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Name: Review Grade 1-3 English core textbooks to align with the reading curriculum and textbooks made available to Grades 1-3 in % of public schools	Percentage	0.00	100.00	Annual	PCU and MoBSE M&E unit	PCU and MoBSE Curriculum Unit

Description:

Name: Community-based ECD model reviewed and revised	Yes/No	N	Y	Annual	Revised ECD model submitted by the ECD Unit of MoBSE	ECD Unit of MoBSE

Description: An impact evaluation of community-based ECD and Annexed ECD attached to LBS showed that there was very little impact on the community-based ECD. However, if community-based ECD does not exist, there would be many children who would not be able to access to Annexed ECD attached to LBS due to the distance. Therefore, it is necessary to review and revise the community-based ECD model to improve quality.

Name: Pupil textbook (core subjects) ratio at public LBS	Percentage	4.10	1.10	Annual	All G1-9 students in public LBS receive core subjects textbooks	MoBSE M&E function

Description: Unit of Measure is ratio, not percentage (there was no ratio to in the drop-down menu).

Name: Number of teachers trained under the project	Number	0.00	8000.00	Annual	CPD data from In-Service Education Training Unit (INSET) of MoBSE.	MoBSE Directorate

Description: Every year about 2,000 teachers will be trained. Targets are cumulative.

Name: Percentage of schools using revised COT	Percentage	0.00	90.00	Annual	Standards and Quality Assurance Directorate (SQAD) of MoBSE is responsible for data collection and analysis. It will be sample based. Data will be collected from 15% of public LBS.	MoBSE, via cluster monitors and regional directorates.

Description:

Name: Number of HTC teachers receiving tuition scholarships in UTG Mathematics or Science Bachelor’s program

Number

0.00

300.00

Annual

UTG admission data and record of scholarships

MoHERST

of which female		Percentage	0.00	30.00	Annual	MoHERST admission data	MoBSE PCU

Description: They will be SSS teachers after getting Bachelor’s degree. The targets are cumulative. The target is additional 75 teachers per year. Year 2 target is 150 because 75 teachers from Year 1 will be in the second year of UTG, plus there will be new 75 teachers enrolling in UTG.

Name: Externally reviewed and overseen end-of-year examination in place for students completing the revised Gambia College programs	Yes/No	N	Y	Annual	Examination report by external party	MoBSE M&E unit

Description:

Name: Expand EMIS to cover post-secondary level	Yes/No	N	Y	Annual	MoBSE and MoHERST Planning Directorates	MoBSE and MoHERST Planning Directorates

Description: MoHERST EMIS system will be developed and integrated with MoBSE EMIS system.

Name: Develop unique student IDs and include them in the system	Yes/No	N	Y	Annual	ID development in the system provided by MoBSE Planning Directorate	MoBSE Planning Directorate

Description: Phase 1 will be development of student ID for new entrants and Phase 2 will be for existing students.

Name: Communities involved in planning and implementation of targeted enrollment interventions in Region 5	Yes/No	N	Y	It will be measured by meeting minutes of annual consultative meetings with school based management committees and community representatives.

Description:

Target Values

Project Development Objective Indicators FY

Indicator Name	Baseline	YR1	YR2	YR3	YR4	End Target
Students benefiting from direct interventions to enhance learning	0.00	26300.00	31400.00	53200.00	399000.00	411000.00
Of which female	0.00	50.00	50.00	50.00	50.00	50.00
Increase GER LBS in select districts in Region 5	70.40	72.00	74.00	76.00	78.00	80.00
Increase GER LBS in select districts in Region 5, Male	63.00	65.00	67.00	69.00	71.00	73.00
Average score of the Reading Comprehension section of EGRA, Grade 3 in public schools	1.23	1.23	1.23	1.60	1.60	2.00
Average score of the Reading Comprehension section of EGRA, Grade 3 in public schools, female	1.20	1.20	1.20	1.60	1.60	2.00
Increase in ECD GER	46.50	47.50	49.00	51.00	53.00	55.00
ECD GER, Male	45.20	47.00	48.50	50.50	53.00	55.00

Intermediate Results Indicators FY

Indicator Name	Baseline	YR1	YR2	YR3	YR4	End Target
Number of ECD (Annexed and Community-based), LBS, and UBS classrooms built	0.00	0.00	40.00	121.00	121.00	121.00
Public Lower Basic Schools completing special needs assessment	0.00	20.00	40.00	60.00	70.00	75.00
Core subjects' curriculum of Grades 1-6 revised and finalized	N	N	N	N	N	Y
Teachers trained on the integrated language and literacy curriculum for G1-3	0.00	0.00	0.00	0.00	50.00	100.00
Review Grade 1-3 English core textbooks to align with the reading curriculum and textbooks made available to Grades 1-3 in % of public schools	0.00	0.00	0.00	0.00	0.00	100.00
Community-based ECD model reviewed and revised	N	N	Y	Y	Y	Y
Pupil textbook (core subjects) ratio at public LBS	4.10	4.10	4.10	4.10	1.10	1.10
Number of teachers trained under the project	0.00	2000.00	4000.00	6000.00	8000.00	8000.00
Percentage of schools using revised COT	0.00	0.00	25.00	60.00	90.00	90.00
Number of HTC teachers receiving tuition scholarships in UTG Mathematics or Science Bachelor’s program	0.00	75.00	150.00	225.00	300.00	300.00
of which female	0.00	30.00	30.00	30.00	30.00	30.00
Externally reviewed and overseen end-of-year examination in place for students completing the revised Gambia College programs	N	N	N	N	Y	Y
Expand EMIS to cover post-secondary level	N	N	N	Y	Y	Y
Develop unique student IDs and include them in the system	N	N	N	Y	Y	Y
Communities involved in planning and implementation of targeted enrollment interventions in Region 5	N	Y	Y	Y	Y	Y