proposal for covid-19 accelerated funding request overview
TRANSCRIPT
Proposal for
COVID-19 Accelerated Funding Request
OVERVIEW
Country: Cooperative Republic of Guyana
Grant agent(s): UNICEF
Coordinating agency(ies): UNICEF
Program name: Guyana MoE COVID 19 education response and recovery strategy
COVID-19 Accelerated Funding amount requested: USD 5,000,000.
Agency fees amount (additional to COVID-19 Accelerated Funding amount requested):1
USD 350,000
Agency fees as % of total COVID-19 Accelerated Funding requested:
7%
COVID-19 Accelerated Funding application date: 4/30/2020
Estimated COVID-19 Accelerated Funding program start date:
5/27/2020
Estimated COVID-19 Accelerated Funding program closing date (must be last day of the month, e.g. June 30, 2021):
11/30/2021
Expected submission date of completion report (At the latest 6 months after program closing date):
3/31/2022
Grant modality - (please enter ‘X’) Sector Pooled
Project Pooled/ Co-financed
x Project/ Stand-alone
1 General agency fees are additional to the Accelerated Funding amount requested, and determined by the grant agent’s own internal regulations. They are paid to the agency’s headquarters and relate to overhead costs and are typically used to assist in the defrayment of administrative and other costs incurred in connection with the management and administration of grant funds. These fees are pre-determined in the Financial Procedure Agreement (FPA) between the grant agent and the GPE Trustee.
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Table of Contents
Table of Contents 1. Introduction ..................................................................................................................................... 3
2. Rationale for the application .......................................................................................................... 5
3. The Grant Agent Selection and LEG Endorsement Process…………………….………………………………….7
4. The Proposed Areas for Interventions……………………………………………………………………………………….7
5. Strategies ......................................................................................................................................... 8
6. Results Framework ........................................................................................................................ 12
7. Implementation and Financial Management……………………………………………………………………………17
8. Risks and Mitigation…………………………………………………………………………………………………………………26
Note to the user
Informing the Secretariat:
Prior to submitting a COVID-19 Accelerated Funding application, the Government
or the Coordinating Agency informs the Secretariat of the country’s intention to
apply and provides a timeline for the submission of their application to the GPE
Secretariat.
COVID-19 Accelerated Funding Guidelines:
Applicants should read the GPE Guidelines for COVID-19 Accelerated Funding
Window, which explain the application development process, including timeline, and
necessary steps. In case additional information is needed, the applicant can contact
the Country Lead at the Secretariat.
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Proposal for GPE funding support for COVID-19 Response in the Cooperative Republic of
Guyana
1. Introduction
The Coronavirus (COVID-19) pandemic has disrupted learning for over 89% of the world’s student
population. For more than 1.5 billion children in 188 countries, education has been interrupted.
The pandemic is posing a real threat to children’s education globally.
Like the rest of the world, the corona virus is disrupting learning for children in the Cooperative
Republic of Guyana. In Guyana, as of May 1,2020, there are 84 confirmed cases inclusive of nine
deaths. Eighteen (18) persons have recovered and have been cleared by health authorities. All
confirmed cases are isolated in identified national public health facilities. Curfews and partial lock
downs are in effect until June 3, 2020. These precautions are necessary to contain the potential
spread of COVID-19 in school settings.
The COVID-19 hotspots have been identified in locations in the central, southern and northern
sections of the city of Georgetown, the capital of the country. Many of the areas identified are
heavily populated with middle- and low-income families.
In Guyana, 169,743 children, ages 3 years 6 months to 15 years and over, enrolled in public
schools have been affected by school closures. An estimated 8,000 children are in private schools
which are also closed. This forced school closure places at high risk the gains made to access to
education and learning at all levels especially for the vulnerable/disadvantaged groups (children
with special education needs and for those living in the riverine, deep coastal rural and hinterland
communities). Where access in these areas is difficult and costly, due to the densely forested and
mountainous terrain. In this context, the highest percentages of the poor are in hinterland
regions (1, 7, 8 and 9), where the largest proportion of the indigenous population reside. These
regions account for 25% (224) of schools, 16% teachers (1,481) and 18% learners (29,865) at the
basic level. However, it should be noted that there are communities/riverine areas in coastal
regions (2,3,4,5,6 and 10) that are considered vulnerable communities with similar levels of
poverty as those in the above-mentioned hinterland regions. The vulnerable group in the coastal
regions account for 28% of schools (197), 18% teachers (1,570) and 16% learners (21,869).
In the hinterland where the Venezuelan migrants are located, the gains made in integrating these
children into the regular school system are further threatened. Together with the children in the
city and on the coastal plain, these most vulnerable children also face loss of protection and other
forms of support provided by the MoE such as school-based health, school feeding programmes
and psychosocial support through counselling and other welfare packages. The national
education cycle is threatened as learners preparing for national assessments in Grades 2, 4, 6 and
9 and the Caribbean Secondary Education Certificate (CSEC) taken at Grade 11 are severely
affected as uncertainty surrounds the re-scheduling, scope and operationalization of these
assessments.
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At the closure of the schools on March 13, 2020, the Permanent Secretary in the MoE established
a Crisis Management Committee to lead the MoE’s response, planning and recovery strategies
during and after COVID-19 pandemic. This team initiated several activities, such as, meeting with
several stakeholders which include the Guyana Teachers’ Union and Development Partners to
communicate the MoE’s plan to respond to this unprecedented emergency, and solicit their
technical and financial support. As it relates to the MoE’s current interventions, 2.2 billon
Guyana dollars (GYD) has been allocated for sanitization, some retrofitting, fumigation and minor
installation of sanitation hubs; 65 million GYD on printing of past examination papers for learners
in Grades 2, 4 and 6 in hinterland regions (Regions 1, 7, 8 and 9) from redirected public funds
from all programmes within the sector. Support from development partners, In the case of the
World Bank funded Guyana Education Sector Improvement Project(GESIP) allows for the
realignment of existing funds to support development of a condensed curricula that would
principally utilize student-centered and inquiry-based teaching/learning methods. This modified
curriculum will also place a greater emphasis on parental/primary caregivers and self -guided
learning materials for learners at nursery to lower secondary levels. Technical assistance to build
teachers capacity to deliver distance learning using the modified curriculum and in the principles
of assessment. Additionally, the project will support the reproduction and delivery of printed
self-guided learning materials, as well as home based teaching learning materials, with priority
given to children and families in Grades 1 and 2 of the 63 schools that are a part of the curriculum
reform pilot in rural coastal/riverine and hinterland communities/those economically depressed
areas.
The nursery sector of the MoE is likely to benefit from a USD 50,000 grant from the World Bank
to support three key activities namely: The creation 20 mini interactive lessons to be aired on
radio and television to support learning continuity; the production of some resources to support
home based learning; and the development of an assessment to assess learning loss when learner
return to school, to allow for prescriptive interventions.
MoE will benefit from a 70,000 USD GPE grant managed by UNICEF. This funding is already
earmarked to support the enhancement of education system level response to the pandemic.
This grant will support the Crisis Management Committee (CMC) in the form of a consultancy in
the development of system wide protocols to be instituted at the national and sub-national levels
that will support the response of officers and teachers to future emergencies. The other key
activity of this grant will facilitate a rapid risk analysis that will enable further identification of
other vulnerable groups for more targeted interventions and support.
The major concerns of MoE during this period are (a) continuity of learning for all children
affected by the school closure and the COVID-19 crisis; (b) psychosocial support to children,
teachers and parents, and (c) the return to school in safe, protective learning environments.
In terms of continuity of learning, the MoE acknowledges the challenge of implementing distance
and alternative learning for children vulnerable areas due to limited internet connectivity; limited
ICT competencies of teachers; and the inability to provide learning tools to meet the demands of
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all learners especially the most disadvantaged groups. This programme, therefore, will help to
support the MoE’s national COVID-19 response and recovery strategies, and will specifically
address initiatives which will benefit the most vulnerable population which can be found in the
hinterland regions, and pockets of coastal regions in deep riverine and rural communities. These
areas account for 46% (421) of schools, 30% (3,051) of teachers and 30% (51,734) learners at the
basic levels (nursery to lower secondary).
2. Rationale for the application
Ministry of Education COVID-19 Response and Recovery Plan
The MoE Sector Response is guided by the measures meted out by the National Task Force, led
by the Office of the Prime Minister, on which the Minister of Education sits.
Through a policy directive from the Minister, the CMC was tasked with the development of the
sector response and recovery plan. The development of the plan was done using a consultative
approach, which engaged education officials as different levels, development partners, teachers’
union representatives, CARICOM regional examination body. The policy areas were informed by
the MoE’s Management Information System. The MoE COVID-19 response and recovery plan is
detailed through the following strategies: (a) supporting home based /distance learning; (b)
developing various types of learning materials for learners and parents; (c) supporting the social
and economic well-being of learners, teachers and parents; (d) making school environments
safe.
Actions taken so far ensuring the continuity of learning:
Using Government funding, the Ministry of Education has been proactive in ensuring, the
continuity of learning through access to remote learning programmes.
1. Updating MoE’s website providing access to:
e – books for nursery, primary and secondary learners, teachers and parents; teaching
tips etc
nursery, primary and secondary school resources for parents and other parenting tips
curriculum guides for all levels
past papers for national assessments at all levels for use by students
educational cartoons for all ages
2. Enhanced radio programmes:
a. Radio programmes such as, Broadcasts to Schools for various grades, which
discuss Science, Social Studies, while Interactive Radio Instruction taught
Mathematics for Grades 1 to 3 pupils. Both programmes are interactive, and are
transmitted nationally, and make room for parents’ involvement.
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b. In Region 7, hinterland location, there are daily 1-hour live call-in sessions, for
pupils to answer questions from Grades 2, 4 and 6 assessment booklets.
3. Launched TV programmes: There are learning programmes on the Education Learning
Channel; airs three-hour learning sessions for nursery, primary and secondary levels.
Documentaries and educational films are also available on the channel so that children
can have more learning opportunities and are kept engaged.
4. Enhanced welfare support especially for the most disadvantaged children. All children
continue to receive some form of school feeding in the form of (a) juice and biscuits for
the coastland regions and (b) hot meals for the hinterland children (26,823) which were
delivered to their homes. Cash vouchers were printed for pupils (15,000) who live in
disadvantaged communities on the coastland and would have otherwise benefitted
from the breakfast programme.
5. Supported preparation for the return to school: In preparation for the return to
school, all schools and dormitories were sanitized, and provided with hygiene kits, and
hygiene hubs were installed in some institutions in one coastal and one hinterland
region.
6. Conducted data gathering/mapping: The MOE is monitoring the use of the its website
by parents, teachers and learners, the sanitization of all school buildings and education
offices and the establishment of sanitation hubs across all education districts. Systems
are being developed to track/monitor teachers’ engagement with students, distribution
of resources to learners and parents and the levels of preparedness (furniture to
facilitate social distancing; PPE for teachers and students; deployment of teachers) for
the re-opening of schools. The utilization of the website is detailed below.
General users consist of 59.7% parents/guardians; 18.7% students; and 21.5% teachers
(as of April 27, 2020) with 95% of the users from the coastal regions and; 5% from the
hinterland regions
45, 657 downloads for the Nursery level inclusive of curriculum guides, workbooks,
textbook and colouring books
211, 341 downloads for the Primary level inclusive of curriculum guides and past
assessment papers
106, 625 downloads for Secondary level inclusive of past assessment papers, curriculum
guides and other resources
6, 455 downloads for TVET /Post-Secondary - application forms and occupational
standards
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Forty percent (40%) of students from TVET institutions are accessing training through
online and distance mode
In order for the MoE to continue its implementation of the response and recovery plan,
there is need for more funding. Guyana is in a peculiar situation due to the absence of a
national budget, given that Guyana went to the polls on March 2, 2020 and are still
awaiting the results. The implication is that public agencies, including the MoE, are
operating with 1/12th of their 2019 approved expenditure.
3. The Grant Agent Selection and LEG Endorsement Process
In light of the urgency presented in the accelerated funding guidelines, the MoE, utilising a forum with LEG, launched a call for the expression of interest for Grant Agent. UNICEF responded and was selected by the selection committee.
The endorsement process was facilitated by way of an official e-mail circulated to the LEG for its endorsement on May 3, 2020. Positive responses were received from all the members on May 4, 2020 thus endorsing the application.
4. The Proposed Areas for Interventions
UNICEF and the MoE recognize the serious consequences of uncertain and extended school
closures as children can fall far behind in their learning and those who are already vulnerable are
at risk of falling further behind and thus may never return to school. It is from this background
that the MoE’s response and recovery plan was crafted to meet the following three objectives:
continuity of learning for all children affected by the school closure and the COVID-19 crisis;
psychosocial support to children, teachers and parents and the return to school in safe,
protective learning environments. The aforementioned objectives are actioned through
mitigation and recovery actions and will be further discussed.
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Response Phase Recovery Phase
Facilitate the continuity of learning through the procurement and provision of materials/ resources to facilitate distance learning utilizing various modalities for teachers, learners and parents at nursery, primary and secondary levels. Specific emphasis will be placed on the disadvantaged and marginalized children.
Back to school campaign and community outreach to ensure smooth transitioning and no child is left behind
Build teachers’ and parents’ capacity to provide distance learning effectively utilising multiple modalities
Remediation to address learning loss and bridge learning gaps
Provide psychosocial support for teachers, learners and parents via the Guyana Learning Channel
Provide psychosocial support for teachers, learners and parents to cope with the new realities after COVID-19 Pandemic
Monitor learners’ use of the various modalities Retrofit schools to facilitate effective Water and sanitation hygiene programme
Facilitate knowledge generation and dissemination
These interventions are consistent with the GPE guidelines namely: (1) production of learning continuity programmes for different platforms; (2) support safety and wellbeing of children and teachers; (3) support monitoring, tracking or assessment of learners’ progress; (4) support the most vulnerable and the poorest; (5) prepare educational facilities for reopening and 6) Support remedial learning programmes.
5. Strategies Output 1: Materials and resources for all learners (including those with special education needs and those from other vulnerable groups), parents and teachers developed, procured and distributed to facilitate learning continuity The materials and resources will cover on-line/web based learning as well as other forms of distance modalities.
Print based resources are currently being developed to aid the continuation of learning for some grades across levels. These resources are essentially home-based learning packages to promote self-directed learning for all learners including learners with special education needs. This programme will build on existing limited resources available to the National Centre for Educational Resource Development (NCERD), to facilitate the rapid and expanded development and production of these materials. Also, key messages/printed guidance are being developed to sensitize parents on how to adjust to this home-based learning modality. Parents will continue to receive
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additional support from teachers who are and will be available to give guidance. These home based learning packages will augment the condensed curricula development supported by the World Bank. The condensed curriculum development aims to address time and learning loss during school closure. This programme will allow for the comprehensive development of print-based resources for all learners, from nursery to lower secondary especially in the hinterland, riverine and deep rural communities who are unable to access programmes addressing learning continuity through digital formats. The above-mentioned approach will enable the MoE to support learning continuity immediately, during and after COVID-19 and contribute to the MoE’s capacity to facilitate learning continuity in the long term, particularly for those who are most disadvantaged. During this time the MoE has been using its Guyana Learning Channel, Broadcasts to Schools and Interactive Radio Instruction to engage children. These programmes are not readily accessible in some communities and as such, this programme aims to strengthen the MoE’s ability to expand its distance mode learning through collaboration with private television and radio providers for air-time in order to ensure a greater reach particularly for learners in deep riverine communities. To broaden access to offline distance learning, learners in disadvantaged urban and coastal communities (selected data will be garnered through the rapid risk assessment that will commence shortly) will be provided with pre-loaded flash drives with content appropriate for all levels by utilizing mobile phones, computers, television sets and tablets. Building on Government’s provision of internet access in some communities across the country, the MoE will expand its online learning access. Content will be presented in formats which are compatible to specific online platforms, which will include Moodle, Zoom, Google Class, Edmodo and other open source classroom platforms. These various platforms allow for classroom interaction using different online modalities but will present challenges ranging from the lack of and/or limited connectivity and internet infrastructure in some areas, limited capacity of some teachers and the access to ICT equipment and tools to deliver individualized classroom interaction at the basic level. Recognizing this, the MoE will strengthen support to teachers by building on existing facilities, and by providing equipment and tools to those who are proficient in the use of technology to provide immediate instruction to learners. With support from this programme, these measures will be implemented using a phased approach that will serve well during and after COVID-19.
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Output 2: Learners and teachers transitioned into schools in vulnerable communities retrofitted to provide environments that are safe, protective and conducive to learning in the aftermath of the COVID-19 pandemic Recognizing that the return to school will be a challenge for many due to socio-economic constraints and psychosocial issues among learners, teachers, parents/caregivers, particularly those who are in vulnerable/disadvantaged households, the MoE will continue and expand its sensitization programmes on the impact of school closure and the return to school for learners, parents and teachers. These programmes have so far included physical exercises, good nutrition and maintaining healthy family relations, targeting the aforementioned stakeholders. The accelerated funding will support media blitz and campaigns providing back to school guidance on social distancing; hygiene and infection prevention practices. The implementation of the WASH initiative, which is currently being implemented in 35 schools across seven (7) education districts that were affected by floods, will be expanded to 386 additional schools. Through this initiative guidance on the standards for ventilation improved pit latrines (VIP), good hygiene and sanitation practices will be provided to head-teachers, learners, teachers and ancillary staff within the school environments. Psychosocial issues will be dealt with through radio and television programmes, hotlines and other interventions of the MoE’s Welfare Department, and collaboration with the Mental Health Unit of the Ministry of Public Health, the Department of Social Protection and other private mental health practitioners. Additionally, before schools reopen, there will be a second round of sanitization, fumigation, retrofitting of schools with hygiene hubs, the installation of water supplies where needed and the provision of personal protective equipment (PPE) in the form of face masks, gloves and other cleaning supplies to teachers and learners. The provision of face masks for teachers and learners will serve to strengthen school/community relationships and at the same time ease the economic burden exacerbated by this pandemic as local service providers will be engaged to sew masks for teachers and learners in their respective communities.
To provide conducive learning environments in the aftermath of the COVID-19, the MoE has to make determination for several critical areas such as school hours, assessments and remediation. The MoE is currently working with the World Bank through technical support to the development of an instrument to assess learning loss, to inform remediation and address school readiness after COVID-19. Recognizing the importance of documenting its response to these critical areas, the MoE will be utilizing current data sets through its Education Management Information Systems (EMIS), and hope to expand its capacity to triangulate through the conduct of evaluation, case studies, mappings and special surveys. These processes will continue to capture the Sector’s efforts on the COVID-19 response and recovery and can be used to inform immediate interventions, future lessons, sector planning and emergency preparedness.
Output 3: Teachers and Officers trained to provide distance learning utilizing various modalities with emphasis on those in disadvantaged groups
In Guyana, distance learning, as described in Output 1, has presented challenges to parents and teachers. For some teachers, it is an unprecedented challenge as they lack adequate preparation
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and capacity to engage learners through online modalities that allow for teaching, monitoring and assessment. The MoE has recognised that some teachers are using online platforms before and during the COVID-19 crisis. The MoE through NCERD will first strengthen its own existing capacity through a consultancy, and, thereafter will build on the existing capacity of teachers and officers by providing capacity building. In the first instance, support will be provided for teachers and officers who are already using online platforms to deliver teaching, assessment and monitoring. These teachers and officers will be categorised as master trainers and equipped to develop content to facilitate online teaching and learning. A parallel activity will be centred around training categories of teachers who possess sufficient capacity to utilise Microsoft applications but need skills to deliver online; the third training will cater to those who have limited capacity for the use of Microsoft applications. The intention of the MoE in these trainings is to ensure that 1022 teachers and officers located in Georgetown and who have access to internet are equipped with the requisite skills and knowledge to facilitate learning assessment and monitoring continuity of the utilization of classroom interaction using online modalities.
Programme Beneficiaries: The identification of programme beneficiaries will be done through the selection of vulnerable groups/communities in the eleven education districts, utilizing existing information and data from the EMIS for capacity building, and the creation of safe and protective learning environments. The Civil Defense Commission (CDC)-regional vulnerability plan/mapping, will be used to determine economic and demographic context that will inform the type of support needed and the rapid risk assessment conducted by MoE will guide the interventions related to learning continuity, and learning loss. There are some activities that will have a nationwide reach, such as, the key messages for parents that will be aired via radio and television, distance mode learning (interactive lessons) through radio and television as a result of the collaboration with private radio and television providers, psychosocial programmes and back to school campaigns delivered through media blitz and campaigns. Parents (52,000) from vulnerable communities will benefit from home based learning packages, and preloaded flash drives with content to support learning continuity. 3,100 teachers, including head-teachers, from schools located in vulnerable communities will benefit from training in the use of ICT to deliver online classes and will receive PPE as a means of facilitating transition to safe conducive learning environments. Learners (52,000) from nursery to secondary (Grade 9) will benefit from learning resources using different modalities and being in schools that are safe and conducive for learning, and will receive PPE.
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6. Results Framework
All the interventions presented in this proposal will be monitored and assessed with the below Results Framework. The types of indicators and its levels of disaggregation are guided by the GPE M&E Guidelines, especially the set of core indicators in the document.
Output 1: Materials and resources for all learners (including those with special education needs and those from other vulnerable groups), parents are developed, procured and distributed to facilitate learning continuity
Key Activities Result Indicators Baseline Target MOV Reporting Frequency
1.1 Develop and reproduce print based material across levels for learners in hinterland and riverine areas
# of learners in hinterland and riverine with access to print based materials2
8,400 52,000 (30%) Distribution Record Monthly
1.2 Develop key messages and guidance sheets for parents across levels and in all education districts
# of digital messages disseminated # of parents accessing messages across levels
3 52,000
10 52,000
Administrative Records of messages
Quarterly
1.3 Develop interactive radio/television lessons covering curriculum content in the four core subjects for all grades
# of radio/television lessons produced in each of the 4 core subjects by level
10 144 Implementation Records – audios, videos and written lessons scripts
Monthly
1.4 Procure and distribute pre- loaded flash drives for all learners across all levels in hinterland/ riverine/coastal vulnerable communities
% of learners who received pre-loaded flash drives disaggregated by region, community, gender and level
0 52,000 Distribution form Once
1.5 Establish partnerships with private radio and television providers for providing airtime for greater reach for learners in and deep riverine communities education progammes via television and radio programmes
Proportion of private radio and television stations airing regular educational programmes in deep riverine communities
0 100% Partnership Agreement/Contract
Monthly
2 The indicators highlighted in bold type represent core indicators for the programme.
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Output 1: Materials and resources for all learners (including those with special education needs and those from other vulnerable groups), parents are developed, procured and distributed to facilitate learning continuity
Key Activities Result Indicators
Baseline Target MOV Reporting Frequency
1.6 Procure and access open source and other online platforms to facilitate online classroom interaction
# of online platforms available to facilitate online teacher interaction % of teachers facilitating distance learning utilizing online platforms disaggregated by level, class, subject and education district
0 1%
4 11%
Online platform Survey /monitoring report
One-off activity Quarterly
1.7 Provide internet infrastructure to facilitate online classroom interaction for learners in vulnerable communities in Georgetown
# of communities with access to internet # and % of learners participating in online classroom interactions by gender, level and community
47 0
47 communities in Georgetown 15,200 (11%)
Internet Supplier Report Monitoring Report
Monthly
1.8 Procurement and distribution of assistive devices (tablets) for teachers to facilitate online training
# of assistive (laptop) devices procured and distributed
0 982 Delivery notes of assistive devices
Once
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Output 2: Learners and teachers transitioned into schools retrofitted to provide environments that are safe, protective and conducive to learning in the aftermath of the COVID-19 pandemic
Key Activities Result Indicators Baseline Target MOV Reporting Frequency
2.1 Expand sensitization programme and psychosocial support to cater for closure and reopening of schools
% of learners and teachers who return to school disaggregated by gender, education district and level. # sensitization programmes disseminated
0 4
85% learners and teachers 33
Teachers and pupils’ attendance records
Termly
2.2 Facilitate the implementation of WASH programme in schools in vulnerable communities across levels
% and # of schools implementing WASH programme disaggregated by school, education district and level
35 (8%) 386 schools in vulnerable communities(92%)
Monitoring records of WASH Implementation
Monthly
2.3 Retrofit schools across levels, particularly in Hinterland/Deep Riverine with hygiene hubs and working sanitary facilities.
% of schools with adequate access to running water and working sanitary facilities by region and level
68% of schools.
100% of hinterland/ riverine schools with access.
Engineer’s administrative report
Monthly
2.4 Procure personal protective equipment(PPE) for learners and teachers.
# of learners with PPE by region, level and gender # of teachers with PPE by region, level and gender
0 0
52,000 3,100
Distribution record
Monthly
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Output 2: Learners and teachers transitioned into schools retrofitted to provide environments that are safe, protective and conducive to learning in the aftermath of the COVID-19 pandemic
Key Activities Result Indicators Baseline Target MOV Reporting Frequency
2.5 Procure two rounds of cleaning supplies for schools in hinterland/riverine regions
% of learners and teachers with access to cleaning supplies
421 421 Delivery Note Termly
2.6 Procure a second round of sanitization and fumigation services for schools in hinterland/riverine and coastal regions
% schools sanitized and fumigated by level and region.
0% 100% of schools sanitized and fumigated
Engineer’s report Once
2.7 Conduct assessment/survey on learning loss and school readiness to address learning gaps.
Assessment/Survey Report available
No evidence available
Evidence of the report will guide intervention
Final assessment report
Once
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Output 3: Teachers and officers trained to provide distance learning utilizing various modalities with emphasis on those in disadvantaged groups in coastal regions
Key Activities Result Indicators
Baseline Target MOV Reporting Frequency
3.1Build the capacity of teachers and officers as master trainers to train teachers and officers mentioned in activity 3.2 to effectively deliver content, assess and monitor learning, using online platforms.
# and % of teachers and officers trained as master trainers
0 50(5%) teachers who are master trainer
NCERD (Administrative record) Master trainers register
Monthly
3.2 Build the capacity of teachers and officers in the use of ICT to deliver content, assess and monitor using online platforms.
# and % of teachers and officers trained in the use of ICT to conduct online training, assessment and monitoring.
0 1022 (12%) teachers
NCERD (Administrative record) training register
Termly
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7. Implementation and Financial Management
Institutional and Implementation Arrangement: The implementation and critical decision making for the planning, implementation, monitoring, and reporting will be done under the guidance of the Ministry of Education’s Crisis Management Committee (Permanent Secretary, Chief Education Officer, Chief Planning Officer, Assistant Chief Education Officers (Nursery and Technical), Director NCERD and Regional Education Officer). The MOE would be the implementing agency for the Project. The MOE has extensive experience implementing externally financed projects (World Bank, CDB, IDB, EFA-FTI). Technical responsibilities for implementation would lie with the Crisis Management Committee (CMC) of the MOE, Fiduciary responsibilities would be managed by the Planning Unit of the Ministry of Education, which currently handles all financial management and procurement for the on-going Guyana Education Sector Improvement Project, the Secondary Education Improvement Project, all financed by the World Bank, and Guyana Skills Development and Employability Project (GSDEP) financed by the Caribbean Development Bank. A Technical Coordinator assigned from within the MOE’s Planning Unit. S/he would be responsible for supporting execution of project activities, monitoring, and coordination of project implementation, including work planning, and other Project-related activities. The Technical Coordinator would report to the Crisis Management Committee, and to the Chief Planning Officer of the MOE, agree work plans with the technical leads for each subcomponent, and coordinate implementation among MOE departments. In addition, the Technical Coordinator would be responsible for preparing/consolidating information for Monthly, Quarterly, and Annual Progress Reports. Existing fiduciary staff in the MOE Planning Unit currently managing other Bank-financed projects would handle procurement, financial management, accounting responsibilities for this Project. The overall responsibility for the Programme’s Financial Management would lie with the fiduciary staff attached to the Planning Unit, responsible for managing existing projects. Overall financial management would be under the responsibility of the Finance Officer from within the Planning Unit. S/he would be assisted by an Assistant Accountant who has been working with projects for several years. Disbursement and Flow of Funds. The GA will disburse the proceeds of the Grant on quarterly basis into an existing segregated Designated Account (DA) denominated in Guyana Dollars (GYD) in the name of the Programme, held at a commercial bank. The Grant proceeds would finance eligible expenditures to support key Programme activities to be included in the Programme quarterly implementation plan.
Internal control and Internal Audit. The expenditures of the Programme would be reviewed by the internal auditors of the Government and summary of the internal audit findings will be shared with the GA on a quarterly basis. External Audit. The Programme accounts would be audited by the Auditor General of Guyana. If support is needed, the Auditor General would hire a private auditing firm to conduct the audit. However, the final audit opinion would be issued by the Auditor General. The audit would be conducted using the International Auditing Standards or INTOSAI standards.
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UNICEF is capable of facilitating procurement of high-volume items through its fast-tracked Long-Term Agreement (LTA) contracts with sets of pre-approved /pre-assessed service providers locally and globally. The financial implementation and management of UNICEF is dictated by the United Nation(UN) financial management rules and regulations as identified in the Harmonized Approach to Cash Transfers (HACT) and agreed to by the Government of Guyana(GoG). It allows for utilization of three different modalities for funding disbursements and strengthens national capacity in financial management and accountabilities.
The GA, UNICEF Guyana, is a fully established country office with full operational functions (Programmes, Finance, HR, Supply and Logistics, M&E), and will be responsible for negotiating fund transfer arrangements, fiduciary management, and ensuring quality assurance under the responsibility of the Deputy Representative, supported by the Education Specialist. In response to the COVID-19 pandemic, UNICEF has mobilized all its expertise in programming and partnerships to deliver its most effective and timely responses. UNICEF will use its fast-track process activated by the Level-3 Scale-Up, to implement the activities, while maintaining diligence on every process and transaction.
Monitoring and Evaluation
Monitoring and Evaluation have become an integral management tool of the Ministry of Education, in its efforts to ensure accountability and transparency. The Ministry’s M&E processes will be overseen by the Crisis Management Committee (CMC) mentioned under the section on implementation. The M&E process is integrated into the sector’s Agency Budget Committee (ABC) process and results are linked to quarterly financial allocations. During this programme period and beyond, the Ministry will be using a new monitoring tool, designed specifically for the education sector, in the form of Open Education Management Information System (Open EMIS) monitoring. Based on GPE guidelines, the progress report will be submitted at the end of 12 months then the full programme report will be presented after the programme completion.
Continued accountability for performance
The Crisis Management Committee will utilize the internal monitoring process coordinated by the Planning Unit of the sector to provide guidance to departments with implementation responsibilities. The Ministry has improved its data collection and reporting mechanism, which will be evident in its ability to provide monthly, quarterly and annual monitoring reports during the implementation period. These reports will be utilizing the indicators in the results framework above, which will enable the MoE to adhere to GPE’s guidance on M&E. These are:
1. # of learners in hinterland and riverine with access to print based materials 2. # of parents accessing messages across levels 3. # of radio/television lessons produced in each of the 4 core subjects by level 4. # of online platforms available to facilitate online teacher interaction 5. # of online platforms available to facilitate online teacher interaction 6. % of teachers facilitating distance learning utilizing online platforms disaggregated by level, class,
subject and education district
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7. # and % of learners participating in online classroom interactions by gender, level and
community
8. % of learners and teachers who return to school disaggregated by gender, education district and level.
9. % of schools with adequate access to running water and working sanitary facilities by region and level
10. Assessment/Survey Report available 11. # and % of teachers and officers trained in the use of ICT to conduct online training, assessment
and monitoring.
Organisation of Monitoring and Evaluation in the Sector
The Planning Unit of the Ministry of Education continues to be responsible for overseeing the monitoring and evaluation of the implementation and results of the sector’s response and recovery plan. As a means of ensuring that M&E is integrated into key management/policy oversight processes, the unit will be supported by three committees: Agency Budget Committee (ABC), Administrative Committee and Education System Committee, chaired by the Permanent Secretary and Chief Education Officer, respectively. These committees comprise senior education officials and will facilitate the programme monitoring progress, at intervals. Midpoint reviews of the programme will be conducted in consultation with key stakeholders including the development partners, civil society and the private sector that will make up the Local Education Group (LEG).
Routine Monitoring: This will be done as per the results framework above, reporting on the progress of most activities on a monthly basis.
Mid-term Reviews: These will occur between 6-9 months of the programme, and will allow the Ministry to assess the achievement of its programme objectives and as necessary adjust implementation arrangements. Documentation of best practices and lessons learned will be integrated in the programme and will contribute to knowledge generation and evidence based planning particularly on the relevance, effectiveness and efficiency of the response and recovery plan.
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Implementation Plan with Timeframe
Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov
Responsible
Unit/Person
Act 1.1
Develop and reproduce print based material across levels for
learners in hinterland and riverine areas NCERD
Act 1.2Develop key messages and guidance sheets for parents across levels and in
all education districts NCERD/ACEOs
Act 1.3Develop interactive radio/television lessons covering curriculum content in
the four core subjects for all grades NCERD
Act 1.4Procure and distribute pre- loaded flash drives for all learners across all
levels in hinterland/ riverine/coastal vulnerable communities NCERD/MISU
Act 1.5
Establish partnerships with private radio and television providers for
providing airtime for greater reach for learners in and deep riverine
communities education progammes via television and radio programmes NCERD
Act 1.6Procure and access open source and other online platforms to facil itate
online classroom interaction NCERD/MISU
Act 1.7Provide internet infrastructure to facil itate online classroom interaction for
learners in vulnerable communities in Georgetown MISU/w EGOV
Act 1.8Procurement and distribution of assistive devices (tablets) for teachers to
facil itate online training MISU
Quarter 7
(Jun-Aug
2021)Description
Output 1. Materials and resources for all learners (including those with special
education needs and those from other vulnerable groups), parents are developed,
procured and distributed to facil itate learning continuity
Implementation Timelines
Quarter 1
(Jun-Aug
2020)
Quarter 2
(Sept - Nov
2020)
Quarter 4
(Dec 2020-
Feb 2021)
Quarter 5
(Jun-Aug
2021)
Quarter 6
(Jun-Aug
2021)
21
Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov
Act 2.1
Expand sensitization programmes and psychosocial support to cater for
closure and reopening of schools School Support Unit
Act 2.2
Facilitate the implementation of WASH programme in schools in vulnerable
communities across levels School Support Unit
Act 2.3
Retrofit schools across levels, particularly in Hinterland/Deep Riverine with
hygiene hubs and working sanitary facil ities. Buildings Unit
Act 2.4 Procure personal protective equipment(PPE) for learners and teachers.
Planning/Project
Coordination Unit
Act 2.5
Procure two rounds of cleaning supplies for schools in hinterland/riverine
regionsPlanning/Project
Coordination Unit
Act 2.6
Procure a second round of sanitization and fumigation services for schools
in hinterland/riverine and coastal regions
Buildings
Unit/Regional
Act 2.7
Conduct assessment/survey on learning loss and school readiness to
address learning gaps. NCERD/ACEOs
Output 2: Learners and teachers transitioned into schools retrofitted to provide
environments that are safe, protective and conducive to learning in the aftermath of
the COVID-19 pandemic
22
Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov
Act 3.1
Build the capacity of teachers and officers as master trainers to train
teachers and officers mentioned in activity 3.2 to effectively deliver content,
assess and monitor learning, using online platforms. NCERD/MISU
Act 3.2
Build the capacity of teachers and officers in the use of ICT to deliver
content, assess and monitor learning, using online platforms. NCERD/MISU
Output 3: Teachers and officers trained to provide distance learning util izing various
modalities with emphasis on those in disadvantaged groups in coastal regions
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Budget
Unit Qty Unit Cost Total Cost
Act 1.1
Develop and reproduce print based material across levels for
learners in hinterland and riverine areas
Number of
Packages 52,000 25.12 $1,306,240
These packages will be distributed across levels, Unit cost for
development/reproduction: nursery- 20USD, Primary-USD25,
Secondary-USD30. 25,200 Primary packages, 17,200 Secondary
Packages and 9,610 packages for Nursery
Act 1.2Develop key messages and guidance sheets for parents across levels and
in all education districts
Number of
messages air-
time 1,350 43.68 $58,968
Key messages for parent will be aired via radio for 90 seconds,
three (3) time per day for 5 day per week, over a period of 3
month
Act 1.3
Develop interactive radio/television lessons covering curriculum
content of the condensed curriculum in the four core subjects for
all grades
number of
recordings 144 1280.18 $184,346 Unit cost per audio recording -$398.58, video recording-$881.6
Act 1.4Procure and distribute pre- loaded flash drives for all learners across all
levels in hinterland/ riverine/coastal vulnerable communities
Number of
flash drives 5,822 30 $174,660 Preloaded flash drive with content per grade and level
Act 1.5
Establish partnership with private radio and television providers for
providing airtime for greater reach for learners in and deep riverine
communities education progammes via television and radio programmes
Number of
airtime 144 169.9 $24,466
Unit cost for airtime for radio is 144 lessons for 169.9 USD per 30
mins for 36 weeks, and airtime for television is 144 lessons for
30 mins for 36 weeks,
Act 1.6Procure and access open source and other online platforms to facil itate
online classroom interaction
Annual
Subscription 1,022 252 $257,544
Subscrpition will be paid for 18 month at 252USD per annum for
each subscriber.
Act 1.7Provide internet infrastructure to facil itate online classroom interaction
for learners in vulnerable communities in Georgetown
Number of
Mobile devices 60 1435 $86,100
Building on existing facilities of the GoG, public agencies can
procure mobiles internet devices for teachers in 10 vulnerable
communities. The initial cost for device is USD121 and 73USD
per month for internet service.
Act 1.8Procurement and distribution of assistive devices (laptops) for teachers
to facil itate online training
Number of
laptops 1,022 430 $439,460 Laptops -USD325, Case-USD 30, Shipping and handling-USD 75
Output 1 - Sub-total $2,531,784
Note(s)
Description
Output 1. Materials and resources for all learners (including those with special
education needs and those from other vulnerable groups), parents are developed,
procured and distributed to facil itate learning continuity
Estimated Cost - in USD
24
Act 2.1
Expand sensitization programmes and psychosocial support to cater for
closure and reopening of schools
Number of
education
districts 33 169 $5,577
Psychosocial programmes air time for radio and video in
education districts -169USD for 30 mins of 3 key messages in 11
education districts
Act 2.2
Facilitate the implementation of WASH programme in schools in
vulnerable communities across levels
Number of
schools 386 300 $115,800 Training of teachers, learners and parents - USD300 per school
Act 2.3
Retrofit schools across levels, particularly in Hinterland/Deep Riverine
with hygiene hubs and working sanitary facil ities.
Number of
sanitation
hubs 345 1300 $448,500
Repairs to water supply facilities - 386; and sanitation facilities-
292 (inclusive of installation of hygiene stations and repairs to
washrooms), 104 Sanitation/hygiene hubs
Act 2.4 Procure personal protective equipment(PPE) for learners and teachers.
Number of
persons 54,785 5 $273,925
The PPE includes 10 washable face-mask per learners (51,734),
and washable face masks for teachers(3,051).
Act 2.5
Procure two rounds of cleaning supplies for schools in
hinterland/riverine regionsNumber of
schools 421 400 $168,400 Hygiene kits@200 times 2 terms
Act 2.6
Procure a second round of sanitization and fumigation services for
schools in hinterland/riverine and coastal regions
Number of
schools 421 1070 $450,470 Sanitization of schools
Act 2.7
Conduct assessment/survey on learning loss and school readiness to
address learning gaps. Evaluation 1 100000 $100,000 Printing, Transportation, Monitoring, Survey Coordination
Output 2 - Sub-total $1,562,672
Output 2: Learners and teachers transitioned into schools retrofitted to provide
environments that are safe, protective and conducive to learning in the aftermath of
the COVID-19 pandemic
25
Act 3.1
Build the capacity of teachers and officers as master trainers to train
teachers and officers mentioned in activity 3.2 to effectively deliver
content, assess and monitor learning, using online platforms.
TA -
Consultancy 1 106,000 $106,000 Technical Assistant - 106,000
Act 3.2
Build the capacity of teachers and officers in the use of ICT to deliver
content, assess and monitor learning, using online platforms.
Number of
Master trainers 50 6300 $315,000
Stipend to pay 50 Master trainers @350USD per month for the
during of the project to train, monitor and assess.
Project Management/coordination, Monitoring and Evaluation within the
Sector $184,544
Coordination - 36,000 Monitoring inclusive of travel -54,000
reporting - 40,544 Administrative/procurement activities -
54,000
Output 3 - Sub-total $605,544
UNICEF Operational Cost $300,000
Technical Assistance - 63,000, Programme and Financial
Assurance-60,000, Coordination of programme-54,000, Office
cost/travel and operational cost - 36,000, Reporting,
Communication and Visibility-87,000
$5,000,000
Output 3:Teachers and officers trained to provide distance learning utilizing various
modalities with emphasis on those in disadvantaged groups in coastal regions
26
8. Risks and Mitigation
Risk Type Description of Risk Probability Mitigation Measures
Political Instability
This proposal is submitted at a time of a tense political environment. Guyana’s
continuing political stalemate with the absence
of clear elections results. This can disrupt the focus and pace of planned activities and priorties.
Moderate The education sector has always been regarded as a major priority across the political divide. Making use of the concept of “No Child Left Behind”, UNICEF will utilise its convening power as CA and GA, together with the MoE and other Development Partners, will be become joint advocates to mitigate these risks.
Financial /National Budget
Delayed results of national elections held on March 2, 2020 led to the delay of a national budget. The implication is that Govt. agencies, including the MoE, are operating with 1/12th of their 2019 approved expenditure. The likelihood of a delayed national budget can constrain the MoE’s efforts in reaching all children.
High To mitigate this risk, the MoE will continue to use diligence in the use of funds obtained through its Cooperation of Agreement with UNICEF and other Development Partners UNICEF will continue to support national capacity in financial management and accountability through the HACT procedures focusing value for money and results based management.
Impact of Covid-19 pandemic and Decline in Investment in Social Services.
Social services are likely to be affected by the decline in revenue caused by the economic slowdown due to the constraints imposed by COVID -19. This can affect school community and other strategic partnerships that normally complement the efforts of the MoE. Some of these services are linked to hot meals, transportation and can have a negative impact on children’s return to school.
High UNICEF and MoE have begun engaging key partners to support the education priorities. UNICEF and MoE will continue the engagement with private sector/ business with focus on the importance of Corporate Social Responsibility that can be activated in phased and various ways.
COVID-19 induced risks related to restriction in movement and physical interactions
Restriction in movement and physical distancing measures put in place to stem the spread of COVID-19 limit the regular stakeholders' and cooperating partners’ consultative meetings, visits
High To mitigate this risk, online platforms will be utilized to engage stakeholders.
27
to project sites and interactions with communities.
Delay in procurement and supply
There could be major procurement delays, for example, procuring and distributing learning materials and return to school preparations.
Medium •Using a mixture of off-shore and in-country suppliers as appropriate. • Standardized sets of education supplies made available in stock in Copenhagen • For local procurement, long term agreements (LTAs) made for awarding contracts without announcing bidding
Implementing partners’ capacity to implement the programme and financial management
There could be low or stretched capacity of implementing partners to implement the programme and financial management, especially any new partner needed due to COVID-19 pandemic.
Medium • Implementing partners assessed through UNICEF's HACT prior to the program initiation and capacity development included as part of the program implementation. • For government partners, a number of measures to strengthen the systems for financial management.
Child safeguarding measures are not in place or are not properly enforced
Low Child safeguarding policies to be observed by UNICEF, its implementing partners and teachers in learning centers and periodical monitoring conducted.
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Risks and Mitigation Risk Type
Description of Risk Probability Mitigation Measures
Political Instability
This proposal is submitted at a time of a tense political environment. Guyana’s
continuing political stalemate with the absence of clear elections results. This can disrupt the focus and pace of planned activities and priorties.
Moderate The education sector has always been regarded as a major priority across the political divide. Making use of the concept of “No Child Left Behind”, UNICEF will utilise its convening power as CA and GA, together with the MoE and other Development Partners, will be become joint advocates to mitigate these risks.
Financial /National Budget
Delayed results of national elections held on March 2, 2020 led to the delay of a national budget. The implication is that Govt. agencies, including the MoE, are operating with 1/12th of their 2019 approved expenditure. The likelihood of a delayed national budget can constrain the MoE’s efforts in reaching all children.
High To mitigate this risk, the MoE will continue to use diligence in the use of funds obtained through its Cooperation of Agreement with UNICEF and other Development Partners UNICEF will continue to support national capacity in financial management and accountability through the HACT procedures focusing value for money and results based management.
Impact of Covid-19 pandemic and Decline in Investment in Social Services.
Social services are likely to be affected by the decline in revenue caused by the economic slowdown due to the constraints imposed by COVID -19. This can affect school community and other strategic partnerships that normally complement the efforts of the MoE. Some of these services are linked to hot meals, transportation and can have a negative impact on children’s return to school.
High UNICEF and MoE have begun engaging key partners to support the education priorities. UNICEF and MoE will continue the engagement with private sector/ business with focus on the importance of Corporate Social Responsibility that can be activated in phased and various ways.
COVID-19 induced risks related to restriction in movement
Restriction in movement and physical distancing measures put in place to stem the spread of COVID-19 limit the regular stakeholders' and cooperating partners’ consultative meetings, visits
High To mitigate this risk, online platforms will be utilized to engage stakeholders.
29
and physical interactions
to project sites and interactions with communities.
Delay in procurement and supply
There could be major procurement delays, for example, procuring and distributing learning materials and return to school preparations.
Medium •Using a mixture of off-shore and in-country suppliers as appropriate. • Standardized sets of education supplies made available in stock in Copenhagen • For local procurement, long term agreements (LTAs) made for awarding contracts without announcing bidding
Implementing partners’ capacity to implement the programme and financial management
There could be low or stretched capacity of implementing partners to implement the programme and financial management, especially any new partner needed due to COVID-19 pandemic.
Medium • Implementing partners assessed through UNICEF's HACT prior to the program initiation and capacity development included as part of the program implementation. • For government partners, a number of measures to strengthen the systems for financial management.
Child safeguarding measures are not in place or are not properly enforced
Low Child safeguarding policies to be observed by UNICEF, its implementing partners and teachers in learning centers and periodical monitoring conducted.