",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "form_counts": {
+ "CERD Annual Statistics": 1,
+ "Statistics": 1
+ },
+ "occurrences": [
+ {
+ "text": "CERD Annual Statistics",
+ "start": 137,
+ "end": 140,
+ "confidence": 0.9130026698112488,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 44
+ ],
+ "context": "|Col1|Col2|with special needs
identified who are
referred by
communities for
additional support|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||CERD Annual
Statistics
Yearbook is
published by 01
August every year
for the last
academic year
(inclusive of all
refugee-education
data)|6|Text|CERD Annual Statistics
Yearbook is published by
December for the previous
academic year (without
refugee-education data)|Lebanese and non-Lebanese
data by 01 August for the last
academic year published|Annually|CERD Annual
Statistics
Yearbook|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Mid-cycle and
end-cycle RACE II
program review
completed||Text|Not available|Available|2019 and
2021|PMU|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Annual RACE II
Operational and
Financial Plan and
Report available||Text|Not available|Available|Annually|PMU and Audit
Report|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Unified framework
for data
management,
data collection
protocols, and
compliance
systems endorsed
and operational|**8 **|Text|Not available|Operational|N/A|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
public schools
with education
data management
system
functioning|
|Percentage|0|>90%|Annually|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage|0|>90%|Annually|PMU|\n\n\n37"
+ },
+ {
+ "text": "Statistics",
+ "start": 648,
+ "end": 649,
+ "confidence": 0.5752653479576111,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 64
+ ],
+ "context": "**On the supply side, the Program proposes to carry out a number of interventions. MEHE will**\n**spend approximately US$155 million to construct, expand or rehabilitate up to 665 schools, expanding**\n**public system capacity by approximately 45,000 seats.** This will include the addition of new classrooms,\nupdating schools to conform to WASH (Water, Sanitation and Hygiene) standards, but also efforts to\nensure that schools are more inclusive, particularly for students with disabilities. All additional\nconstruction should be based on need and to fill gaps, at an estimated cost of US$2 million per school,\nthough this amount will vary by school size and location."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "44",
+ "64"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Curriculum",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.7683175802230835
+ ],
+ "count": 2,
+ "form_counts": {
+ "Curriculum": 2
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Curriculum",
+ "start": 312,
+ "end": 313,
+ "confidence": 0.7683175802230835,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 49
+ ],
+ "context": "|Col1|Total Financing|As % of Total|Col4|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|enrollment by March
1 in each year; and
annual data available
from participating
schools on
disaggregated data
on student grade
passing rates by
August 31 each year
for current academic
year|||||Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|\n|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|\n|_DLR # 7.1_
Curricula Higher
Committee approved
a work plan and
standard operating
procedures for
developing the
Curriculum|4|1.8%|Minister
decision is
needed to
form the
Curricula
Higher
Committee|Expected to be
completed by
Y1|||||\n|_DLR #7.2_
Curriculum design
completed|15|6.7%|Design of
curriculum not
yet initiated|Curriculum
design for KG|Curriculum
design for Cycle
1||Curriculum
design for Cycle
3||\n|_DLR # 7.3_
Curriculum piloting
completed in 6
schools for each
cycle|9|4.0%|None|||Curriculum
pilot for KG|Curriculum pilot
for Cycle 1|Curriculum
pilot for Cycle 3|\n|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|\n|_DLR # 8.1_
MEHE and CERD
developed and
endorsed new
teacher performance
standards, teacher
performance|4|1.8%|Effective
teacher
standards were
drafted|Expected to be
completed by
Y1|||||\n\n\n42"
+ },
+ {
+ "text": "Curriculum",
+ "start": 452,
+ "end": 453,
+ "confidence": 0.6796286702156067,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 49
+ ],
+ "context": "|Col1|Total Financing|As % of Total|Col4|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|enrollment by March
1 in each year; and
annual data available
from participating
schools on
disaggregated data
on student grade
passing rates by
August 31 each year
for current academic
year|||||Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|\n|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|\n|_DLR # 7.1_
Curricula Higher
Committee approved
a work plan and
standard operating
procedures for
developing the
Curriculum|4|1.8%|Minister
decision is
needed to
form the
Curricula
Higher
Committee|Expected to be
completed by
Y1|||||\n|_DLR #7.2_
Curriculum design
completed|15|6.7%|Design of
curriculum not
yet initiated|Curriculum
design for KG|Curriculum
design for Cycle
1||Curriculum
design for Cycle
3||\n|_DLR # 7.3_
Curriculum piloting
completed in 6
schools for each
cycle|9|4.0%|None|||Curriculum
pilot for KG|Curriculum pilot
for Cycle 1|Curriculum
pilot for Cycle 3|\n|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|\n|_DLR # 8.1_
MEHE and CERD
developed and
endorsed new
teacher performance
standards, teacher
performance|4|1.8%|Effective
teacher
standards were
drafted|Expected to be
completed by
Y1|||||\n\n\n42"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "49"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "SOPs",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.5850443243980408
+ ],
+ "count": 2,
+ "form_counts": {
+ "SOPs": 2
+ },
+ "description": "",
+ "producer": "",
+ "author": "CERD",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "schools",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "SOPs",
+ "start": 607,
+ "end": 608,
+ "confidence": 0.5850443243980408,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 53
+ ],
+ "context": "Teacher performance is
compared between baseline and endline and among groups.|||||\n|DLI # 4|Schools are conducting rapid, no-stakes formative
assessments given by Grade 3 teachers at the beginning of
the year to evaluate student learning needs, particularly in
math and reading. A summative assessment is also conducted
at the end of Grade 3 to monitor progress.|Yes|School records of
assessments|Third
Party|Check assessments records for a sample
of schools.|\n|DLI # 5|For second-shift schools, a community partnership is formed
through the establishment of community liaisons as per
MEHE's procedure.|Yes|School records|Third
Party|Review of school records to verify
minutes of meetings for the executive
committee of the parent council and for
the activity of community liaisons.|\n|DLI # 6.1|A framework detailing data collection, data validation, and
data usage mechanisms and processes; identifying roles and
responsibilities of different units at MEHE and CERD; and
setting system and timeline requirements for the data
systems. Data for refugee students may be maintained in a
separate database, as specified in the framework.|No|Framework
document
approved and
signed by
Minister|Third
Party|Review of approved framework
document.|\n|DLI # 6.2|Disaggregated data by school type, geographical area, grade,
Lebanese/non-Lebanese, gender."
+ },
+ {
+ "text": "SOPs",
+ "start": 291,
+ "end": 292,
+ "confidence": 0.5306936502456665,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": "CERD",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 54
+ ],
+ "context": "|DLI #|Definition/
Description of achievement|Scalability of
Disbursements|Protocol to evaluate achievement of the DLRs and data/results
verification|Col5|Col6|\n|---|---|---|---|---|---|\n|DLI # 7.3|For every cycle, a pilot will take place in any 6 schools
selected for the purpose of piloting this particular cycle. Pilot
of the curriculum will consist of samples from one chapter of
core subjects (Math, Languages, Science) in one grade per
cycle (KG, Cycle 1, Cycle 2, Cycle 3, Cycle 4)."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "53",
+ "54"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "disbursement-linked indicators",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.8206248879432678
+ ],
+ "count": 2,
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "2016",
+ "reference_year": "2011",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "form_counts": {
+ "disbursement-linked indicator": 1,
+ "disbursement-linked indicators": 1
+ },
+ "occurrences": [
+ {
+ "text": "disbursement-linked indicator",
+ "start": 22,
+ "end": 24,
+ "confidence": 0.9769747257232666,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 64
+ ],
+ "context": "7. **Activities across all of these output areas are likely to contribute toward the proposed**\n**disbursement-linked indicator under pillar 1:** _Proportion of school-aged children (3-18) enrolled in_\n_formal public education (disaggregated)._ For the purposes of the assessment, these activities consist of\nsupply side activities such as construction and rehabilitation. Demand-side activities will be considered\nseparately below."
+ },
+ {
+ "text": "disbursement-linked indicators",
+ "start": 481,
+ "end": 483,
+ "confidence": 0.8206248879432678,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 65
+ ],
+ "context": "[25] This\novercrowding occurs despite the fact that total capacity in the Lebanese public school system exceeds\ncurrent first-shift enrollment. [26] This is due in part to the fact that some public educational infrastructure\nis located in areas where student demand exceeds supply, while other infrastructure is located in areas\nwhere student demand is below available supply. Some of this mismatch between where the schools are\nlocated and where the children live can and is being addressed through transportation (bussing),\nhowever, there is a clear need to invest in education infrastructure in some locations in Lebanon where\nstudent demand exceeds available supply and bussing is not practical."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "64",
+ "65"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "MEHE",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.5322712659835815
+ ],
+ "count": 2,
+ "form_counts": {
+ "MEHE": 2
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "MEHE",
+ "start": 476,
+ "end": 477,
+ "confidence": 0.5322712659835815,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 64
+ ],
+ "context": "8. **On the supply side, the Program proposes to carry out a number of interventions. MEHE will**\n**spend approximately US$155 million to construct, expand or rehabilitate up to 665 schools, expanding**\n**public system capacity by approximately 45,000 seats.** This will include the addition of new classrooms,\nupdating schools to conform to WASH (Water, Sanitation and Hygiene) standards, but also efforts to\nensure that schools are more inclusive, particularly for students with disabilities."
+ },
+ {
+ "text": "MEHE",
+ "start": 218,
+ "end": 219,
+ "confidence": 0.5005459785461426,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 85
+ ],
+ "context": "Assessment of Fiduciary Performance**\n\n\n14. **This assessment concludes that, subject to successful implementation of proposed changes to**\n**existing implementation arrangements, the overall fiduciary framework for the Program is adequate**\n**to support its implementation and to achieve its desired results** . The Program’s fiduciary systems\n(planning, budgeting, procurement, accounting, internal controls, funds flow, financial reporting, and\nauditing arrangements) provide reasonable assurance on the appropriate use of program funds and\nsafeguarding of its assets."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "64",
+ "85"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "D-RASATI survey",
+ "dataset_tag": "named",
+ "confidence": [
+ 0.9953781366348267
+ ],
+ "count": 2,
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "2014",
+ "reference_year": "2011",
+ "reference_population": "existing\npublic schools",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "form_counts": {
+ "D-RASATI survey": 1,
+ "survey": 1
+ },
+ "occurrences": [
+ {
+ "text": "D-RASATI survey",
+ "start": 652,
+ "end": 654,
+ "confidence": 0.9953781366348267,
+ "dataset_tag": "named",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 64
+ ],
+ "context": "**On the supply side, the Program proposes to carry out a number of interventions. MEHE will**\n**spend approximately US$155 million to construct, expand or rehabilitate up to 665 schools, expanding**\n**public system capacity by approximately 45,000 seats.** This will include the addition of new classrooms,\nupdating schools to conform to WASH (Water, Sanitation and Hygiene) standards, but also efforts to\nensure that schools are more inclusive, particularly for students with disabilities. All additional\nconstruction should be based on need and to fill gaps, at an estimated cost of US$2 million per school,\nthough this amount will vary by school size and location."
+ },
+ {
+ "text": "survey",
+ "start": 175,
+ "end": 176,
+ "confidence": 0.8979147672653198,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": "Alsharabati, Lahoud, and Nammour",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 65
+ ],
+ "context": "specific schools are considered to be structurally unsafe. In addition, of 400 school buildings owned by\nthe Ministry that were designed as schools and surveyed, 22 percent are considered overcrowded. [25] This\novercrowding occurs despite the fact that total capacity in the Lebanese public school system exceeds\ncurrent first-shift enrollment."
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+ "context": "**With regards to training activities, MEHE and CERD, with the support of international**\n**partners, will support the training of teachers and educational personnel on learner-centered**\n**teaching, classroom management, and differentiated learning, including for those with special needs.**\nMuch of this training and support can start immediately, building on existing activities supported under\nRACE 1 and related system support. Teachers and educational personnel will be trained on effective\ninstructional techniques, student assessment and providing psychosocial support for learners, with\nparticular attention for fostering diversity and gender equity. Trainings will be accompanied by\nmonitoring and guidance from counselors who visit the schools regularly to observe teachers and\nprovide feedback."
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+ "dataset_name": "fiduciary assessment",
+ "dataset_tag": "non-dataset",
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+ "page": [
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+ ],
+ "context": "capturing more of the public education subsidy. Finally, the poorer households are also those that\naccount for – and suffer from – the education system’s inefficiencies, as they tend to be\ndisproportionately represented among those that repeat grades and, ultimately, drop out of school.\n\n43."
+ },
+ {
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+ ],
+ "context": "|Strengths|Weaknesses|\n|---|---|\n|n/a|The CoA methodology and capacity are not in line
with financial statements’ auditing standards.|\n|The Program’s financial statements audit is to be performed by an independent auditor applying standards
promulgated by INTOSAI.|The Program’s financial statements audit is to be performed by an independent auditor applying standards
promulgated by INTOSAI.|\n\n\n**C. Fiduciary Risks Assessment**\n\n\n46."
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+ "context": "including forecasted\nDevelopment Partner\nFinancing :\n\n\n.\n\n\n\nPartner Financing\nNeeded/Financing Gap :\n\n\n\n\n\n\n\n\n\n|Financing Source|Amount|\n|---|---|\n|IDA
Lebanon Syrian Crisis Multi Donor Trust Fund
REACH TF|100.0
120.0
4.0
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+ "context": "Partner Financing\nNeeded/Financing Gap :\n\n\n\n\n\n\n\n\n\n|Financing Source|Amount|\n|---|---|\n|IDA
Lebanon Syrian Crisis Multi Donor Trust Fund
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+ "context": "16. The third pillar is focused on “enhanced governance and managerial capacities of MEHE and\nCERD to plan, budget, deliver, monitor, and evaluate education services.” This pillar aims to achieve the\n\n\n\n\n\n\n\n\n|following outputs:|Col2|\n|---|---|\n|C.1 An effective and accurate Education
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+ "context": "- C.4 - MEHE and CERD at the central and regional levels are strengthened to lead and coordinate\nthe planning, implementation, and evaluation of the relevant RACE 2 activities.\n\n22."
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+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "1997",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Lebanese formal curriculum",
+ "start": 212,
+ "end": 215,
+ "confidence": 0.6507208943367004,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 36
+ ],
+ "context": "22. **One of the main challenges faced during the implementation of the first phase of RACE is the**\n**unavailability of timely and reliable data, structured data collection systems, and systems-capacity to**\n**analyze data that could inform policy decisions or programmatic interventions.** There are currently\nmultiple data collection mechanisms working in parallel, in addition to long delays in the ability for\nMEHE or CERD to collect and use school-level data for decision-making. As a result, MEHE and CERD will\ndevelop a data management framework detailing how data about schools, students, teachers, and other\npersonnel is collected, validated, categorized, and used by different stakeholders."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "36"
+ ],
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+ ]
+ },
+ {
+ "dataset_name": "non-formal education programs",
+ "dataset_tag": "non-dataset",
+ "confidence": [
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+ ],
+ "count": 1,
+ "form_counts": {
+ "non-formal education programs": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "1997",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "non-formal education programs",
+ "start": 306,
+ "end": 309,
+ "confidence": 0.683068037033081,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 36
+ ],
+ "context": "22. **One of the main challenges faced during the implementation of the first phase of RACE is the**\n**unavailability of timely and reliable data, structured data collection systems, and systems-capacity to**\n**analyze data that could inform policy decisions or programmatic interventions.** There are currently\nmultiple data collection mechanisms working in parallel, in addition to long delays in the ability for\nMEHE or CERD to collect and use school-level data for decision-making. As a result, MEHE and CERD will\ndevelop a data management framework detailing how data about schools, students, teachers, and other\npersonnel is collected, validated, categorized, and used by different stakeholders."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "36"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "teacher\nperformance management system",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.902940034866333
+ ],
+ "count": 1,
+ "form_counts": {
+ "teacher\nperformance management system": 1
+ },
+ "description": "monitor, evaluate, and improve teacher\nperformance",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "teacher\nperformance management system",
+ "start": 467,
+ "end": 471,
+ "confidence": 0.902940034866333,
+ "dataset_tag": "non-dataset",
+ "description": "monitor, evaluate, and improve teacher\nperformance",
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 36
+ ],
+ "context": "22. **One of the main challenges faced during the implementation of the first phase of RACE is the**\n**unavailability of timely and reliable data, structured data collection systems, and systems-capacity to**\n**analyze data that could inform policy decisions or programmatic interventions.** There are currently\nmultiple data collection mechanisms working in parallel, in addition to long delays in the ability for\nMEHE or CERD to collect and use school-level data for decision-making. As a result, MEHE and CERD will\ndevelop a data management framework detailing how data about schools, students, teachers, and other\npersonnel is collected, validated, categorized, and used by different stakeholders."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "36"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "framework for school-based management",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.8452256917953491
+ ],
+ "count": 1,
+ "form_counts": {
+ "framework for school-based management": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "framework for school-based management",
+ "start": 501,
+ "end": 505,
+ "confidence": 0.8452256917953491,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 36
+ ],
+ "context": "22. **One of the main challenges faced during the implementation of the first phase of RACE is the**\n**unavailability of timely and reliable data, structured data collection systems, and systems-capacity to**\n**analyze data that could inform policy decisions or programmatic interventions.** There are currently\nmultiple data collection mechanisms working in parallel, in addition to long delays in the ability for\nMEHE or CERD to collect and use school-level data for decision-making. As a result, MEHE and CERD will\ndevelop a data management framework detailing how data about schools, students, teachers, and other\npersonnel is collected, validated, categorized, and used by different stakeholders."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "36"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Results Indicators",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.8627376556396484
+ ],
+ "count": 1,
+ "form_counts": {
+ "Results Indicators": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "2016",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "occurrences": [
+ {
+ "text": "Results Indicators",
+ "start": 265,
+ "end": 267,
+ "confidence": 0.8627376556396484,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 39
+ ],
+ "context": "**Annex 2: RACE 2 Program Results Framework Matrix**\n\n\n\n\n\n\n\n\n\n\n\n|Results Areas
Supported by
PforR|PDO/Outcome
Indicators
(Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|Intermediate
Results Indicators
(critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|Frequency|Data Source|\n|---|---|---|---|---|---|---|---|---|\n|**Results Areas**
**Supported by**
**PforR**|**PDO/Outcome**
**Indicators**
**(**Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|**Intermediate**
**Results Indicators**
**(**critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|||\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of school
aged children (3-
18) enrolled in
formal education|1|Number|**Public Schools:**
Lebanese:
TOTAL 249,494
Prep-ECE -
Pre-Primary 38,217
Cycle 1 (Grade 1-3) 44,288
Cycle 2 (Grade 4-6) 54,450
Cycle 3 (Grade 7-9) 60,055
Secondary 52,484
TVET Data not available
Non-Lebanese:
TOTAL 153,241
Prep-ECE -
Pre-Primary 19,298
Cycle 1 (Grade 1-3) 86,533
Cycle 2 (Grade 4-6) 32,522
Cycle 3 (Grade 7-9) 11,108
Secondary 2,280
TVET 1,500
**Private Schools: 735,000**
**(Lebanese and Non-**
**Lebanese):**
|**Public Schools:**
Lebanese:
TOTAL 262,500
Prep-ECE -
Pre-Primary 40,209
Cycle 1 (Grade 1-3) 46,597
Cycle 2 (Grade 4-6) 57,288
Cycle 3 (Grade 7-9) 63,186
Secondary 55,220
TVET TBD
(i.e., 1% increase each
scholastic year)
Non-Lebanese:
TOTAL 287,969
Prep-ECE 20,000
Pre-Primary 32,617
Cycle 1 (Grade 1-3) 145,129
Cycle 2 (Grade 4-6) 54,669
Cycle 3 (Grade 7-9) 16,701
Secondary 3,853
TVET 15,000
**Private Schools**:** N/A**|Annually|MEHE/CERD|\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of
children and youth
whose registration||Number|**Formal Education:**
Lebanese:
TOTAL 197,010|**Formal Education:**
Lebanese:
TOTAL 262,500|Annually|PMU|\n\n\n32"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "39"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Prep-ECE",
+ "dataset_tag": "vague",
+ "confidence": [
+ 0.8053371906280518
+ ],
+ "count": 1,
+ "form_counts": {
+ "Prep-ECE": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Prep-ECE",
+ "start": 612,
+ "end": 613,
+ "confidence": 0.8053371906280518,
+ "dataset_tag": "vague",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 39
+ ],
+ "context": "**Annex 2: RACE 2 Program Results Framework Matrix**\n\n\n\n\n\n\n\n\n\n\n\n|Results Areas
Supported by
PforR|PDO/Outcome
Indicators
(Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|Intermediate
Results Indicators
(critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|Frequency|Data Source|\n|---|---|---|---|---|---|---|---|---|\n|**Results Areas**
**Supported by**
**PforR**|**PDO/Outcome**
**Indicators**
**(**Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|**Intermediate**
**Results Indicators**
**(**critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|||\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of school
aged children (3-
18) enrolled in
formal education|1|Number|**Public Schools:**
Lebanese:
TOTAL 249,494
Prep-ECE -
Pre-Primary 38,217
Cycle 1 (Grade 1-3) 44,288
Cycle 2 (Grade 4-6) 54,450
Cycle 3 (Grade 7-9) 60,055
Secondary 52,484
TVET Data not available
Non-Lebanese:
TOTAL 153,241
Prep-ECE -
Pre-Primary 19,298
Cycle 1 (Grade 1-3) 86,533
Cycle 2 (Grade 4-6) 32,522
Cycle 3 (Grade 7-9) 11,108
Secondary 2,280
TVET 1,500
**Private Schools: 735,000**
**(Lebanese and Non-**
**Lebanese):**
|**Public Schools:**
Lebanese:
TOTAL 262,500
Prep-ECE -
Pre-Primary 40,209
Cycle 1 (Grade 1-3) 46,597
Cycle 2 (Grade 4-6) 57,288
Cycle 3 (Grade 7-9) 63,186
Secondary 55,220
TVET TBD
(i.e., 1% increase each
scholastic year)
Non-Lebanese:
TOTAL 287,969
Prep-ECE 20,000
Pre-Primary 32,617
Cycle 1 (Grade 1-3) 145,129
Cycle 2 (Grade 4-6) 54,669
Cycle 3 (Grade 7-9) 16,701
Secondary 3,853
TVET 15,000
**Private Schools**:** N/A**|Annually|MEHE/CERD|\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of
children and youth
whose registration||Number|**Formal Education:**
Lebanese:
TOTAL 197,010|**Formal Education:**
Lebanese:
TOTAL 262,500|Annually|PMU|\n\n\n32"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "39"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "registration",
+ "dataset_tag": "vague",
+ "confidence": [
+ 0.8460085391998291
+ ],
+ "count": 1,
+ "form_counts": {
+ "registration": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "MEHE/CERD",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "children and youth",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "registration",
+ "start": 1074,
+ "end": 1075,
+ "confidence": 0.8460085391998291,
+ "dataset_tag": "vague",
+ "description": null,
+ "author": "MEHE/CERD",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 39
+ ],
+ "context": "**Annex 2: RACE 2 Program Results Framework Matrix**\n\n\n\n\n\n\n\n\n\n\n\n|Results Areas
Supported by
PforR|PDO/Outcome
Indicators
(Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|Intermediate
Results Indicators
(critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|Frequency|Data Source|\n|---|---|---|---|---|---|---|---|---|\n|**Results Areas**
**Supported by**
**PforR**|**PDO/Outcome**
**Indicators**
**(**Key indicators to
measure the
achievement of
each aspect of the
PDO statement)|**Intermediate**
**Results Indicators**
**(**critical processes,
outputs or
intermediate
outcomes
indicators needed
to achieve each
aspect of the PDO)|DLI
#|Unit of
Meas.|Baseline
(2016)|End Target (2021)|||\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of school
aged children (3-
18) enrolled in
formal education|1|Number|**Public Schools:**
Lebanese:
TOTAL 249,494
Prep-ECE -
Pre-Primary 38,217
Cycle 1 (Grade 1-3) 44,288
Cycle 2 (Grade 4-6) 54,450
Cycle 3 (Grade 7-9) 60,055
Secondary 52,484
TVET Data not available
Non-Lebanese:
TOTAL 153,241
Prep-ECE -
Pre-Primary 19,298
Cycle 1 (Grade 1-3) 86,533
Cycle 2 (Grade 4-6) 32,522
Cycle 3 (Grade 7-9) 11,108
Secondary 2,280
TVET 1,500
**Private Schools: 735,000**
**(Lebanese and Non-**
**Lebanese):**
|**Public Schools:**
Lebanese:
TOTAL 262,500
Prep-ECE -
Pre-Primary 40,209
Cycle 1 (Grade 1-3) 46,597
Cycle 2 (Grade 4-6) 57,288
Cycle 3 (Grade 7-9) 63,186
Secondary 55,220
TVET TBD
(i.e., 1% increase each
scholastic year)
Non-Lebanese:
TOTAL 287,969
Prep-ECE 20,000
Pre-Primary 32,617
Cycle 1 (Grade 1-3) 145,129
Cycle 2 (Grade 4-6) 54,669
Cycle 3 (Grade 7-9) 16,701
Secondary 3,853
TVET 15,000
**Private Schools**:** N/A**|Annually|MEHE/CERD|\n|**Outcome A:**
Enhanced
access to, and
demand from,
children,
youth, and
their
caregivers for
equitable
formal or
regulated non
formal
education
|Increase in the
proportion of
school aged
Lebanese and non-
Lebanese children
(3-18) enrolled in
formal education
(disaggregated by
school type,
education cycle,
nationality, and
gender)|Number of
children and youth
whose registration||Number|**Formal Education:**
Lebanese:
TOTAL 197,010|**Formal Education:**
Lebanese:
TOTAL 262,500|Annually|PMU|\n\n\n32"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "39"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "refugee-education data",
+ "dataset_tag": "vague",
+ "confidence": [
+ 0.9773688316345215
+ ],
+ "count": 1,
+ "form_counts": {
+ "refugee-education data": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "CERD",
+ "geography": "",
+ "publication_year": "2021",
+ "reference_year": "academic year",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "refugee-education data",
+ "start": 164,
+ "end": 166,
+ "confidence": 0.9773688316345215,
+ "dataset_tag": "vague",
+ "description": null,
+ "author": "CERD",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 44
+ ],
+ "context": "|Col1|Col2|with special needs
identified who are
referred by
communities for
additional support|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||CERD Annual
Statistics
Yearbook is
published by 01
August every year
for the last
academic year
(inclusive of all
refugee-education
data)|6|Text|CERD Annual Statistics
Yearbook is published by
December for the previous
academic year (without
refugee-education data)|Lebanese and non-Lebanese
data by 01 August for the last
academic year published|Annually|CERD Annual
Statistics
Yearbook|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Mid-cycle and
end-cycle RACE II
program review
completed||Text|Not available|Available|2019 and
2021|PMU|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Annual RACE II
Operational and
Financial Plan and
Report available||Text|Not available|Available|Annually|PMU and Audit
Report|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Unified framework
for data
management,
data collection
protocols, and
compliance
systems endorsed
and operational|**8 **|Text|Not available|Operational|N/A|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
public schools
with education
data management
system
functioning|
|Percentage|0|>90%|Annually|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage|0|>90%|Annually|PMU|\n\n\n37"
+ }
+ ],
+ "acronym": [],
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+ "44"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "end-cycle RACE II",
+ "dataset_tag": "vague",
+ "confidence": [
+ 0.5085846185684204
+ ],
+ "count": 1,
+ "form_counts": {
+ "end-cycle RACE II": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "end-cycle RACE II",
+ "start": 303,
+ "end": 306,
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+ "description": null,
+ "author": null,
+ "geography": null,
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+ "page": [
+ 44
+ ],
+ "context": "|Col1|Col2|with special needs
identified who are
referred by
communities for
additional support|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||CERD Annual
Statistics
Yearbook is
published by 01
August every year
for the last
academic year
(inclusive of all
refugee-education
data)|6|Text|CERD Annual Statistics
Yearbook is published by
December for the previous
academic year (without
refugee-education data)|Lebanese and non-Lebanese
data by 01 August for the last
academic year published|Annually|CERD Annual
Statistics
Yearbook|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Mid-cycle and
end-cycle RACE II
program review
completed||Text|Not available|Available|2019 and
2021|PMU|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Annual RACE II
Operational and
Financial Plan and
Report available||Text|Not available|Available|Annually|PMU and Audit
Report|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Unified framework
for data
management,
data collection
protocols, and
compliance
systems endorsed
and operational|**8 **|Text|Not available|Operational|N/A|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
public schools
with education
data management
system
functioning|
|Percentage|0|>90%|Annually|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage|0|>90%|Annually|PMU|\n\n\n37"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "44"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Annual RACE II",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.5286030769348145
+ ],
+ "count": 1,
+ "form_counts": {
+ "Annual RACE II": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Annual RACE II",
+ "start": 430,
+ "end": 433,
+ "confidence": 0.5286030769348145,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 44
+ ],
+ "context": "|Col1|Col2|with special needs
identified who are
referred by
communities for
additional support|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||CERD Annual
Statistics
Yearbook is
published by 01
August every year
for the last
academic year
(inclusive of all
refugee-education
data)|6|Text|CERD Annual Statistics
Yearbook is published by
December for the previous
academic year (without
refugee-education data)|Lebanese and non-Lebanese
data by 01 August for the last
academic year published|Annually|CERD Annual
Statistics
Yearbook|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Mid-cycle and
end-cycle RACE II
program review
completed||Text|Not available|Available|2019 and
2021|PMU|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Annual RACE II
Operational and
Financial Plan and
Report available||Text|Not available|Available|Annually|PMU and Audit
Report|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Unified framework
for data
management,
data collection
protocols, and
compliance
systems endorsed
and operational|**8 **|Text|Not available|Operational|N/A|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
public schools
with education
data management
system
functioning|
|Percentage|0|>90%|Annually|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage|0|>90%|Annually|PMU|\n\n\n37"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "44"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "data on refugee",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.6102330684661865
+ ],
+ "count": 1,
+ "form_counts": {
+ "data on refugee": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "occurrences": [
+ {
+ "text": "data on refugee",
+ "start": 922,
+ "end": 925,
+ "confidence": 0.6102330684661865,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
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+ "page": [
+ 44
+ ],
+ "context": "|Col1|Col2|with special needs
identified who are
referred by
communities for
additional support|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||CERD Annual
Statistics
Yearbook is
published by 01
August every year
for the last
academic year
(inclusive of all
refugee-education
data)|6|Text|CERD Annual Statistics
Yearbook is published by
December for the previous
academic year (without
refugee-education data)|Lebanese and non-Lebanese
data by 01 August for the last
academic year published|Annually|CERD Annual
Statistics
Yearbook|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Mid-cycle and
end-cycle RACE II
program review
completed||Text|Not available|Available|2019 and
2021|PMU|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Annual RACE II
Operational and
Financial Plan and
Report available||Text|Not available|Available|Annually|PMU and Audit
Report|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Unified framework
for data
management,
data collection
protocols, and
compliance
systems endorsed
and operational|**8 **|Text|Not available|Operational|N/A|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
public schools
with education
data management
system
functioning|
|Percentage|0|>90%|Annually|CERD|\n|**Outcome C:**
Enhanced
governance
and
managerial
capacities of
MEHE and
CERD to plan,
budget,
deliver,
monitor, and
evaluate
education
services|Timely and robust
data available for
evidence informed
policy-making and
planning
|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage of
schools with
disaggregated
data on refugee
student enrolment|Percentage|0|>90%|Annually|PMU|\n\n\n37"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "44"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Proportion of students transitioning grades",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.6625716686248779
+ ],
+ "count": 1,
+ "form_counts": {
+ "Proportion of students transitioning grades": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "occurrences": [
+ {
+ "text": "Proportion of students transitioning grades",
+ "start": 302,
+ "end": 307,
+ "confidence": 0.6625716686248779,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 47
+ ],
+ "context": "**Annex 3: Disbursement Linked Indicators, Disbursement Arrangements and Verification Protocols**\n\n\n**Table A3.1 Disbursement-Linked Indicator Matrix**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|Total Financing
Allocated to DLI|As % of Total
Financing
Amount|DLI Baseline|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n||**_Total Financing_**
**_Allocated to DLI_**|**_As % of Total_**
**_Financing_**
**_Amount_**|
**_DLI Baseline_**|**_Year 1_**|**_Year 2_**|**_Year 3_**|**_Year 4_**|**_Year 5_**|\n|**DLI#1**
Number of school-
aged (3-18) children
enrolled in formal
education in
participating schools|95|42.4%|400,000|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|100,000 additional students enrolled|\n|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|**DLI#2**Proportion of students transitioning grades|\n|_DLR# 2.1_: 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 4 transition to
Grade 5|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.2:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 7 transition to
Grade 8
|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n|_DLR #2.3:_ 4
percentage points
increase from the
baseline (determined
in Y1) in student
transition rate of
Grade 10 transition|9|4.0%|TBD|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|Increase of 4 percentage points|\n\n\n40"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "47"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "disaggregated data",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.5327326655387878
+ ],
+ "count": 1,
+ "form_counts": {
+ "disaggregated data": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "occurrences": [
+ {
+ "text": "disaggregated data",
+ "start": 96,
+ "end": 98,
+ "confidence": 0.5327326655387878,
+ "dataset_tag": "descriptive",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 49
+ ],
+ "context": "|Col1|Total Financing|As % of Total|Col4|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|enrollment by March
1 in each year; and
annual data available
from participating
schools on
disaggregated data
on student grade
passing rates by
August 31 each year
for current academic
year|||||Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|\n|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|\n|_DLR # 7.1_
Curricula Higher
Committee approved
a work plan and
standard operating
procedures for
developing the
Curriculum|4|1.8%|Minister
decision is
needed to
form the
Curricula
Higher
Committee|Expected to be
completed by
Y1|||||\n|_DLR #7.2_
Curriculum design
completed|15|6.7%|Design of
curriculum not
yet initiated|Curriculum
design for KG|Curriculum
design for Cycle
1||Curriculum
design for Cycle
3||\n|_DLR # 7.3_
Curriculum piloting
completed in 6
schools for each
cycle|9|4.0%|None|||Curriculum
pilot for KG|Curriculum pilot
for Cycle 1|Curriculum
pilot for Cycle 3|\n|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|\n|_DLR # 8.1_
MEHE and CERD
developed and
endorsed new
teacher performance
standards, teacher
performance|4|1.8%|Effective
teacher
standards were
drafted|Expected to be
completed by
Y1|||||\n\n\n42"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "49"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Passing rates",
+ "dataset_tag": "vague",
+ "confidence": [
+ 0.7105434536933899
+ ],
+ "count": 1,
+ "form_counts": {
+ "Passing rates": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Passing rates",
+ "start": 158,
+ "end": 160,
+ "confidence": 0.7105434536933899,
+ "dataset_tag": "vague",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 49
+ ],
+ "context": "|Col1|Total Financing|As % of Total|Col4|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|enrollment by March
1 in each year; and
annual data available
from participating
schools on
disaggregated data
on student grade
passing rates by
August 31 each year
for current academic
year|||||Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|Passing rates
data by August
31st|\n|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|**DLI#7**Curriculum revised to improve quality of learning|\n|_DLR # 7.1_
Curricula Higher
Committee approved
a work plan and
standard operating
procedures for
developing the
Curriculum|4|1.8%|Minister
decision is
needed to
form the
Curricula
Higher
Committee|Expected to be
completed by
Y1|||||\n|_DLR #7.2_
Curriculum design
completed|15|6.7%|Design of
curriculum not
yet initiated|Curriculum
design for KG|Curriculum
design for Cycle
1||Curriculum
design for Cycle
3||\n|_DLR # 7.3_
Curriculum piloting
completed in 6
schools for each
cycle|9|4.0%|None|||Curriculum
pilot for KG|Curriculum pilot
for Cycle 1|Curriculum
pilot for Cycle 3|\n|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|**DLI #8**Foundational framework and policies are developed and adopted to support teaching and learning|\n|_DLR # 8.1_
MEHE and CERD
developed and
endorsed new
teacher performance
standards, teacher
performance|4|1.8%|Effective
teacher
standards were
drafted|Expected to be
completed by
Y1|||||\n\n\n42"
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "49"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Enrollment lists",
+ "dataset_tag": "descriptive",
+ "confidence": [
+ 0.8260976672172546
+ ],
+ "count": 1,
+ "form_counts": {
+ "Enrollment lists": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "YEAR 0",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "supporting",
+ "occurrences": [
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+ "context": "**Table A3.2 DLIs/DLRs Verification Protocol Table**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|DLI #|Definition/
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education cycle, nationality (Lebanese, non-Lebanese), and
gender.|Yes|Enrollment lists
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Party|Enrollment data should be provided in
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compared between baseline and endline and among groups.|||||\n|DLI # 4|Schools are conducting rapid, no-stakes formative
assessments given by Grade 3 teachers at the beginning of
the year to evaluate student learning needs, particularly in
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Party|Check assessments records for a sample
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approved and
signed by
Minister|Third
Party|Review of approved framework
document.|\n|DLI # 6.2|Disaggregated data by school type, geographical area, grade,
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OECD document
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|Party|the results of the application of one of
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+ "context": "7. **Activities across all of these output areas are likely to contribute toward the proposed**\n**disbursement-linked indicator under pillar 1:** _Proportion of school-aged children (3-18) enrolled in_\n_formal public education (disaggregated)._ For the purposes of the assessment, these activities consist of\nsupply side activities such as construction and rehabilitation. Demand-side activities will be considered\nseparately below."
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+ "context": "15. **With regards to training activities, MEHE and CERD, with the support of international**\n**partners, will support the training of teachers and educational personnel on learner-centered**\n**teaching, classroom management, and differentiated learning, including for those with special needs.**\nMuch of this training and support can start immediately, building on existing activities supported under\nRACE 1 and related system support. Teachers and educational personnel will be trained on effective\ninstructional techniques, student assessment and providing psychosocial support for learners, with\nparticular attention for fostering diversity and gender equity."
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+ "reference_population": "Refugee students",
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+ ],
+ "context": "15. **With regards to training activities, MEHE and CERD, with the support of international**\n**partners, will support the training of teachers and educational personnel on learner-centered**\n**teaching, classroom management, and differentiated learning, including for those with special needs.**\nMuch of this training and support can start immediately, building on existing activities supported under\nRACE 1 and related system support. Teachers and educational personnel will be trained on effective\ninstructional techniques, student assessment and providing psychosocial support for learners, with\nparticular attention for fostering diversity and gender equity."
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+ {
+ "dataset_name": "Public Expenditure Review",
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+ "publication_year": "",
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+ "is_used": "False",
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+ "text": "Public Expenditure Review",
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+ "end": 13,
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+ "description": null,
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+ "geography": "Lebanon",
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
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+ ],
+ "context": "**execution.** Working from a recent Public Expenditure Review conducted in Lebanon’s education sector,\nas well as scenarios for the program conducted using a customized costing model for RACE 2, this\nsection assesses the program’s financial sustainability and funding predictability, reviews the budget\nstructure and classification, and discusses the adherence of Program expenditures to government\npriorities.\n\n\n_Overall Program Costs, Funding Gap, Financial Sustainability and Funding Predictability_\n\n30."
+ }
+ ],
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+ ],
+ "sources": [
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+ ]
+ },
+ {
+ "dataset_name": "Economic Assessment",
+ "dataset_tag": "non-dataset",
+ "confidence": [
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+ "count": 1,
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+ "Economic Assessment": 1
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+ "description": "",
+ "producer": "",
+ "author": "",
+ "geography": "Lebanon",
+ "publication_year": "2016",
+ "reference_year": "1971",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
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+ "text": "Economic Assessment",
+ "start": 498,
+ "end": 500,
+ "confidence": 0.7035049200057983,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": "Lebanon",
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 76
+ ],
+ "context": "43. **As a result of this and other analyses, a number of recommendations have been made to**\n**improve the processes and procedures within MEHE to increase overall capacity to manage the**\n**current crisis and for long-term system strengthening.** These institutional building recommendations\nrevolve around making major gains in four areas (for more on institutional building recommendations,\nplease see fiduciary assessment):\n\n\na. **Increasing enrollment:** Enrollment among both Lebanese and non-Lebanese students is lower\n\nthan optimal in both pre-primary education and secondary education, and especially depressed\namong the poorest."
+ }
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+ {
+ "dataset_name": "Assessment of Fiduciary Performance",
+ "dataset_tag": "non-dataset",
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+ "text": "Assessment of Fiduciary Performance",
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+ "page": [
+ 85
+ ],
+ "context": "**B. Assessment of Fiduciary Performance**\n\n\n14."
+ }
+ ],
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+ {
+ "dataset_name": "fiduciary systems",
+ "dataset_tag": "non-dataset",
+ "confidence": [
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+ "reference_year": "2006",
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+ "is_used": "False",
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+ "occurrences": [
+ {
+ "text": "fiduciary systems",
+ "start": 65,
+ "end": 67,
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+ "author": null,
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+ "page": [
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+ "context": "Assessment of Fiduciary Performance**\n\n\n14. **This assessment concludes that, subject to successful implementation of proposed changes to**\n**existing implementation arrangements, the overall fiduciary framework for the Program is adequate**\n**to support its implementation and to achieve its desired results** . The Program’s fiduciary systems\n(planning, budgeting, procurement, accounting, internal controls, funds flow, financial reporting, and\nauditing arrangements) provide reasonable assurance on the appropriate use of program funds and\nsafeguarding of its assets."
+ }
+ ],
+ "acronym": [],
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+ ],
+ "sources": [
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+ ]
+ },
+ {
+ "dataset_name": "Fiduciary Risks Assessment",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.9465821385383606
+ ],
+ "count": 1,
+ "form_counts": {
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+ },
+ "description": "",
+ "producer": "",
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+ "publication_year": "",
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+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Fiduciary Risks Assessment",
+ "start": 94,
+ "end": 97,
+ "confidence": 0.9465821385383606,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 96
+ ],
+ "context": "|Strengths|Weaknesses|\n|---|---|\n|n/a|The CoA methodology and capacity are not in line
with financial statements’ auditing standards.|\n|The Program’s financial statements audit is to be performed by an independent auditor applying standards
promulgated by INTOSAI.|The Program’s financial statements audit is to be performed by an independent auditor applying standards
promulgated by INTOSAI.|\n\n\n**C. Fiduciary Risks Assessment**\n\n\n46."
+ }
+ ],
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+ ],
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+ ]
+ },
+ {
+ "dataset_name": "financial reports",
+ "dataset_tag": "non-dataset",
+ "confidence": [
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+ "count": 1,
+ "form_counts": {
+ "financial reports": 1
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+ "description": "",
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+ "author": "",
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+ "publication_year": "",
+ "reference_year": "",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "financial reports",
+ "start": 214,
+ "end": 216,
+ "confidence": 0.7976535558700562,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": null,
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 96
+ ],
+ "context": "|Strengths|Weaknesses|\n|---|---|\n|n/a|The CoA methodology and capacity are not in line
with financial statements’ auditing standards.|\n|The Program’s financial statements audit is to be performed by an independent auditor applying standards
promulgated by INTOSAI.|The Program’s financial statements audit is to be performed by an independent auditor applying standards
promulgated by INTOSAI.|\n\n\n**C. Fiduciary Risks Assessment**\n\n\n46."
+ }
+ ],
+ "acronym": [],
+ "pages": [
+ "96"
+ ],
+ "sources": [
+ "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf"
+ ]
+ },
+ {
+ "dataset_name": "Key Fiduciary Performance Indicators",
+ "dataset_tag": "non-dataset",
+ "confidence": [
+ 0.8621160984039307
+ ],
+ "count": 1,
+ "form_counts": {
+ "Key Fiduciary Performance Indicators": 1
+ },
+ "description": "",
+ "producer": "",
+ "author": "MoF",
+ "geography": "",
+ "publication_year": "",
+ "reference_year": "2016",
+ "reference_population": "",
+ "is_used": "False",
+ "usage_context": "background",
+ "occurrences": [
+ {
+ "text": "Key Fiduciary Performance Indicators",
+ "start": 2,
+ "end": 6,
+ "confidence": 0.8621160984039307,
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "author": "MoF",
+ "geography": null,
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "page": [
+ 98
+ ],
+ "context": "**Key Fiduciary Performance Indicators**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Indicator|Measure|Indicator measures
performance related to|Baseline|\n|---|---|---|---|\n|Reliable program
accounting|Adequate accounting records are maintained
under the Program based on comprehensive
reliable guidelines issued by MoF.|Quality and timeliness of
accounting records under the
program.|2016|\n|Coordinated fiduciary
functions|A national coordinated and oversight
function has been instituted and fulfils its
mandate successfully.|Effectiveness of the fiduciary
arrangements.|2016|\n|Enhanced fiduciary
capacity at MEHE level|Fiduciary function in Program-supported
entities has been strengthened through
customized training, additional staff or
systems, depending on a needs assessment.|Quality and effectiveness of the
fiduciary function at MEHE and
its subordinated units.|2016|\n|Timely program audits|Audited financial statements of the program
RACE 2 received by no later than 6 months of
the end of each fiscal year.|Timeliness of program annual
audits.|Audited financial statements
of the program are received
within 6 months of the end of
the previous fiscal year.|\n|Average length of
procurement process|Number of days between date of invitation
to bid and date of award.|Timeliness, cost effectiveness,
and quality of planning.|3 months for open procedure.|\n|Time for bids evaluation|Number of days between bid opening and
publication of award.|Timeliness, efficiency, and cost-
effectiveness of process.|50 days for open procedure|\n|Processes terminated or
revoked|Percentage of bid processes changed,
terminated or declared null before contract
signature.|Quality of planning, quality of
bidding documents, and overall
quality of process|Number of processes changed,
terminated or revoked/ total
number of all processes per
year|\n|Contract variation and
extensions|Percentage of contracts completed on time
and with reasonable variations (up to 25
percent).|Quality of planning and
evaluation process.|Number of contracts observing
variations and extensions/
total number of all contracts
per year.|\n|All relevant financial and
operational information
relating to the Program is
uploaded in the website
of MEHE and
Procurement related
information in the
website of CTB|Information related to the program,
including progress, expenditures and
procurement documents are timely uploaded
and kept updated on a daily basis on the
websites of MEHE and CTB.|Prevention of fraud and
corruption, transparency and
citizens’ outreach.|N/A|\n|Enhanced
Grievance/Complaints
Handling System put in
place in MEHE with
systematic recording and
tracking of complaints
and their resolution|Number of complaints received, recorded
and processed by MEHE through the regular
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