EQRA Project

EQRA Project primary beneficiaries will be students in general education, out-of-school children in lagging provinces (never enrolled or dropped out), teachers, principals, and Ministry of Education staff. The system-level improve - ments in management will benefit all exist - ing students as well as out-of-school children who will be brought into school. The project is expected to benefit about 7 million children who are attending school regularly from di - rect project interventions over the five-year implementation period. 

The project is co-financed with $100 million IDA and $98 million Global Partnership for Education grants.

The project comprises of four components.

1. The first component, equitable access to basic education aims to increase access to basic education, especially for girls in selected lagging provinces. It consists of following sub-components: (i) improving school infrastructure; (ii) provision of school grants to eligible schools for improved access and retention; and (iii) supporting community‐based education.
2. The second component, improving learning conditions will focus on improving the capacity of teachers to deliver quality instructions in the classroom. It consists of following sub-components: (i) supporting subject knowledge training of teachers of selected grades and developing standardized examination for teacher training college (TTCs); (ii) supporting a pilot program including its evaluation to strengthen: (a) coaching and training of teachers; and (b) classroom observations; and (iii) supporting: (a) development of new curriculum and learning materials for schools; and (b) delivery of textbooks from provincial education directorate (PEDs) to schools.
3. The third component, strengthening education sector planning capacity and transparency aims to strengthen planning and implementation capacity, coordination, and transparency of the Ministry of Education (MoE) at both the central and subnational levels. It consists of following sub-components: (i) improving education management information systems (EMIS); (ii) improving teacher recruitment and management; and (iii) improving budget planning and introducing results‐based reporting.
4. The fourth component, technical assistance aims to strengthen the capacity of the MoE at the national and local level.

EXPECTED RESULTS:

1. Increase equitable access to general education in selected lagging provinces, especially for girls (a) Students attending school regularly in selected provinces, by province and gender. In practice this means students attending Grades 1–12 (who meet the requirements to  participate in end‐of‐year exam that is, attending 75 percent of the academic year); and (b) Out‐of‐school children in selected provinces, by gender   
2. Improve teacher learning conditions