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+++ "b/annotation_data/wbg_extractions/doc_110/raw/doc_110_raw.json"
@@ -0,0 +1,4579 @@
+[
+ {
+ "input_text": "DOCUMENT OF\n\n\nTHE WORLD BANK\n\n\nFOR OFFICIAL USE ONLY\n\n\nINTERNATIONAL DEVELOPMENT ASSOCIATION\n\n\nPROGRAM APPRAISAL DOCUMENT\n\n\nON A\n\n\nPROPOSED CREDIT\n\n\nIN THE AMOUNT OF SDR 71.8 MILLION\n\n\n(US$100.0 MILLION EQUIVALENT)\n\n\n\nReport No. 108014-LB\n\n\n\nWITH CO-FINANCING FROM THE LEBANON SYRIAN CRISIS MULTI-DONOR TRUST FUND (LSCMDTF)\n\n\nAND THE RESULTS IN EDUCATION FOR ALL CHILDREN TRUST FUND (REACH TF)\n\n\nIN THE AMOUNT OF US$124 MILLION\n\n\nTO THE\n\n\nLEBANESE REPUBLIC\n\n\nFOR A\n\n\nSUPPORT TO REACHING ALL CHILDREN WITH EDUCATION (RACE 2) PROGRAM-FOR-RESULTS\n\n\nSeptember 2, 2016\n\n\nEducation Global Practice\nMiddle East and North Africa\n\n\nThis document has a restricted distribution and may be used by recipients only in the performance of\ntheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 0
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+ }
+ },
+ {
+ "input_text": "CURRENCY EQUIVALENTS\n\n\n(Exchange Rate Effective: July 31, 2016)\n\n\nCurrency Unit = LBP Lebanese Pound\n\n1,506.50 Lebanese Pounds = US$1\n\nUS$1.393 = SDR 1\n\n\nFISCAL YEAR\n\n\nJanuary 1 – December 31\n\n\nABBREVIATIONS AND ACRONYMS\n\n\nALP Accelerated Learning Program\nAY Annual Year\nBLN Basic Literacy and Numeracy\nCERD Center for Educational Research and Development\nCI Central Inspection\nCoA Court of Accounts\nCPF Country Partnership Framework\nCTB Central Tender Board\nDfID Department for International Development (UK)\nDLI Disbursement-Linked Indicator\nDLR Disbursement-Linked Result\nDOPS Pedagogical and Scholastic Guidance Office ( _Direction d’Orientation_\n_Pédagogique et Scolaire_ )\nECE Early Childhood Education\nE4C Education for Competitiveness\nEDP II Second Education Development Project\nEESSP Emergency Education System Stabilization Project\nEMIS Education Management Information System\nESSA Environmental and Social Systems Assessment\nEU European Union\nFSA Fiduciary Systems Assessment\nGDP Gross Domestic Product\nIDA International Development Agency\nKG Kindergarten\nM&E Monitoring and Evaluation\nMEHE Ministry of Education and Higher Education\nMENA Middle East and North Africa\n\n\nii\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "MIC Middle Income Country\nMOF Ministry of Finance\nMOSA Ministry of Social Affairs\nNFE Non-Formal Education\nPAD Program Appraisal Document\nPAL Public Accounting Law\nPAP Program Action Plan\nPDO Program Development Objective\nPFM Public Finance Management\nPforR Program-for-Results\nPMU Project Management Unit\nPOM Program Operations Manual\nRACE Reaching All Children with Education in Lebanon\nRBF Results-Based Financing\nREC RACE Executive Committee\nREO Regional Education Office\nSC Steering Committee\nSIMS School Information and Management System\nTORs Terms of Reference\nUNESCO United Nations Educational, Scientific and Cultural Organization\nUNHCR United Nations High Commissioner for Refugees\nUNICEF United Nations Children’s Emergency Fund\nUNRWA United Nations Relief and Works Agency for Palestine Refugees\nWB World Bank\n\n\nRegional Vice President: Hafez Ghanem\nGlobal Practice Vice President: Keith Hansen\n\nCountry Director: Ferid Belhaj\nPractice Manager: Safaa El Tayeb El-Kogali\nTask Team Leader(s): Noah Yarrow/Peter A. Holland\n\n\niii\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ "input_text": "**LEBANESE REPUBLIC**\n\n\n**Support to Reaching All Children with Education (RACE 2) Program for Results**\n\n\n**Table of Contents**\n\n\n**Page**\n\n\n**I.** **STRATEGIC CONTEXT .....................................................................................................1**\n\n\nA. COUNTRY CONTEXT ..................................................................................................................... 1\nB. SECTORAL AND INSTITUTIONAL CONTEXT ........................................................................................ 1\nC. RELATIONSHIP TO THE CPF AND RATIONALE FOR USE OF INSTRUMENT ................................................ 4\n\n\n**II.** **PROGRAM DESCRIPTION ...............................................................................................5**\n\n\nA. GOVERNMENT PROGRAM AND BANK-SUPPORTED PROGRAM ............................................................. 5\nB. PROGRAM DEVELOPMENT OBJECTIVES (PDO) AND KEY RESULTS ........................................................ 7\nC. PROGRAM FOR RESULTS (PFORR) PROGRAM SCOPE ......................................................................... 7\nD. DISBURSEMENT LINKED INDICATORS AND VERIFICATION PROTOCOLS ................................................ 10\nE. CAPACITY BUILDING AND INSTITUTIONAL STRENGTHENING .............................................................. 11\n\n\n**III.** **PROGRAM IMPLEMENTATION ..................................................................................... 11**\n\n\nA. INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS ................................................................. 11\nB. RESULTS MONITORING AND EVALUATION (M&E) .......................................................................... 14\nC. DISBURSEMENT ARRANGEMENTS ................................................................................................ 14\n\n\n**IV.** **ASSESSMENT SUMMARY ............................................................................................. 15**\n\n\nA. TECHNICAL .............................................................................................................................. 15\nB. FIDUCIARY ............................................................................................................................... 17\nC. ENVIRONMENTAL AND SOCIAL EFFECTS ........................................................................................ 19\nD. RISK ASSESSMENT ..................................................................................................................... 20\nE. PROGRAM ACTION PLAN ........................................................................................................... 22\n_Annex 1: Detailed Program Description .............................................................................................. 24_\n_Annex 2: RACE 2 program Results Framework Matrix ........................................................................ 32_\n_Annex 3: Disbursement Linked Indicators, Disbursement Arrangements and Verification Protocols 40_\n_Annex 4: Technical Assessment .......................................................................................................... 56_\n_Annex 5: Fiduciary Systems Assessment ............................................................................................. 72_\n_Annex 6: Environmental and Social Systems Assessment (Summary) ............................................... 92_\n_Annex 7: Systematic Operations Risk Rating (SORT) ........................................................................... 97_\n_Annex 8: Program Action Plan ............................................................................................................ 98_\n_Annex 9: Implementation Support Plan ............................................................................................ 101_\n_Annex 10: Map .................................................................................................................................. 103_\n\n\niv\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
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+ "input_text": ".\n\n\n\n_**PAD DATA SHEET**_\n\n\n_**.**_\n\n\n_**Lebanese Republic**_\n\n\n_Support to RACE 2 Program for Results_\n\n\n**PROGRAM APPRAISAL DOCUMENT**\n\n\n_Middle East and North Africa_\n\n_Education Global Practice_\n\n\n\n\n\n\n\n\n|Date: August 26, 2016|Sectors: Primary Education, Secondary Education|\n|---|---|\n|Country Director: Ferid Belhaj|Themes:
Human Development, Education for All|\n|Practice Manager: Safaa El Tayeb El-Kogali
Practice Group Vice President: Keith E. Hansen
Program ID: P159470|
|\n|Team Leader(s): Noah Yarrow/Peter A. Holland|
|\n\n\n\nProgram Implementation\nPeriod:\n\n\nExpected Financing\nEffectiveness Date:\n\n\nExpected Financing Closing\nDate:\n\n\n\nStart Date: 22-Sept-2016\n\n\n30-Mar-2017\n\n\n28-Feb-2023\n\n\n\nEnd Date: 31-Aug-2022\n\n\n\n\n\n\n\n|[ ] Loan|[X] Grant|[ ] Other|\n|---|---|---|\n|[X]
Credit|
|
|\n\n\n**For Loans/Credits/Others (US$M):**\n\n\nTotal Program Cost : 1,845 Total Bank Financing : 100.0\n\n\nTotal Co-financing, 896.0 Other Development 849\n\n\nv\n\n\n",
+ "datasets": [],
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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",
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+ },
+ {
+ "input_text": "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
|\n|Total|224.0|\n\n\n.\n\n\nBorrower: 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.
.|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.
.|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.
.|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.
.|\n|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|
**Compliance**
**Policy**
Does the program depart from the CAS in content or in other significant respects?
Yes [ ]
No [ X ]
.
Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?
Yes [ ]
No [ X ]
Have these been approved by Bank management?
Yes [ ]
No [ ]
Is approval for any policy waiver sought from the Board?
Yes [ ]
No [ X ]
**Overall Risk Rating: High**
**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|\n|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|\n|Does the program depart from the CAS in content or in other significant respects?|Does the program depart from the CAS in content or in other significant respects?|Does the program depart from the CAS in content or in other significant respects?|Does the program depart from the CAS in content or in other significant respects?|Does the program depart from the CAS in content or in other significant respects?|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|\n|.|.|.|.|.|.|.|.|.|.|.|\n||||||||||||\n|Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?|Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?|Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?|Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?|Does the program require any waivers of Bank policies applicable to Program-for-
Results operations?|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|\n|Have these been approved by Bank management?|Have these been approved by Bank management?|Have these been approved by Bank management?|Have these been approved by Bank management?|Have these been approved by Bank management?|Yes [ ]
No [ ]|Yes [ ]
No [ ]|Yes [ ]
No [ ]|Yes [ ]
No [ ]|Yes [ ]
No [ ]|Yes [ ]
No [ ]|\n|Is approval for any policy waiver sought from the Board?|Is approval for any policy waiver sought from the Board?|Is approval for any policy waiver sought from the Board?|Is approval for any policy waiver sought from the Board?|Is approval for any policy waiver sought from the Board?|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|\n|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|**Overall Risk Rating: High**|\n|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|**Legal Covenant**: Establishment of an internal audit function no later than twelve (12) months from the Effectiveness Date.|\n\n\nvi\n\n\n",
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+ },
+ {
+ "dataset_name": {
+ "text": "Overall Risk Rating",
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Overall Risk Rating",
+ "confidence": 0.6415767073631287,
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+ "is_used": "False",
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+ },
+ {
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+ },
+ {
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+ "is_used": "False",
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+ },
+ {
+ "dataset_name": {
+ "text": "Overall Risk Rating",
+ "confidence": 0.5155380964279175,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Overall Risk Rating",
+ "confidence": 0.7641131281852722,
+ "start": 2886,
+ "end": 2889
+ },
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Legal Covenant",
+ "confidence": 0.8537929654121399,
+ "start": 3686,
+ "end": 3688
+ },
+ "dataset_tag": "non-dataset",
+ "description": {
+ "text": "Establishment of an internal audit function",
+ "confidence": 0.7411301136016846,
+ "start": 3691,
+ "end": 3697
+ },
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Legal Covenant",
+ "confidence": 0.8108234405517578,
+ "start": 3767,
+ "end": 3769
+ },
+ "dataset_tag": "non-dataset",
+ "description": {
+ "text": "Establishment of an internal audit function",
+ "confidence": 0.614642858505249,
+ "start": 3772,
+ "end": 3778
+ },
+ "data_type": null,
+ "acronym": null,
+ "author": null,
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+ "geography": null,
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+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 5
+ ]
+ }
+ },
+ {
+ "input_text": "|Name|Recurrent|Due Date|Col4|Frequency|\n|---|---|---|---|---|\n|Establishment of internal audit function|Yes|Within twelve (12) months after
Program Effectiveness|Within twelve (12) months after
Program Effectiveness|Once|\n|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|\n|The Ministry of Education and Higher Education (MEHE) will recruit a consultant to perform the internal audit function and
train MEHE staff in internal audit according to approved Terms of Reference (TORs), no later than twelve (12) months from the
Effectiveness Date.|The Ministry of Education and Higher Education (MEHE) will recruit a consultant to perform the internal audit function and
train MEHE staff in internal audit according to approved Terms of Reference (TORs), no later than twelve (12) months from the
Effectiveness Date.|The Ministry of Education and Higher Education (MEHE) will recruit a consultant to perform the internal audit function and
train MEHE staff in internal audit according to approved Terms of Reference (TORs), no later than twelve (12) months from the
Effectiveness Date.|The Ministry of Education and Higher Education (MEHE) will recruit a consultant to perform the internal audit function and
train MEHE staff in internal audit according to approved Terms of Reference (TORs), no later than twelve (12) months from the
Effectiveness Date.|The Ministry of Education and Higher Education (MEHE) will recruit a consultant to perform the internal audit function and
train MEHE staff in internal audit according to approved Terms of Reference (TORs), no later than twelve (12) months from the
Effectiveness Date.|\n|**Legal Covenant**: The Recipient shall, no later than three (3) months after the Effective Date, engage an Independent
Verification Agent under terms of reference acceptable to the Association, to prepare and provide verification reports
certifying the achievement of Disbursement-Linked Results (DLRs).|**Legal Covenant**: The Recipient shall, no later than three (3) months after the Effective Date, engage an Independent
Verification Agent under terms of reference acceptable to the Association, to prepare and provide verification reports
certifying the achievement of Disbursement-Linked Results (DLRs).|**Legal Covenant**: The Recipient shall, no later than three (3) months after the Effective Date, engage an Independent
Verification Agent under terms of reference acceptable to the Association, to prepare and provide verification reports
certifying the achievement of Disbursement-Linked Results (DLRs).|**Legal Covenant**: The Recipient shall, no later than three (3) months after the Effective Date, engage an Independent
Verification Agent under terms of reference acceptable to the Association, to prepare and provide verification reports
certifying the achievement of Disbursement-Linked Results (DLRs).|**Legal Covenant**: The Recipient shall, no later than three (3) months after the Effective Date, engage an Independent
Verification Agent under terms of reference acceptable to the Association, to prepare and provide verification reports
certifying the achievement of Disbursement-Linked Results (DLRs).|\n|**Name**|**Recurrent**|**Due Date**|**Due Date**|**Frequency**|\n|Recruitment of Independent Verification
Agency|Yes|Within three (3) months after Program
Effectiveness|Within three (3) months after Program
Effectiveness|Once|\n|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|\n|MEHE will recruit an Independent Verification Agent to carry out in accordance with the timetable and the verification
protocol set out in the Program Operations Manual, an assessment covering DLRs requested by MEHE for verification to
determine: (i) whether the DLRs as requested have been met or the extent that DLRs have been met; and (ii) the
disbursement amount for said DLRs based on the calculation formula as stipulated in the disbursement table set out in the
Financing Agreement. Upon receiving the final verification reports from the Independent Verification Agent, the assessment
shall be sent to the Association for its review and approval.|MEHE will recruit an Independent Verification Agent to carry out in accordance with the timetable and the verification
protocol set out in the Program Operations Manual, an assessment covering DLRs requested by MEHE for verification to
determine: (i) whether the DLRs as requested have been met or the extent that DLRs have been met; and (ii) the
disbursement amount for said DLRs based on the calculation formula as stipulated in the disbursement table set out in the
Financing Agreement. Upon receiving the final verification reports from the Independent Verification Agent, the assessment
shall be sent to the Association for its review and approval.|MEHE will recruit an Independent Verification Agent to carry out in accordance with the timetable and the verification
protocol set out in the Program Operations Manual, an assessment covering DLRs requested by MEHE for verification to
determine: (i) whether the DLRs as requested have been met or the extent that DLRs have been met; and (ii) the
disbursement amount for said DLRs based on the calculation formula as stipulated in the disbursement table set out in the
Financing Agreement. Upon receiving the final verification reports from the Independent Verification Agent, the assessment
shall be sent to the Association for its review and approval.|MEHE will recruit an Independent Verification Agent to carry out in accordance with the timetable and the verification
protocol set out in the Program Operations Manual, an assessment covering DLRs requested by MEHE for verification to
determine: (i) whether the DLRs as requested have been met or the extent that DLRs have been met; and (ii) the
disbursement amount for said DLRs based on the calculation formula as stipulated in the disbursement table set out in the
Financing Agreement. Upon receiving the final verification reports from the Independent Verification Agent, the assessment
shall be sent to the Association for its review and approval.|MEHE will recruit an Independent Verification Agent to carry out in accordance with the timetable and the verification
protocol set out in the Program Operations Manual, an assessment covering DLRs requested by MEHE for verification to
determine: (i) whether the DLRs as requested have been met or the extent that DLRs have been met; and (ii) the
disbursement amount for said DLRs based on the calculation formula as stipulated in the disbursement table set out in the
Financing Agreement. Upon receiving the final verification reports from the Independent Verification Agent, the assessment
shall be sent to the Association for its review and approval.|\n|**Legal Covenant**: Establish through MEHE, no later than one (1) month after the Effective Date and thereafter maintain
throughout the implementation of the Program, a Steering Committee (SC) with composition, terms of reference and
resources acceptable to the Association.|**Legal Covenant**: Establish through MEHE, no later than one (1) month after the Effective Date and thereafter maintain
throughout the implementation of the Program, a Steering Committee (SC) with composition, terms of reference and
resources acceptable to the Association.|**Legal Covenant**: Establish through MEHE, no later than one (1) month after the Effective Date and thereafter maintain
throughout the implementation of the Program, a Steering Committee (SC) with composition, terms of reference and
resources acceptable to the Association.|**Legal Covenant**: Establish through MEHE, no later than one (1) month after the Effective Date and thereafter maintain
throughout the implementation of the Program, a Steering Committee (SC) with composition, terms of reference and
resources acceptable to the Association.|**Legal Covenant**: Establish through MEHE, no later than one (1) month after the Effective Date and thereafter maintain
throughout the implementation of the Program, a Steering Committee (SC) with composition, terms of reference and
resources acceptable to the Association.|\n|**Name**|**Recurrent**|**Due Date**|**Due Date**|**Frequency**|\n|Establishment of Steering Committee|Yes|One month after Program
Effectiveness|One month after Program
Effectiveness|Once|\n|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|\n|A SC will be established to oversee the achievement of the results under the Program partially financed by the World Bank.
The Committee will be chaired by the Minister of Education, and will be comprised of representatives from MEHE and Center
for Educational Research and Development (CERD), including technical personnel responsible for implementation. The
establishment of the SC will be undertaken, in accordance with the terms of reference agreed upon with the World Bank, no
later than one (1) month after the effective date of the financing agreement.|A SC will be established to oversee the achievement of the results under the Program partially financed by the World Bank.
The Committee will be chaired by the Minister of Education, and will be comprised of representatives from MEHE and Center
for Educational Research and Development (CERD), including technical personnel responsible for implementation. The
establishment of the SC will be undertaken, in accordance with the terms of reference agreed upon with the World Bank, no
later than one (1) month after the effective date of the financing agreement.|A SC will be established to oversee the achievement of the results under the Program partially financed by the World Bank.
The Committee will be chaired by the Minister of Education, and will be comprised of representatives from MEHE and Center
for Educational Research and Development (CERD), including technical personnel responsible for implementation. The
establishment of the SC will be undertaken, in accordance with the terms of reference agreed upon with the World Bank, no
later than one (1) month after the effective date of the financing agreement.|A SC will be established to oversee the achievement of the results under the Program partially financed by the World Bank.
The Committee will be chaired by the Minister of Education, and will be comprised of representatives from MEHE and Center
for Educational Research and Development (CERD), including technical personnel responsible for implementation. The
establishment of the SC will be undertaken, in accordance with the terms of reference agreed upon with the World Bank, no
later than one (1) month after the effective date of the financing agreement.|A SC will be established to oversee the achievement of the results under the Program partially financed by the World Bank.
The Committee will be chaired by the Minister of Education, and will be comprised of representatives from MEHE and Center
for Educational Research and Development (CERD), including technical personnel responsible for implementation. The
establishment of the SC will be undertaken, in accordance with the terms of reference agreed upon with the World Bank, no
later than one (1) month after the effective date of the financing agreement.|\n|**Effectiveness Condition**: The Recipient, through the Ministry of Education and Higher Education (MEHE), has adopted a
Program Operations Manual (POM), in form and substance, satisfactory to the Association.|**Effectiveness Condition**: The Recipient, through the Ministry of Education and Higher Education (MEHE), has adopted a
Program Operations Manual (POM), in form and substance, satisfactory to the Association.|**Effectiveness Condition**: The Recipient, through the Ministry of Education and Higher Education (MEHE), has adopted a
Program Operations Manual (POM), in form and substance, satisfactory to the Association.|**Effectiveness Condition**: The Recipient, through the Ministry of Education and Higher Education (MEHE), has adopted a
Program Operations Manual (POM), in form and substance, satisfactory to the Association.|**Effectiveness Condition**: The Recipient, through the Ministry of Education and Higher Education (MEHE), has adopted a
Program Operations Manual (POM), in form and substance, satisfactory to the Association.|\n|**Name**|**Recurrent**|**Due Date**|**Frequency**|**Frequency**|\n|Adoption of Program Operations Manual|Yes|Effectiveness|Once|Once|\n|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|\n|MEHE will adopt the POM by the Effectiveness Date.|MEHE will adopt the POM by the Effectiveness Date.|MEHE will adopt the POM by the Effectiveness Date.|MEHE will adopt the POM by the Effectiveness Date.|MEHE will adopt the POM by the Effectiveness Date.|\n\n\nvii\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 6
+ ]
+ }
+ },
+ {
+ "input_text": "|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. Felicio|Team Member|Social Development Specialist|GSU05|\n|Mirvat Haddad|Team Member|Program Assistant|MNCLB|\n|Emma Paulette Etori|Team Member|Senior Program Assistant|GED05|\n\n\nviii\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Withdrawal Condition",
+ "confidence": 0.667500376701355,
+ "start": 1,
+ "end": 3
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "DLRs",
+ "confidence": 0.7457069158554077,
+ "start": 7,
+ "end": 8
+ },
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Verification Protocol",
+ "confidence": 0.5535946488380432,
+ "start": 155,
+ "end": 157
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "DLR",
+ "confidence": 0.5273685455322266,
+ "start": 166,
+ "end": 167
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "DLR",
+ "confidence": 0.6961659789085388,
+ "start": 304,
+ "end": 305
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Team Composition",
+ "confidence": 0.6572766900062561,
+ "start": 327,
+ "end": 329
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 7
+ ]
+ }
+ },
+ {
+ "input_text": "**I.** **STRATEGIC CONTEXT**\n\n\n**A.** **Country Context**\n\n\n1. **The Syrian refugee crisis has resulted in unprecedented social and economic challenges to**\n**Lebanon.** Over the past decades, Lebanon has been affected by recurrent domestic and regional\nconflicts that resulted in high economic and social costs. In spite of the country’s resilience in\nweathering frequent internal and external shocks, the ongoing conflict in Syria has caused a\ntremendous increase in the number of refugees in Lebanon. While the country hosts 450,000\nPalestinian refugees [1], the conflict in Syria has brought an additional 1.5 million Syrian refugees [2],\nplacing Lebanon as the country with the highest number of refugees-per-capita in the world, at an\nestimated 33 percent of the country’s total population of 5,850,000 [3] . This dramatic surge in\npopulation is placing a strain on the country’s resources, public services, and infrastructure while\naffecting local communities who are already experiencing high levels of poverty. This situation,\ncombined with the current political deadlock in Lebanon, poses the risk of further destabilizing the\ncountry’s fragile political, social and economic situation.\n\n2. **With the support of the international community, Lebanon has succeeded in extending its**\n**support to refugees while maintaining levels of access to, and quality of services for Lebanese** . The\ninternational community has been strongly committed to supporting the Government of Lebanon\n(GoL) in addressing the needs of both Syrian refugees and the vulnerable Lebanese population. Recent\nconferences in London and Washington, DC, helped mobilize greater resources to ensure\nhumanitarian and development assistance and strengthen the country’s resilience. Additional support\nis required to enable the GoL to ensure continued access to services, even for academic year 20162017, according to United Nations Children’s Emergency Fund (UNICEF).\n\n\n**B.** **Sectoral and Institutional Context**\n\n\n3. **Among the population of Syrian refugees in Lebanon, 487,723** **[4]** **are children of school age 3-18**\n**years old** . Despite tremendous efforts of the Lebanese government and the support of the international\ncommunity to provide education services to the Syrian population, 59 percent [5] of Syrian refugees\nbetween the ages of 3-18 are out of formal schooling. This has both short- and long-term consequences.\nFor families coping with the daily struggles of displacement, this presents an added burden today. Based\non prior crises and extensive evidence, the lack of schooling today is likely to contribute to a life of\npoverty and struggle tomorrow, exacerbating the risk of future conflict and destabilization in the region.\nFor Lebanon, the protracted nature of the crisis and the immense demand for schooling have resulted in\nstrains on service delivery systems including public education quality for both host community and\nrefugee children. Given this context, the International Development Association (IDA) has exceptionally\nmobilized concessional financing for Lebanon to address these immediate needs and create the\nfoundation for longer-term system recovery.\n\n\n1 Palestinian refugees number from UNRWA (United Nations Relief and Works Agency for Palestine Refugees), November 2015\n2 Government estimation from RACE 2 executive summary, April 2016.\n3 Population estimate from UN population division, November 2015.\n4 UNHCR registered Syrian refugees, November 2015.\n5 Enrollment numbers from RACE 2 executive summary, April 2016.\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 8
+ ]
+ }
+ },
+ {
+ "input_text": "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] . 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).\n\n\n**Table 1. Enrollment Trends of Lebanese and Syrian students** **[7]**\n\n|School Year|2011-12|2012-13|2013-14|2014-15|2015-16|\n|---|---|---|---|---|---|\n|Number of UNHCR registered refugees aged 3-18|<6,000|45,350|327,900|501,765|487,723|\n|Number of Lebanese enrolled in all public school
grades K-12|248,826|247,723|238,928|237,872|249,494|\n|Number of Syrian refugees enrolled in public pre-
school|3,794|5,281|12,557|6,632|17,719|\n|Number of Syrian refugees enrolled in public
school Grades 1-9, all shifts|14,190|36,905|79,240|91,493|122,716|\n|Number of Syrian refugees enrolled in public
secondary school Grades 10-12, all shifts|796|1,351|1,830|1,155|1,287|\n|Percentage of students in first-shift public schools
that are Syrian refugees, all grades|8%|18%|26%|17%|23%|\n|Number of Syrian refugees in second-shift public
schools|N/A|N/A|30,418|59,024|83,675|\n\n\n\n5. **The success of RACE and the clear need for additional support led the Lebanese Ministry of**\n**Education and Higher Education (MEHE) and partners to coalesce around a longer-term system-level**\n**strategy to increase both access and quality, i.e. RACE 2.** Over the next phase of support (RACE 2,\n2016-2021), MEHE and partners will prioritize the following: i) scaling up equitable access to educational\nopportunities in the formal public education system, ii) improving the quality and inclusiveness of the\nteaching and learning environment, and iii) strengthening the national education system, policies, and\nplanning and monitoring capacity. This will be achieved by redoubling efforts and providing additional\nfinancial support. It is expected that efforts under the RACE 2 initiative will contribute to minimizing the\nshort and medium-term costs of displacement for refugee families, while strengthening the long term\ncapacity of the Lebanese education system to prepare both Lebanese and Syrian children for life and\nwork once regional stability returns.\n\n6. **RACE investments have been successful in increasing access particularly at the primary level,**\n**though children in pre-primary and secondary are still largely out of school.** Despite the impressive\nprogress achieved under RACE, Lebanese children are under-enrolled at the secondary school level\n(Grades 10, 11, and 12), particularly at the lowest income levels. This under-enrollment is also prevalent\n\n\n6 Enrollment numbers from Ministry of Education and Higher Education (MEHE) and Center for Educational Research and\nDevelopment (CERD), March 2016.\n7 Number of refugees from UNHCR (November of each respective year), enrollment numbers of MEHE and CERD (as of March\n2016), the number of non-Syrian students (Iraqis, Palestinians, others) in second-shift is negligible.\n\n\n2\n\n\n",
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+ "text": "Lebanese education system",
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+ "input_text": "among the refugee population: 53 percent of Syrian refugees in the 6-14 age group are enrolled in\nformal schooling, while only 4 percent of those in the 15-18 age group are in formal schooling, depriving\nmost of this age group from the adequate preparation for an active participation in society and the labor\nmarket. There is also a need to increase pre-primary enrolment. An estimated 84 percent of Lebanese\nchildren enroll in pre-school while fewer than 20 percent of refugee children in the 3-5 age group enroll\nin pre-school, thwarting the many benefits of early childhood education for refugees and increasing the\ncost of remedial education in later grades.\n\n7. **Even when students are able to attend school, the quality of learning is a serious concern.** The\nimmense pressures that the increased demand for schooling have imposed on Lebanon’s education\nsystem, including overcrowding and shorter school hours for the second shift, have significant\nimplications for the quality of education for all students. While teaching and learning materials have\nbeen widely financed and distributed for host and refugee students under RACE 1, the ability of schools\nto transform these inputs into learning appears mixed. The longstanding gap in learning outcomes\nbetween public and private education providers is at risk of increasing. Monitoring of refugee children’s\nlearning to date has been limited, with no currently available analysis of learning outcomes. Gains in\naccess risk being undermined by losses due to inadequate quality, which is one of the drivers of dropout\nrates among Syrian and Lebanese children. [8]\n\n\n8. **Supply-side constraints are not the only challenge to equitable access, especially for**\n**secondary school-age children.** Demand-side barriers to secondary education are large, especially the\nassociated costs, and issues of parental preferences (see Figure 1). In some regions, such as the Bekaa,\ntransportation costs also represent a high barrier to accessing education services. In addition, there is\nanecdotal evidence that fear of violence and challenges of social acceptance, as well as difficulties in\nproviding the required registration and residence permits impede school registration. [9]\n\n\n**Figure 1: Reasons for Being out of School for Children Aged 5 to 17 (data for 28,351 out-of-school**\n\n**children out of a sample of 57,577 refugee children)** **[10]**\n\n\n\nCost of education is too high\nChild is too young or too old\nPrefer informal education\n\nTransportation problem\n\nNo school in the region\nDifference in school curriculum\nCultural and religious reasons\n\n\n\n\n\n\n\n\n\n\n\n9. **This new phase of the RACE strategy builds on the momentum established thus far and**\n**attempts to broaden success for equitable access to quality education services by working at the**\n**education systems level.** The World Bank is working closely with the United Nations Children’s\n\n\n8 _Out of School Children in Lebanon_, UNICEF, UNHCR, Save the Children, _School Attendance in Bekaa_, UNHCR, January 2016.\n9\nOut of School Update Nov 2015, UNHCR and Situation analysis of Youth in Lebanon Affected by the Syrian Crisis, April 2014\n(multi-agency)\n10 UNHCR Household Survey, March 2016.\n\n\n3\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "Emergency Fund (UNICEF), the United Nations High Commissioner for Refugees (UNHCR), and other\nrelevant stakeholders to support MEHE in revising the RACE strategy for the coming five years. RACE 2\ncovers school years 2016/17 through 2020/21, and includes system-level investments, detailed below.\nRACE 2 will require an estimated US$424 million in financing per year to complete (excluding ongoing\nGovernment financing, see Table 3). Current investments in RACE 1, including the Emergency Education\nSystem Stabilization Project grant from the World Bank’s (WB) Lebanon Syrian Crisis Multi-Donor Trust\nFund, are performing well, with 41 percent disbursed in the first 9 months of effectiveness and several\nearly results already achieved, including covering costs of textbooks for all public school students in\nkindergarten (KG) through Grade 9, and financial support to schools.\n\n\n**C.** **Relationship to the CPF and Rationale for Use of Instrument**\n\n\n10. **The proposed Program goals closely align with the priorities developed in the Systematic**\n**Country Diagnostic, the Country Partnership Framework (discussed by the World Bank Board of**\n**Executive Directors on July 14, 2016, Report No. 94768-LB), and the MENA Regional Strategy (October**\n**2015).** Education was among the priority areas for action identified in the SCD. The new CPF, which\ndraws upon the SCD, will guide the further development of the Program. The CPF notes that conflict,\ninsecurity and fragility, including the recent Syria crisis, are overarching constraints for Lebanon and\nspecifically that the Syrian crisis and ensuing Syrian refugee influx affect Lebanon’s economy and\nexacerbate existing problems of access to, and quality of, education and other services. Following the\npillar of the MENA regional strategy to renew the social contract, the Program aims to improve access to\nquality education services for the most vulnerable. In addition, the Program seeks to strengthen the\nnational education system in order to cope with the influx of refugees, which is directly linked to the\npillar of the MENA strategy to enhance resilience to refugee/IDP shocks. Finally, the Program is part of\nthe recovery and reconstruction of the Lebanese education system, which is dealing with an existential\nshock in the form of 487,723 [11] Syrian children of school age, who outnumber the number of Lebanese\nchildren enrolled in public schools.\n\n11. **The rationale for the use of the Program-for-Results (PforR) instrument, which will reward the**\n**achievement of results upon their credible verification, is four-fold.** First, it shifts the policy dialogue,\nboth externally and internally within ministries. Rather than marshal through the myriad inputs and\nactivities related to education that typically represent a continuity of previous financing patterns,\nResults-Based Financing (RBF) starts from the end result sought and works backwards to what is needed.\nThis helps focus the discussion within education authorities, and the Bank’s dialogue with MEHE and the\nCenter for Educational Research and Development (CERD), on the results that are truly priority areas for\nthe Government. Second, it attracts and retains much needed attention – from policymakers to parents\n\n- to the Program outcomes. The sustained attention translates into resources, whether fiscal or in the\nform of staffing, to make sure the Program remains on schedule for achieving the results at the level of\nthe education system. Third, it serves to align important actors in the pursuit of results. It also serves as\na vehicle around which international partners can coalesce, using one unified government-owned\nprogram as the platform to coordinate planning, implementation, monitoring, and evaluation. Attaching\ndisbursements to results then brings complementarity between the initiatives that international actors\nare supporting. Finally, it fosters a much needed culture of measurement that can eventually be\ninstitutionalized through systems strengthening.\n\n\n11 UNHCR registered Syrian refugees, November 2015.\n\n\n4\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "12. **The proposed Program links closely to the World Bank Group** _**Twin Goals**_ **of ending extreme**\n**poverty and boosting shared prosperity in a sustainable manner, as well as to the core intervention**\n_**Education for Competitiveness**_ **(E4C)** . By focusing on making education service delivery more inclusive\nwith alternative pathways to increased learning, the proposed Program is expected to enhance\nopportunities for a better future for both refugees and the host population children. The activities\nundertaken as a part of RACE 2 link to four of the core pillars of E4C: Early Childhood Development, Early\nGrade Numeracy and Literacy, Information for Accountability and 21 [st] Century Skills and Values.\n\n\n**II.** **PROGRAM DESCRIPTION**\n\n\n**A.** **Government program and Bank-supported Program**\n\n\n13. **The second phase of the Government of Lebanon’s RACE 2 program (2016-2021) is estimated**\n**to cost approximately US$2.1 billion over five years.** This figure does not include the government’s\nincreasing recurrent and investment expenditures on education, which are essential to cover the\nprovision of education to refugees, as RACE is additional to regular government expenditures. The\nprogram was developed in an open and participatory manner led by MEHE and including CERD and\nother national and international actors. It builds on the successes and lessons of the first phase of RACE\n(2013-2015), and broadens the scope to focus on issues of quality and systems strengthening. RACE 2 is\nstructured around three pillars: i) Equitable Access, ii) Enhanced Quality, and iii) Strengthened Systems.\nEach of these is described below.\n\n\n_**Pillar 1: Equitable Access**_\n\n\n14. The first pillar aims to achieve “enhanced access to, and demand from, children, youth, and\ntheir caregivers; for equitable formal or regulated non-formal education.” Within this pillar, there are\ntwo outputs that activities will contribute to:\n\n\n\n_**Pillar II: Enhanced Quality**_\n\n\n\n\n\n15. The second pillar strives for “enhanced quality of education services and learning environments\nprovided, to ensure grade-appropriate learning outcomes for children and youth.” Specifically, activities\nwill contribute to the following three output areas:\n\n|B.1 Teachers and educational personnel have enhanced
capacities to provide learner-centered pedagogy in public
schools or learning spaces.|B.3 Communities are capacitated to actively
engage in the promotion of learning and well-being
of students in learning spaces.|\n|---|---|\n|B.2 Educational personnel at the school-level are
capacitated and empowered to proactively contribute to
better school governance and safe/enabling learning
environments.
||\n\n\n\n_**Pillar III: Strengthened systems**_\n\n\n5\n\n\n",
+ "datasets": [],
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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",
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+ },
+ {
+ "input_text": "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. Although these activities are not part of the Bank-supported Program, they\ncontinue to be core elements of the overall RACE 2 program. Activities financed by international\npartners but implemented by MEHE are typically within the scope of the Bank-supported Program.\n\n\n18. The Program consists of the following activities:\n\n\n_Part 1._ Increasing equitable access by Lebanese and non-Lebanese children to formal schooling in\nprimary and secondary schools through supply-side activities, such as, school construction, expansion,\nand rehabilitation, in addition to the provision of furniture and equipment to schools.\n\n\n_Part 2._ Enhancing quality of education services through, _inter alia_, the provision of targeted support and\ntailored trainings to teachers; formative student assessments to identify struggling students; and\noutreach activities to communities and stakeholders.\n\n\n_Part 3._ Strengthening the Recipient’s education systems at both the central and regional levels through,\n_inter alia_, supporting data collection infrastructure to improve internet connectivity to all participating\nschools, providing related training on the data collection, entry and verification; increasing the numbers\nof staff handling accounting, procurement, program planning and implementation; and developing a\nnew national curriculum, including teacher guides and student learning materials, learning objectives for\neach grade, teacher performance standards; and a comprehensive learning assessment strategy.\n\n\n19. **The overall RACE 2 program depends on a broad set of partnerships for success.** The public\neducation system cannot absorb all Lebanese and refugees of school age, and thus depends on actors in\nthe private and non-profit sectors to provide education services as well. While MEHE and CERD will\nimplement many of the RACE 2 activities, donors, UN agencies and their partners may be best placed to\ncarry out some of the demand-side activities that are crucial to achieving the RACE 2 objectives.\nSimilarly, many of the targets in the formal education sector in later years can only be met through\nsupport to the non-formal education sector in the current period, since the particular needs of refugee\nstudents require a multi-pronged approach. Some children have been out of school for a year or more\nand need instruction in non-formal settings to catch-up on subject matter and adapt themselves to\n\n\n12 To distinguish the overall RACE 2 program from the smaller Bank-supported Program, a capital ‘P’ is used to identify the\nBank-supported Program.\n\n\n6\n\n\n",
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+ "is_used": "False",
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+ "reference_population": {
+ "text": "struggling students",
+ "confidence": 0.6876104474067688,
+ "start": 396,
+ "end": 398
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+ "is_used": "False",
+ "usage_context": "supporting"
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+ "text": "national curriculum",
+ "confidence": 0.7604122757911682,
+ "start": 474,
+ "end": 476
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+ "producer": null,
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+ "reference_population": {
+ "text": "Lebanese and refugees",
+ "confidence": 0.8103260397911072,
+ "start": 530,
+ "end": 533
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+ "is_used": "False",
+ "usage_context": "background"
+ },
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+ "dataset_name": {
+ "text": "RACE 2 program",
+ "confidence": 0.67927485704422,
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+ "reference_population": {
+ "text": "refugee\nstudents",
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+ "text": "Bank-supported Program",
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+ "text": "refugee\nstudents",
+ "confidence": 0.6205095648765564,
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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",
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+ "input_text": "instruction in French or English, a characteristic of the Lebanese education system. Finally, the RACE 2\nstrategy is for all children, Lebanese and non-Lebanese, and it is aligned with the long-term\nsustainability needs of the education system as a whole, in its response to the protracted refugee crisis.\n\n\n**B.** **Program Development Objectives (PDO) and key results**\n\n\n20. The Program Development Objective is to promote equitable access to education services,\nenhance quality of student learning, and strengthen the education systems in Lebanon’s education\nsector in response to the protracted refugee crisis. The key results are as follows:\n\n\n - Increase in the proportion of school aged Lebanese and non-Lebanese children (3-18) enrolled\nin formal education (disaggregated by school type, education cycle, nationality, and gender);\n\n - Increase in the proportion of students passing their grades, and transitioning to the next grade\n(disaggregated by school type, grade, nationality, and gender);\n\n - Timely and robust data available for evidence informed policy-making and planning.\n\n\n**C.** **Program-for-Results (PforR) Program Scope**\n\n\n21. **To achieve the Bank-supported RACE 2 Program result areas, a broad set of activities by MEHE**\n**and partners are required.** These activities are linked to the expansion of supply of education services,\nimprovements in the quality of those services (including student learning outcomes), and an increase in\nthe long-term ability of MEHE and CERD to manage, plan, monitor and deliver those services, according\nto their institutional mandates [13] . RACE 2 was created in response to a crisis and is not a sector plan,\nthough it forms the foundation of an eventual sector plan, which would include tertiary education. Table\n2 presents the overall RACE 2 program, and situates some of the key elements being supported through\nthe Bank-supported Program, namely through the use of Disbursement-Linked Indicators (DLIs).\n\n\n22. **The DLI under Pillar I, “Equitable Access” relates to the number of children that are enrolled in**\n**formal education.** Importantly, the proposed age range (3-18 years) extends beyond the compulsory\neducation band for Lebanon (6-15 years). As agreed through the RACE 2 framework, this is to incentivize\ngreater enrollment at the Early Childhood Education level (3-5 years), as well as the secondary level (1518 years). This number represents all children enrolled in formal public education. Activities under the\nEquitable Access pillar include supply-side activities for expanding the access to formal schooling, such\nas school construction, expansion, and rehabilitation.\n\n\n23. **There are four DLIs that contribute to Pillar II, “Enhanced Quality”.** The DLIs will incentivize\nactions to help children stay in school, measure what they are learning, and support teachers to better\nhelp students most in need. The first is enhanced quality of education services and learning\nenvironments measured through grade completion and transition to higher grades. The second is the\nimprovement of teacher performance through the measurement and evaluation of teacher\nperformance and provision of support and training. The third is the measurement of student learning\nwith the view to improve learning outcomes. Finally, the fourth measures the active engagement of\ncommunity members with schools to prevent dropouts and increase transparency. The activities under\nthis pillar are expected to contribute to these results include targeted support for teachers based on\nclassroom-observations performed by MEHE’s Office of Pedagogical and Scholastic Guidance (DOPS) and\ntailored trainings offered by CERD. This support and training linked to specific needs identified through\nclassroom-observation will be further connected to student performance in formative student\n\n13 For more on MEHE and CERD’s institutional mandates, please see Annexes 1 and 4.\n\n\n7\n\n\n",
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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",
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+ }
+ },
+ {
+ "input_text": "assessments. 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.\n\n\n24. **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.\nThe third DLI is linked to the foundational conditions for learning, rewarding key policy areas of teachers\nand student assessments, and the fourth strengthens MEHE and CERD’s capacity to review, evaluate,\nand update Program implementation. The activities under this pillar to improve the timeliness and\naccuracy of data collection (which is essential for decision-making by MEHE and CERD) include the\nprocurement of data collection infrastructure including computers and increased internet connectivity\nto all schools along with training on the data collection software and guidelines for data entry,\nverification and deadlines. This is expected to greatly improve timeliness and accuracy of education\nmetrics, and allow disaggregation by gender, year in school, and nationality, among other key variables.\nIn addition, MEHE and CERD capacities will be assessed to better understand current functionality as\ncompared to projected needs. Systems strengthening at the central and regional levels will be\nimplemented, including sustained increases in the numbers of staff in units with current shortages, such\nas accounting, procurement, projects planning and implementation, and CERD departments. CERD will\nlead the development of a new national curriculum, which will include learning objectives for each\ngrade, and together with MEHE, will develop and endorse teacher performance standards, as well as a\ncomprehensive learning assessment strategy.\n\n\n**Table 2. RACE 2 Program Results Areas and Proposed DLIs**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|RACE 2 Program Result Areas|Disbursement-Linked Indicator (DLI)|Col3|Total financing
to DLI
(in US$
million)|\n|---|---|---|---|\n|**I: EQUITABLE ACCESS**|**I: EQUITABLE ACCESS**|**I: EQUITABLE ACCESS**|**I: EQUITABLE ACCESS**|\n|Outcome A: Enhanced access to, and
demand from, children, youth, and their
caregivers for equitable formal or regulated
non formal education|**DLI#1**|DLI#1 Number of school aged children (3-18)
enrolled in formal education in participating
schools|95|\n|**II: ENHANCED QUALITY**|**II: ENHANCED QUALITY**|**II: ENHANCED QUALITY**|**II: ENHANCED QUALITY**|\n|Outcome B: Enhanced quality of education
services
and
learning
environments
provided, to ensure grade-appropriate
learning outcomes for children and youth|**DLI#2**|DLI#2 Proportion of students transitioning
grades|27|\n|Output B.1: Teachers and educational
personnel have enhanced capacities to
provide
learner-centered
pedagogy
in
public schools or learning spaces|**DLI#3**|DLI#3 Teacher performance measured and
evaluated|6|\n|Output B.2: Educational personnel at the
school-level are capacitated and
empowered to proactively contribute to
better school governance and safe/enabling|**DLI#4**|DLI#4 Number of participating schools that
implement
formative
and
summative
assessments for students in Grade 3 in
reading and math|18.4|\n\n\n8\n\n\n\n\n",
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+ "text": "assessments",
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+ "start": 0,
+ "end": 1
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+ "geography": null,
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+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
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+ "text": "Systems DLI",
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+ "reference_population": null,
+ "is_used": "False",
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+ "dataset_name": {
+ "text": "education\nmetrics",
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+ "start": 263,
+ "end": 265
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+ "author": null,
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+ "geography": null,
+ "publication_year": null,
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+ "reference_population": {
+ "text": "schools",
+ "confidence": 0.6174225807189941,
+ "start": 234,
+ "end": 235
+ },
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "national curriculum",
+ "confidence": 0.6448084115982056,
+ "start": 354,
+ "end": 356
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "CERD",
+ "confidence": 0.6561080813407898,
+ "start": 343,
+ "end": 344
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "assessments",
+ "confidence": 0.613936185836792,
+ "start": 800,
+ "end": 801
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": {
+ "text": "reading and math",
+ "confidence": 0.5076166391372681,
+ "start": 810,
+ "end": 813
+ },
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "students in Grade 3",
+ "confidence": 0.8248245716094971,
+ "start": 802,
+ "end": 806
+ },
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 15
+ ]
+ }
+ },
+ {
+ "input_text": "|RACE 2 Program Result Areas|Disbursement-Linked Indicator (DLI)|Col3|Total financing
to DLI|\n|---|---|---|---|\n|learning environments||||\n|Output B.3: Communities are capacitated to
actively engage in the promotion of
learning and well-being of students in
learning spaces|**DLI#5**|DLI#5 Proportion of participating schools with
active community partnerships|15.6|\n|**III: STRENGTHENED SYSTEMS**|**III: STRENGTHENED SYSTEMS**|**III: STRENGTHENED SYSTEMS**|**III: STRENGTHENED SYSTEMS**|\n|Output C.1: An effective and accurate
Education
Management
Information
System (EMIS) is established and functional|**DLI#6**|DLI#6 Timely and robust data available for
evidence
informed
policy
making
and
planning|15|\n|Output 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|**DLI#7**|DLI#7 Curriculum revised to improve quality
of learning|28|\n|Output C.3: Appropriate policy frameworks
are endorsed and implemented to regulate
education programs and services,
strengthen school management, and
professionalize teaching services|**DLI#8**|DLI#8 Foundational Framework and Policies
are developed and adopted to support
teaching and learning|16|\n|Output 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|**DLI#9**|DLI#9 MEHE and CERD’s improved capacity to
plan and implement the Program|3|\n\n\n\n25. **The Bank-supported Program beneficiaries are the students, teachers, communities of**\n**Lebanon, refugees, and MEHE and CERD.** Total cumulative direct beneficiaries of the Program include\napproximately 540,000 public school students and staff over the life of the Program. This includes an\nestimated 500,000 students who will benefit from increased quality in service delivery, some of whom\nmight have dropped out or who might not have enrolled in school without the Program support, and an\nestimated 40,000 teachers and school administrators who will receive support and training through the\nProgram. MEHE and CERD personnel will also benefit from increased capacity. Policy-makers and\neducation sector stakeholders will benefit from increased availability of data on key education system\noutcomes, among other benefits. Investments in infrastructure and system functionality will remain\nwith MEHE and CERD long-term, regardless of the duration of the refugee crisis.\n\n\n26. **Role of development partners.** The size of the Bank-supported RACE 2 Program is estimated at\nabout US$1.8 billion, or about US$369 million per year. This is a significant increase in annual program\nfinancing over RACE 1 to reflect greater enrollments and a greater package of services to students. In\naddition to the IDA credit (US$100 million) and trust fund grant financing provided through the Bank\n(US$124 million), other funds through development partners are estimated to be US$172 million of\ncommitments, covering many of the costs for the next 18 months. It is estimated that about US$150\nmillion could be available for each of the four subsequent years for RACE 2 from current partners. This is\na small amount of the approximately US$12 billion that was pledged at the London conference for the\nSyrian Crisis Response in February 2016, a portion of which is expected to be allocated to education in\nLebanon. The financing gaps in Table 3 are therefore also indicative.\n\n\n9\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 16
+ ]
+ }
+ },
+ {
+ "input_text": "27. **Partner financing and activities beyond the scope of the Bank-supported Program are also**\n**important.** For example, cash transfer programs financed and implemented by partners are expected to\nincrease demand for education, which will help reach the ultimate RACE 2 objectives of enrolling all\nchildren. Similarly, technical support for curriculum development may be expected to play a role in the\nachievement of important results linked to the curriculum. Other support, including research and\ncapacity strengthening activities and technical assistance from donors are expected to contribute to\nachievement of the overall RACE 2 results framework.\n\n\n28. **In terms of coordination, the RACE Executive Committee played a coordinating role during the**\n**implementation of RACE 1 between donors, UN agencies, and the Government.** The Committee is\nexpected to continue to play this role for the duration of RACE 2 and to enable the incorporation in\nfuture years of new financing from other institutions for the currently under-financed RACE 2 goals.\n\n\n**Table 3. RACE 2 and Bank-Supported Program Financing** (as of June 2016)\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|RACE 2
(US$ million)|of which Bank supported
Program (US$ million)|\n|---|---|---|\n|**Total Financing Needs **
**2,122**
**1,845**
**Financing Sources**
IDA Credit
**100**
**100**
Grants (through):
Lebanon Syrian Crisis TF14
REACH MDTF
UNICEF15
UNHCR16
Others17
Forecasted18
**322**
120
4
144
14
40
**600**
**296**
120
4
129
11
32
**600**
**Additional Development Partner Financing**
**Needed/ Financing Gap **
**1,100**
**849**|**Total Financing Needs **
**2,122**
**1,845**
**Financing Sources**
IDA Credit
**100**
**100**
Grants (through):
Lebanon Syrian Crisis TF14
REACH MDTF
UNICEF15
UNHCR16
Others17
Forecasted18
**322**
120
4
144
14
40
**600**
**296**
120
4
129
11
32
**600**
**Additional Development Partner Financing**
**Needed/ Financing Gap **
**1,100**
**849**|**Total Financing Needs **
**2,122**
**1,845**
**Financing Sources**
IDA Credit
**100**
**100**
Grants (through):
Lebanon Syrian Crisis TF14
REACH MDTF
UNICEF15
UNHCR16
Others17
Forecasted18
**322**
120
4
144
14
40
**600**
**296**
120
4
129
11
32
**600**
**Additional Development Partner Financing**
**Needed/ Financing Gap **
**1,100**
**849**|\n\n\n\n**D.** **Disbursement Linked Indicators** **and Verification Protocols**\n\n\n29. **Disbursements will be made on the basis of verified results attainment.** Verification will be\nundertaken in ways that are both credible and sustainable by using, to the fullest extent possible,\nexisting government systems for oversight and monitoring, paired with independent or third party\nagents. In this way, the operation will contribute to strengthening these systems, such as CERD’s spot\nchecks of administrative data. The verification protocols vary according to the nature of the DLI.\nVerification of results achievement will be undertaken directly by a firm paid for using grant proceeds\nwith support from other donor partners. This firm will be selected following IDA procurement\nprocedures, including international competitive firm selection. For DLIs 1, 2, 3, 4, and 5, verification will\nrequire triangulation of administrative data with independent verification and consultations with\nbeneficiaries and partners to confirm the submitted data. The verification protocols include\n\n\n14 Planned for December 2016.\n15 Includes funds committed and pipeline from donors as of June 2016.\n16 Includes funds committed and pipeline from donors as of June 2016.\n17 Primarily through NGOs.\n18\nIt is estimated that about US$150 million could be available for each of the four subsequent years for RACE 2 from current\npartners.\n\n\n10\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 17
+ ]
+ }
+ },
+ {
+ "input_text": "unannounced visits by the independent firm to a random sub-sample of schools for the purpose of\ndirect data collection. For other DLIs related to systems (DLIs 6, 7, 8 and 9), verification will include\ndirect collection of primary data. The verification protocol is summarized in Annex 3.\n\n\n**E.** **Capacity Building and Institutional Strengthening**\n\n\n30. The assessments conducted during Program preparation (see Annexes 4, 5 and 6) concluded\nthat, in order to efficiently carry out Program activities and results, the technical, management, and\nfiduciary capacity of the key implementing entities need to be significantly strengthened as follows:\n\n31. **Management and technical capacity** . As the implementer of RACE 2, MEHE will need to have its\ncapacity strengthened in core areas of project planning, management, procurement, financial\nmanagement and monitoring and evaluation (M&E). The Program will support the identification of the\nstaffing needs at MEHE, including the appointment and training of civil servants at critical positions in\nthese institutions. The capacity of CERD will also be strengthened in core areas in order to effectively\ndeliver according to its mandate. Performance standards will be set for staff and disseminated in order\nto evaluate staff performance and address capacity development issues.\n\n32. **Fiduciary capacity.** Based on the World Bank fiduciary assessment, the proposed actions for\nstrengthening fiduciary capacity are:\n\n\n(a) The capacity of the main Program implementation entities will need to be enhanced to ensure\nadequate control and auditing of Program activities: (i) an internal audit function will be carried out at\nMEHE to oversee overall procurement and financial processes as well as advise on proper streamlining\nand propose corrections to the RACE 2 program. Given the current limited capacity at MEHE, this task\nwould be initially outsourced to consultant/s who would also assist MEHE in building its capacity to be\nable to carry out an internal audit function; (ii) an independent private external auditor will undertake\nannual financial statements’ audits of the Program activities implemented directly by MEHE and CERD,\nin agreement with the Bank and other development partners financing MEHE-executed activities.\n\n\n(b) The capacity of oversight governmental bodies, i.e., Central Tender Board (CTB) and Court of\nAccounts (CoA) will need to be strengthened by hiring staff and building their capacity to enhance their\nperformance. A separate Bank-executed technical assistance [19] would be carried out to both train CoA\nstaff on the “ex-ante” prior review function related to procurement matters, as well as support CTB in\nexercising a regulatory role and in handling complaints.\n\n\n**III.** **PROGRAM IMPLEMENTATION**\n\n\n**A.** **Institutional and Implementation Arrangements**\n\n\n33. MEHE will use, to a large extent, the implementation arrangements under the first phase of\nRACE. These arrangements will be enhanced following the recommendations of the fiduciary and\ntechnical assessments conducted during Program preparation. MEHE will appoint CERD, which is a\nlegally and financially autonomous governmental entity, to implement several Program-related activities\nrelated to curriculum development and teacher training. Proposed institutional and implementation\narrangements are as follows:\n\n\n19 These capacity-building activities for CTB and CoA would therefore fall outside the scope of MEHE’s responsibility and will be\nagreed separately with CTB and CoA.\n\n\n11\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 18
+ ]
+ }
+ },
+ {
+ "input_text": "_**Program Oversight**_\n\n34. **A Steering Committee (SC) will be established to oversee the achievement of the results under**\n**the Program partially financed by the World Bank.** The Committee will be chaired by the Minister of\nEducation, and will be comprised of representatives from MEHE and CERD, including technical personnel\nresponsible for implementation. The establishment of the SC will be undertaken, in accordance with the\nterms of reference agreed upon with the World Bank, no later than one (1) month after the effective\ndate of the financing agreement.\n\n35. **RACE Education Committee (REC)** . The REC – which was set up under the first phase of RACE –\nwill continue to provide technical guidance and policy input and implementation monitoring. The REC is\nchaired by the Minister of MEHE and is composed of: the Director General of General Education, the\nPresident of CERD, the RACE Program Management Unit (PMU) Manager, and representatives from\nDevelopment Partners and UN agencies. The REC generally meets twice a month and can call upon key\nexperts and technical specialists from MEHE and CERD technical departments to support information\nsharing and to allow for more effective policy advice.\n\n_**Program Implementation and Coordination**_\n\n\n36. **MEHE** : MEHE will be responsible for ensuring that RACE 2 activities are effectively implemented.\nMEHE is partially delegating fiduciary responsibilities and daily coordination for RACE 2 activities to the\nRACE Program Management Unit (PMU), which will carry out procurement activities including project\nplanning and monitoring. The RACE PMU will be reinforced through technical assistance, training, and\nassignment/recruitment of staff. MEHE will appoint CERD to implement curriculum-related and other\nactivities. CERD will be reinforced through technical assistance in curriculum design, teacher preparation\nframeworks (including training), and learning assessments.\n\n_**Fiduciary Arrangements**_\n\n37. **Financial Management** . MEHE will assume overall responsibility for the Program’s oversight,\nincluding fiduciary stewardship, which itself includes monitoring of the Program’s funding and\ncommitments and fiduciary performance. In this capacity, MEHE will monitor the application of\nprocedures outlined in the Fiduciary Chapter as well as in the “School Grant Operating Manual”, which\nwill be part of the overall Program Operations Manual (POM).\n\n38. **Flow of Funds.** MEHE will establish arrangements for the fiduciary oversight of activities,\nincluding processing payments for goods, works and services. In addition, MEHE will establish\narrangements for remitting advances to schools and overseeing their accountability and reporting. For\nthe grant portion, MoF will apply the suitable mechanism adopted for the transfer of funds as per the\nPublic Accounting Law (PAL). Therefore, a bank account A will be opened at the Central Bank of Lebanon\nin US dollars where the RACE 2 REACH TF and LSCMDTF grant funds will be transferred through the\nMinistry of Finance (MoF) grants and donations account. Bank account A will be managed by MEHE\nthrough arrangements that will be reflected in the POM. Another bank account B will be opened at the\nCentral Bank of Lebanon in US dollars to receive the IDA credit funds from the MoF pool loan account,\nand will be managed by MEHE.\n\n39. **Reconciliation.** Although Program-for-Results operations do not link disbursements to individual\nexpenditure transactions, the aggregate disbursements under the Program will not exceed the total\n\n12\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 19
+ ]
+ }
+ },
+ {
+ "input_text": "expenditures by MEHE under the Program over its implementation period. After the Closing Date, the\nBank will compare the cumulative level of disbursements against the achievement of all DLIs, with the\noverall Program expenditures. If the cumulative disbursements from the World Bank exceed the total\namount of the government’s Program expenditures as identified in the external Program audit reports,\nupon notice from the World Bank, the government will be required to refund the excess amount to the\nBank.\n\n40. **Program External Audit** . The Court of Accounts (CoA), Lebanon’s Supreme Audit Institution, is\nresponsible for checking the use of public funds by Government entities and its compliance with existing\nlaws and regulations. However, the fiduciary assessment carried out by the World Bank during Program\npreparation found that the CoA has limited human and financial resources. An independent private\nexternal auditor will be contracted, in agreement with other development partners financing MEHEexecuted activities, to undertake annual financial statements’ audits of the whole RACE 2 Program. The\nterms of references for the external auditor will be agreed with MEHE, the World Bank, as well as with\nother donors financing this program. The annual audit report of the Program financial statements will be\nprovided to the Bank no later than six months after the end of each calendar year.\n\n\n41. **Program Internal Audit** _**.**_ In light of the importance of an effective fiduciary performance\noversight function, an internal audit function will be assured within MEHE and reporting to the Minister.\nConsidering present capacity limitations, this function will be outsourced to a consultant. As part of the\nterms of reference, the consultant will also assist MEHE in building its capacity to be able to carry out an\ninternal audit function, through disseminating knowledge and training on internal audit methodologies.\nIn addition, the consultant will assist with the development of internal audit procedures and internal\naudit manuals taking in consideration the Lebanese laws and regulations. The scope of the internal audit\nfunction covers the RACE 2 program and any other operations/activities as requested by MEHE.\n\n42. **Reporting.** For the IDA credit portion, and for accounting and recording purposes, MEHE will be\nrequired to submit to MoF a detailed statement of expenditures at least at the end of each fiscal year.\nFor the grant portion, reporting to MoF from MEHE will follow the directives of this Program Appraisal\nDocument (PAD).\n\n\n43. **Procurement.** The RACE PMU will be responsible for procurement of works, goods, and services\nfor all activities including having a dedicated unit, which will handle procurement for construction and\nrehabilitation. This includes: procurement planning, review and approval of designs, hiring of\nconsultants, tendering, bid evaluation and recommendation of contract awards, construction site\npossession, management of contract implementation, coordination with relevant public entities,\nensuring timely implementation and payments, monitoring timely contract amendments and facilitating\nhand over process of built infrastructure, or procured goods.\n\n44. As part of procurement monitoring, CTB and CoA play key roles in providing technical oversight,\nthe portal for publishing notices and contracts award, exercising ex-ante and ex-post reviews, and\nhandling public complaints. CTB will continue to play its role of developing the procurement standard\ndocuments, including contracts template, and other standardized templates for advertisement,\nevaluation and amendments; availing its portal for publishing advertisements, and contract awards; and\nfor developing procurement data base and indicators. In addition, CTB will play a role in addressing\nprocurement complaints. CTB will also provide support in monitoring the timeliness of bid preparation\nand evaluation, and subsequent contract awarding. In parallel, CoA will continue to exercise\nprocurement oversight by reviewing contract award prior to signing when the contract value is above\n\n\n13\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 20
+ ]
+ }
+ },
+ {
+ "input_text": "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. A Program Operational Manual (POM) for MEHE will be prepared to reflect the implementation\narrangements for the entire RACE 2 program as well as the internal procedures and processes used to\ndeliver and implement Program activities. 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). The POM\nwill be adopted before the Program becomes effective and updated as a living document when needed.\n\n\n**B.** **Results Monitoring and Evaluation (M&E)**\n\n\n46. The RACE PMU will be responsible for monitoring the achievement of the Program objectives,\nresults, and all DLIs, and for providing consolidated reports on the implementation progress of Program\nactivities as well as financial statements, according to the RACE 2 procedures. The RACE PMU is\ncurrently assisted by an M&E specialist responsible for preparing progress reports and submitting them\nto the REC twice a year. Through the Program, the capacity of MEHE in M&E will continue to be\nstrengthened through technical assistance, training and recruitment of staff as needed.\n\n47. At the beneficiary level, schools will be responsible for collecting data and submitting reports on\nschool grants to MEHE. Proposed arrangements for remittance of grant funds to schools and\naccountability reporting to MEHE will be reflected in the School Grant Operating Manual and will include\na requirement for schools to periodically account back to MEHE through: (i) the use of a simplified\nmodule for accounting records and periodic reporting which will be integrated into the School\nInformation and Management System (SIMS) [20] ; (ii) the periodic submission of documents supporting\nfund reports; and (iii) engaging commercial banks in which school accounts are operated to collate and\nreport bank account balances to MEHE. SIMS was developed and began implementation and\ndeployment to public schools all over the country in May 2016. Data is collected by MEHE and shared\nwith CERD for analysis.\n\n\n**C.** **Disbursement Arrangements**\n\n\n48. **Disbursement requests:** Once satisfied with the completion of the targets, MEHE will inform the\nverification firm and provide the necessary documentation as per the DLIs/DLRs Verification Protocol in\nTable A3.2 (in Annex 3), within one (1) month, of the achievement (or partial achievement) of the\nDisbursement-Linked Results (DLRs). The verification firm will verify the results within three (3) months\nusing the DLIs/DLRs Verification Protocol. In order to validate the disbursement request submitted by\nMEHE, the verification firm will verify all target indicators through both a desk review and physical\ninspection as needed. The Bank will review the documentation submitted along with the verification\nreport (if required as per the Verification Protocol) and request any additional information considered\nnecessary. Upon confirmation from the Bank of the achievement (or partial achievement) of the Result\nand the amount eligible for withdrawal through an official notification, MEHE will send a disbursement\n\n\n20 SIMS is part of the broader Education Management Information System (EMIS), which is currently being put in place.\n\n\n14\n\n\n",
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+ "confidence": 0.9913297891616821,
+ "start": 661,
+ "end": 665
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+ "dataset_tag": "non-dataset",
+ "description": null,
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+ "acronym": {
+ "text": "EMIS",
+ "confidence": 0.8946506977081299,
+ "start": 666,
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+ "author": null,
+ "producer": null,
+ "geography": null,
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+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
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+ }
+ },
+ {
+ "input_text": "request through the submission of a withdrawal application using the Bank’s standard disbursement\nforms signed by an authorized signatory. Transfers will be made to MoF account for grants and\ndonations and then transferred to the bank account A at the Central Bank of Lebanon for the grant\nfunds and to MoF pool loan account and then transferred to bank account B at the Central Bank of\nLebanon for the IDA credit funds.\n\n49. **Advance:** the Government has requested that an advance of up to 25 percent of each financier\nbe made available. When the DLIs are achieved, the amount of the advance is deducted (recovered)\nfrom the amount due to be disbursed under the DLI. The advance amount recovered by the Bank is then\navailable, as needed, for additional advances (“revolving advances”). The Bank requires that the\nRecipient refund any advance (or portion of the advance) if the DLIs have not been met (or have been\nonly partially met) by the Closing Date of the Program, promptly upon notice thereof by the Bank.\n\n50. **Prior Results:** The Bank will disburse up to 25 percent of the financing proceeds on account of\nthe DLIs met by the Borrower between March 31, 2016 and the date of the financing and grant\nagreements.\n\n51. The achievement of the DLIs will be financed through a mix of funding modalities including an\nIDA credit with co-financing from grant sources. The co-financing arrangements amongst the different\nDLIs are detailed under table A3.3 of this document.\n\n\n**IV.** **ASSESSMENT SUMMARY** **[21]**\n\n\n**A.** **Technical**\n\n\n_Strategic rationale_\n\n\n52. **Helping host countries share the burden of receiving Syrian refugees is a global strategic**\n**priority.** The international community, together with MEHE, have been addressing this need through the\nRACE program which started in 2013. This next phase proposes to pivot from a strict focus on supplyside access to focus on demand-side issues as well as on quality and on systems strengthening. These\nlast two are national, regional, and global priorities, since it is _learning_ rather than simply ‘schooling’\nthat will equip future generations with the knowledge and skills to join a productive workforce and drive\neconomic growth and human development. It is equally critical to help Lebanon’s education system\nsustain the delivery of quality services going forward and ultimately enable it to emerge stronger from\nthis crisis.\n\n\n_Technical soundness_\n\n\n53. **The technical assessment concurred with the prioritization of access-linked activities to**\n**increase supply.** Investment in infrastructure is a MEHE priority and responds to an urgent need.\nStatistics provided by the Developing Rehabilitation Assistance to Schools and Teachers Improvement\n(D-RASATI survey, 2011) and recently updated under the Second Education Development Project (EDP II,\n2014) indicate that among the 1,262 existing public schools, approximately 75 percent need repairs. Of\nthese, approximately 25 percent need major repairs and among these, 40 specific schools are\nconsidered structurally unsafe. Additionally, only 42 percent of schools are owned by MEHE,\n\n\n21 Studies and reports cited in the World Bank technical assessment are not necessarily endorsed by MEHE.\n\n\n15\n\n\n",
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+ "input_text": "contributing to low levels of maintenance in the non-owned schools. On the demand-side, a recent\nsurvey in Lebanon confirmed that the greater the distance to school, the less likely children are to be\nenrolled; hence, support to transportation will be critical in ensuring and maintaining enrollment\n(Alsharabati, Lahoud, and Nammour, 2016). Second, although outside the scope of the Bank-supported\nProgram, it is clear that cash transfers have had a meaningful impact on refugee populations in Lebanon.\nA recent impact evaluation of UNHCR’s initiative to distribute some of its aid in Lebanon through cash\ntransfers showed that families receiving cash assistance were half as likely to send their children to work\ninstead of to school (Masterson, 2016). Money was spent to meet basic needs, with no evidence of\nfunds used for luxury or temptation goods. The quasi-experimental study showed no evidence of\nperverse incentives such as pull effects of crowding in ineligible recipients or otherwise artificially\nincreasing the number of refugees (Masterson, 2016).\n\n\n54. **The assessment also agreed with the emphasis placed on training, classroom observation and**\n**school grants, as well as the importance of community liaisons.** However, it cautioned that training\nactivities and training materials produced by CERD would be most effective if paired with continuous\nmonitoring and guidance provided by both the school-based management (school principal, subject\ncoordinators, etc.) and by counselors from DOPS. Classroom observations and teacher performance\nassessments should be based on clear and specific criteria set by the teacher standards and related tools\ndeveloped and endorsed by MEHE and CERD. With regards to community liaisons, there is ample\nevidence that child protection issues are being insufficiently addressed, especially within the refugee\ncommunities. A recent review of the RACE program identified reducing bullying and violence in schools\nas a 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. 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 follow-up of both Syrian and Lebanese students could go a long\nway in reducing this driver of dropout.\n\n\n55. **Finally, without proper information as to the extent to which students are actually learning,**\n**an objective assessment of the quality of the education services is not possible.** MEHE and CERD will\ndevelop a comprehensive learning assessment framework, which will include formative assessments at\nthe school level. Particular attention will be given to Grade 3 to detect early difficulties in basic reading,\nwriting, and numeracy skills. With regards to system monitoring, the assessment concluded that\nsupporting the development and incentivizing the completion of a proper EMIS may be the greatest\ncontribution the Program can make to the overall RACE 2 program. Due to the absence of timely and\naccurate data, it is extremely difficult for MEHE to properly allocate resources to schools most in need,\nor otherwise direct efforts of the Ministry to those that would benefit most. Timely data will go a long\nway in ensuring current spending more efficient and better targeted.\n\n\n_Expenditure framework_\n\n\n56. **The RACE 2 program expenditure framework presents the overall US$2.1 billion, and, within**\n**that, the US$1.8 billion Bank-supported Program.** Activities are structured according to the RACE 2\noutputs areas, and the main expenditure categories featured are works for school\nconstruction/rehabilitation, furniture and equipment, transfers to schools, teaching and learning\nmaterials, transportation costs, and a number of staff-related costs including consultancies. The\nGovernment of Lebanon has been actively following-up with donors on pledges made at the London\nconference to secure the needed financing (see Table 3). The Program Expenditure Framework also\nanalyzes the budget planning and execution, drawing on the findings from the recent Public Expenditure\n\n\n16\n\n\n",
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+ "pages": [
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+ ]
+ }
+ },
+ {
+ "input_text": "Review conducted in Lebanon’s education sector.\n\n\n_Results chain analysis and reasoning for the selected DLIs_\n\n\n57. **The selection of DLIs covers a logical progression all along the results chain.** Such progressions\ncan also be found within the DLIs, over time. The first DLI incentivizes the incorporation of all children\ninto the education system. The second then takes the next step, incentivizing that those children: (i)\ncomplete the year, and (ii) transition through into the next year, throughout the levels. However, that\nalone is insufficient: other DLIs incentivize monitoring and supporting teacher performance (DLI 3) and\nbetter monitoring learning across core subjects (DLI 4). Rounding out this improved learning\nenvironment is the focus on stronger community engagement (DLI 5), which – in addition to helping\naddress important demand-side issues – will help ensure a safe learning environment for all students.\nFinally, DLIs 6, 7, 8 and 9 tackle the institutional conditions needed for these gains to persist beyond the\nlife of the Program, through building the systems for timely data (DLI 6), updating and modernizing the\ncurriculum (DLI 7), ensuring the foundations for learning, such as teacher policies and a learning\nassessment strategy (DLI 8), and strengthening the management functions and other MEHE capacity (DLI\n9).\n\n\n_Economic rationale_\n\n\n58. **Subject to reaching its stated objectives, the base case forecast of the RACE 2 program shows**\n**significant returns over its lifetime.** Based on a cost estimate of US$1.8 billion spread across a five year\nperiod and annual nominal revenues of US$11.89 billion, the Net Present Value (NPV) of the program is\nUS$563.4 billion at a 5.9 percent discount rate [22] . A further breakdown of these results can be found in\nthe Program Expenditure Framework under Annex 4 (Summary of Technical Assessment).\n\n\n**B.** **Fiduciary**\n\n\n59. A World Bank fiduciary assessment was conducted covering the Program institutional and\nimplementation arrangements, fiduciary management capacity and implementation performance\n(Annex 5). The assessment identified some substantial weaknesses in both financial management and\nprocurement systems and concludes that the overall fiduciary risk is “High”.\n\n60. The main issues identified that could affect the Program are:\n\n\na. Financial management: (i) absence of a formal annual budget process (the Government has been\n\noperating without formally approved budgets since 2006); (ii) insufficient accounting and control\nsystems and limited resources at MEHE; and (iii) non-existence of internal audit function, and limited\nresources at CoA and a mandate focusing primarily on ex-ante reviews.\n\n\nb. Procurement: (i) MEHE’s limited technical capacity to undertake large volume procurement activities,\n\nas well as to manage contracts; (ii) CTB’s limited resources to be able to play its regulatory role,\nresolve complaints, standardize bidding documents and reporting, collecting data, and training civil\nservants; and (iii) CoA’s limited resources for expediting the procurement prior reviews.\n\n\nc. Other risks include the insufficiency of the internal controls system in place at the school level to\n\nmeet international accounting standards, resulting in a high fiduciary risk.\n\n\n22 The discount rate is calculated by taking the 30-year treasury rate and assuming 3 percent over and above that value.\n\n\n17\n\n\n",
+ "datasets": [
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+ "text": "DLIs_",
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+ "end": 18
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+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": {
+ "text": "Lebanon",
+ "confidence": 0.6472035646438599,
+ "start": 3,
+ "end": 4
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+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "systems for timely data",
+ "confidence": 0.9003475904464722,
+ "start": 201,
+ "end": 205
+ },
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+ "description": null,
+ "data_type": null,
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+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "students",
+ "confidence": 0.7740204334259033,
+ "start": 169,
+ "end": 170
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "Program Expenditure Framework",
+ "confidence": 0.5253796577453613,
+ "start": 359,
+ "end": 362
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "World Bank",
+ "confidence": 0.8412603139877319,
+ "start": 386,
+ "end": 388
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+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
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+ "dataset_name": {
+ "text": "internal controls system",
+ "confidence": 0.7148544192314148,
+ "start": 602,
+ "end": 605
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+ "producer": null,
+ "geography": null,
+ "publication_year": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "61. In order to address these issues and risks, enhancement measures will be built into the Program\nto strengthen fiduciary arrangements and institute an appropriate internal control framework. These are\nsummarized in Table 4.\n\n62. **Fraud and corruption.** As part of the fiduciary assessment, the degree to which the Program\nsystems handle the risk of fraud and corruption, including complaint mechanisms, was assessed.\nProposed Program institutional arrangements will include several fraud and corruption prevention,\ndeterrence, and detection mechanisms in existing arrangements, including comprehensive and clearly\narticulated procedures governing the use and accountability of funds:\n\n\na) a strong internal control and compliance monitoring mechanism including: (i) a new internal\n\naudit function; (ii) periodic Program progress monitoring by the Steering Committee; (iii) strong\ncompliance monitoring of grants to schools by MEHE; and (iv) effective independent auditing\nand financial reporting arrangements;\n\n\nb) establishing arrangements for timely responsiveness in addressing and resolving audit findings\n\nand complaints received through the complaint mechanism;\n\n\nc) effective arrangements for segregation of accountability and reporting functions by various\n\nfiduciary oversight entities.\n\n\n**Table 4. Measures to Strengthen Fiduciary Arrangements**\n\n\n\n\n\n\n\n\n\n\n\n\n|Topic|Issue|Proposed Enhancement or Mitigation|\n|---|---|---|\n|**_Planning and Budgeting_**|Absence of an annual budget process and
bureaucratic processes in the review and
clearance of budget execution activities.|The Program expenditure framework will be guided by
detailed review of expenditure estimates and alignment
with Program objectives and activities during the design of
this operation. Program expenditures will continue to be
closely monitored during the life of the Program.
The flexibility provided by the Public Accounting Law (PAL)
in designing accountability mechanisms for “budget
contribution” grants and the law issued related to the loan
will be applied in the design of program fiduciary
arrangements, while leveraging strengthening of country
systems.|\n|**_Program accounting and_**
**_financial reporting_**|MEHE’s capacity to effectively monitor overall
Program activities is significantly stretched by
the large number of school
construction/rehabilitation activities, the
requirement to effectively administer school
grants and the expected large number of
systems improvements contracts.|Under the Program MEHE’s oversight capacity will be
strengthened through the establishment of: a Steering
Committee (SC), an internal audit function (which will also
be a dated covenant), and a streamlined mechanism for
administering grants to schools. Adequate Financial
reporting on both funds financing will need to be in place
to report on Program spending.
In addition, within the existing information system under
development, a reporting mechanism will be integrated to
capture schools’ uses and sources of funds with supporting
evidence at the school level.|\n|**_Internal controls_**|Wide ranging capacity deficiencies at all levels,
owing to staffing shortages and systemic
weaknesses.|The Program will include activities leading to system
changes and enhanced controls for improved
management oversight, internal audit, effective schools
construction and rehabilitation contracts management
and improved accountability for grants to schools. A POM
will detail all Program processes and procedures with due
regard to fiduciary requirements.|\n|**_Program external audit_**|CoA’s capacity is limited as its mandate is|The RACE 2 Program’s financial statements annual auditing|\n\n\n\n18\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "|Topic|Issue|Proposed Enhancement or Mitigation|\n|---|---|---|\n||largely consumed by ex-ante review. And its
audit approaches are outdated.|will be performed by an independent auditor with ToRs
agreed with respective donors, MEHE and the Bank.|\n|**_Procurement Planning,_**
**_Procedures_**|Risks are related to: (i) quality of technical
specifications and ToRs; (ii) quality of bidding
documents; (iii) rigor of bid evaluation; (iv)
quality of works, goods or services delivered,
and (v) timely implementation.|Mitigation measures to increase The RACE PMU, CTB and
CoA’s capacity by hiring staff and/or outsourcing critical
parts of the process to a contracted firm in order to
support: (i) the strengthening of MEHE’s capacity through
the systematic inclusion of a technical support; (ii)
standardization of bidding documents and contract
templates; (iii) capacity building and training program; and
(iv) streamlining and rationalization of institutional
processing.|\n|**_Procurement oversight, and_**
**_accountability_**|Procurement oversight is carried out by the
CoA.
|Support to CoA will be provided through: (i) additional
resources and capacity building; (ii) strengthening of the
audit review and increasing prior review thresholds; and
(iii) oversight of procurement planning and performance.|\n|**_Procurement oversight, and_**
**_accountability_**|Procurement Regulation and Complaint is
carried out by the CTB. In addition, data
collection is not observed to be done
systematically and is not used to measure
procurement performance. Publication of
contract award and decisions is not
mandatory.|Support to CTB will be provided through: (i) additional
resources and capacity building; (ii) strengthening of the
regulatory role; (iii) strengthening of the revision of
complaints; and (iv) institutionalizing procurement data
collection and publishing procurement related decision
(debriefing, complaint resolution, contract publication,
advertisement of procurement opportunities, etc.).|\n|**_Procurement oversight, and_**
**_accountability_**|Technical supervision of works contracts:
technical studies and technical supervision by
external services are not used systematically.|An internal audit function will be established in MEHE, will
increase the quality control of delivered contracts outputs
and procurement oversight in addition to monitoring
other core accountability and performance activities of the
Program.|\n|**_Contract administration_**|The RACE PMU’s resources are insufficient to
monitor contracts, including the large number
of school construction and rehabilitation
works.|The RACE PMU’s capacity to monitor and manage contracts
will be increased by contracted support and complemented
by the proposed to be established internal audit function.|\n\n\n\n63. **Anticorruption entity.** There is no single governmental institution that deals with anticorruption in Lebanon. However, there is the Lebanese Transparency Association, an NGO that has been\n[very active in this area (www.transparency-lebanon.org). In addition, the Parliamentarian Committee of](http://www.transparency-lebanon.org/)\nthe Justice is being supported by the UNDP to draft and revise pertinent legislation including those\ndealing with protection of whistle blowers, access to information, and other measures to enhance\ntransparency in the public sector. Proposed changes are consistent with standards and guidelines\npromulgated by the United Nations Convention Against corruption (UNCAC) to which Lebanon is a party.\n\n64. **Anticorruption Guidelines.** The Bank’s Guidelines on Preventing and Combatting Fraud and\nCorruption in Program-for-Results financing will be applicable to the Bank-supported Program as a\nwhole and were agreed upon with the Recipient.\n\n\n**C.** **Environmental and Social Effects**\n\n\n65. An Environmental and Social Systems Assessment (ESSA) was carried out to ensure that the\noperation maximizes potential environmental and social benefits. Among the main recommendations of\nthe assessment are the following:\n\n\n - Measures concerning Initial Environmental Examination (IEE) and Environmental Impact\nAssessment (EIA) new construction and rehabilitation activities, along with procedures for\n\n\n19\n\n\n",
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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",
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+ "input_text": "ensuring due diligence and monitoring. Tender documents will include greening activities for\nelements such as solid waste.\n\n - With regards to social aspects, mechanisms for ensuring transparency in beneficiary\ninformation, strengthening the existing case management under the hotline as a robust\ngrievance redress mechanism, and working to ensure that Child Protection Officers have a clear\nmandate and authority to act to mitigate against negative social impacts under the Program.\n\n66. Communities and individuals who believe that they are adversely affected as a result of a Bank\nsupported PforR operation, as defined by the applicable policy and procedures, may submit complaints\nto the existing program grievance redress mechanism or the WB’s Grievance Redress Service (GRS). The\nGRS ensures that complaints received are promptly reviewed in order to address pertinent concerns.\nAffected communities and individuals may submit their complaint to the WB’s independent Inspection\nPanel which determines whether harm occurred, or could occur, as a result of WB non-compliance with\nits policies and procedures. Complaints may be submitted at any time after concerns have been brought\ndirectly to the World Bank's attention, and Bank Management has been given an opportunity to\nrespond. For information on how to submit complaints to the World Bank’s corporate Grievance\n[Redress Service (GRS), please visit http://www.worldbank.org/GRS. For information on how to submit](http://www.worldbank.org/GRM)\n[complaints to the World Bank Inspection Panel, please visit www.inspectionpanel.org.](http://www.inspectionpanel.org/)\n\n\n**D.** **Risk Assessment**\n\n\n67. **The overall Program risk is “High”.** There are significant risks to the achievement of the PDO\nand key results, some of which are not easily managed or mitigated, as they are systemic. This includes\npolitical and governance risks that exist at the level of the Program, the implementing ministry and the\ncountry as a whole, as well as risks associated with fully financing the RACE 2 strategy and closing the\nfinancing gap. Other risks, such as macroeconomic and sector strategy and policy risks are substantial,\ngiven the possible movements in economic growth and policy as well as potential changes in\ngovernment focus over the lifetime of Program implementation. While the Program has been designed\nto mitigate these as much as possible, including by keeping the DLIs focused and clear, targeting more\noutputs than outcomes, a high tolerance for risk is justified by the urgency of the situation and the\npotential of the investment to help the Government of Lebanon achieve the goals of RACE 2.\n\n\n68. **Political and governance (Rated “High”).** Due to the “consociational” nature of the Lebanese\ngovernment, decision-making in Lebanon requires consensus among a large number of divided political\nactors. Resulting stalemates in the executive and legislative branches of government often severely\nconstrain reform efforts, the ability to pass important legislation and regulations, and to confirm key\nappointments. This paralysis is also affecting World Bank lending operations where lengthy approvals at\nministerial and Cabinet levels are required. The risk is that the IDA credit – which requires parliamentary\napproval – might experience large effectiveness or implementation delays. In order to mitigate this risk,\nthe RACE 2 operation will combine two types of funding (IDA credit and grant funding, which only\nrequires Cabinet’s approval).\n\n\n69. **Macroeconomic Risk (Rated “Substantial”).** Lebanon’s macroeconomic environment is highly\nvulnerable and presents a substantial risk for the Program. The service orientation of the economy is\nvery sensitive to political instability, and its growth prospects are largely a function of the performance\nof other Arab states –the principal consumers of Lebanon’s services (UK Trade & Investment, 2015). As\nsuch, the ongoing conflict in neighboring Arab countries, and its potential impact on Lebanon’s domestic\npolitics, are a primary source of uncertainty for the country’s macroeconomic performance. In addition,\n\n\n20\n\n\n",
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+ "input_text": "Lebanon’s economy is characterized by an unsustainable public debt dynamic. Its limited revenue\nmobilization, high debt level, large twin deficits (fiscal and current account), and highly dollarized\npegged economy (International Monetary Fund (IMF), 2014) only compound to the country’s significant\nmacroeconomic vulnerabilities.\n\n\n70. **Sector strategies and policies (Rated “Substantial”).** The five-year national Education Sector\nDevelopment Plan (ESDP) was launched in 2010 and has informed the scope of focus of the two Bank’s\nongoing operations. The Plan was developed prior to the Syrian refugee crisis and does not address this\nchallenge. The RACE initiative, which was launched in May 2014 (first phase of RACE) and updated in\nAugust 2016 (RACE 2), provides the strategic context for this Program, bringing greater clarity and\ncertainty to the policy environment. The nature of the challenges posed to the Lebanese education\nsystem by the influx of Syrian refugee children cannot be fully mitigated nor is it possible to fully manage\nthe changes in personnel and policy direction that are a reality in doing business.\n\n\n71. **Technical design (Rated “Substantial”).** While the design has focused on ambitious but\nachievable results and a detailed understanding of what capacities and activities are required to achieve\nthese results, this is the first sector in the country to use the PforR instrument. While the technical\ndesign presents a compelling theory for change for how the activities will lead to results, the sector has\nfaced a number of challenges over the last decade in all three Program dimensions: access to education,\nquality of education, and systems strengthening. Limited capacity in data and monitoring and evaluation\nsystems have limited the potential for evidence-informed policy making. The design therefore rests on a\nnumber of assumptions that will be tested during implementation.\n\n\n72. **Institutional capacity for implementation and sustainability (Rated “High”).** Given the\nexpanded scope of RACE 2, there is a risk that MEHE and CERD may not be able to cope with the\nincreased volume of activities that RACE 2 requires. In particular, the school construction and\nrehabilitation activities will require an expanded capacity to set construction and equipment\nspecification and to manage the entire procurement process.\n\n\n73. **Fiduciary risk (Rated “High”).** Fiduciary risks and proposed mitigations measures are described\nunder Fiduciary Assessment in Section IV.\n\n\n74. **Environmental and Social risk (Rated “Substantial”).** While no specific negative environmental\nor social impacts are foreseen for the Program, the risks are substantial, particularly because of the\nvulnerabilities of refugee children and the relationships between refugee and host communities. These\nrisks and mitigation measures are described in detail in the ESSA.\n\n\n75. **Stakeholder risk (Rated “Substantial”).** Stakeholders include key actors within the system (e.g.\nteachers, schools administrators, and other sector staff) as well as members of local communities that\nstand to benefit from the Program. With regards to system actors, there are risks relating to employees\nsuch as contractual teachers, and other participants that may feel underrepresented in Program\nactivities. In terms of local communities, given the rapidly evolving context, outreach between official\ngovernment efforts and beneficiary communities may not be as frequent and fluid as optimal, resulting\nin un-actualized potential of Program activities, such as high student absenteeism. These risks and\nmitigation measures are described in detail in the ESSA.\n\n\n76. **Other risk (Rated “High”).** The main other risk that has been identified is the Program\nExpenditure Framework, and in particular its financing. Despite pledges from donors for RACE 2,\ncontributions tend to be annual, limiting MEHE’s ability for multi-year programming and budgeting. As\nof July 2016, it is expected that the total RACE 2 program will amount to about US$2.1 billion, with\n\n21\n\n\n",
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+ "input_text": "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.\n\n\n**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. 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. These\nwill be monitored by the World Bank as part of the Program Implementation Support Plan (Annex 9):\n\n- **Establishing a Steering Committee** to ensure effective Program implementation in accordance with\n\nagreed arrangements.\n\n- **Developing a Program Operations Manual.** A POM will need to be adopted by Program effectiveness.\n\n- **Conducting a comprehensive capacity needs assessment of MEHE and CERD** . This will be done\n\nthrough technical assistance to be covered under the Program upon Program implementation.\n\n- **Building the capacity of MEHE, RACE PMU, and CERD in core areas of project planning,**\n\n**management, fiduciary functions and M&E to effectively implement Program activities and MEHE’s**\n**strategy** . Based on the findings of the needs assessment, the required technical assistance and\ntraining will be provided through the Program to reinforce the capacity of MEHE and CERD. This will\ninclude the set-up of a functional procurement unit at the RACE PMU with adequate and trained staff\nas well as an M&E function to work on the program.\n\n- **Improve data availability, transparency, and accountability.** The Program will support measures to\n\ninstitutionalize procurement data collection and publish procurement related decisions (debriefing,\ncomplaint resolution, contract publication, advertisement of procurement opportunities, etc.) at\nMEHE. In addition, the Program will strengthen the capturing of data at the school level, i.e. capturing\nthe sources and used of funds and other relevant information along with the necessary uploads of\nsupporting documents in the information system that is under final stage of development in a timely\nmanner.\n\n- **Assuring an internal audit function at MEHE.** This will be done through the recruitment of a\n\nconsultant to conduct internal audit function reporting to the Minister of MEHE as well as to help in\ncarrying out the internal audit function starting the first year of Program implementation. The scope\nof the internal audit will be the RACE 2 Program. As part of its terms of reference, the consultant will\nbe assisting MEHE with the establishment of a mainstreamed function within it by working\ncollaboratively with assigned MEHE staff, disseminating knowledge on internal audit methodologies,\nsupport MEHE team to develop manuals to ensure effectiveness of program operations and\nprocedures using good practices methodologies, and other guidance materials to help establish and\nsustain the function. Having trained staff from MEHE along with audit manuals to perform the internal\naudit function will be part of DLI 9 relating to MEHE’s improved institutional capacity.\n\n- **External Audit for the Program** . An independent external audit will be appointed to audit the RACE 2\n\nProgram and issue annual audit reports for the Program financial statements. The ToRs will be agreed\nbetween MEHE, the Bank, and development partners supporting RACE 2 Program and currently\n\n\n22\n\n\n",
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+ "input_text": "requiring similar audits, such as, _inter alia_, UNHCR and UNICEF, with the view of having a single joint\naudit for the program.\n\n- **Grievance redress mechanism.** Strengthening the existing hotline to make it a more robust grievance\n\nredress system at MEHE. PMU level to address complaints associated with social-related issues such as\ndiscrimination, sexual harassment, and bullying in schools. Integrating a secure, confidential and easily\naccessible system to report gender-based violence cases and ensure follow up. This will be carried out\ntogether with partners, to build on existing activities.\n\n\n23\n\n\n",
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+ "input_text": "**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. **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. Among its functions are\ncurricula design, the development of textbooks and other teaching materials, the issuance of guidelines\nfor official exam specifications, and teacher preparation, including teacher training.\n\n3. The Lebanese education system is structured around three (3) cycles of mandatory education\n(age 6 to 15) with three (3) grades in each cycle. There is also a kindergarten stage with 3 grades (age 3\nto 6) and a secondary education stage with 3 grades (age 15 to 18). The private sector is highly\npredominant in the education sector with approximately 70 percent of the student population attending\nprivate schools (14 percent in private schools subsidized by the Government, and 55 percent in nonsubsidized private schools). The average student success rates in the official examinations for the 9th\nand 12th grades in public and private schools are 61 and 73 percent respectively, which are low given\nthe high expenditure levels in the sector. Moreover, an analysis of international and national-level\nsurvey data reveals that between-school differences are large and associated with factors such as school\nsize, socioeconomic status, and quality of school buildings and instructional resources.\n\n4. **The RACE 2 program aims to achieve three outcomes and nine outputs that are structured**\n**around three pillars:** i) Equitable Access, ii) Enhanced Quality, and iii) Strengthened Systems. Each of\nthese are described below. The results framework for the overall RACE program was developed in a\nconsultative fashion, under the leadership of MEHE. Working groups were established per pillar, with\nMEHE being represented and leading each, with a member of the donor community appointed to colead each working group. Within the overall government program, the Bank-supported Program consists\nof those activities within RACE that are entirely executed by MEHE. This implies about US$1.8 billion of\nthe costed activities over 5 years. Excluded activities are those such as non-formal education\nimplemented by UNICEF or others, as well as cash transfer programs that would be implemented\noutside MEHE.\n\n\n5. **The results chain of the RACE 2 program, and the corresponding DLIs in the Bank-supported**\n**Program, provide a complete story from select activities to the desired end results (see Figure 1).**\nUnder Pillar 1, the first DLI focuses on attracting and incentivizing more children into formal schooling.\nThe next DLI (under Pillar 2) is structured to keep children in school through to secondary education,\nfirst by incentivizing their attendance, and then their completion and transition through the cycles. With\nmore children now staying in school, DLIs 3 and 4 focus on measuring what children are learning, and\n\n\n24\n\n\n",
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+ "input_text": "measuring teacher performance to improve learning. DLI 5 focuses on bridging the school/community\ndivide, critical to ensuring that students are receiving the home support needed for success. Finally,\nunder Pillar 3, four DLIs work toward ensuring that the data, curriculum, policies (e.g. teacher polities),\nand capacity are all in place to bring about the results sought in the first two pillars.\n\n6. **The DLI in support of Pillar 1, equitable access, takes into account the fact that not all students**\n**need the same type of support.** Under-enrollment in secondary education by Lebanese children will\nneed to be tackled differently than the challenges relating to dropouts of refugees at the end of\n5th Grade, but both sets of issues will be addressed under RACE in order to achieve DLI 1. This is the\nstarting point of the results chain: providing access to formal public education through both demand\nand supply-side interventions.\n\n7. **Pillar 2, enhanced quality, is supported by four DLIs, each one calibrated to a specific step in**\n**the results-chain.** DLI 2 starts with grade completion and transitioning to the next grade, effectively\nincentivizing a pipeline of students at the beginning of three three-year cycles. The following link (DLI 3)\nmeasures how teachers are teaching, and estimates the effect of the support teachers are receiving,\nwith the view of improving teacher performance. DLI 4 supports teachers in assessing where students in\nGrade 3 are struggling, so as to best respond to student needs and ultimately improve student learning.\nEncompassing the full network of support required to keep children in school and learning, the final link\nin the results chain under this pillar is community engagement, ensuring that parents and communities\nare engaged under DLI 5.\n\n\n**Figure A1.1 RACE Pillars and Results Chain**\n\n\n25\n\n\n",
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+ }
+ },
+ {
+ "input_text": "8. **Strengthened systems is the pillar for the third and final group of DLIs, and these are higher-**\n**order system level outcomes.** Progress in these system-wide functions are pre-requisites to the\nachievement of other DLIs, while at the same time they will strengthen and be strengthened by the\nachievement of lower-level DLIs. This mutually supporting dynamic is clear in DLI 6. Effective decisionmaking at the central level of the ministry is predicated on timely and accurate collection and\ntransmission of data at the school level; in turn, this data-driven decision-making will enable support\nand resources to flow to those schools most in need, enabling them to perform essential functions as\nwell as collect and report data in a timely manner. The other DLIs under this pillar include curriculum,\npolicies relating to teacher standards and teacher professional development, the development of a\ncomprehensive learning assessment strategy, and capacity building, all essential for a functional\neducation system.\n\n\nI. RACE 2 PILLAR 1: EQUITABLE ACCESS\n\n\n9. **The first pillar aims to achieve “enhanced access to, and demand from, children, youth, and**\n**their caregivers; for equitable formal or regulated non-formal education.”** Within this pillar, there are\ntwo outputs to which activities will contribute:\n\n\n - A.1 Children, youth, and their caregivers are provided with the necessary support to increase\ntheir demand for formal education or regulated non-formal education;\n\n - A.2 Children and youth have improved and equitable access to appropriately equipped public\nschools, especially in under-served areas.\n\n10. **Activities across all of these output areas are likely to contribute toward the overall RACE**\n**objectives under pillar 1:** Proportion of school-aged children (3-18) enrolled in formal and non-formal\neducation. These activities consist of supply side activities such as school construction and\nrehabilitation, as well as demand side activities. These will be considered separately below.\n\n11. **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 with 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. Furthermore, schools will also be equipped\naccording to the Effective School Profile (ESP). Equipment will include desks, chairs, and boards; in\naddition to ICT equipment and laboratories. Newly constructed, rehabilitated or expanded schools will\nbe provided with equipment and furniture and, where necessary, teachers, school director and support\npositions will be filled either through new hires or by transferring civil servants from schools which have\nhigh teacher to pupil ratios.\n\n\n12. **On the demand side, activities under the overall RACE program are largely attributable to**\n**those that would be carried out directly by international partners such as UNICEF (hence, they have**\n**been excluded from the Bank-supported Program).** Under the guidance of MEHE, local and\ninternational organizations will intensify community outreach activities to vulnerable communities and\nrefugees to provide them with the necessary information about opportunities for formal and non-formal\nschooling. In order to increase demand, the Program also plans to decrease education costs for\n\n\n26\n\n\n",
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+ "input_text": "households by subsidizing school tuition fees, distributing textbooks and learning materials, and\nfacilitating transportation to schools. Cash transfers are also considered in order to decrease, for\nhouseholds, the opportunity costs of sending children to school. For example, UNICEF is planning a cash\ntransfer program aimed at families with school age children to encourage enrollment and attendance.\n\n13. **Bridging supply and demand activities will be activities undertaken in support of non-formal**\n**education.** Some children, particularly those who have been out of school for a year or more, may lack\nthe academic and/or language skills to enroll in formal education. They may also have obligations such\nas labor-force participation or childcare that prevent them from attending formal schools. CERD has\ndeveloped a non-formal curriculum to serve this population of students, and non-formal instruction,\nincluding accelerated instruction, is being provided through UNICEF and other partners. For some\nstudents, this is a terminal program from which they hope to receive basic literacy and numeracy skills.\nFor other students, the accelerated format can allow them to catch up to and re-integrate into formal\neducation. In addition, MEHE is currently in the process of hiring additional psychosocial counselors into\nthe DOPS service to support students in need. CERD also has a psychosocial department that will\ncontribute to the RACE 2 Program. With the support of UNICEF, MEHE is currently preparing a psychosocial program for students, and rolling out the training to teachers and other school-level actors. While\nthe approaches for non-formal education for formal education differ, MEHE is ensuring that they are\ncoherent in their overall objectives.\n\n\nII. RACE 2 PILLAR 2: ENHANCED QUALITY\n\n\n14. **The second pillar strives for “enhanced quality of education services and learning**\n**environments provided, to ensure grade-appropriate learning outcomes for children and youth.”**\nSpecifically, activities will contribute to the following three output areas:\n\n\n - B.1 - Teachers and educational personnel have enhanced capacities to provide learner-centered\npedagogy in public schools or learning spaces;\n\n - B.2 - Educational personnel at the school-level are capacitated and empowered to proactively\ncontribute to better school governance and safe/enabling learning environments;\n\n - B.3 - Communities are capacitated to actively engage in the promotion of learning and wellbeing of students in learning spaces.\n\n15. **Within each of these output areas, specific disbursement-linked indicators have been selected**\n**from RACE 2 that relate to the Bank supported Program.** To achieve them, the Program proposes to\nsupport a number of interventions and activities that will contribute to these results, including training\nfor school leaders and teachers, grants to schools to strengthen school-based management, activating a\nnetwork of community liaisons, and undertaking a number of evaluation and learning assessment\nactivities to help teachers detect more precisely which students are struggling with what parts of the\ncurriculum.\n\n16. **With regards to training activities under B.1, MEHE and international partners will support the**\n**training of teachers and educational personnel on learner-centered teaching, classroom management,**\n**and differentiated learning, including for those with special needs.** Much of this training and support\ncan immediately begin building on existing activities supported under RACE 1 and related system\nsupport. Teachers and educational personnel will be trained on effective instructional techniques,\nstudent assessment and providing psychosocial support for learners, with particular attention for\nfostering diversity and gender equity. Trainings will be accompanied by monitoring and guidance from\n\n27\n\n\n",
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+ "input_text": "counselors who visit the schools regularly to observe teachers and provide feedback. Other activities will\ninclude the development and distribution of teaching materials including teaching guides.\n\n\n17. **There is solid evidence for improvements associated with these approaches.** Well-designed\nteacher guides have been shown to be effective in multiple contexts, including Lebanon, in improving\nclassroom instruction and student learning (Bruns and Luque, 2015). Similarly, effective non-violent\nclassroom management has also been associated with increased teacher self-efficacy and increased\nstudent learning. In the longer term, these trainings and teacher supports will be linked to the\ndevelopment of the new curriculum, with training and support materials reflecting the new student\nlearning standards to be adopted.\n\n18. **For school grants (B.2), the Program will support the training of school principals and**\n**administrators on the identification of school needs and the preparation of school improvement plans**\n**that meet both the schools’ immediate and medium-term needs.** This builds on existing school grants\nprograms run by MEHE and the RACE PMU. Financing in the form of grants will be provided to schools to\nachieve their school improvement plans. Particular focus will be on empowering school directors\nthrough providing support, authority and accountability to ensure their schools are working to provide a\nsafe and inclusive learning environment, in addition to schools working on improving student retention\nand learning achievements and outcomes of students.\n\n\n19. **The output of increased community engagement in student learning and well-being (B.3) will**\n**be achieved through a number of activities, including the school grants mentioned above** . In addition,\ncommunity liaisons are expected to work with second-shift children and parents to support safe arrival\nto school and home by accompanying students to and from school, and following up with parents and\nchildren identified as being at risk of dropping out.\n\n\n20. **Under this pillar, MEHE will also seek to improve the monitoring and evaluation of teaching**\n**quality, learning outcomes, and learning environments through a group of interconnected activities** .\nThese will likely include the digitization of teacher observation records so that teacher progress and\nsupport measures can be tracked over time. It will also include the development of new, no-stakes\nformative assessments in lower grades to identify students in need of support. In the longer term, it will\nbe possible to identify classrooms and schools in need of targeted support as a result of patterns of\nstudent performance over time.\n\n\nIII. RACE 2 PILLAR 3: STRENGTHENED SYSTEMS\n\n\n21. **The third pillar is focused on “enhanced governance and managerial capacities of MEHE and**\n**CERD to plan, budget, deliver, monitor, and evaluate education services.”** This pillar aims to achieve\nthe following outputs:\n\n\n - C.1 - An effective and accurate Education Management Information System (EMIS) is established\nand functional;\n\n - C.2 - Revised curricula for schools and learning spaces are developed and endorsed to improve\nquality learning, life-skills and employability for children and youth;\n\n - C.3 - Appropriate policy frameworks are endorsed and implemented to regulate education\nprograms and services, strengthen school management, and professionalize teaching services;\n\n\n28\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
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+ "input_text": " - 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. **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. An EMIS will be\ndeployed in order to support the timely collection of the data, so that decision-making at both the\nschool and the central MEHE and CERD levels is based on accurate and updated data.\n\n23. **For output C.2, the current Lebanese formal curriculum dates from 1997 and has not seen**\n**major changes since that date.** It is strongly centered on specific concepts or information that students\nshould know, rather than on competencies and skills that learners should acquire. MEHE and CERD are\ncommitted to revise the curriculum under RACE 2 so that it is competency-based, learner-centered, and\nrelevant for the 21st century needs of the workforce. In addition to the formal curriculum, MEHE and\nCERD will develop and roll out additional non-formal education programs that could work as pathways\nto formal education, particularly for children who have been out-of-school for a period of time.\n\n\n24. **In order to ensure equitable access to educational opportunities and to improve the quality of**\n**education services and learning environments, MEHE will develop and endorse appropriate policies**\n**and implement them.** Particularly, MEHE will remove legal and documentation barriers for refugees to\nenroll in schools and register for exams. MEHE will also recognize learning achievement through\ncertification of formal and non-formal schooling. MEHE and CERD will also develop and endorse\nframeworks for child protection, health counseling, and special needs education to ensure that formal\nand non-formal learning spaces are safe and inclusive spaces. In terms of monitoring of teaching and\nlearning, MEHE and CERD will endorse the effective teacher standards and will develop a teacher\nperformance management system in order to effectively monitor, evaluate, and improve teacher\nperformance. A national learning assessment framework will also be developed to measure learning\noutcomes. Finally, a framework for school-based management will also be developed and endorsed to\nempower school leadership and promote school autonomy.\n\n\n29\n\n\n",
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+ "is_used": "False",
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+ "reference_population": null,
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+ "text": "Lebanese formal curriculum",
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+ "start": 212,
+ "end": 215
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+ "confidence": 0.9326926469802856,
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+ "end": 218
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+ "is_used": "False",
+ "usage_context": "background"
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+ "text": "non-formal education programs",
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+ "confidence": 0.5924962759017944,
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+ "end": 218
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+ "usage_context": "background"
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+ "text": "teacher\nperformance management system",
+ "confidence": 0.902940034866333,
+ "start": 467,
+ "end": 471
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+ "dataset_tag": "non-dataset",
+ "description": {
+ "text": "monitor, evaluate, and improve teacher\nperformance",
+ "confidence": 0.7093265652656555,
+ "start": 475,
+ "end": 483
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+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
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+ "text": "national learning assessment framework",
+ "confidence": 0.8163250684738159,
+ "start": 485,
+ "end": 489
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+ "description": {
+ "text": "measure learning\noutcomes",
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+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
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+ "text": "framework for school-based management",
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+ "start": 501,
+ "end": 505
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+ "pages": [
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+ {
+ "input_text": "**Table A1.2. RACE Program Expenditure Categories**\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|RACE Activity/Expenditure|MEHE Indicative
Plan for Using
IDA credit +
REACH TF + LSCTF
(in US$ million)|RACE Program (in US$
million; indicative)|\n|---|---|---|\n|**Activities under Increased Access pillar:**|**$150**|**$1,349**|\n|Works for school construction, school expansion, and
school rehabilitation|70|200|\n|Goods for school furniture and school equipment
including ICT|20|40|\n|Staff costs and consultancies to support outreach
activities and other activities ultimately benefiting
increased in enrolments|10|13|\n|Good and materials to support interventions such as
carrying out information campaigns to increase
demand for education|20|25|\n|Transportation|10|222|\n|Financial contributions to school funds and parent
council funds|20|50|\n|Other activities supporting Access including student
retention support, student enrollment support and
other activities||799
|\n|**Activities under Enhanced Quality pillar:**|**$44**|**$243**|\n|Financial contributions to DOPS centers / staff costs,
consultancies and transportation costs to cover
activities such as classroom-observations performed by
DOPS|15|20|\n|Trainings and related teacher support activities, offered
by CERD and/or DOPS|10|20|\n|Outreach activities to communities and stakeholders|4|10|\n|School grants to finance school needs including school
improvement plans|5|50|\n|Goods and materials to improve teaching and learning|10|20|\n|Other activities supporting Enhanced Quality including
remedial instruction, homework support and other
activities||123|\n|**Activities under Strengthened Systems pillar:**|**$30**|**$253**|\n|Goods and services for system strengthening activities
such as,_inter alia_, to facilitate data collection (e.g.
computers, telephones, internet connectivity)|10|20|\n|Training according to the needs of MEHE and CERD|5|10|\n|Consultancies to support the development of policies,
curriculum
development,
assessment
strategy
development|5|10|\n|Staff
costs
relating
to,
_inter_
_alia_,
accounting,
procurement, projects planning and implementation,|10|20|\n\n\n30\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "|technical implementation, administrative support, and
CERD departments.|Col2|Col3|\n|---|---|---|\n|Other activities supporting Strengthened Systems
including piloting costs for revised curriculum and other
activities||193|\n|**TOTAL**|**$224**|**$1,845**|\n\n\n31\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "**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\n\n\n\n\n\n\n\n\n\n\n\n\n",
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+ "text": "RACE 2 Program Results Framework Matrix",
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+ "end": 11
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+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "PforR",
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+ "start": 24,
+ "end": 25
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+ "geography": null,
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+ "confidence": 0.829452395439148,
+ "start": 129,
+ "end": 130
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
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+ "dataset_name": {
+ "text": "Results Indicators",
+ "confidence": 0.8627376556396484,
+ "start": 265,
+ "end": 267
+ },
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+ "description": null,
+ "data_type": null,
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+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": {
+ "text": "2016",
+ "confidence": 0.6872380971908569,
+ "start": 332,
+ "end": 333
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "TVET Data",
+ "confidence": 0.9892316460609436,
+ "start": 590,
+ "end": 592
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "Non-Lebanese",
+ "confidence": 0.7879693508148193,
+ "start": 600,
+ "end": 601
+ },
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Prep-ECE",
+ "confidence": 0.8053371906280518,
+ "start": 612,
+ "end": 613
+ },
+ "dataset_tag": "vague",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "TVET",
+ "confidence": 0.6205819845199585,
+ "start": 667,
+ "end": 668
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "TVET",
+ "confidence": 0.7057938575744629,
+ "start": 793,
+ "end": 794
+ },
+ "dataset_tag": "vague",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "registration",
+ "confidence": 0.8460085391998291,
+ "start": 1074,
+ "end": 1075
+ },
+ "dataset_tag": "vague",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "MEHE/CERD",
+ "confidence": 0.5739336013793945,
+ "start": 916,
+ "end": 919
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "children and youth",
+ "confidence": 0.8524275422096252,
+ "start": 1067,
+ "end": 1070
+ },
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 39
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Col2|fees for public
formal education
and ALP are
partially or fully
subsidized|Col4|Col5|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 -
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|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 -
TVET TBD
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|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||Number of public
school buildings
that meet MEHE’s
Effective School
Profile (ESP)
standards||Number|377
|884|Annually|MEHE|\n|||Number of public
schools newly
built or expanded
to meet quality
standards
specified in GoL’s
Decree 9091||Number|0
|40 built; 125 expanded|Annually|MEHE|\n|||Number of MEHE-
owned public
school buildings
meeting ESP
standards
equipped in line
with MEHE
specifications||Number|200
|500 public schools|Annually|MEHE|\n|||Number of public
school buildings
(by MEHE||Number|TBD|>1000|Annually|MEHE|\n\n\n33\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 40
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Col2|owned/rented)
furnished in line
with MEHE
specifications|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|**Outcome B:**
Enhanced
quality of
education
services and
learning
environments
provided, to
ensure grade-
appropriate
learning
outcomes for
children and
youth
|Increase in the
proportion of
students passing
their grades, and
transitioning to the
next grade
(disaggregated by
school type, grade,
nationality, and
gender);
|% of children and
youth aged 03-15
above the
corresponding
graduation age
who have
completed a Cycle||Percentage|**Lebanese**
Cycle 1: 96%
Cycle 2: 87%
Cycle 3: 78%
**Non-Lebanese**
Cycle 1: 68%
Cycle 2: 51%
Cycle 3: 52%
|**Lebanese**
Cycle 1: >96%
Cycle 2: >87%
Cycle 3: >78%
**Non-Lebanese**
Cycle 1: >68%
Cycle 2: >51%
Cycle 3: >52%
|2020 for
Lebanese;
Annually
for Non-
Lebanese|MICS Round 6,
VASyR, UNHCR
community-
based
reporting;
MEHE
information
management|\n|**Outcome B:**
Enhanced
quality of
education
services and
learning
environments
provided, to
ensure grade-
appropriate
learning
outcomes for
children and
youth
|Increase in the
proportion of
students passing
their grades, and
transitioning to the
next grade
(disaggregated by
school type, grade,
nationality, and
gender);
|
% students who
were at school last
year remain at
school this year||Percentage|**Lebanese**
99% for all Cycles
**Non-Lebanese**
99 for Cycle 1
94 for Cycle 2
93 for Cycle 3
|Same rates maintained|2015 and
2019 or
2020 for
all;
Annually
for non-
Lebanese|MICS Round 6,
VASyR, UNHCR
community-
based
reporting;
MEHE
information
management|\n|**Outcome B:**
Enhanced
quality of
education
services and
learning
environments
provided, to
ensure grade-
appropriate
learning
outcomes for
children and
youth
|Increase in the
proportion of
students passing
their grades, and
transitioning to the
next grade
(disaggregated by
school type, grade,
nationality, and
gender);
|Proportion of
students
transitioning
grades
|2|Percentage|**Lebanese**
100 for transition from Cycle
1 to 2
94 for transition from Cycle 2
to 3
91 for transition from Cycle 3
to Secondary
**Non-Lebanese**
96 for transition from Cycle 1
to 2
82 for transition from Cycle 2
to 3
82 for transition from Cycle 3
to Secondary
|Same rates maintained|2015 and
2019 or
2020 for
all;
Annually
for non-
Lebanese|MICS Round 6,
VASyR, UNHCR
community-
based
reporting;
MEHE
information
management|\n|**Outcome B:**
Enhanced
quality of
education
services and
learning
environments
provided, to
ensure grade-
appropriate
learning
outcomes for
children and
youth
|Increase in the
proportion of
students passing
their grades, and
transitioning to the
next grade
(disaggregated by
school type, grade,
nationality, and
gender);
|Number of
students in public
schools successful
in Grade 3 and||Number|Grade 3: 0
Grade 6: 0
(Baseline at 0 because|Grade 3: TBD after pilot
Grade 6: TBD after pilot|Annually|CERD|\n\n\n34\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 41
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Col2|Grade 6 learning
assessment tests|Col4|Col5|learning assessment is to be
developed by CERD based on
new curriculum)|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||Number of
teachers,
education
personnel, and
educators trained||Number|Teachers : 14,000 per year
Education personnel: 4,497
Educators : 0
|Teachers : 14,500 per year
Education personnel: TBD
Educators : TBD
|Annually|CERD|\n|||Percentage of
trained teachers
whose teaching
performance
meets national
performance
standards|3|Teachers|0%|>75%|Annually|DOPS|\n|||Number of public
school classrooms
that have received
a MEHE-endorsed
package of
teaching materials||Number|0|11,570 classroom packages
on average per year|Annually|PMU|\n|||Number of DOPS
counsellors
trained||Number|Total: 475
Academic: 405
PSS: 17
Health: 39
|1,900|Annually|DOPs|\n|||Number of public
schools that
implement
formative and
summative
assessments for
students in Grade
3 in reading and
math|4|Number|0|180|Annually|DOPs|\n|||Number of schools
that implement
and monitor their
School
Improvement Plan
(SIP) within the
same academic||Number|260
|780|Annually|PMU/MEHE|\n\n\n\n35\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 42
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Col2|year|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||Number of public
schools that
conduct 2 or more
health checks per
year||Number|0|>1000|Annually|DOPS|\n|||Number of public
schools
implementing
GoL-endorsed
child protection
policy, protocols
and mechanisms||Number|0|>750|Annually|DOPS|\n|||Percentage of
cases of violence
involving students
that require
follow-up/referral
and for which
referral
mechanisms were
followed||Percentage|0|>90%|Annually|PMU, DOPS,
/UN Agencies|\n|||Percentage of
children and youth
with special needs
identified and
referred by public
schools||Percentage|0|>90%|Annually|DOPS|\n|||Number of public
schools with
Community
Liaison Officers|5|Number|0|430|Annually|UNHCR|\n|||Percentage of
cases of violence
which were
reported by
communities for
which referral
mechanisms were
followed||Percentage|0%|>75%|Annually|DOPS/PMU/UN
Agencies|\n|||Percentage of
children and youth||Percentage|0%|>75%|Annually|DOPS|\n\n\n36\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 43
+ ]
+ }
+ },
+ {
+ "input_text": "|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\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "CERD Annual Statistics",
+ "confidence": 0.9130026698112488,
+ "start": 137,
+ "end": 140
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "Lebanese and non-Lebanese",
+ "confidence": 0.6614229679107666,
+ "start": 168,
+ "end": 171
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "refugee-education data",
+ "confidence": 0.9773688316345215,
+ "start": 164,
+ "end": 166
+ },
+ "dataset_tag": "vague",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "CERD",
+ "confidence": 0.6156673431396484,
+ "start": 190,
+ "end": 191
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": {
+ "text": "2021",
+ "confidence": 0.5268814563751221,
+ "start": 329,
+ "end": 330
+ },
+ "reference_year": {
+ "text": "academic year",
+ "confidence": 0.5078922510147095,
+ "start": 157,
+ "end": 159
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "end-cycle RACE II",
+ "confidence": 0.5085846185684204,
+ "start": 303,
+ "end": 306
+ },
+ "dataset_tag": "vague",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Annual RACE II",
+ "confidence": 0.5286030769348145,
+ "start": 430,
+ "end": 433
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "data on refugee",
+ "confidence": 0.6102330684661865,
+ "start": 922,
+ "end": 925
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 44
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Col2|available by 01
February of each
year for current
academic year|7|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||Curriculum revised
to improve quality
of learning|Curriculum revised
to improve quality
of learning|Text|Existing curriculum||N/A|CERD|\n|||CERD adequately
capacitated and
equipped to
develop
interactive
content and e-
platform||Text|Interactive curriculum and e-
platforms do not yet exist|Interactive curriculum
available; e-platforms
operational|N/A|CERD|\n|||National
textbooks piloted,
evaluated, and
finalized for print||Text|Existing textbooks|Finalized national textbooks
ready for print|N/A|CERD|\n|||Comprehensive
national learning
assessment
strategy
developed and
operational|8
|Text|Not available|Operational|N/A|CERD|\n|||National Teacher
Assessment
Framework and
teacher
observation tools
developed and
operational|8
|Text|Available|Revised as per the new
curriculum designed by CERD|N/A|CERD|\n|||Endorsed
framework for
school-based
management
operational|Endorsed
framework for
school-based
management
operational|Text|Available|Operational|N/A|PMU|\n|||Revised School
Health Program
operational||Text|Existing School Health
Program|Revised SOPs for health
checks endorsed operational|N/A|PMU|\n|||Policy and
mechanisms to
monitor violence||Text|Uniform protocols and
mechanisms to monitor child
violence do not exist|Operational|N/A|DOPS|\n\n\n38\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",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 45
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Col2|against children in
schools endorsed
and
operationalized by
MEHE (with
MOSA, MOJ, MOI)|Col4|Col5|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|||Policy framework
for special needs
education
endorsed and
operational||Text|Not available|Operational|N/A|PMU and DOPS|\n|||Document on Risk
Screening of
Public Schools in
Lebanon under
the National
School Safety
Program (NSSP)
available||Text|Not available|Available|N/A|PMU|\n|||RACE II
coordination
platform led by
PMU established
and fully
functional||Text|REC exists as the only
coordination body|Functional coordination
platform inclusive of MEHE
departments, donors, UN
agencies, and NGOs
implementing RACE II|N/A|PMU|\n|||Staffing review
and technical
assistance plan for
PMU, CERD, and
DOPS available||Text|
Staffing and human resource
plan not available for PMU,
CERD, and DOPS
(Source: World Bank Project
Appraisal Document for
Lebanon 2016)|Available|N/A|World Bank|\n|||Quality control
standards for
planning,
procurement and
financial
management for
PMU and CERD
endorsed and
operational|9|Text|Uniform quality control
standards for planning,
procurement, and financial
management do not exist
|Operational|N/A|World Bank|\n\n\n39\n\n\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 46
+ ]
+ }
+ },
+ {
+ "input_text": "**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\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Disbursement Linked Indicators",
+ "confidence": 0.837150514125824,
+ "start": 5,
+ "end": 8
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "DLI Baseline",
+ "confidence": 0.8004827499389648,
+ "start": 52,
+ "end": 54
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "_DLI Baseline_",
+ "confidence": 0.6797912120819092,
+ "start": 155,
+ "end": 157
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": {
+ "text": "participating schools",
+ "confidence": 0.6362494230270386,
+ "start": 232,
+ "end": 234
+ },
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "Proportion of students transitioning grades",
+ "confidence": 0.6625716686248779,
+ "start": 302,
+ "end": 307
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 47
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Total Financing|As % of Total|Col4|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|to Grade 11|||||||||\n|**DLI#3**
Teacher performance
measured and
evaluated|6|2.7%|No evidence of
impact||First Impact
Evaluation
Study (IES)
conducted||Second IES
conducted||\n|**DLI #4**
Number of
participating schools
that implement
formative and
summative
assessments for
students in Grade 3
in reading and math
|18.4|8.2%|Not currently
monitored||50||180||\n|**DLI #5**
Proportion of
participating schools
with active
community
partnerships|15.6|7.0%|0% for second-
shift schools||50%||80%||\n|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|**DLI#6**Timely and robust data available for evidence informed policymaking and planning.|\n|_DLR #6.1_
A data and
information
management
framework
developed and
adopted by MEHE
and CERD|3|1.3%|Misalignment
in data
collection and
data
management
functions
across
different MEHE
and CERD units|Expected to be
completed by
Y1|||||\n|_DLR #6.2_
Annual data available
from participating
schools on
disaggregated data
on student|12|5.4%|Data on
student
enrollment not
available until
end of school
year||Student
enrollment
data by March
1st
|Student
enrollment
data by March
1st
|Student
enrollment data
by March 1st
|Student
enrollment
data by March
1st
|\n\n\n41\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 48
+ ]
+ }
+ },
+ {
+ "input_text": "|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\n\n\n\n\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "disaggregated data",
+ "confidence": 0.5327326655387878,
+ "start": 96,
+ "end": 98
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "Passing rates",
+ "confidence": 0.7105434536933899,
+ "start": 158,
+ "end": 160
+ },
+ "dataset_tag": "vague",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Curriculum",
+ "confidence": 0.7683175802230835,
+ "start": 312,
+ "end": 313
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": {
+ "text": "Curriculum",
+ "confidence": 0.5182944536209106,
+ "start": 312,
+ "end": 313
+ },
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Curriculum",
+ "confidence": 0.6796286702156067,
+ "start": 452,
+ "end": 453
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 49
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Total Financing|As % of Total|Col4|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|observation tools
and procedures to
implement said
standards and tools|||||||||\n|_DLR # 8.2_
CERD developed and
endorsed a
framework for
teacher professional
development and
performance
management|4|1.8%|Framework for
teacher
professional
development
and
performance
management
does not exist||Expected to be
completed by
Y2||||\n|_DLR # 8.3_
MEHE and CERD
designed a
comprehensive
learning assessment
strategy|4|1.8%|Lebanon
conducts
national
examinations
and
participates in
some
international
examinations
but a
Comprehensiv
e Learning
strategy does
not exist|Strategy
expected to be
developed by
Y1|||||\n|_DLR # 8.4_
MEHE and CERD
implemented the
above-mentioned
comprehensive
learning assessment
strategy|4|1.8%|Lebanon
conducts
national
examinations
and
participates in
some
international
examinations
but a
Comprehensiv
e Learning
strategy does
not exist||||Assessment
applied as per
strategy||\n\n\n43\n\n\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 50
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Total Financing|As % of Total|Col4|Indicative timeline for DLI achievement|Col6|Col7|Col8|Col9|\n|---|---|---|---|---|---|---|---|---|\n|**DLI # 9**
MEHE and CERD’s
improved capacity to
implement the
Program
_DLR #9_
Four (4) internal
audit reports
produced per year by
MEHE in compliance
with standards
agreed between
MEHE and the Bank
|3|1.3%|No internal
audit function|4|4|4|4|4|\n\n\n44\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 51
+ ]
+ }
+ },
+ {
+ "input_text": "**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. Data to be disaggregated by 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 # 2.2|Calculated by dividing the number of public school students in
the target year who enroll in Grade 8 for the first time (not
repeated students) by the number of public school students
who enrolled in Grade 7 at the beginning of the preceding
scholastic year. Data to be disaggregated by 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 # 2.3|Calculated by dividing the number of public school students in
the target year who enroll in Grade 11 for the first time (not
repeated students) by the number of public school students
who enrolled in Grade 10 at the beginning of the preceding
scholastic year. Data to be disaggregated by 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 # 3|Impact evaluation study of teacher support programs. Two
support programs will be studied: The first one consists of
classroom observations and feedback and guidance provided
by the academic counselor and the school principal. The
second program includes the first (observations and
guidance) and adds training provided by CERD. The study will
then have three groups of teachers: one group with only
observation and guidance, one with observation and
guidance + CERD training, and one control group with no
intervention. The study will have a baseline at the beginning
of the year, followed by the respective intervention, and an|No|Classroom
observation
records and
teacher training
records|Third
Party|Baseline and endline data is collected,
along with the intervention records
(classroom observation and teacher
training records).|\n\n\n\n45\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Enrollment lists",
+ "confidence": 0.8260976672172546,
+ "start": 259,
+ "end": 261
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": {
+ "text": "YEAR 0",
+ "confidence": 0.6897715330123901,
+ "start": 221,
+ "end": 223
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "enrollment numbers",
+ "confidence": 0.5937279462814331,
+ "start": 456,
+ "end": 458
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "public school students",
+ "confidence": 0.9967838525772095,
+ "start": 493,
+ "end": 496
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "enrollment numbers",
+ "confidence": 0.582637369632721,
+ "start": 610,
+ "end": 612
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "public school students",
+ "confidence": 0.9870135188102722,
+ "start": 647,
+ "end": 650
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "enrollment numbers",
+ "confidence": 0.8057434558868408,
+ "start": 764,
+ "end": 766
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "public schools",
+ "confidence": 0.7307533025741577,
+ "start": 784,
+ "end": 786
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "Baseline and endline data",
+ "confidence": 0.5713831782341003,
+ "start": 962,
+ "end": 966
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "intervention records",
+ "confidence": 0.7140092253684998,
+ "start": 975,
+ "end": 977
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 52
+ ]
+ }
+ },
+ {
+ "input_text": "|DLI #|Definition/
Description of achievement|Scalability of
Disbursements|Protocol to evaluate achievement of the DLRs and data/results
verification|Col5|Col6|\n|---|---|---|---|---|---|\n||endline at the end of the year. 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. Data should be available in
a digital central database in March. CERD publishes the
disaggregated enrollment data for all schools on its website in
August of each year.|Yes|CERD website
(http://www.crd
p.org/en)|Third
Party|Review of enrollment and grade
completion numbers and of the
implementation of CERD data
verification protocol.|\n|DLI # 7.1|Decision to form the Curricula Higher Committee is issued by
the Minister. The Curricula Higher Committee includes
national stakeholders and representatives from the Education
sector (e.g. CERD, MEHE, Educational Inspectorate, and
Faculty of Education among others). The committee meets
and approves the curriculum development work plan, which
will be approved by the Minister. Standard Operating
Procedures (SOPs) are prepared by CERD and approved by
the Curricula Higher Committee. The work plan and SOPs are
published on the CERD website.
|No|CERD website
(http://www.crd
p.org/en)|Third
Party|Checking the CERD website for the
curriculum development plan and SOPs.|\n|DLI # 7.2|Curriculum design document should include student learning
outcomes, and scope & sequence, which should be developed
for the subjects in each grade. Curriculum design documents
need to be approved by the Curricula Higher Committee.
Financing for the curriculum will include all cycles.|No|Signed
Document at
CERD|Third
Party|Checking that design documents were
approved by the Curricula Higher
Committee.|\n\n\n46\n\n\n\n\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "School records",
+ "confidence": 0.7227721810340881,
+ "start": 162,
+ "end": 164
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "MEHE",
+ "confidence": 0.515342652797699,
+ "start": 217,
+ "end": 218
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Data for refugee students",
+ "confidence": 0.5976900458335876,
+ "start": 327,
+ "end": 331
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "CERD",
+ "confidence": 0.501087486743927,
+ "start": 456,
+ "end": 457
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "refugee students",
+ "confidence": 0.8314258456230164,
+ "start": 329,
+ "end": 331
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "CERD data",
+ "confidence": 0.588701069355011,
+ "start": 480,
+ "end": 482
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "CERD",
+ "confidence": 0.6838160157203674,
+ "start": 308,
+ "end": 309
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "all schools",
+ "confidence": 0.8854606747627258,
+ "start": 439,
+ "end": 441
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "SOPs",
+ "confidence": 0.5850443243980408,
+ "start": 607,
+ "end": 608
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "curriculum development plan",
+ "confidence": 0.6713876128196716,
+ "start": 639,
+ "end": 642
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
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+ "author": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 53
+ ]
+ }
+ },
+ {
+ "input_text": "|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). 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. Minister
approves effective teacher standards and observation tools
and SOPs issued and disseminated by MEHE to schools.|No|Signed effective
teacher
standards,
observation
tools, and SOPs|Third
Party|Visit one DOPS center per governorate
and check if endorsed observation tools
are applied.|\n|DLI # 8.2|A unified framework to build the capacity of teachers and
improve their teaching performance is produced and
approved. It includes teacher training philosophy and
methodology and a learning roadmap. It incorporates the
teacher standards and competencies required from teachers.
It includes the coordination mechanism between CERD and
MEHE/DOPS and uses a holistic approach to teacher
professional development by including continuous
mentorship, classroom observation and guidance, plan for
teaching resources development, plan for peer learning, etc.
Minister approves the framework for teacher professional
development.
|No|Framework
document
approved and
signed by
Minister|Third
Party|Checking final version of document from
MEHE and CERD.|\n|DLI # 8.3|A comprehensive long-term learning assessment strategy,
including different types of student assessments
(international and national exams, as well as other student
assessments) is developed abiding by each type's
specifications. It defines MEHE and CERD's unified framework
for assessing student learning and informing good practices
for governance, teaching, and learning. The strategy is to be
approved by the Minister and should be made public on
MEHE and CERD's websites.
|No|MEHE and CERD
website|Third
Party|Checking CERD and MEHE websites for
the signed approved document.|\n|DLI # 8.4|Application of an assessment as per the approved strategy.|No|Official|Third|Checking CERD and MEHE websites for|\n\n\n47\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Pilot reports",
+ "confidence": 0.8780574798583984,
+ "start": 192,
+ "end": 194
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "CERD",
+ "confidence": 0.8716294765472412,
+ "start": 158,
+ "end": 159
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "SOPs",
+ "confidence": 0.5306936502456665,
+ "start": 291,
+ "end": 292
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "CERD",
+ "confidence": 0.5909043550491333,
+ "start": 220,
+ "end": 221
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "schools",
+ "confidence": 0.6901401877403259,
+ "start": 298,
+ "end": 299
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "student assessments",
+ "confidence": 0.59263676404953,
+ "start": 555,
+ "end": 557
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 54
+ ]
+ }
+ },
+ {
+ "input_text": "|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). Internal audit reports
should be produced quarterly according to the agreed
standards which are defined in the Program Operations
Manual (POM).
|No|Internal Audit
Reports|Third
Party|Reviewing internal audit reports for
compliance with quality standards set
forth in the POM.|\n\n\n48\n\n\n\n\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "DLRs",
+ "confidence": 0.6605278849601746,
+ "start": 26,
+ "end": 27
+ },
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "Internal audit reports",
+ "confidence": 0.9638694524765015,
+ "start": 179,
+ "end": 182
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+ "is_used": "False",
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+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 55
+ ]
+ }
+ },
+ {
+ "input_text": "**Table** **A3.3** **Bank Disbursement 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|Category
(including
Disbursement Linked
Indicator as
applicable)|Disbursement Linked Result
(as applicable)|Total Amount of the
Financing Allocated
(in US$)|To be financed
by IDA23
(in US$)|To be financed
by REACH TF
(in US$)|To be financed
by LSCTF
(in US$)|Disbursement Calculation
Formula|\n|---|---|---|---|---|---|---|\n|DLI #1: Number of
school-aged (3-18)
enrolled in formal
education in
participating schools|_DLR#1:_500,000 children by
completion of the Program|[95,000,0000]
|65,000,000||30,000,000|For every additional 500
students (rounded to the closest
500th) from the baseline (of
400,000 children in academic
year 2015-2016), US$475,000 is
disbursed (US$325,000 from the
IDA credit and US$150,000 from
the LSCTF grant). For subsequent
years, the number of students
enrolled in the previous years
against which IDA disbursed is
subtracted. A maximum of
US$30,000,000 (US$20,500,000
from the IDA credit and
US$9,500,000 from the LSCTF
grant) can be disbursed each
year.|\n|DLI #2: Proportion of
students transitioning
grades|_DLR #2.1:_ 4 percentage points
increase from the Baseline (to
be determined in Y1) in student
transition rate of Grade 4
transition to Grade 5.
_DLR #2.2:_ 4 percentage points
increase from the Baseline (to
be determined in Y1) in student
transition rate of Grade 7
transition to Grade 8.
|DLR #2.1:
[9,000,000]
DLR #2.2:
9,000,000]
|||DLR #2.1:
9,000,000
DLR #2.2:
9,000,000
|For every 1 percentage point
increase from the baseline in
each grade transition (to be
determined in Y1), US$2,250,000
is disbursed. For subsequent
years, the percentage points
increase against which the
Association disbursed in previous
years is subtracted. A maximum
of US$4,500,000 can be
disbursed each year per DLR.|\n\n\n\n23 This financing is expected as a contribution from the Lebanon Syria Crisis Multi-Donor Trust Fund (LSCTF) to be processed as an additional financing in support of the Program\nprovided donor financing is received by the LSCTF and that the proposal is endorsed by the LSCTF. The DLIs related to this financing shown in this table are provided for\ninformation purposes to evidence the complementarity of the Program co-financing support.\n\n\n49\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 56
+ ]
+ }
+ },
+ {
+ "input_text": "|Category
(including
Disbursement Linked
Indicator as
applicable)|Disbursement Linked Result
(as applicable)|Total Amount of the
Financing Allocated
(in US$)|To be financed
by IDA23
(in US$)|To be financed
by REACH TF
(in US$)|To be financed
by LSCTF
(in US$)|Disbursement Calculation
Formula|\n|---|---|---|---|---|---|---|\n||_DLR #2.3:_ 4 percentage points
increase from the baseline
(determined in Y1) in student
transition rate of Grade 10
transition to Grade 11.|
DLR #2.3:
[9,000,000]
|||
DLR #2.3:
9,000,000
||\n|DLI #3: Teacher
performance measured
and evaluated
|_DLR #3.1:_First Impact
Evaluation Study (IES)
conducted and findings of the
IES disseminated to relevant
education sector policy makers.
_DLR #3.2:_Second IES
conducted and findings of the
IES disseminated to relevant
education sector policy makers.
|DLR# 3.1:
[4,000,000]
DLR# 3.2:
[2,000,000]
||DLR# 3.1:
4,000,000
|
DLR# 3.2:
2,000,000|N/A|\n\n\n50\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 57
+ ]
+ }
+ },
+ {
+ "input_text": "|Category
(including
Disbursement Linked
Indicator as
applicable)|Disbursement Linked Result
(as applicable)|Total Amount of the
Financing Allocated
(in US$)|To be financed
by IDA23
(in US$)|To be financed
by REACH TF
(in US$)|To be financed
by LSCTF
(in US$)|Disbursement Calculation
Formula|\n|---|---|---|---|---|---|---|\n|DLI #4: Number of
participating schools
that implement
formative and
summative assessments
for students in Grade 3
in reading and math.
|_DLR #4.1:_50 in Year 2
_DLR #4.2:_180 in Year 4
|[18,400,000]|||18,400,000|For every 1 school, US$80,000 is
disbursed.|\n|DLI #5: Proportion of
participating schools
with active community
partnerships.|_DLR #5.1:_50% of second-shift
schools with active community
partnerships in Year 2.
_DLR #5.2:_80% of second-shift
schools with active community
partnerships in Year 4.|[15,600,000]|||15,600,000|For every 5% of second-shift
schools that had active
community partnerships,
US$600,000 is disbursed.|\n\n\n51\n\n\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 58
+ ]
+ }
+ },
+ {
+ "input_text": "|Category
(including
Disbursement Linked
Indicator as
applicable)|Disbursement Linked Result
(as applicable)|Total Amount of the
Financing Allocated
(in US$)|To be financed
by IDA23
(in US$)|To be financed
by REACH TF
(in US$)|To be financed
by LSCTF
(in US$)|Disbursement Calculation
Formula|\n|---|---|---|---|---|---|---|\n|DLI #6: Timely and
robust data available for
evidence informed
policy making and
planning.|_DLR #6.1:_ A data and
information management
framework developed and
adopted by MEHE and CERD.
_DLR #6.2:_ Annual data available
from participating schools on
disaggregated data on student
enrollment by March 1 in each
year and Annual data available
from participating schools on
disaggregated data on student
grade passing rates by August
31st each year for current
academic year.|DLR#6.1:
[3,000,000]
DLR#6.2:
[12,000,000]|||DLR#6.1:
3,000,000
DLR#6.2:
12,000,000|
DLR#6.2:
US$1,500,000 disbursed in full
for achievement by the March 1
deadline in each Annual Year
(AY). For every 1-month delay in
meeting said deadline, annual
disbursement is decreased by
10%.
US$1,500,000 disbursed in full
for achievement by the August
31st deadline in each AY. For
every 1-month delay in meeting
said deadline, annual
disbursement is decreased by
10%.|\n|DLI**#7**: Curriculum
revised to improve
quality of learning.|_DLR #7.1:_ Curricula Higher
Committee approved a work
plan and standard operating
procedures for developing the
Curriculum
_DLR #7.2:_ Curriculum design
completed
|DLR#7.1: [4,000,000]
DLR#7.2:
[15,000,000]
|DLR#7.1:
1,000,000
DLR#7.2:
12,000,000
||DLR#7.1:
3,000,000
DLR#7.2:
3,000,000
|
DLR#7.2:
US$5,000,000 (US$4,000,000
from the IDA credit and
$1,000,000 from the LSCTF
grant) disbursed upon
completion of the curriculum
design for each one of the|\n\n\n52\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 59
+ ]
+ }
+ },
+ {
+ "input_text": "|Category
(including
Disbursement Linked
Indicator as
applicable)|Disbursement Linked Result
(as applicable)|Total Amount of the
Financing Allocated
(in US$)|To be financed
by IDA23
(in US$)|To be financed
by REACH TF
(in US$)|To be financed
by LSCTF
(in US$)|Disbursement Calculation
Formula|\n|---|---|---|---|---|---|---|\n||
_DLR #7.3:_ Curriculum piloting
completed in 6 schools for each
cycle.|
DLR#7.3:
[9,000,000]
|
DLR#7.3:
6,000,000||
DLR#7.3:
3,000,000|following:
1) Kindergarten Education;
2) Grades 1-3 (Cycle 1);
3) Grades 7-9 (Cycle 3).
DLR#7.3:
US$3,000,000 ($2,000,000 from
the IDA credit and US$1,000,000
from the LSCTF grant) disbursed
upon completion of piloting the
Curriculum in 6 schools for each
one of the following:
1) Kindergarten Education
curriculum;
2) Grades 1-3 (Cycle 1)
curriculum;
3) Grades 7-9 (Cycle 3)
curriculum.
|\n\n\n53\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 60
+ ]
+ }
+ },
+ {
+ "input_text": "|Category
(including
Disbursement Linked
Indicator as
applicable)|Disbursement Linked Result
(as applicable)|Total Amount of the
Financing Allocated
(in US$)|To be financed
by IDA23
(in US$)|To be financed
by REACH TF
(in US$)|To be financed
by LSCTF
(in US$)|Disbursement Calculation
Formula|\n|---|---|---|---|---|---|---|\n|DLI #8: Foundational
Framework and Policies
are developed and
adopted to support
teaching and learning.|_DLR #8.1:_ MEHE and CERD
developed and endorsed new
teacher performance standards,
teacher performance
observation tools and
procedures to implement said
standards and tools.
_DLR #8.2:_ CERD developed and
endorsed a framework for
teacher professional
development and performance
management.
_DLR #8.3:_ MEHE and CERD
designed a comprehensive
learning assessment strategy.
_DLR #8.4:_ MEHE and CERD
implemented the above-
mentioned comprehensive
learning assessment strategy.|DLR#8.1: [4,000,000]
DLR#8.2:
[4,000,000]
DLR#8.3: [4,000,000]
DLR#8.4: [4,000,000]
|DLR#8.1:
4,000,000
DLR#8.2:
$4,000,000
DLR#8.3:
4,000,000
DLR#8.4:
4,000,000
|||N/A|\n\n\n54\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 61
+ ]
+ }
+ },
+ {
+ "input_text": "|Category
(including
Disbursement Linked
Indicator as
applicable)|Disbursement Linked Result
(as applicable)|Total Amount of the
Financing Allocated
(in US$)|To be financed
by IDA23
(in US$)|To be financed
by REACH TF
(in US$)|To be financed
by LSCTF
(in US$)|Disbursement Calculation
Formula|\n|---|---|---|---|---|---|---|\n|DLI #9: MEHE and
CERD’s improved
capacity to implement
the Program.|_DLR #9_: Four internal audit
reports produced per year by
MEHE in compliance with
standards agreed between
MEHE and IDA.|[3,000,000]|||3,000,000|US$600,000 disbursed for four
internal audit reports produced
per year.|\n|**TOTAL AMOUNT **||**[224,000,000] **|100,000,000|4,000,000|120,000,000||\n\n\n55\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 62
+ ]
+ }
+ },
+ {
+ "input_text": "**Annex 4: Technical Assessment** **[24]**\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.** The technical assessment was conducted during\nthe preparation of the operation, and consisted of an analysis of all program documents, reports, and\nrelated studies, and was complemented with interviews of key stakeholders throughout preparation.\nThe assessment consists of three sections:\n\n - The first describes the overall RACE program, providing an evaluation of the proposed\ntechnical arrangements, and identifies some key areas for improvement.\n\n - The second outlines the Program’s expenditure framework.\n\n - The third conducts an economic analysis of the proposed Program.\n\n2. **Launched in 2013, this second phase of RACE covers the period 2016-2021.** Following on the\nsuccessful completion of RACE’s first phase, the new operation coincides with the second phase of RACE\n(2016-2021), and is estimated to cost US$2.1 billion. The PforR operation will be aligned with these\ndates, and therefore includes disbursement-linked indicators spread across five years.\n\n3. **Overall, the technical assessment finds that the RACE 2 program has been satisfactorily**\n**designed.** The program incorporates many lessons identified from phase 1, and the selection of\ninterventions to achieve stated objectives is largely grounded in evidence from both within Lebanon and\nglobally. Still, the assessment identified some opportunities for further improving the program,\nspecifically with regards to the institutional strengthening of MEHE and other national actors.\n\n\n**Section I: RACE 2, and the Program Description**\n\n\n4. **The RACE 2 program aims to achieve nine outputs that are structured around three pillars:** i)\nAccess, ii) Quality, and iii) Systems Strengthening. Each of these are described below. Within each pillar,\nthe Bank-supported Program aims to support the achievement of specific output areas. Table A4.1\npresents the overall RACE program, and situates some of the key elements being supported through the\nuse of Disbursement-Linked Indicators.\n\n5. **The results framework for the overall RACE 2 program was developed in a consultative**\n**fashion, under the leadership of MEHE.** Working groups were established per pillar, with MEHE being\nrepresented and leading each, with a member of the donor community appointed to co-lead each\nworking group.\n\n\nPILLAR 1: EQUITABLE ACCESS\n\n\n6. The first pillar aims to achieve “enhanced access to, and demand from, children, youth, and\ntheir caregivers for equitable formal or regulated non-formal education.” Within this pillar, there are\ntwo outputs that activities will contribute to:\n\n\nA.1 Children, youth, and their caregivers are provided with the necessary support to increase their\ndemand for formal education or regulated non-formal education; A.2 Children and youth have improved\nand equitable access to appropriately equipped public schools, especially in under-served areas.\n\n\n24 Studies and reports cited in the World Bank technical assessment are not necessarily endorsed by MEHE.\n\n\n56\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 63
+ ]
+ }
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+ {
+ "input_text": "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.\n\n\n8. **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. Furthermore, schools will also be equipped\naccording to the Effective School Profile (ESP). Equipment will include desks, chairs, and boards, in\naddition to ICT equipment and laboratories. Newly constructed, rehabilitated or expanded schools will\nbe provided with equipment and furniture and, where necessary, teachers, school director and support\npositions will be filled either through new hires or by transferring civil servants from schools that have\nvery high teacher to pupil ratios.\n\n9. **On the demand side, activities under the Program are largely attributable to those that would**\n**be carried out directly by international partners such as UNICEF.** Under the guidance of MEHE, local\nand international organizations will intensify community outreach activities to vulnerable communities\nand refugees to provide them with the necessary information about opportunities for formal and nonformal schooling. In order to increase demand, the Program also plans to decrease education costs for\nhouseholds by subsidizing school tuition fees, distributing textbooks and learning materials, and\nfacilitating transportation to schools. Cash transfers are also considered in order to decrease\nhouseholds’ opportunity costs of sending children to school. For example, UNICEF is planning a cash\ntransfer program aimed at families with school age children to encourage enrollment and attendance.\n\n_Analytical Underpinnings of Pillar 1_\n\n10. **The GoL has successfully increased access but requires support to maintain and extend gains**\n**in equity.** MEHE increased access for refugee children of school age from 14,190 students enrolled in\nschool year 2011-12 to 122,716 students enrolled in 2015-16, representing an increase of 865 percent.\nThis has been achieved through a number of extraordinary measures, including the opening and staffing\nof public schools in the second shift and the development of a non-formal education curriculum. This\npast success demonstrates both the will and the capacity to deliver on key objectives, but it also\nrequires sustained support. It is expected that future gains in enrollment will be based primarily on\nincreases in refugee enrollments, but it is hoped that additional numbers of Lebanese can be served\nwith improved quality as well.\n\n11. **The assessment concurred with the prioritization of these access-linked activities to increase**\n**supply under the Program for the following reasons.** Investment in infrastructure is a priority of MEHE\nand responds to an urgent need. Statistics provided by the D-RASATI survey (2011) and recently updated\nunder the Second Education Development Project (EDP II, 2014) show that among the 1,262 existing\npublic schools, 75 percent need repairs. Of these, 25 percent need major repairs and among these, 40\n\n\n57\n\n\n",
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+ "input_text": "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. [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.\n\n\n12. **The assessment also concurred with the prioritization of the demand-side activities.** First, a\nrecent survey confirmed that the greater the distance to school, the less likely children are to be\nenrolled; hence, support to transportation will make a difference (Alsharabati, Lahoud, and Nammour,\n2016). Second, working from recent evidence from the Lebanese context, it is clear that the cash\ntransfer program has had a meaningful impact on the refugee populations. A recent impact evaluation\nof UNHCR’s initiative to distribute some of its aid to refugees through cash transfers starting in 20132014 showed that families receiving cash assistance were half as likely to send their children to work\ninstead of to school (Masterson, 2016). Money was spent to meet basic needs, with no evidence of\nfunds used for luxury or temptation goods. What is more, the quasi-experimental study showed no\nevidence of perverse incentives such as pull effects of crowding in ineligible recipients or otherwise\nartificially increasing the number of refugees (Masterson, 2016).\n\n\nPILLAR 2: ENHANCED QUALITY\n\n\n13. The second pillar strives for “enhanced quality of education services and learning environments\nprovided, to ensure grade-appropriate learning outcomes for children and youth.” Specifically, activities\nwill contribute to the following three output areas:\n\n - B.1 - Teachers and educational personnel have enhanced capacities to provide learner-centered\npedagogy in public schools or learning spaces;\n\n - B.2 - Educational personnel at the school-level are capacitated and empowered to proactively\ncontribute to better school governance and safe/enabling learning environments;\n\n - B.3 - Communities are capacitated to actively engage in the promotion of learning and wellbeing of students in learning spaces.\n\n14. **Within each of these output areas, specific disbursement-linked indicators have been selected**\n**from RACE 2 that relate to the Bank supported Program.** To achieve them, the Program proposes to\nsupport a number of interventions and activities that will contribute to these results, including training\nfor school leaders and teachers, grants to schools to strengthen school-based management, activating a\nnetwork of community liaisons, and undertaking a number of evaluation and learning assessment\nactivities to help teachers detect more precisely which students are struggling with what parts of the\ncurriculum.\n\n\n25 Based on infrastructure data collected in 2011, using less than 2.8 square meters of space per student in either first or second\nshift to indicate overcrowding.\n26 Total capacity is calculated at 437,895 using 2.8 square meters per student, while total enrollment in the first shift is about\n315,000. As of May 2016, MEHE is in the process of updating the physical infrastructure assessment.\n\n\n58\n\n\n",
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+ "input_text": "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. Trainings will be accompanied by\nmonitoring and guidance from counselors who visit the schools regularly to observe teachers and\nprovide feedback. Other activities will include the development and distribution of teaching material\nincluding teaching guides. In the longer term, these trainings will be linked to the development of new\ncurriculum, with training and support materials based on the new student learning standards expected\nto be developed as a part of the new curriculum.\n\n\n16. **For school grants, the Program will support the training of school principals and**\n**administrators on the identification of school needs and the preparation of school improvement plans**\n**that meet both the schools’ immediate and medium-term needs.** This builds on existing school grants\nprograms run by MEHE. Financing in the form of grants will be provided to schools to achieve their\nschool improvement plans. Particular focus is on schools working to provide a safe and inclusive learning\nenvironment, in addition to schools working on improving student retention and learning achievements\nand outcomes of students.\n\n\n_Analytical Underpinnings of Pillar 2_\n\n17. **Protecting and supporting quality is essential to the long-term future of the public education**\n**system.** Refugee students are currently 19 percent of total public school enrollment in the first shift, and\n100 percent of the second shift. In prior years, MEHE has been able to maintain levels of instructional\nquality and learning on par with other countries in the region, particularly at the secondary level.\nSignificant support will be required to maintain and extend these levels of student learning.\n\n\n18. **The assessment concurred with the emphasis placed on training, classroom observation and**\n**school grants.** However, it was cautioned that training activities would be most effective if paired with\ncontinuous monitoring and guidance provided by both the school-based managers (school principal,\nsubject coordinators, etc.) and by counselors from DOPS. While training globally is often ineffective at\nchanging teacher practices and improving student learning outcomes (e.g. Bruns and Luque, 2015), it\ncan be effective at both: “…the intervention category which most commonly produces large\nimprovements in student learning is pedagogical interventions that match teaching to students’\nlearning…” (Evans and Popova, 2015). Classroom observations and teacher performance assessment\nshould be based on clear and specific criteria set by the teacher standards developed by MEHE and\nCERD. Following evidence from, among others, (e.g. Papay et al. 2016), teacher peer-learning should be\nencouraged by pairing identified high-performing teachers with teachers in need of assistance to meet\nand work on specific skill areas identified from classroom observations. Coaching-based training\ninterventions can also be effective, while computer and other ICT classroom aides are expected to\nsupport improved instruction (following Conn 2014, Bruns and Luque 2015 and Evans and Popova 2015),\nwhich will be linked in later years to the newly developed curriculum.\n\n\n19. **The assessment also concurred with the need for community liaisons.** There is ample evidence\nthat, especially within the refugee communities, child protection issues are being insufficiently\n\n\n59\n\n\n",
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+ "input_text": "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). 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. 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). MEHE and other actors such as the\nUN agencies have committed to redoubling their efforts in this area.\n\n\n20. **Finally, without proper information as to the extent to which students are actually learning,**\n**addressing student needs in a differentiated way is not possible.** Under RACE 2, MEHE and CERD will\ndevelop and implement a national learning assessment framework, which will include formative\nassessments at the school-level. Particular attention will be given for Grade 3 to detect early difficulties\nin basic reading, writing, and numeracy skills; and for Grade 6 to detect difficulties in the sciences,\nmathematics, and language subjects.\n\n\nPILLAR 3: STRENGTHENED SYSTEMS\n\n21. The third pillar is focused on “ **enhanced governance and managerial capacities of MEHE and**\n**CERD to plan, budget, deliver, monitor, and evaluate education services** .” This pillar aims to achieve\nthe following outputs:\n\n - C.1 - An effective and accurate Education Management Information System (EMIS) is established\nand functional;\n\n - C.2 - Revised curricula for schools and learning spaces are developed and endorsed to improve\nquality learning, life-skills and employability for children and youth;\n\n - C.3 - Appropriate policy frameworks are endorsed and implemented to regulate education\nprograms and services, strengthen school management, and professionalize teaching services;\n\n - 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. **These outputs will be achieved through the following activities:** rolling out new education\nmanagement information system, substantial institutional capacity building, curricular reform, and\npolicy work that includes reducing all barriers to registering for education services.\n\n23. **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. MEHE will also deploy\nan EMIS in order to support the timely collection of the data, so that decision-making at both the school\nand the central MEHE and CERD levels is based on accurate and updated data.\n\n\n60\n\n\n",
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+ "input_text": "24. **The current Lebanese formal curriculum dates back from 1997 and has not seen any major**\n**changes since that date.** It is strongly centered on specific concepts or information that students should\nknow, rather than on competencies and skills that learners should acquire. MEHE and CERD are\ncommitted to revise the curriculum under RACE 2 so that it is competency-based, learner-centered, and\nrelevant for the 21 [st] century needs of the workforce. In addition to the formal curriculum, MEHE and\nCERD will develop standardized non-formal education programs that could work as pathways to formal\neducation, particularly for children who have been out-of-school for a period of time.\n\n25. **In order to ensure equitable access to educational opportunities and to improve the quality of**\n**education services and learning environments, MEHE, together with CERD, will develop and endorse**\n**appropriate policies and implement them under RACE 2.** Particularly, MEHE will remove legal and\ndocumentation barriers for refugees to enroll in schools and register for exams. MEHE and CERD will\nalso recognize learning achievement through certification of formal and non-formal schooling. MEHE,\ntogether with CERD, will also develop and endorse frameworks for child protection, health counseling,\nand special needs education to ensure that formal and non-formal learning spaces are safe and inclusive\nspaces. In terms of monitoring of teaching and learning, MEHE and CERD will endorse the effective\nteacher standards and will develop a teacher performance management system in order to effectively\nmonitor, evaluate, and improve teacher performance. A national learning assessment framework will\nalso be developed to measure learning outcomes. Finally, a framework for school-based management\nwill also be developed and endorsed to empower school leadership and promote school autonomy.\n\n26. **Finally, in order to support these development efforts, MEHE and CERD will require capacity**\n**strengthening in terms of staffing to plan, budget, deliver, monitor, and evaluate education services.**\nThe Program will support the identification of the staffing needs at both MEHE and CERD, and the\nappointment of civil servants at critical positions in these institutions. Performance standards will be set\nfor staff and disseminated in order to evaluate staff performance and address capacity development\nissues. Of particular focus are roles in procurement, financial management, strategic planning, and\nmonitoring and evaluation.\n\n\n_Analytical Underpinnings of Pillar 3_\n\n\n27. MEHE is currently forced to focus on designing immediate solutions to daily crises, and has only\nlimited capacity to engage in the type of long-term, detailed planning and strategy required to\nimplement RACE 2. The successful implementation of RACE 1 and the design of RACE 2 demonstrate a\ndetermination to maintain and increase essential education system functionality. Large and sustained\nsupport is urgently required to maintain and expand planning, monitoring and implementation capacity.\n\n28. **Concerning system monitoring, the assessment concluded that supporting the development**\n**and incentivizing the completion of a proper EMIS might be the greatest contribution the Program**\n**makes to the overall RACE 2 program.** As described above, due to the absence of timely accurate data,\nit is excessively difficult for MEHE to properly allocate resources to those schools most in need, or\notherwise direct efforts of the Ministry to those that would benefit the most. Timely data will go a long\nway in rendering current spending more efficient and better targeted.\n\n**Section II: Program Expenditure Framework**\n\n29. **The Program Expenditure Framework analyzes the costing of expenditures, provides some**\n**estimates for program financing and the residual financing gap, and discusses the budget planning and**\n\n\n61\n\n\n",
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+ "input_text": "**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. **The RACE 2 program represents a total of about US$2.1 billion of expenditures.** This figure\ndoes not include the government’s increasing recurrent and investment expenditures on education,\nwhich are essential to cover the provision of education to refugees that complements RACE 2. These\nestimates are calculated using the June 2016 version of the RACE 2 program costing model (core\nscenario). Of this total, the Bank-supported Program is estimated at about US$1.8 billion, once activities\nthat are entirely within the purview of international partners, such as non-formal education, are\nexcluded.\n\n31. **The overall RACE 2 program therefore faces a gap of US$1,100 million.** With the IDA (US$100\nmillion) and grant financing (US$124 million), firm commitments to the RACE 2 program total about\nUS$172 million mainly for costs in the next 18 months. Given previous levels of international support to\nRACE, it is estimated that an additional US$150 million would be available for each of the subsequent\nfour years of the program. However, it is important to note that even these resources have yet to be\nfully committed.\n\n32. **The short-term financial conditions appear sound.** The last IMF Article IV consultation\nconcluded estimated overall GDP growth to continue through until 2020, leading to a slight increase in\ntotal fiscal revenue (excluding grants). Correspondingly, total public expenditure is projected to rise\nslightly in the coming years, from an estimated 28.7 percent of GDP in 2014, to 30.8 percent of GDP by\n2020 (IMF, 2015). Although precise estimates are not available, it is expected that the education sector\nwould benefit from this slight increase in expenditure, given in preponderance in the budget.\n\n\n33. **Although the allocation of domestic financing to the education sector looks promising, and**\n**has been growing in real terms (Figure A4.2), it has not kept pace with overall growth (Figure A4.3).**\nThis has resulted in a reduction in both the overall percentage of GDP allocated to education, as well as\nthe share of public financing that goes to the sector.\n\n\n62\n\n\n",
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+ "text": "Lebanon",
+ "confidence": 0.9038801789283752,
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+ "text": "RACE 2 program costing model",
+ "confidence": 0.7858677506446838,
+ "start": 149,
+ "end": 154
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+ "reference_year": {
+ "text": "June 2016",
+ "confidence": 0.7467942833900452,
+ "start": 144,
+ "end": 146
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+ "reference_population": {
+ "text": "refugees",
+ "confidence": 0.698127806186676,
+ "start": 132,
+ "end": 133
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+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ }
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+ {
+ "input_text": "**Figure A4.2. MEHE Actual Expenditures (US$ M)** **[27]**\n\n\n\n1000\n\n\n800\n\n\n600\n\n\n400\n\n\n200\n\n\n0\n\n\n\n|Col1|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|Col12|Col13|Col14|Col15|919|.9|851|\n|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|\n||||||||||635|.4|692|.2|654|.7||||\n||514|.9|467|.7|501|.2|506|.7||||||||||\n|||||||||||||||||||\n|||||||||||||||||||\n\n\n2005 2006 2007 2008 2009 2010 2011 2012 2013\n\n\n\n\n\n\n\n\n\n\n\n**Figure A4.3. MEHE Expenditures as % of GDP** **[28]**\n\n\n3\n\n\n\n2.5\n\n\n2\n\n\n1.5\n\n\n1\n\n\n0.5\n\n\n0\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|Col2|Col3|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|Col12|Col13|Col14|Col15|Col16|Col17|Col18|\n|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|\n||2.4||2.2||||||||||||2.1|||\n||||||2||||||1.8||1.6||||**1.9**|\n||||||2||1.8||1.|||||||||\n|||||||||||||||||||\n|||||||||||||||||||\n|||||||||||||||||||\n\n\n\n2005 2006 2007 2008 2009 2010 2011 2012 2013\n\n\n34. **The government share allocated to education does not reflect the importance placed on the**\n**sector; this is partly explained by high levels of private financing of services.** Although Lebanon’s public\nspending on education is lowest among all countries of the Middle East and North Africa, it is also true\nthat the public schools only serve 30 percent of Lebanese students. When subsidies to private schools\n(0.4 percent of GDP) and private expenditures (1.45 percent of GDP is the parents’ out-of-pocket share\nof expenditure) are factored in, the total education financing reaches nearly 4 percent of GDP, more in\nline with regional averages. However, it is important to note that this represents a heavy burden placed\non parents.\n\n35. **This high proportion of private financing exacerbates inequalities in the education system.**\nEven prior to the refugee crisis, the Lebanese system was characterized by large inequalities in access\nand in quality of services received. This trend (Figure A4.4) has only grown worse in light of the onset of\nthe refugee populations, since they have largely settled in poorer areas, bringing those poorer schools\nunder even greater strain to deliver quality services. Inequalities are even more persistent with regards\nto availability and quality of services across geographic regions.\n\n\n27 Lebanon Education Public Expenditure Review, WB (forthcoming 2016). Data source: Ministry of Finance.\n28 Ibid.\n\n\n63\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 70
+ ]
+ }
+ },
+ {
+ "input_text": "64\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 71
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+ }
+ },
+ {
+ "input_text": "**Figure A4.4. Enrollments by age and by income quintile** **[29]**\n\n\n_Budget Planning, Classification, and Execution_\n\n36. **Due to factors exogenous to MEHE, Lebanon’s education sector operates with limited budget**\n**planning.** It lacks the capacity to develop an actionable Medium-Term Expenditure Framework. Even\nwhen sectoral plans are produced, or when MoF issues a Medium-Term Financing Framework, neither\nare binding, nor adhered to. The absence of an institutional planning culture within the administration\nand lack of policy guidelines are compounded by the absence of an approved budget. The last budget to\nbe approved by parliament was in 2005; since then, the public administration has been functioning on\ntemporary annual budgets, with little view as to what the next year will bring. The absence of an annual\nbudget has limited the institutionalization of a robust budget planning exercise.\n\n\n37. **The budget execution processes are not well structured.** There is no dedicated team within\nMEHE with budget implementation responsibilities, including no discernible cash planning (World Bank,\n2016). It is expected that the proposed institutional strengthening activities around budget planning,\ncost estimates, and timing, in the context of RACE 2, will improve overall MEHE budgeting. The starting\npoint has been the development of a detailed costing model, which allows MEHE authorities to estimate\nthe medium and long-term financing impact of various scenarios. In addition to providing a detailed\nreview of program expenditures, this helps bring expenditures and activities and objectives into\nalignment.\n\n\n38. **Execution of recurrent budget items (other than civil servants salaries) across the education**\n**system is affected by the bureaucratic processes in the review and clearance of expenditures which in**\n**turn affect the use of funds on a timely basis.** Among the problems noted in the public expenditure\nreview is the lack of systematic internal audit functions, and the fact that the financial reporting is not\nIPSAS compliant (World Bank, 2016). [30] Despite these weaknesses, the overall budget is assumed to be\nexecuted in its entirety, annually. School level spending also suffers from a lengthy and bureaucratic\nprocess, resulting in poor execution of school budgets, specifically in the parents’ fund and the students’\nfund. (World Bank, 2016).\n\n\n29 Lebanon Education Public Expenditure Review, WB (forthcoming 2016).\n30 For more details on the financial management, see Annex 5. Fiduciary Systems Assessment.\n\n\n65\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 72
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+ }
+ },
+ {
+ "input_text": "39. **The overall education budget finances five sub-sectors (not including the general**\n**administration):** General (including pre-primary and primary), Secondary, Higher Education, and\nTechnical, Vocation Education and Training, and General Administration (Figure A4.5).\n\n\n**Figure A4.5 Expenditures by sub-sector, 2014 (US$ M)** **[31]**\n\n\n\n\n\n\n\n\n\n\n\n40. **As is the norm in the education sector, expenditures are made up in their great majority by**\n**recurrent costs such as salaries.** Staffing represents more than 80 percent of education spending.\nImportantly, the non-recurrent expenditures under the RACE program, estimated at US$199,704,807,\nrepresent 9.4 percent of the overall expenditures available to MEHE. For more details on the breakdown\nof expenditures by expenditure category, see Table A4.1.\n\n\n31 Lebanon Education Public Expenditure Review, WB (P152803), June 2016.\n\n\n66\n\n\n",
+ "datasets": [],
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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",
+ "pages": [
+ 73
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+ }
+ },
+ {
+ "input_text": "|Table A4.1 Distribution of MEHE Expenditure, 2013|Col2|Col3|\n|---|---|---|\n|**General Education**|**% Share**|**Actual**|\n|Civil Servant Salary|63.1|248|\n|Contractual Worker Salary|9.7|38|\n|Transportation Allowance|4.4|17|\n|Rent & Maintenance of Schools|2.4|10|\n|Contributions to the Public Sector|5.5|22|\n|Contributions to non-profit organizations|13.7|53|\n|Other recurrent costs|1.2|5|\n|**Sub-Total**|**100.0**|**393**|\n|**Secondary Education**|**Secondary Education**|**Secondary Education**|\n|Civil Servant Salary|81.3|108|\n|Contractual Worker Salary|7.5|10|\n|Transportation Allowance|4.8|6|\n|Rent & Maintenance of Schools|4.2|6|\n|Other recurrent costs|2.2|3|\n|**Sub-Total**|**100.0**|**133**|\n|**General Directorate for Higher Education**|**General Directorate for Higher Education**|**General Directorate for Higher Education**|\n|Civil Servant Salary|99.5|200|\n|Contractual Salary and Other Recurrent Costs|0.5|1|\n|**Sub-Total**|**100.0**|**201**|\n|**General Directorate for TVET**|**General Directorate for TVET**|**General Directorate for TVET**|\n|Civil Servant Salary|28.2|22.2|\n|Contractual Salary|61.4|48.5|\n|Various Allowances (including transport)|6.8|5.73|\n|**Other recurrent costs**|**3.6**|**2.57**|\n|**General Administration**|**General Administration**|**General Administration**|\n|Civil Servant and Contractual Salaries|50.7|22.9|\n|
Transport and Other Allowances|
44.5|
18.9|\n|Rent Costs and Other Recurrent Costs|4.8|2.2|\n|**Sub-Total**|**100.0**|**45.3**|\n|
**Grand Total**||
**851.3**|\n|_Source: Ministry of Finances, as quoted in Lebanon Education Sector Public Expenditure_
_Review, WB (forthcoming)_|_Source: Ministry of Finances, as quoted in Lebanon Education Sector Public Expenditure_
_Review, WB (forthcoming)_|_Source: Ministry of Finances, as quoted in Lebanon Education Sector Public Expenditure_
_Review, WB (forthcoming)_|\n\n\n_Adherence of Program Expenditures to Government Priorities, and Efficiency of Expenditures_\n\n\n41. **With regards to specific Program Expenditures, estimates for costs over the medium-term**\n**have been done using the best available data from MEHE, CERD, UN agencies, and other actors (Figure**\n**A4.5).** The costing model shows the following:\n\n\n67\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ "input_text": "a. Unit costs for service provision are expected to change slightly over time, from US$461\n\nand US$648 for enrolling Syrians in the first and second shift in 2016 to US$472 and\nUS$593, respectively (Oxford Policy Management, 2016).\n\n\nb. Grants to schools will require at least US$4.4 million per year in financing to implement\n\nSchool Improvement Plans for public schools identified as urgently needing to improve\nlearning quality, including teacher training, supplemental student support and\nequipment.\n\n\nc. Construction activities are expected to cost an estimated average of US$2 million per\n\nnew construction and US$235,000 per expansion. School construction, expansion,\nrehabilitation, and equipment will require US$200 million in financing, and US$347 per\nsquare meter for rehabilitation. This accounts for most of the expected rise in\nexpenditures of the program period.\n\n\nd. Overall, the costing model budgets approximately 15 percent in administration and\n\noverhead costs to be absorbed by MEHE.\n\n\n**Figure A4.5. Projection of RACE 2 program costs 2016-2021** **[32]**\n\n\n\n\n\n\n\n\n\n42. **The Lebanon Education Public Expenditure Review (P152803) of June 2016 includes a number**\n**of additional conclusions relating to the efficiency and equity of expenditures that serve to**\n**underscore the importance of the Program Action Plans.** First, there is little correlation between the\nquality of service delivery, and the expenditure trends. Second, given the structure of the subsidy, the\nwealthiest households benefit the most from public education allowance transfers. Third, as with many\ncountries at this point on Lebanon’s path of economic development, the poorest households are\nunderrepresented in secondary schools and in university, another driver of wealthier households\n\n32 From RACE2 costing model (Oxford Policy Management, 2016 unpublished draft).\n\n\n68\n\n\n",
+ "datasets": [],
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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",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "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. **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. For example, in the 2011/2012 school year, less than 55 percent of\nLebanese 17-year olds in the lowest income quintile were in formal education programs,\ncompared to more than 90 percent of Lebanese 17-year olds in the highest income quintile were\nin formal education programs. Less than 10 percent of Syrian refugees of secondary school age\nare estimated to be in school. A concerted effort is required to increase both access and\ndemand in order to deliver education services to all.\nb. **Supporting teachers:** Teachers are the backbone of instruction delivery, and require improved\n\nsupport in the form of training, mentoring and instructional aides to improve service delivery\nand student learning. This support needs to be coupled with increased monitoring of teacher\npractices and performance.\nc. **Student assessments:** The public system currently conducts high-stakes eliminatory\n\nexaminations at the end of 9th and 12th Grades. In order to improve student learning and grade\ncompletion, a no-stakes student assessment in lower grades could be used to identify students\nin need of assistance to target academic support before they drop out. Overall, a plan for how\nstudent assessments work together to provide actors at each level of the system the\ninformation they need to act is sorely needed. This includes national and international\nassessments, whether census and sample-based, whether annual or multi-year, and at different\ngrade levels, comparable over time.\nd. **Curricular reform:** Daily instructional content is at the heart of every school system, and\n\nLebanon’s curriculum was last completely revised in 1971, with multiple partial revisions\nincluding recently in 1997, 2000 and 2012. MEHE and members of civil society groups have\nconsistently advocated for comprehensive curricular reform to improve instruction and learning.\n\n\n**Section III: Economic Assessment**\n\n\n**A. Rationale for Investment**\n\n44. **High rates of return to schooling in Lebanon underpin the rationale for program investment.**\nPrivate returns to primary and secondary education in Lebanon are estimated at 6 and 4 percent,\nrespectively [33] ; almost on par with high income economies (4.8 and 5.3 percent) [34] . Social returns are\n\n\n33 These are the returns for both lower and upper secondary. (World Bank Public Expenditure Review, 2016).\n34 Montenegro & Patrinos, 2013.\n\n\n69\n\n\n",
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+ "confidence": 0.9573756456375122,
+ "start": 522,
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+ "pages": [
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+ "input_text": "likely to be significant as well, given the many positive externalities of education. High private and social\nreturns to pre-primary education have also been well established by the global evidence, ranging from\n2:1 to 17:1 for every single dollar invested. [35] Despite high returns, many children in Lebanon are\ncurrently out of school. Even for those within the education system, completion rates stand at roughly\n86.5 percent at pre-primary, 78.1 percent at primary, and 59.0 percent at secondary, _de facto_ leaving\ntoo many behind. Against this backdrop, financing under this project aims to address inherent market\nfailures embedded in the system, and significantly exacerbated by the refugee crisis, to increase\nequitable access to quality education in Lebanon.\n\n\n**B. Economic Impact of the Program**\n\n\n45. **The base case forecast of the RACE 2 program shows significant returns over its lifetime** [36] **.**\nBased on a cost estimate of US$1.8 billion spread across a five-year period and annual nominal revenues\nof US$11.89 billion, the Net Present Value (NPV) of the Program is US$563 billion at a 5.9 percent\ndiscount rate [37] . Annual observed revenues for the Program are calculated by multiplying the increase in\nsalary over a 40-year employment horizon for each additional year of primary and secondary schooling –\n6 percent and 4 percent, respectively – by the number of students completing the school year as per the\nRACE 2 target [38] . As for the investment’s efficiency, the internal rate of return is estimated at 7.4 percent.\nThis does not include likely benefits of the increased quality of services, nor the likely reduction in\ndropouts among Lebanese and non-Lebanese. There are several risks to the above calculations, chief\namongst them is the plausibility of future employment opportunities for both Lebanese and nonLebanese students in a labor market without unforeseen frictions. The estimates also assume\ncompliance with Program annual targets, though more conservative scenarios also yield positive\nreturns.\n\n46. **Economic returns are robust to sensitivity analyses.** Even under more conservative scenarios,\nthe economic returns continue to be positive. A scenario in which enrolment targets are partially met\n(85 percent) would yield an NPV of US$249 million and an internal rate of return of 6.6 percent. A more\npessimistic scenario in which these targets are only 75 percent met is still estimated to yield an NPV of\nUS$40 million and an internal rate of return of 6 percent.\n\n\n47. **Increased access to schooling has economic intergenerational gains, as well as positive labor**\n**productivity and social cohesion externalities.** The NPV model is limited by the time horizon specified in\nits calculation and, as such, is agnostic to the intergenerational impact of an increase in the level of\neducation. That is to say, increased schooling sets in motion a long-term shift in the earning potential of\na family that goes beyond the lifetime of the individual, which cannot be readily quantified.\nFurthermore, social returns to increasing access to basic education expand beyond economic outcomes,\nand range from improvements in health outcomes to greater social cohesion, to better prospects for\npeace and stability by providing young people productive alternatives to becoming mired in the ongoing\nconflict. This provides a strong rationale for increasing investments to expand access to quality schooling\nfor Lebanese and non-Lebanese children alike.\n\n\n35 Engle et al., 2011 ; Karoly et al., 2005.\n36 Assuming that program objectives are attained.\n37 The discount rate is calculated by taking the 30 year treasury rate as a baseline risk-free benchmark rate and assuming an\nadditional 3 percent required return.\n38 The calculated salary increments as a result of schooling are based on the World Bank Lebanon Education Public Expenditure\nReview of June 2016 (P152803).\n\n\n70\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 77
+ ]
+ }
+ },
+ {
+ "input_text": "**Table A4.2 Cost-Benefit Analysis Parameters and Scenarios**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Scenario|Key Assumptions|Net Present
Value (NPV)
US$ M|Internal Rate of Return
(IRR)|\n|---|---|---|---|\n|Upper bounds|
100% of targets achieved
Returns to Primary: 6%
Returns to Sec.: 4%
Years of labor: 40
Inflation: 2.9%
Discount rate: 5.9%
Minimum wage: $5,373
|563|7.4%|\n|Medium bounds|
75% of targets achieved
Returns to Primary: 6%
Returns to Sec.: 4%
Years of labor: 40
Inflation: 2.9%
Discount rate: 5.9%
Minimum wage: $5,373
|249|6.6%|\n|Lower bounds|
50% of targets achieved
Returns to Primary: 6%
Returns to Sec.: 4%
Years of labor: 40
Inflation: 2.9%
Discount rate: 5.9%
Minimum wage: $5,373
|40|6.0%|\n\n\n\n71\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 78
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+ }
+ },
+ {
+ "input_text": "**Annex 5: Fiduciary Systems Assessment**\n\n\n**A. Background and Institutional Arrangements**\n\n\n**1. Institutional Arrangements**\n\n\n1. Program implementation will be based on the current institutional arrangements for the\nReaching all Children with Education (RACE) program, including proposed enhancements derived from\nthe outcome of this assessment. Key stakeholders of the Program are the Ministry of Education and\nHigher Education (MEHE); the Ministry of Finance (MoF); the Center for Education Research and\nDevelopment (CERD); public schools across the country; and regulatory and oversight bodies, i.e. CTB\nand CoA involved in fiduciary arrangements of the Program. Responsibilities of key players are\nsummarized as follows:\n\n\na) **MoF,** as the custodian of public financial resources, is responsible for the elaboration of the legal\n\nand procedural guidance related to the budget and accounting and reporting aspects of the\nProgram. MoF assigns, in each ministry, a controller who monitors approved commitments,\nexpenditure classification and funding. The controller is connected to MoF through a\ncomputerized system linked to the assigned ministry’s budget as approved by the Parliament.\n\n\nb) **MEHE** is the Program’s parent ministry and coordinator responsible for designing and\n\nmonitoring its implementation through a dedicated RACE Program Management Unit (PMU).\nUnder the Program, MEHE will contract and manage schools’ construction, rehabilitation and\nother core activities, including the projects’ planning, procurement, and oversight. MEHE will\nalso procure consultant services and enhancements to existing ICT equipment for purposes of\nimproving information management, monitoring and evaluation. MEHE will administer grants to\nschools to cater for incremental operating costs and transportation allowances.\n\n\nc) **CERD** is responsible for carrying out activities relating to curriculum development and for\n\noverseeing implementation and monitoring overall quality service delivery. CERD also publishes\nand distributes textbooks through nominated bookshops. The main procurable items will\ncomprise consultancy services and ICT enhancements for purposes of improving the curriculum,\npurchasing and distributing books and e-books, instructional aides and teacher guides, learning\nmaterials, as well as strengthening teacher training and monitoring the effectiveness of service\ndelivery. CERD, a legally and financially autonomous governmental entity, will be contracted by\nMEHE to implement curriculum-related activities.\n\n\nd) **Internal Audit and Program Steering** . A key recommendation of this assessment is the creation\n\nof an oversight function of the Program. MEHE will establish a Steering Committee (SC) to\noversee the achievement of the results of the Program activities. The function will be chaired by\nthe Minister. Primary responsibilities will be to oversee the Program’s implementation.\nConsidering present technical capacity limitations, in the initial stages of Program\nimplementation, internal audit will be outsourced to a consultant. As part of terms of reference,\nthe consultant, reporting to the Minister of MEHE, will build the capacity of MEHE to be able to\ncarry out an internal audit function through the dissemination of knowledge on internal audit\nmethodologies. In addition, they will develop operational procedures to be included in the\n\n\n72\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 79
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+ }
+ },
+ {
+ "input_text": "overall Program Operational Manual (POM) as well as other guidance materials to help establish\nand sustain the unit. The scope of internal audit function includes the RACE 2 program.\n\n\ne) **Regional Education Offices** (REOs) represent MEHE in the provinces in coordinating activities and\n\noverseeing the overall quality of implementation and performance. REOs will complement the\nwork of internal audit and oversight.\n\n\nf) **Schools** are responsible for managing grants provided to cater for incremental operating costs\n\nand transportation allowances. Under the Program, this responsibility will entail the\nmaintenance of dedicated bank accounts to receive advances, simplified accounting records and\nperiodic reporting back to MEHE through an accounting module in the existing School\nInformation and Management System (SIMS). Fund accountability will be complemented by\nperiodic reporting of bank account balances by designated commercial banks to MEHE.\n\n\ng) **School Committees** oversee the management of grant funding and quality of service delivery at\n\nthe school level, in accordance with the decrees that guide their establishment and\noperationalization. At present there are two school funds: (i) a School fund (financed mainly by\nstudents’ subscription) and (ii) a Parents Committee fund financed by contributions from\nparents.\n\n\nh) The **Central Inspection (CI)** undertakes government-wide inspections and reports directly to the\n\nPresidency of Council of Ministers to whom it is administratively linked. It has a broad scope of\nentities subject to its investigation, including extra-budgetary entities, public autonomous\nagencies, and municipalities. Within the CI, a specific technical department for education sector\nperforms the “Pedagogic inspection” for MEHE both centrally and at the school level. The\nfunction and scope of intervention is mainly on a post basis that is more focused on a periodic\nprogram that includes competencies and performance of civil servants and teachers as well as in\nresponse to allegations and complaints submitted.\n\n\ni) The **Central Tender Board (CTB)**, administratively housed at the CI. The country’s procurement\nsystem is currently highly centralized around the CTB of the Office of Central Inspections that\nreports to the Prime Minister. For contracts above LBP 100 million CTB is responsible for\nreviewing tender documents, bid openings and bid evaluations. However, under the proposed\npublic procurement law that is promoting decentralization of procurement, CTB will be a\nregulatory body responsible for developing and maintaining procurement standard documents,\nincluding contracts templates and standardized templates for advertisement, evaluation and\namendments; maintain a portal for publishing advertisements, and contract awards; and for\ndeveloping procurement database and indicators. In addition, CTB will be entitled to deal with\ncomplaints not resolved by implementing entities.\n\n\nj) **Court of Accounts (CoA)** . The CoA is administratively connected to the Prime Minister and\nexercises control over the implementation of the budget and other public funds and activities in\naccordance with its constitutional mandate and legislation. CoA’s main role is to control the\nreliability and truthfulness of the financial statements of budget-funded organizations as well as\nthe legality, efficiency, effectiveness and economy of the management of public funds and\nactivities; and to provide Parliament with reliable information thereof. The CoA is responsible\nfor checking the use of public funds by Government entities and its compliance with existing\nlaws and regulations and for prosecuting all Government employees accused of violating laws\nand regulations governing the administration of public funds. At present, the CoA exercises\nmostly ex ante controls (by issuing visas) on expenditures above a defined threshold, consuming\nmore than 80 percent of its capacity and resources, thus leaving it in a very limited involvement\n\n\n73\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 80
+ ]
+ }
+ },
+ {
+ "input_text": "in the independent ex-post-control. The CoA undertakes prior reviews of procurement\nprocessing as a whole (including review of bidding documents, bids submitted, and evaluation)\nand validates contract awards. CoA also exercises review on contract execution as well as postreview on contracts that were below the prior review thresholds.\n\n**2. Program Activities**\n\n\n2. The RACE 2 program of expenditures totals approximately US$2.1 billion. Within the RACE 2\nframework, the Bank supported Program would consist of expenditures as laid out in Table A5.1.\n\n\n**Table A5.1 Race 2 Program Expenditures and indicative amounts financed by the WB**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|RACE Activity/Expenditure|MEHE Indicative
Plan for Using
IDA credit +
REACH TF + LSCTF
(in US$ million)|RACE Program (in US$
million; indicative)|\n|---|---|---|\n|**Activities under Increased Access pillar:**|**$150**|**$1,349**|\n|Works for school construction, school expansion, and
school rehabilitation|70|200|\n|Goods for school furniture and school equipment
including ICT|20|40|\n|Staff costs and consultancies to support outreach
activities and other activities ultimately benefiting
increased in enrolments|10|13|\n|Good and materials to support interventions such as
carrying out information campaigns to increase
demand for education|20|25|\n|Transportation|10|222|\n|Financial contributions to school funds and parent
council funds|20|50|\n|Other activities supporting Access including student
retention support, student enrollment support and
other activities||799
|\n|**Activities under Enhanced Quality pillar:**|**$44**|**$243**|\n|Financial contributions to DOPS centers / staff costs,
consultancies and transportation costs to cover
activities such as classroom-observations performed by
DOPS|15|20|\n|Trainings and related teacher support activities, offered
by CERD and/or DOPS|10|20|\n|Outreach activities to communities and stakeholders|4|10|\n|School grants to finance school needs including school
improvement plans|5|50|\n|Goods and materials to improve teaching and learning|10|20|\n|Other activities supporting Enhanced Quality including
remedial instruction, homework support and other||123|\n\n\n74\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 81
+ ]
+ }
+ },
+ {
+ "input_text": "|activities|Col2|Col3|\n|---|---|---|\n|**Activities under Strengthened Systems pillar:**|**$30**|**$253**|\n|Goods and services for system strengthening activities
such as,_inter alia_, to facilitate data collection (e.g.
computers, telephones, internet connectivity)|10|20|\n|Training according to the needs of MEHE and CERD|5|10|\n|Consultancies to support the development of policies,
curriculum
development,
assessment
strategy
development|5|10|\n|Staff
costs
relating
to,
_inter_
_alia_,
accounting,
procurement, projects planning and implementation,
technical implementation, administrative support, and
CERD departments.|10|20|\n|Other activities supporting Strengthened Systems
including piloting costs for revised curriculum and other
activities||193|\n|**TOTAL**|**$224**|**$1,845**|\n\n\n**3. Institutional and legal framework assessment**\n\n3. **Legal Framework.** The main legislative sources for budgeting are the Constitution, the Public\nAccountancy Law (PAL) and the Parliament Internal Regulations. The CoA Law regulates the ex-ante\ncontrol on some transactions and the ex post control of budget execution. A large number of\nimplementing Decrees and Ministerial decisions were issued to complement these laws.\n\n4. **Budget law** . The Lebanese Parliament failed to approve the budget since 2006 within the\ntimeframe fixed by the Constitution, due mainly to political considerations in the aftermath of 2006\nevents. As a result, and since then, there is no formally approved budget.\n\n5. **Public Accounting law** . The PAL issued by Decree No. 14.969 of 30 January 1963, constitutes the\nmain legal text that deals with budget preparation and execution. It adheres to the principle of\nseparating payment authorization officers from accounting officers. The PAL:\n\n\n - Sets the rules for the preparation of the annual budget request;\n\n\n - Specifies the budget preparation calendar;\n\n\n - Defines the roles of the Minister of Finance and other ministers;\n\n\n - Defines expenditures and revenues;\n\n\n - Gives detailed prescription for revenue collection and management, sale of assets and\ncollection of State loans;\n\n\n - Defines the four stages of expenditure creation (commitment, liquidation, authorization,\nand payment) and the responsibilities of various parties at each stage of the process;\n\n\n - Sets out the procurement processes and procedures to be used for the acquisition of goods\nand services, and describes the rules and operation of the public Treasury.\n\n\n75\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 82
+ ]
+ }
+ },
+ {
+ "input_text": "6. In accordance with the PAL Decree 14.969, and in the absence of approved budgets since 2006\nand up until now, Government expenditures were incurred and are currently incurred on the basis of\nthe “one‐twelfth rule”, pursuant to which the Government is authorized to spend monthly one‐twelfth\nof the last approved Budget (i.e., the 2005 Budget). In other words, there is neither an original budget\nlaw nor a budget execution law.\n\n7. The deadlock over the budget since 2006 stalled the PFM reform momentum, but the\ncommitment was renewed in 2011. Fiscal reforms have been set as a priority area, as evidenced by the\naccelerated pace observed in the activities of the World Bank financed projects including the Emergency\nFiscal Management Reform Implementation Support in 2011-2013. During this period, MoF embarked\non many notable structural reforms, including: (i) amendments to the outdated 1963 Public Accounting\nLaw (though still not ratified by Parliament); (ii) the adoption of the new Government Finance Statistics\n(GFS) 2001 classification; and (iii) the creation of a cash management function; and (iv) the issuance of\norganizational decrees for launching and staffing the Public Debt Directorate. The Ministry also prepared\nstrategies and action plans, such as the PFM Reform Strategy (2013-2017), the Budget Execution\nReforms Action Plan, and the Financial Management Information System (FMIS) Implementation\nStrategy.\n\n8. The PFM system in Lebanon remains cumbersome as some of the suggested reforms are\npending ratification by Parliament. Therefore, the system remains rigid and allows limited flexibility,\nmaking processing of operations lengthy and heavy on the public entities in general and on MEHE in\nparticular.\n\n9. **Public Procurement legal framework** . The country’s existing regulatory framework for\nprocurement is more than 50 years old, contains loopholes that provide opportunities for some public\nentities to follow their own procurement rules and is generally not consistent with international\nprocurement standards. The legal bases for this framework are the Decree of 1959 on Tender\nRegulations and the Public Accounting Law of 1963. According to the Public Accounting Law, public\nprocurement was designed to be highly centralized around CTB’s direction of the Central Inspection (CI).\nCTB is mandated for procurement planning, processing tendering and recommending award. The Audit\nOrganization Act subsequently added the CoA, giving it prior administrative control over all large\ncontract transactions.\n\n10. **The Court of Accounts (CoA).** The CoA – which is the Supreme Audit Institution of the Country –\nwas created by the Audit Organization Law dated 16 January 1951, Article 225. Its external audit\nfunction was created by Decree-law no. 82 of 16 September 1983, amended by Law 132/1992. The CoA\nis responsible for checking the use of public funds by Government entities and its compliance with\nexisting laws and regulations and for prosecuting all Government employees accused of violating laws\nand regulations governing the administration of public funds. At present, the CoA exercises mostly ex\nante controls (by issuing visas) on expenditures above a defined threshold, consuming more than 80\npercent of its capacity and resources, thus leaving it in a very limited involvement in the independent expost-control. The CoA is administratively connected to the Prime Minister.\n\n\n**4. PFM Overview**\n\n11. **Overview of Public Finance Management (PFM) Performance Rating** . The last Public\nExpenditure and Financial Accountability (PEFA) dated 2011 (not published) that was jointly prepared by\nthe IMF, the European Union (EU) and the World Bank, showed overall scores as follows:\n\n\n76\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ ]
+ }
+ },
+ {
+ "input_text": "12. The public procurement system is assessed as insufficient with limited capacities resulting in\npoor public accountability and widespread rent seeking. Lebanon has systematically been ranked on the\nlower spectrum of Transparency International index surveys as far as governance is concerned (2014:\n136th out of 175 countries). Major public procurement impediments include: (i) lack of a comprehensive\npublic procurement law; (ii) an inefficient control environment that does not enforce the\nimplementation of rules and guidelines; (iii) lack of private sector international competition; (iv)\ndeficiency in human resource capacity and training, coupled with procurement not being considered as\na profession; and (v) lack of institutional procurement complaint mechanism; and (vi) lack of\nprocurement performance information/data. To address the shortcomings, there have been steps taken\ntowards a revised and comprehensive procurement law along with capacity building efforts mainly\nsupported by development partners.\n\n13. Control of corruption is weak, at 22 percent in 2010. According to Transparency International,\nLebanon ranks as the fifth weakest out of 18 countries in the MENA region (ahead of Iraq, Libya, Yemen,\nand Syria).\n\n\n77\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
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+ ]
+ }
+ },
+ {
+ "input_text": "**B. 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. Furthermore, the Program’s fiduciary systems perform at a satisfactory level\nto support the achievement of Program results.\n\n15. The assessment concludes that the Fiduciary risk associated with the Program is “High”. **The**\n**following sections detail the conclusions reached under each main procurement and public financial**\n**management (PFM) area assessed** .\n\n\n**1. Planning and Budgeting**\n\n\n16. No budgets have been prepared since 2006, with ministries allowed to spend one‐twelfth of the\nlast approved Budget (2005) with, in the case of MEHE, additional credits as follows:\n\n\n(a) Additional allocation from budget reserves for common expenditures, and for urgent\n\nexpenditures used to supply budget items whose credits have been used, or to open exceptional\ncredits.\n(b) For grants provided through external financing, by decree issued in line with the PAL, where\n\nallocations may be treated as advances or contributions with differing accountability and\nreporting mechanisms as illustrated below. The “budget advance” mechanism has been\nassessed as onerous and slow, with multiple prior reviews – including by the CoA – and\napprovals during funding allocation, procurement and payment processing. For the grant\nportion of Program financing, MEHE has expressed a preference for the “budget contribution”\nmechanism that does not require ex-ante reviews and clearances by the MoF Directorate of\nExpenditure.\n(c) For the loans provided through external financing, by law ratified by Parliament, outlining\n\ndonor-specific arrangements to implement that project. Requirements of the law are binding\nand supersede the PAL and any other legislative requirements. Accordingly, donors negotiate to\nhave a proper fiduciary arrangements that meet their requirements in areas where prevailing\ncountry systems are not satisfactory to meet guidelines and requirements. For the credit portion\nof Program financing, this approach will be applied, with proposed fiduciary arrangements\nseeking to strengthen internal controls, procurement processing and contract management, and\noversight in MEHE. Having said that, the fiduciary arrangements for both grant and credit will be\naligned to the extent possible in terms of implementation of the Program and will be reflected\nin the Program Operations Manual that will be adopted by effectiveness.\n\n\n78\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Assessment of Fiduciary Performance",
+ "confidence": 0.9534637331962585,
+ "start": 4,
+ "end": 8
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "fiduciary systems",
+ "confidence": 0.6699225902557373,
+ "start": 65,
+ "end": 67
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": {
+ "text": "2006",
+ "confidence": 0.748623251914978,
+ "start": 194,
+ "end": 195
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "MEHE",
+ "confidence": 0.5005459785461426,
+ "start": 218,
+ "end": 219
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Program Operations Manual",
+ "confidence": 0.9548959136009216,
+ "start": 503,
+ "end": 506
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 85
+ ]
+ }
+ },
+ {
+ "input_text": "External grant financing\n\n\n\nBudget advance\n\n\n\nBudget contribution\n\n\n\n\n\n\n\n\n\n|Strengths|Weaknesses|\n|---|---|\n|Flexibility in the choice of implementation arrangements
allowed under loans and “budget contribution” grants.|Absence of an annual budget process and
bureaucratic processes in the review and
clearance of budget execution activities.|\n|To mitigate the identified weakness:
The Program expenditure framework will be guided by detailed review of expenditure estimates
and alignment with Program objectives and activities during the design of this operation. Program
expenditures will continue to be closely monitored during the life of the Program.
The flexibility provided by the PAL in designing accountability mechanisms for external loans and
“budget contribution” grants will be applied in the design of program fiduciary arrangements,
while leveraging strengthening of country systems (such as assigning CTB with the regulatory
responsibility envisaged in proposed legislation).|To mitigate the identified weakness:
The Program expenditure framework will be guided by detailed review of expenditure estimates
and alignment with Program objectives and activities during the design of this operation. Program
expenditures will continue to be closely monitored during the life of the Program.
The flexibility provided by the PAL in designing accountability mechanisms for external loans and
“budget contribution” grants will be applied in the design of program fiduciary arrangements,
while leveraging strengthening of country systems (such as assigning CTB with the regulatory
responsibility envisaged in proposed legislation).|\n\n\n**2. Treasury Management and Funds Flow**\n\n\n17. MEHE will establish arrangements for the fiduciary oversight of activities, including processing\npayments for goods, works and services. In addition, MEHE will establish arrangements for remitting\nadvances to schools and overseeing their accountability and reporting. To achieve this, arrangements\nwill include implementation of recommendations targeting effective governance, operational risk\nmanagement, simplified procurement processing, auditing and financial reporting.\n\n18. Drawing on experience from managing the RACE 1 program, MEHE’s preference is to adopt the\n“contribution mechanism”, if applicable, for the grant portion of the Program. Hence, under this\napproach, the funds will be channeled directly from MoF account for grants and donations to the bank\naccount A. Under the contribution mechanism for grants, MoF will not have any oversight role, as\nopposed to the “advance” mechanism for grants, whereas MoF will have post review role on the funds.\nThe agreed upon mechanism for the treatment of grant funds will be stated in the decree to be\napproved by the Council of Ministers. For the credit portion, it will be issued through a law that will be\nratified by parliament. MoF will require MEHE to report back on the usage of funds under the credit\nfinancing. The law related to the credit agreement will define the arrangements to process the\nimplementation and disbursements and accordingly will supersede the PAL.\n\n\n79\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 86
+ ]
+ }
+ },
+ {
+ "input_text": "19. A Program bank account A will be opened at Central Bank of Lebanon in USD where the RACE 2\ngrant funds will be transferred through the MoF grants and donations account. The Program bank\naccount A will be managed by MEHE through arrangements that will be reflected in the POM. Another\nProgram bank account B will be opened at the Central Bank of Lebanon in USD to receive the IDA credit\nfunds from the MoF pool loan account, and will be managed by MEHE through arrangements that are\nspelled out in the POM as well.\n\n\n20. **Reconciliation.** Although Program-for-Results operations do not link disbursements to individual\nexpenditure transactions, the aggregate disbursements under the Program should not exceed the total\nexpenditures by MEHE under the Program over its implementation period. After the Closing Date, the\nBank will compare the cumulative level of disbursements against the achievement of all DLIs, with the\noverall Program expenditures. If the cumulative disbursements from the World Bank exceed the total\namount of the government’s Program expenditures as identified in the external Program audit reports,\nupon notice from the World Bank, the government will be required to refund the excess amount to the\nBank.\n\n|Strengths|Weaknesses|\n|---|---|\n|Legal provisions for the management of externally
financed operations provide flexibility in determining
institutional arrangements as may be agreed with
financiers.|MEHE has limited technical capacity to fully
address identified weaknesses by
implementing proposed institutional
arrangements.|\n|Arrangements to augment MEHE’s technical capacity are embedded in the design of the Program,
including, prior actions to ensure minimum fiduciary safeguards are in place by Program effectiveness.|Arrangements to augment MEHE’s technical capacity are embedded in the design of the Program,
including, prior actions to ensure minimum fiduciary safeguards are in place by Program effectiveness.|\n\n\n\n21. Another significant risk affecting the flow of funds is the administrative process that may delay\nfunds transfer from the Treasury account at MoF to MEHE Program bank accounts mainly due to noncompliance of the latter to send timely requests in form and substance as required by MoF. This has\nbeen a continuous issue in the Lebanon portfolio that the Bank has been trying to minimize through\nworkshops and round tables gathering key actors from Treasury, Debt, Cash management, Budget and\nExpenditures departments at MoF along with the different implementing agencies of World Bankfinanced projects. The main objective of these workshops is to clearly explain the procedure involved\nand accordingly ensure compliance and avoid unnecessary delays affecting flow of funds.\n\n**3. Procurement Profile of the Program**\n\n\n22. _Procurable expenditures under the Program._ The costs of activities from the budget for the\nProgram are as follows:\n\n\n - Works for rehabilitation and construction of schools;\n\n - Equipment, including ICT and furniture in addition to other pedagogical equipment such as\nsports and arts;\n\n - Consultancy services and ICT enhancements aimed, among others, at improving the\ncurriculum and its delivery and maintaining information for purposes of monitoring the\nperformance of schools; and;\n\n - The cost of audits and related services.\n\n23. _**High Value Contracts**_ . Based on the information provided during the assessment, the estimated\n\n\n80\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 87
+ ]
+ }
+ },
+ {
+ "input_text": "value of contracts is relatively small and below the Operational Procurement Review Committee (OPRC)\nreview threshold currently set at US$50 million for works and US$15 million for consultant services or\nworks and services.\n\n\n**4. Procurement Planning, Procedures and Technical Support**\n\n\n24. The country’s regulatory framework for procurement is more than 50 years old and generally\nnot consistent with internationally accepted good practices. Public procurement was designed to be\nhighly centralized around CTB with the CoA exercising prior administrative control over all large contract\ntransactions. In terms of procurement planning, the law requires that each department or agency draw\nup an annual schedule that details contracts and their dates of procurement. The plan is published in the\nOfficial Gazette. Any modification of the annual plan requires approval of CTB and is subject to a new\npublication. However, it contains flexibilities that provide opportunities for some public entities to\nfollow their own procurement rules. For example, exemptions from applying the Lebanese legal\nframework is allowed during implementation of projects financed by external financiers and\ndevelopment partners, provided it is so stated in the legal agreements signed with the government. This\nassessment proposes applying this approach.\n\n25. The Government has embarked on several initiatives to improve Lebanon’s fragmented and\nineffective public procurement system, including its legal framework. Multiple funding and international\ndonors are committed to support building the system. The most prominent initiative was the drafting of\na new procurement law in 1999, which was revised multiple times and finally submitted to the\nparliament for ratification in December 2012. In 2015, to avoid administrative delays in sequential\nreviews of the law by different committees, a joint committee was formed of the parliament Judicial and\nFinancial committees. However, this review is still not finalized due to the triggering of the country\npriorities to more critical political challenges.\n\n26. This assessment observes that MEHE has limited capacity to undertake procurement planning\nand implementation, and recommends augmenting that capacity with hiring additional staff and/or\noutsourcing critical parts of the process to a contracted firm. The RACE PMU is responsible for Program\nexecution, and is foreseen to be responsible for procurement planning, review and approval of designs,\nhiring of consultants, tendering, bid evaluation and recommendation of contract awards, construction\nsite possession, management of contract implementations, coordination with relevant public entities,\nensuring timely implementation and payments, monitoring timely contract amendments and facilitating\nhand over process of built infrastructure, or procured goods.\n\n27. As part of procurement monitoring, CTB and CoA play key roles in providing technical oversight,\nthe portal for advertising, exercising ex-ante and ex-post reviews, and handling of public complaints. For\npurposes of streamlining and simplifying those processes, MEHE has proposed the following\narrangements:\n\n\n - For the grant, the LBP 100 million ceiling for involvement of the CTB will be waived,\nassigning MEHE with the full responsibility of processing all procurement activities, including\nengaging the CoA in prior reviews of all contracts above the LBP 75 million threshold for\ngoods and works and LBP 25 million for services.\n\n\n - For the loan, the LBP 100 million ceiling for involvement of the CTB will be waived, assigning\nMEHE with the full responsibility of processing all procurement activities, However,\n\n\n81\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 88
+ ]
+ }
+ },
+ {
+ "input_text": "thresholds for engaging the CoA in prior reviews of contracts will be set at higher contract\nvalue limits than those assigned to the grant portion of financing. .\n\n\n28. CTB will continue to play its role of developing the procurement standard documents, including\ncontracts template, and other standardized templates for advertisement, evaluation and amendments;\navailing it’s portal for publishing advertisements, and contract awards; and for developing procurement\ndata base and indicators. Also, CTB will take the lead in addressing complaints not resolved by MEHE. In\nthose cases, the complaint shall be sent to CTB from MEHE as well as directly by the complainant. CTB\nwill revise the complaint and require clarifications from MEHE and monitor resolution of the complaint.\nIf the complaint is not satisfactorily handled as per CTB recommendations, it will be forwarded to CoA,\nwhich will rely on a committee to resolve the complaint. CoA decision will be binding. CTB will also\nprovide support in monitoring the timeliness of bid preparation and evaluation, and subsequent\ncontract awarding.\n\n|Strengths|Weaknesses|\n|---|---|\n|n/a|The RACE PMU has limited capacity to undertake
high value and large volume procurement activities
with regard to quality of technical specifications and
TORs, quality of bidding documents, rigor of bid
evaluation, quality of works, goods or services
delivered, timely implementation.|\n|This assessment recommends the augmenting of the RACE PMU, CTB and CoA capacity by hiring additional staff
and/or outsourcing critical parts of the process to a contracted firm, in order to support: (i) building up the
capacity of MEHE systematic inclusion of a technical support; (ii) standardization of bidding documents and
contract templates; (iii) capacity building and training program; and (iv) streamlining and rationalization of
institutions processing.|This assessment recommends the augmenting of the RACE PMU, CTB and CoA capacity by hiring additional staff
and/or outsourcing critical parts of the process to a contracted firm, in order to support: (i) building up the
capacity of MEHE systematic inclusion of a technical support; (ii) standardization of bidding documents and
contract templates; (iii) capacity building and training program; and (iv) streamlining and rationalization of
institutions processing.|\n\n\n\n**5. Procurement Oversight**\n\n\n29. This assessment observes that internal controls exist in terms of definition and segregation of\nfunctions relevant to procurement, existence of job descriptions of personnel, and a defined\naccountability framework. However, quality control, and records of the procurement processes, are not\nsolidly in place at MEHE. Limitations are also observed with regards to the monitoring and oversight by\nCTB and CoA. All three institutions are understaffed and need to enhance their services.\n\n30. Data collection is not done systematically and is not used to measure procurement\nperformance. Publication of contract award and decisions is not mandatory. For accountability, and in\norder to measure the procurement performance, institutionalizing data collection and publishing\nprocurement-related decision (debriefing, complaint resolution, contract publication, advertisement of\nprocurement opportunities, etc.) need to be implemented.\n\n31. To complement controls over contracting and payment processes, MEHE has proposed the\nestablishment of an internal audit function whose mandate will not only cover procurement, but also\nother key activities of the Program, including the monitoring of accountability for grants to schools and\nother internal control processes in MEHE.\n\n|Strengths|Weaknesses|\n|---|---|\n|n/a|- CTB and CoA have technical capacity limitations owing to staff shortages.
- Data collection is not observed systematically and is not used to measure|\n\n\n\n82\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 89
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|procurement performance. Publication of contract award and decisions is not
mandatory.
- Technical supervision of civil works contracts: technical studies and
technical supervision by external services are not used systematically.|\n|---|---|\n|(i) Support to CoA will be provided through: (i) additional resources and capacity building; (ii) strengthening of the
audit review and increasing prior review thresholds; and (iv) oversight of procurement planning & performance;
(ii) Support to CTB will be provided through: (a) additional resources and capacity building; (b) strengthening of the
regulatory role; (c) strengthening of the revision of complaints; and (d) institutionalizing procurement data
collection and publishing procurement related decision (debriefing, complaint resolution, contract publication,
advertisement of procurement opportunities, etc.);
(iii) An internal audit function to be established in MEHE will augment the quality control of delivered contract
outputs and procurement oversight in addition to monitoring other core accountability and performance activities
of the Program.|(i) Support to CoA will be provided through: (i) additional resources and capacity building; (ii) strengthening of the
audit review and increasing prior review thresholds; and (iv) oversight of procurement planning & performance;
(ii) Support to CTB will be provided through: (a) additional resources and capacity building; (b) strengthening of the
regulatory role; (c) strengthening of the revision of complaints; and (d) institutionalizing procurement data
collection and publishing procurement related decision (debriefing, complaint resolution, contract publication,
advertisement of procurement opportunities, etc.);
(iii) An internal audit function to be established in MEHE will augment the quality control of delivered contract
outputs and procurement oversight in addition to monitoring other core accountability and performance activities
of the Program.|\n\n\n**6. Contract Administration**\n\n\n32. The RACE PMU is assigned responsibility for contract administration under the Program, with\nspecific activities including monitoring contracts to ensure they deliver within specified delivery\ntimelines and agreed prices; to monitor the quality of schools’ construction and rehabilitation works;\nand acceptance and commissioning of renovated buildings. Considering the large number of schools\nexpected to be improve under the Program, there is a need to significantly strengthen contract\nmonitoring capacity. This assessment recommends a multifaceted approach as follows:\n\n\n - The RACE PMU, with the support of additional contracted capacity will continue to monitor\ncontracts at the Ministry level, including those managed by CERD;\n\n\n - The RACE PMU, with the support of contracted capacity will establish a contracts monitoring\nsystem and periodically sample and verify construction and rehabilitation works at schools;\n\n\n - The proposed internal audit function will, as directed by the Minister, periodically review\ncompliance with procurement activities at all levels, including CERD, the RACE PMU and schools\nwithout interfering with the role of CTB and CoA;\n\n\n - Regional Education Offices (REOs) will represent MEHE in the provinces in coordinating activities\nand overseeing the overall quality of implementation and performance. REOs will complement\nthe work of internal audit and oversight.\n\n|Strengths|Weaknesses|\n|---|---|\n|n/a|The RACE PMU’s capacity to monitor contracts, including the
large number of school construction and rehabilitation works
is inadequate.|\n|The RACE PMU’s capacity to monitor and manage contracts will be augmented by contracted support and
complemented by the established internal audit unit and Regional Education Offices.|The RACE PMU’s capacity to monitor and manage contracts will be augmented by contracted support and
complemented by the established internal audit unit and Regional Education Offices.|\n\n\n\n**7. Program Accounting and Financial Reporting**\n\n\n33. **The PAL regulates accounting and reporting of public funds** . Budgetary organizations are\nrequired to maintain their accounting records in accordance with the Act, and based on the accounting\nstandards, the chart of accounts, and the instructions by the MoF. It regulates the scope and execution\nof financial management and control, as well as the principles of and requirements to the financial\n\n\n83\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 90
+ ]
+ }
+ },
+ {
+ "input_text": "management and control systems in public sector organizations.\n\n34. MEHE will be responsible for execution of all aspects of Program management. This assessment\ncovered:\n\n\n - Procedures for accounting, financial reporting and internal control for budget funds and\n\nexpenditures and for funds and expenditures of other programs; and\n\n - Expected procedures for accounting, financial reporting and internal control for funds and\n\nexpenditures of the Program.\n\n35. **MEHE will assume overall responsibility for the Program’s oversight, including fiduciary**\n**stewardship, which itself includes monitoring of the Program’s funding and commitments and**\n**fiduciary performance** . In this capacity, MEHE will monitor the accountability of grants to schools,\nincluding application of procedures outlined in the School Grant Operating Manual. An outline of\nrespective activities and accountabilities envisaged under the Program is presented in the following\ndiagram:\n\n\n\n\n\n\n\n\n\n\n\n36. Guided by emerging experience with the RACE 1 program, a number of recommendations have\nbeen identified and reflected in the design of the RACE 2 Program. This assessment observes that MEHE\nwill require a number of prior actions to establish requisite capacity and resources for timely financial\nplanning, procurement and payment processing and management of grants to schools. It recommends\nthat Program performance reports, periodic fund accountability and balance reports prepared by MEHE\nwill be submitted to the Program Steering Committee for fiduciary oversight and performance\nmonitoring purposes. The following institutional arrangements support this initiative:\n\n\n - **Steering Committee** . To complement this process, MEHE will establish a steering committee\ncovering all Program activities, to be chaired by the Minister of Education and to be comprised\nof representatives from MEHE, CERD as well as representation from technical people\n\n\n84\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 91
+ ]
+ }
+ },
+ {
+ "input_text": "responsible for implementation. A primary responsibility of the function will be to oversee the\nimplementation of the Program and ensure coordination.\n\n- **Fiduciary staff within the RACE PMU** : The accounting department within MEHE includes\naccountants that have limited capacity and experience in managing donors’ funds. MEHE has\nbeen contracting experienced consultants to support the implementation of donor-funded\nprojects including those of the World Bank. Similarly, MEHE will need to support the fiduciary\nfunction with financial management and procurement professionals to ensure proper and\nadequate implementation of the Program. The PMU will need to remain throughout the\nimplementation of the Program.\n\n- **Internal Audit in MEHE** . In light of the importance of an effective fiduciary performance\noversight function, an internal audit function is proposed to be carried out within the Ministry\nreporting to the Minister. Considering present capacity limitations, it is proposed that the\ninternal audit be outsourced to a consultant. As part of the TORs that need to be agreed\nbetween MEHE and the Bank, the consultant will conduct the internal audit for the RACE 2\nprogram that includes the Bank’s grant financing and on the credit financing portion. In addition,\nthe consultant will build the capacity of MEHE to be able to carry out an internal audit function\nby working collaboratively with assigned MEHE staff and disseminating knowledge on internal\naudit methodologies. In addition, the consultant will develop internal audit manuals and other\nguidance materials to help establish and sustain the unit by having trained staff that are capable\nof carrying out the internal audit function efficiently and effectively to cover fiduciary, as well as\ntechnical aspects of the Program.\n\n- **Fiduciary Chapter of the Operational Manual:** The fiduciary chapter will address fiduciary\nprocesses and procedures related to the Program and will assign responsibilities and roles taking\ninto consideration the segregation of duties principle in terms of authorization, recording,\npayments, custody of assets and reconciliation. As mentioned earlier, both the grant funds and\nthe credit funds will have the same processing by MEHE to the extent possible to carry out the\nProgram activities, though they will be covered through two different financing agreements. In\naddition, the proposed arrangements for remittance of grant funds to schools and\naccountability reporting to MEHE will be reflected in a School Grant Operating Manual and will\nbe applied at the start of the schools grant funding. The School Grant Operating Manual, which\nis a section of the POM, will be reflective of existing decrees requiring the establishment of\ncommunity oversight and school grants, together with improvements as may be needed to\nfurther enhance the robustness of grant funding arrangements. Improved arrangements will, for\nexample, include a requirement for schools to periodically account back to MEHE using a\nsimplified module for accounting and reporting back to MEHE to be introduced in the School\nInformation Management System (SIMS); periodic submission of documents supporting fund\naccountability reports; and engaging commercial banks in which school accounts are operated\nto collate and report bank account balances to MEHE. The POM will need to be adopted by\nProgram effectiveness. POM will provide the essential guidance to effectively and efficiently\nmanage the Program.\n\n\n- The procurement section of the POM will reflect the processing needed from the yearly\nclearance of the procurement plan, and updates if needed, and the different procurement\nprocessing such as advertisement, development of technical specifications and terms of\nreferences, bidding documents, evaluation, contracts award. The POM will spell out the\n\n\n85\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 92
+ ]
+ }
+ },
+ {
+ "input_text": "coordination mechanism with CTB with respect to standardized bidding documents and\npublication of notices/contract awards, as well as the sharing of procurement information as\nrequested by CTB and that will be feeding the portal. A section shall be describing the complaint\nmechanism to include the review of a third party (CTB). The POM shall also cover the processing\nor prior review of contract awards as exercised by the CoA, including timelines as well as a\ndescription of the supervision of implementation and post-review processes as shall be\nexpected from CoA. Finally, contract management liability will be also defined in the POM.\n\n|Strengths|Weaknesses|\n|---|---|\n|n/a|MEHEs capacity to effectively monitor overall Program
activities is significantly stretched by the large number of
school construction/rehabilitation activities, the requirement
to effectively administer school grants and the expected
large number of systems improvements contracts.|\n|Strengthening of MEHE’s oversight capacity by establishing a Steering Committee, an internal audit function and a
streamlined mechanism for administering grants to schools. In addition, within the existing information system
under development, a reporting mechanism will be integrated to capture schools’ uses and sources of funds with
supporting evidence down at the schools level.|Strengthening of MEHE’s oversight capacity by establishing a Steering Committee, an internal audit function and a
streamlined mechanism for administering grants to schools. In addition, within the existing information system
under development, a reporting mechanism will be integrated to capture schools’ uses and sources of funds with
supporting evidence down at the schools level.|\n\n\n\n**8. Internal Controls (including Internal Audit)**\n\n\n37. Financial management and control activities mandated by the PAL include policies and\nprocedures, implemented by the MoF and MEHE. This covers a long list of tasks, including, among\nothers:\n\n\n - The definition of the objectives and goals;\n\n - The identification, assessment and management of risks;\n\n - The planning, management and reporting of public resources;\n\n - Observance of the principles of sound financial management and transparency of public\nresources;\n\n - The segregation of responsibilities in the process of decision making, control and\nimplementation;\n\n - Ensuring of complete, true, accurate and timely accounting of all operations;\n\n - Documentation of all operations and actions and the ensuring of the traceability of processes in\nthe organizations;\n\n - Introduction of anti-corruption procedures; and\n\n - Creation of conditions for lawful and expedient management and adequate and ethical conduct\nof the personnel in organizations.\n\n38. The **Central Inspection Administration (CI)** was set up by Decree nr.115 in 1959. Monitoring and\nreviews of internal controls by the CI is performed at several levels: the CI carries government-wide\ninspections and reports directly to the Council of Ministers (to whom it is administratively linked).\nWithin the CI, a specific technical department for the Education sector performs the “Pedagogic\ninspections” of MEHE both centrally and at the school level. The function and scope of intervention is\nmainly on post basis, focused on a periodic program and also based on allegations and complaints\nsubmitted. However, the Education CI unit is understaffed and lacks resources to cover all areas of\nintervention.\n\n39. Controls will include improved management oversight, internal audit, effective schools\n\n\n86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 93
+ ]
+ }
+ },
+ {
+ "input_text": "construction/rehabilitation contracts management and improved accountability and reporting for grants\nto schools. Improvements will be detailed in the POM.\n\n40. _**Enhancements to internal controls at the school level**_ . Proposed enhancements will seek to\nimprove accountability for grants provided to schools and parent committees. The school fund is\nmanaged by a committee made up of the school Director, two teachers, and two supervisors, while the\nParents committee fund is managed by a Committee of elected of Parents. The main expenditures under\nthe school fund are: a) salaries to contractual teachers; b) sanitary expenses; c) recurrent operating\ncosts such as for security guards, water and electricity expenses; d) other expenses such as\nmaintenance. Schools prepare annual budgets that are approved by respective – Primary or Secondary –\nDirectorates. Once funded, actual expenses, including supporting documents are annually submitted to\nthe Directorate. The CI’s Pedagogic Inspection unit is mandated to perform periodic random reviews.\nThe Parents Committee fund is subject to less rigorous accountability requirements. Experience from\nRACE 1 indicates that accountability is slow and incomplete and inspections limited and erratic.\nProposed accountability and internal control improvements are:\n\n\n - Introducing a simple fund accountability module, to cover both Committees funds, to the\nexisting Schools Information Management System (SIMS) in which schools will access\ninformation of funds credited to them and record expenditures. MEHE will access consolidated\ninformation enabling periodic monitoring of advances and their accountability.\n\n\n - MEHE will enter memoranda of understanding (MOU) with commercial banks holding school\nbank accounts requiring the banks to submit periodic account balance summaries to MEHE for\npurposes of monitoring fund utilization and reconciliation.\n\n\n - Regional Education Offices will be mandated to more closely monitor the performance of\nschools including monitoring accountability for funds.\n\n\n - The internal audit function proposed to be established at MEHE will include periodic visits to\nschools to monitor accountability for funds in its mandate\n\n\n41. _**Enhancements to internal controls over school construction and rehabilitation.**_ The RACE PMU\nis assigned responsibility for contract administration under the Program, with specific activities including\nmonitoring contracts to ensure they deliver within specified delivery timelines and agreed prices; to\nmonitor the quality of schools’ construction and rehabilitation works; and acceptance and\ncommissioning of renovated buildings. Considering the large number of schools expected to be\nimproved under the Program, there is a need to significantly strengthen contract monitoring capacity.\nSpecific improvements proposed include:\n\n\n - With the support of contracted capacity, the RACE PMU will establish a contracts monitoring\nsystem and periodically sample and verify construction and rehabilitation works at schools;\n\n\n - The proposed internal audit function will, as directed by the Steering Committee, periodically\nreview compliance with procurement activities including schools construction and\nrehabilitation;\n\n\n - REOs will be mandated to more closely monitor the delivery of school construction and\nrehabilitation activities as part of MEHE representation responsibilities.\n\n\n87\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 94
+ ]
+ }
+ },
+ {
+ "input_text": "42. _**Enhancements to internal controls at MEHE.**_\n\n\n - Establishment of a Steering Committee\n\n\n - Establishment of an internal audit function\n\n\n - Annual External audit for the program.\n\n\n - Capacity improvements for the RACE PMU\n\n|Strengths|Weaknesses|\n|---|---|\n|n/a|Wide ranging capacity deficiencies at all levels, owing to staffing
shortages and systemic weaknesses.|\n|System changes and enhanced controls for improved management oversight, internal audit, effective schools
construction/rehabilitation contracts management and improved accountability for grants to schools.|System changes and enhanced controls for improved management oversight, internal audit, effective schools
construction/rehabilitation contracts management and improved accountability for grants to schools.|\n\n\n\n**9. Program Audit**\n\n\n43. The CoA, Lebanon’s Supreme Audit Institution is responsible for checking the use of public funds\nby Government entities and its compliance with existing laws and regulations and for prosecuting all\nGovernment employees accused of violating laws and regulations governing the administration of public\nfunds. The CoA is very proactive in the prior review of transactions and less so in delivering on its\nmandate of auditor of the annual financial statements. This situation could be partly justified by a de\nfacto lack of submission of annual public accounts (under preparation for a while by MoF). Meanwhile,\nthe CoA is involved in conducting in-depth ex-post procurement review.\n\n44. An assessment of the CoA capacity undertaken by the International Organization of Supreme\nAudit Institutions (INTOSAI) observed that it had limited independence with organizational reporting to\nPrime Ministry instead of the Parliament, and an isolated position within a complex governance system,\nlimited human and financial resources, and applied an outdated audit approach. An ongoing review\nusing the “Supreme Audit Institution Performance Measurement Framework (SAIPMF)” for the CoA by\nthe Bank will help identify capacity development priorities which will allow the Bank, together with\nother development partners, to intervene and support capacity building related to “external audit”\nfunction of the CoA. As for the “ex-ante” function and prior approvals on procurement related matters,\nthe Program envisages a strengthening scheme since the CoA will be a key stakeholder in approving\nprocurement packages related to the Program.\n\n45. Therefore, an independent private external auditor will be contracted by MEHE to undertake\nannual financial statements’ audits of the RACE 2 Program. This audit will include all program financing,\ni.e. including other donors financing related to the Program, in addition to the grant funds. A clear\nunderstanding and agreement will be reached with other development partners to agree on an\nacceptable Terms of Reference (TORs) for the annual external audit of the RACE 2 program. A detailed\nTOR will be drafted to address the exposure of the limited internal audit capacity at the beginning of the\nProgram effectiveness until a team is well in place, equipped with internal audit manuals, trained on\ninternational standards to carry out the internal audit function effectively and efficiently. This external\naudit arrangement will be reflected in the Program Action Plan.\n\n\n88\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 95
+ ]
+ }
+ },
+ {
+ "input_text": "|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. **This assessment (i) concludes that the overall fiduciary framework for the Program is**\n**adequate to support its implementation and to achieve its desired results and (ii) proposes a “High”**\n**overall fiduciary risk rating.** MEHE, the Program’s main implementing entity will have, subject to\nsuccessful institution of proposed risk mitigation prior actions, well-functioning financial management\nand procurement systems as well as adequate financial and procurement staff to plan procurement,\nprocess procurement, manage contract execution, elaborate budgets, execute and record transactions,\nand produce in-year and year-end financial reports. Proposed remedial actions will contribute to\ninstituting an appropriate internal control framework, with clear rules and procedures for the\nsegregation and articulation of duties and responsibilities for key fiduciary functions.\n\n47. **With proposed remedies in place, both public financial management and procurement**\n**arrangements will comprise adequate functions aimed at ensuring compliance with the principles of**\n**economy and efficiency, publicity and transparency, free and fair competition, equality, and non-**\n**discrimination.**\n\n\n**D. Alignment with the Anti-Corruption Guidelines**\n\n\n48. **Addressing fraud and corruption risks.** As part of the fiduciary assessment, the degree to which\nthe program systems handle the risk of fraud and corruption, including complaint mechanisms, was\nassessed. Proposed Program institutional arrangements will embed several fraud and corruption\nprevention, deterrence and detection mechanisms in existing arrangements, including:\n\n\na) Comprehensive and clearly articulated procedures governing the use and accountability of\n\nfunds;\nb) A strong internal control and compliance monitoring mechanism including (i) a new internal\n\naudit function; (ii) periodic program progress monitoring by the MEHE Steering Committee; (iii)\nstrong compliance monitoring of grants to schools by MEHE; and (iv) effective independent\nauditing and financial reporting arrangements;\nc) Establishing arrangements for timely responsiveness in addressing and resolving audit findings;\nd) Effective arrangements for segregation of accountability and reporting functions by various\n\nfiduciary oversight entities.\n\n49. These mechanisms are embedded in the proposed Program Action Plan remedies that addresses\nidentified gaps and strengthens overall governance and risk management arrangements.\n\n50. **Anticorruption entity.** There is no single governmental institution that deals with anticorruption in Lebanon. However there is the LTA, a NGO that has been very active in this area.\n[www.tranpsarency-lebanon.org. The Parliamentarian Committee of the Justice is being supported by](http://www.tranpsarency-lebanon.org/)\nthe UNDP to draft and revise pertinent legislation including those dealing with protection of whistleblowers, access to information, etc. Proposed changes are consistent with standards and guidelines\n\n\n89\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Fiduciary Risks Assessment",
+ "confidence": 0.9465821385383606,
+ "start": 94,
+ "end": 97
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "financial reports",
+ "confidence": 0.7976535558700562,
+ "start": 214,
+ "end": 216
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "fiduciary assessment",
+ "confidence": 0.7393844723701477,
+ "start": 339,
+ "end": 341
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 96
+ ]
+ }
+ },
+ {
+ "input_text": "promulgated by the United Nations Convention Against Corruption (UNCAC) to which Lebanon is a\nparty.\n\n51. **Anticorruption Guidelines** . The Bank’s Guidelines on Preventing and Combatting Fraud and\nCorruption in Program-for-Results financing will be applicable to the Bank supported Program as a\nwhole.\n\n\n**E. Fiduciary Actions and Mitigation Measures**\n\n\n52. In order to strengthen the Program’s fiduciary arrangements, the following issues have to be\naddressed to mitigate the risks identified in the previous section:\n\n\na) Improvements in the funding and accountability mechanism for grants to schools;\nb) Improvements in the oversight and monitoring mechanisms for schools’ construction and\n\nrehabilitation;\nc) Arrangements for strengthening the fiduciary oversight and Program implementation oversight\n\nby MEHE and government oversight entities;\nd) Effective independent auditing of the program’s annual financial statements.\n\n\n53. Indicators for monitoring the performance and continuing efficacy of the program’s fiduciary\narrangements are presented in the following table:\n\n\n90\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 97
+ ]
+ }
+ },
+ {
+ "input_text": "**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
processes. In addition, a tracking system will
be in place to follow on the progress of each
complaint up to its resolution.|Prevention of fraud and
corruption, institutional capacity
building at MEHE and CTB.|Existing complaints handling
system does not keep records
of complaints and their
resolution.|\n|Establishment/ upgrade
of an information
management system to
record detailed data at
the school level (including
financial data)|Number of reports generated by the
information system on a periodical basis
(quarterly) which will include detailed data
related to various aggregates
(geographical/demographical distribution at
each school level, financial (transfers and
expenditures) and non-financial).|Prevention of fraud and
corruption down to the school
level. Comparing physical
implementation to financial
outflow.|N/A|\n\n\n91\n\n\n\n\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Key Fiduciary Performance Indicators",
+ "confidence": 0.8621160984039307,
+ "start": 2,
+ "end": 6
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "MoF",
+ "confidence": 0.7730722427368164,
+ "start": 70,
+ "end": 71
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": {
+ "text": "2016",
+ "confidence": 0.5013440251350403,
+ "start": 132,
+ "end": 133
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "accounting records",
+ "confidence": 0.8120747804641724,
+ "start": 50,
+ "end": 52
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "MoF",
+ "confidence": 0.7105035185813904,
+ "start": 70,
+ "end": 71
+ },
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": {
+ "text": "2016",
+ "confidence": 0.6600586771965027,
+ "start": 90,
+ "end": 91
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Audited financial statements of the program",
+ "confidence": 0.8222522735595703,
+ "start": 206,
+ "end": 212
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "tracking system",
+ "confidence": 0.5437378287315369,
+ "start": 696,
+ "end": 698
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 98
+ ]
+ }
+ },
+ {
+ "input_text": "**Annex 6: Environmental and Social Systems Assessment (Summary)**\n\n\n**a)** **Environmental and Social Systems Assessment: Aims and Approach**\n\n\n1. The Environmental and Social Systems Assessment (ESSA) is crucial to ensure that operations\nare designed and implemented in a manner that maximizes potential environmental and social benefits.\nThis ESSA assesses the client’s organizational capacity and performance to achieve the social and\nenvironmental objectives associated with the Program and stipulates supplementary actions as\nnecessary.\n\n\n**b)** **Support to RACE 2 – Environmental and Social Effects**\n\n\n2. The key interventions of the Program relate to capacity building of MEHE institutions and small\nscale infrastructure works which are expected to result in substantial social and environmental benefits\nto the children, at large, especially, those belonging to the Syrian refugees. Hence, adverse impacts that\nare sensitive, diverse and unprecedented on the environment and/or people are not foreseen. The\nProgram is expected to create limited environmental pressures during school rehabilitation and/or\nconstruction as mitigation measures will be considered during implementation; and is expected to lead\nto limited environmental pressures during the operations and maintenance of newly built premises.\n\n3. The anticipated negative environmental impacts associated with the types of works funded\nunder RACE 2 include: air pollution from dust and emissions; nuisances such as noise visual pollution;\nsolid and liquid wastes from construction sites and worker campsites; soil erosion and possible traffic\ninterruptions. These types of impacts, however, are generally site-specific and short-term in nature.\nExperience from implementation of similar types of works indicates that short-term construction\nimpacts for the most part can be prevented, minimized or mitigated with standard operational\nprocedures and good construction management practices.\n\n4. Several of the key social risks and opportunities of this Program are related to the broad conflict,\npoverty, exclusion, and governance issues as they interact closely with the education sector. Some of\nthe key social risks identified include:\n\n- _The Program could inadvertently exclude certain groups of children._ A large percentage of refugee\nchildren are not enrolled in formal schooling, in some cases due to cultural norms preventing girls\n(and especially adolescent girls) from attending school. In other cases, youth drop out of school to\nwork in the informal sector and support their families. Other children cannot afford transport costs\nto attend schools. Exclusion of these children from the education system could have long-term\nimplications for their ability to contribute to society and to support themselves and their families.\n\n- _Frustration could be heightened if different groups of youth have unequal access to jobs despite_\n_having similar education levels._ It is likely that the Program would have positive effects on young\npeople’s ability to access labor markets, given that education levels are correlated with having\nbetter jobs. However, given limitations for refugees to access labor markets, young refugees exiting\nschools may find that they cannot access the same jobs as non-refugee youth with the same skill\nlevel, leading to frustration. Similarly, given that many jobs are accessed through personal networks,\neven young people who have attended school may be relegated to working in low-productivity or\nlow-paying jobs.\n\n\n92\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 99
+ ]
+ }
+ },
+ {
+ "input_text": "- _Efforts to target specific social groups could be perceived to be discretionary and/or favoring one_\n_vulnerable group over another._ A perception that one or another social group is benefitting could\ncreate or exacerbate social tensions between communities.\n\n- _Lack of transparency in the selection criteria, roles and responsibilities, and accountabilities of the_\n_counselors_ selected for the new community liaisons activities could decrease trust between\nbeneficiary communities and the education sector.\n\n- _Difficulties in meeting objectives related to quality of education could lead to increased dropout_\n_rates, or to a perception that education is not lead to positive outcomes._ This could in turn lead to\nfurther vulnerability of students and to less trust between communities and the state.\n\n- _Lack of understanding of the possible uses of MEHE’s grievance redress system_ could lead to various\ntypes of complaints being unaddressed, such as complaints related to discrimination and bullying in\nschools. This could in turn affect attendance of children affected by such issues.\n\n5. In addition to the risks outlined above, social risks may arise from infrastructure support that\nrequires land acquisition or the change in usage of land and property. While school and classroom\nconstruction will only occur in government owned land or property, in a few cases, some of this\ngovernment owned land or property may be used informally by individuals or households. Construction\nor rehabilitation works could impact these individuals’ ability to continue using this land, and could lead\nthem to lose productive assets or income sources. Direct economic and social impacts could include loss\nof land, assets and income, access to assets or housing resulting in adverse impacts to livelihoods.\nUnless properly managed, this could lead to long-term hardship and impoverishment for affected\npersons and communities.\n\n6. The Program will not finance land acquisition. However, it will be important to ensure there is a\nclear process for screening out land acquisition, such as construction of new schools on private land. In\nparticular, close monitoring of cases that are categorized as Voluntary Land Donation (VLD) to ensure\nthat the act of donation is undertaken without coercion, manipulation, or any form of pressure on the\npart of public or traditional authorities will be needed. In addition, impacts on informal land users of\ngovernment owned land, or donated land, will also need to be screened out.\n\n7. The Program is expected to have overall positive social impacts. Greater access to quality\neducation is known to have broad impacts on individuals’ access to labor markets, increased social\nnetworks, increased ability to participate in decision-making, and can help decrease differences\nbetween social groups. In the specific case of this PforR, the Program could also have additional positive\nsocial impacts, including:\n\n\n - _Reducing vulnerability and psychological distress amongst refugee women and children._ These\ngroups are among those that have the highest rates of vulnerability and social distress, and\nimproved access to quality education could help increase their resilience. Reduced vulnerability\namong these groups could also have positive impacts such as reduced child labor, early marriage,\nbegging, etc. However, for the Program to have these impacts, specific measures would need to be\nin place to target these groups and to address the issues that lead to their vulnerability. The\ncapacities of front-line staff to address these issues are therefore essential for this positive impact\nto materialize.\n\n - _Reducing levels of violence, including gender-based violence._ Gender-based violence increases as\nyoung people, becoming discontent with their situation, and having few coping mechanisms to\nadjust, resort to violence, including sexual violence, to criminal activities, or to substance abuse.\n\n\n93\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 100
+ ]
+ }
+ },
+ {
+ "input_text": "Increased access to education could reduce these frustrations and therefore also reduce violence,\nespecially if access is increased among youth and if issues of violence and gender-based violence\nare addressed directly in the education system.\n\n - _Improved social cohesion._ If differences between social groups are managed properly, such that all\ngroups believe that benefits are being distributed equally, education can serve as a source of social\ncohesion. Education creates links between diverse social groups, as parents and children interact in\ncommon spaces and share experiences. Mechanisms in the Program to ensure transparency of\ntargeting and enhanced grievance redress can increase this positive social impact.\n\n - _Increased trust between beneficiaries and the state._ The education system is often one of the main\npoints of interaction between citizens and the state. In the case of Lebanon, given the large\nnumbers of refugees, the education system is not only a key point of interaction between citizens\nand the state but is also an important point of interaction between refugees and their host state.\nImproving the quality and access to education can significantly improve the relationship and trust\nbetween the Lebanese state and both refugee and non-refugee communities. This is especially the\ncase if front-line staff are put in place to help foster the relationships between schools and the\ncommunities they serve.\n\n\n**c)** **Assessment of GoL Systems**\n\n\n8. Regarding RACE 2, school rehabilitation and/or construction does not fall under the national EIA\nsystem. However, to ensure consistency with the applicable “core principles” outlined in the World\nBank’s policy and directive on PforR financing, due diligence procedures will be prepared under this\nProgram to enable MEHE to ensure that the proper mitigation and monitoring measures that will be\nincluded in Annex 4 of the ESSA are implemented. Due diligence procedures will be provided in the\nAction Plan for the two applicable core principles for this Program, namely: that the environmental and\nsocial management procedures and processes are designed to: (a) promote environmental and social\nsustainability in the program design; and, (b) protect public and worker safety against the potential risks.\n\n9. To address social risks in schools, MEHE employs field coordinators through the Pedagogical and\nScholastic Guidance Office ( _Direction d’Orientation Pédagogique et Scolaire_ - DOPS) who are responsible\nfor monitoring the quality of teaching, problems faced by students, and the overall situation in each\nschool. Field coordinators are responsible for approximately 30 schools and visit each school every 2-3\nweeks. This allows MEHE to have up to date information on each school they support and to address\nissues in a timely manner. Field coordinators work closely with teachers and school counselors in each\nschool to address issues, and also gather school condition information that is then shared with\nengineers.\n\n10. In relation to child protection issues, Article 41, Decision 1130 refers to the code of conduct that\neducation professionals must adhere to in preschools and basic education. It stipulates that employees\nin the education sector are prohibited to inflict any physical punishment on pupils, nor to address verbal\nretribution that is “humiliating and is against the principle of education and personal dignity.” The law\nhowever does not spell out what the student’s rights are nor what are the precise accountabilities of\nteachers. The lack of clarity in terms of grievance redress mechanisms at the school level, and a\ntransparent system of reward and sanction for poor behavior poses a challenge to the social dynamics at\nthe school level.\n\n11. As part of the RACE 2 Program Management Unit (PMU) composition, Child Protection Officers\nsupport the implementation of the Child Protection Program, which includes a policy designed\n\n\n94\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 101
+ ]
+ }
+ },
+ {
+ "input_text": "collaboratively by CERD, MEHE/DOPS, the RACE PMU, and other ministries in schools at national and\nlocal level in coordination with DOPS, and other relevant stakeholders, including communication with\nDirectorates of Education and Ministry of Social Affairs at the local level. The Officers will help in\ndeveloping and implementing a program of inclusion (targeting children with physical disabilities and\nlearning difficulties, regardless of refugee/non-refugee status).\n\n12. Regarding the need for land acquisition and expropriation, the Lebanese system has several\ngaps that could impose negative impacts on the affected persons. In particular, there are gaps between\nthe Expropriation Law Expropriation Law No. 58 dated 29/05/1991 (amended on 8/12/2006) and World\nBank-recommended practices on land acquisition and resettlement.\n\n\n**d)** **Actions to address identified gaps**\n\n\n_**Environment Aspects**_\n\n\n13. The due diligence procedures included in the Revised Action Plan of the ESSA consist of the\nfollowing:\n\n\n - Preparing a set of generic mitigation and monitoring measures that will be attached as part of\nthe bidding documents for civil works for: (i) sub-projects which will involve the rehabilitation of\nschools for which asbestos or lead-based paint or any other hazardous materials were used; and\n(ii) for sub-projects that would require the construction of new schools or significant extension\nof the school within the perimeter of the schools itself. This generic mitigating and monitoring\nmeasures are attached in Annex 4 of the full ESSA.\n\n\n - The PMU will nominate one of its senior engineers who will be responsible for the environment\naspects of this program, to carry out the following tasks: (i) reviewing the results of the\nscreening matrix which will be prepared by the PMU engineers for determining the location,\ntype and size of the civil work activities; (ii) ensuring that the bidding documents include the\nappropriate mitigation and monitoring measures in the civil work contracts; (iii) conducting or\ncontracting an experienced environmental specialist/qualified inspector to monitor annually\nthe compliance of these measures in a sample of civil wok contract; and (iv) preparing a\nprogress report to the head of the PMU that will be shared with the Bank supervision missions\non the status of progress and compliance with these measures. It is recommended that the\nnomination by the PMU for the staff responsible for the environment aspects of this program\nwill take place within three months of credit/grant signature.\n\n\n - The PMU staff will receive a three-day training on the PforR procedures, the core principles for\nenvironmental assessment, the Lebanese environmental system, the screening matrix, the\ngeneric mitigation and monitoring measures to be applicable to the RACE II Program, and a field\nvisit to one of the proposed schools for the potential demonstration of these measures will be\ncarried out on the third and last day of the training. The training is to take place within three\nmonths of credit/grant signature.\n\n_**Social Aspects**_\n\n\n14. The ESSA recommends that the following actions be undertaken with respect to improving\nsocial management capacity:\n\n\n95\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 102
+ ]
+ }
+ },
+ {
+ "input_text": "- Strengthening existing citizen engagement mechanisms to increase transparency and access to\ninformation on targeting criteria. The Program will build and expand the public disclosure and\npublishing of targeting criteria used to target vulnerable groups to ensure relevant stakeholders\n(schools, grassroots organizations, and beneficiaries) have access to this information.\n\n- Ensuring that funding is available so that Child Protection Officers can implement their duties in\norder to mitigate against negative social impacts under the program.\n\n- In collaboration with the Ministry of Social Affairs (MOSA), DOPS, and MEHE, strengthening the\ncapacity of community liaisons to better respond to social tensions, discrimination, bullying and\ngender-based violence issues.\n\n- Building the capacity of MEHE’s existing Complaints Hotline to strengthen its case management and\nguarantee confidentiality in handling. Special attention will be paid to grievances associated with\ndiscrimination, sexual harassment, gender-based violence and bullying in schools through the\nintroduction of a secure, confidential and easily accessible system to report these cases and ensure\nfollow up.\n\n- Supporting community liaisons to foster community cohesion between refugee and host\ncommunities by creating or empowering parent-teacher associations and having schools organize\ncommunity service activities within their communities.\n\n- Building the capacity, as needed and oversight function of PMU staff responsible for school\nconstruction oversight to comply with World Bank policies on resettlement and land acquisition,\nincluding screening out or addressing impacts on informal land and property users.\n\n\n96\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 103
+ ]
+ }
+ },
+ {
+ "input_text": "**Annex 7: Systematic Operations Risk Rating (SORT)**\n\n\n**Lebanese Republic:** **Support to Reaching All the Children with Education (RACE 2) Program**\n\n**Stage: Board**\n\n|.|Col2|\n|---|---|\n|**Systematic Operations Risk-Rating Tool (SORT)**|**Systematic Operations Risk-Rating Tool (SORT)**|\n|**Risk Category**|**Rating (H, S, M, L)**|\n|1. Political and Governance|H|\n|2. Macroeconomic|S|\n|3. Sector Strategies and Policies|S|\n|4. Technical Design of Program|S|\n|5. Institutional Capacity for Implementation and Sustainability|H|\n|6. Fiduciary|H|\n|7. Environment and Social|S|\n|8. Stakeholders|S|\n|9. Other|H|\n|**OVERALL**|**H **|\n\n\n\n**(*)** **H: High; S: Substantial; M: Moderate; L: Low**\n\n\n97\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 104
+ ]
+ }
+ },
+ {
+ "input_text": "**Annex 8: Program Action Plan**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Action Description|DLI*|Covenant*|Due Date|Responsible
Party|Completion
Measurement**|\n|---|---|---|---|---|---|\n|**_Program management/oversight_**||||||\n|1. **Establish Steering Committee** to
ensure effective Program
implementation in accordance with
agreed arrangements.|||Not later than
one month after
Program
Effectiveness.|MEHE|Ministerial Decision
Note establishing
Steering Committee
(SC) has been
submitted to the
Bank. SC is fully
functional and having
regular meeting.|\n|2. **Adopt Program Operations**
**Manual (POM),**including the
operating manual for school grants.|||By Program
Effectiveness
Date.|MEHE|POM developed and
approved by MEHE
and distributed to all
entities involved in
Program
implementation.|\n|3**. Strengthening the existing**
**grievance redress** mechanism
hotline to make it an even more
robust grievance redress system at
MEHE. PMU level to address
complaints associated with social-
related issues such as
discrimination, sexual harassment,
and bullying in schools. Integrating
a secure, confidential and easily
accessible system to report gender-
based violence cases and ensure
follow up. This would be carried out
together with partners, to build on
existing activities.|||Not later than 12
months after
Program
Effectiveness.|MEHE|Examination of
random sample of
anonymized hotline
activity logs at end of
first year of
effectiveness, which
demonstrate secure,
confidential and
accessible system.|\n|**_Fiduciary_**||||||\n|**4. Assuring an internal audit**
**function at MEHE.**This will be done
through the recruitment of a
consultant to conduct internal audit
and build the capacity of MEHE to
be able to carry out the internal
audit function starting the first year
of Program implementation. As
part of its terms of reference, the
firm will be working collaboratively
with
assigned
MEHE
staff,
disseminating
knowledge
on
internal
audit
methodologies,
supporting MEHE team to develop
manuals to ensure effectiveness of
program
operations
and
procedures using good practices||X|Not later than 12
months after
Program
effectiveness.|MEHE|Consultant to carry
out internal audit
reporting to the
Minister at the start
of the Program, and
having on board
trained staff on
internal audit, with
developed internal
audit manuals.|\n\n\n98\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 105
+ ]
+ }
+ },
+ {
+ "input_text": "|Action Description|DLI*|Covenant*|Due Date|Responsible
Party|Completion
Measurement**|\n|---|---|---|---|---|---|\n|methodologies, and other guidance
materials to help establish and
sustain the function. Having trained
staff from MEHE along with audit
manuals to perform the internal
audit function will be part of DLI 9
relating
to
MEHE’s
improved
institutional capacity.||||||\n|5.**Carry out comprehensive**
**assessment of staffing needs for**
**MEHE and CERD** including the areas
of planning, procurement, financial
management, and M&E.|||Not later than
one month after
Program
effectiveness.|MEHE|Report providing
recommendations on
staffing and skills
needs, production of
an action
plan/training plan,
terms of reference on
needed positions and
staff profile.|\n|6.**Build the capacity of MEHE, PMU**
**and CERD in core areas** of project
planning, management, fiduciary
functions and M&E to effectively
implement Program activities and
MEHE’s strategy. This will include
the set-up of a functional
procurement unit at the RACE PMU
with adequate and trained staff as
well as an M&E function to work on
the program.|(part
of
DLI)||No later than 3
months after the
Effectiveness
Date.|WB/MEHE|Contract signed with
consulting
firm/consultant
responsible for
training. Ongoing
monitoring of training
deliverables as per
TORs.
The RACE PMU staff
has been
assigned/recruited.
Adequate staff is
appointed/recruited
to ensure M&E
function at MEHE.|\n|7.**Improve data availability,**
**transparency, and accountability.**
The program will support measures
to institutionalize procurement
data collection and publish
procurement related decisions
(debriefing, complaint resolution,
contract publication, advertisement
of procurement opportunities, etc.)
at both MEHE and CTB. In addition,
the program will strengthen the
capturing of data at the school
level, i.e. capturing the sources and
used of funds and other relevant
information along with the
necessary uploads of supporting
documents in the information
system that is under final stage of|||No later than
four months
after the
Effectiveness
Date.|MEHE
|Ongoing monitoring,
timely automated and
qualitative reporting
from schools.|\n\n\n\n99\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 106
+ ]
+ }
+ },
+ {
+ "input_text": "|Action Description|DLI*|Covenant*|Due Date|Responsible
Party|Completion
Measurement**|\n|---|---|---|---|---|---|\n|development in a timely manner.
||||||\n|**8. An independent external audit**
**will be appointed to audit the**
**Program**(including both the credit
and the grant financing) and issue
annual audit reports on the
Program financial statements. The
TORs will be agreed between MEHE,
the Bank, and partners supporting
MEHE and currently requiring
similar audits, such as,_inter alia_,
UNHCR and UNICEF, with the view
of having a single audit.|||Not later than
one month after
Program
Effectiveness.|MEHE|Contract signed with
external audit
firm/consultant.
Ongoing monitoring
of external audit
annual reports.|\n\n\n\n100\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 107
+ ]
+ }
+ },
+ {
+ "input_text": "**Annex 9: Implementation Support Plan**\n\n\n1. The Implementation Support Plan (ISP) describes the approach that the World Bank – along with\nother Development Partners – will take to support the efforts of the GoL to implement RACE 2 activities\nand manage key risks to attain the PDO. The ISP has been developed based on the specific nature of the\nProgram, as well as lessons learned from the past and ongoing World Bank-financed operations in the\ncountry and sector. It also takes into account the Project’s risk profile as captured in the Systematic\nOperations Risk-rating Tool.\n\n2. MEHE is responsible for the implementation of the overall Program, with the support of the\nPMU, which has acquired experience during the first phase of RACE 2. MEHE, through the RACE PMU,\nwill report on the attainment of the Program indicators and DLIs to the Bank and Development Partners.\n\n3. The World Bank will conduct regular Implementation Support Missions (ISM) to: (i) review\nimplementation progress and achievement of Program results and DLIs; (ii) provide support for resolving\narising implementation issues; (iii) provide technical support to the client related to Program\nimplementation, achievement of DLIs and results, institutional development and capacity building; (vi)\nmonitor systems’ performance through monitoring reports, audit reports and field visits. The World\nBank will also ensure that actions agreed upon in the Program Action Plan (PAP) are implemented.\n\n4. The Program will benefit from the support of the World Bank team, which is comprised of\nspecialists in the areas of education, operations, financial management, procurement, social and\nenvironment safeguards, legal and administration. Some operational and fiduciary staff are based in the\nWorld Bank country office in Beirut which will facilitate implementation support, ad-hoc problem solving\nand hands-on training as needed. With regard to specific technical support, experts will be recruited as\ndeemed necessary during Program implementation.\n\n\n5. The Program will also benefit from trust funds, either Recipient-executed or Bank-executed, in\norder to target specific areas relating to capacity enhancement, as described in the PAP.\n\n\n**Main focus of Implementation Support**\n\n\n\n\n\n\n\n\n\n|Time|Focus|Skills Needed|Resource
Estimate
(in US$)|Partner Role|\n|---|---|---|---|---|\n|_First twelve_
_months_|_Capacity building and_
_operational_
_readiness._
_Implementation_
_support, technical_
_and operational_
_support._|_Technical operational_
_support for development_
_and implementation of_
_operational procedures_
_(POM)._
_Fiduciary (procurement,_
_financial management,_
_safeguards) and_
_implementation planning_
_and start-up._
_Technical and operational_|_200,000_
|_Joint supervision,_
_technical support and_
_data sharing._|\n\n\n101\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 108
+ ]
+ }
+ },
+ {
+ "input_text": "|Col1|Col2|support for addressing
early implementation
bottlenecks.|Col4|Col5|\n|---|---|---|---|---|\n|_12-48 months_|_Implementation_
_support, technical_
_and operational_
_support._|_Specialists as needed_|_50,000_|_ Joint supervision,_
_technical support and_
_data sharing._|\n\n\n\n**Task Team Skills Mix Requirements for Implementation Support**\n\n|Skills Needed|Number of Staff Weeks|Number of Trips|\n|---|---|---|\n|_Team Leadership – technical and_
_operational_|_20_|_4-5 trips_|\n|_Operations expertise_|_20_|_Locally based_|\n|_FM expertise_|_8 _|_Locally based_|\n|_Procurement expertise_|_8 _|_Locally based_|\n|_Social development expertise_|_4 _|_Locally based_|\n|_Environmental expertise_|_1 _|_1 trip_|\n|_Legal Counsel_|_1 _|_As/if needed_|\n|_Architect (Consultant)_|_2 _|_1 trip_|\n\n\n\n**Role of Partners in Program implementation**\n\n\n6. RACE 2 has been prepared in close coordination with other Development Partners (UNHCR,\nUNICEF, DfID, UNESCO, USAID, EU, etc.) and as such, the World Bank team will continue to work closely\nwill them during Program implementation. Development Partners are also represented in the RACE\nEducation Committee (REC), which will continue to oversee Program implementation and provide policy\nguidance as the Program is moving forward.\n\n\n\n\n\n\n\n\n|Name|Institution/Country|Role|\n|---|---|---|\n|_DFID_|_UK_|_Joint missions and technical cooperation_
_Joint policy dialogue_
_Data sharing_
_Operational coordination_|\n|_UN Agencies, USAID,_
_EU and other_
_donor/partners_|_Offices based in_
_Lebanon_|_Technical cooperation_
_Joint policy dialogue_
_Data sharing_
_Operational coordination_|\n\n\n\n102\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 109
+ ]
+ }
+ },
+ {
+ "input_text": "**Annex 10: Map**\n\n\n103\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/980641475200856910/pdf/Lebaon-RACE2-PforR-Board-Package-PAD-WB-9-5-16-09072016.pdf",
+ "pages": [
+ 110
+ ]
+ }
+ }
+]
\ No newline at end of file