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Component 4: Project management(i) Facilitation for project management(ii) Impact evaluation mechanism developed and piloted3. PROJECT PERFORMANCE ASSESSMENTRELEVANCEa. Relevance of the project development objective:Evaluation of the relevance ex-ante and ex-post (including during the implementation phase). The relevance of the project objective (during the evaluationex-ante and the post-evaluation) in terms of alignment with country’s development priorities and strategies, the beneficiary needs (including any changes thatmay have occurred during the implementation), applicable Bank sector strategies, the Bank country/ regional strategy, and general strategic priorities of theBank.The project is the Bank’s support to the GoG’s strategic goal of improved Development of Skills for Industry withinthe human capital development priorities of the country. The project supports the GoG’s efforts to resolve a keydevelopment challenge of low-quality skills produced by the TVET subsector. It is also aligned with the priorities ofGhana’s development agenda which emphasizes the enhancement of the competitiveness of goods and servicesproduced in the country. Additionally, the project is consistent with the Ghana’s Shared Growth Development Strategy(GSGDS). The GSGDS highlights policy interventions that underscore the importance of providing support to theTVET subsector with linkages to employment generation. The link to employment generation also emphasized in theEmployment and Industrial Policy of 2006 and 2011, respectively, is a major focus of this project. At the sector level,the project objectives resonate with the objectives of the Education Sector Development Plan- ESDP (2003-2015); aswell as the Education Sector Medium Term Development Plan, 2018-2021 both of which emphasizes the provision ofequitable access and the improvement in the quality of TVET.Also, the project was in-line with the Bank’s 2012-2016 Country Strategy Paper (CSP) for Ghana, extended to 2018,which identified capacity shortages as one of the key challenges of economic development in the country. The Projectis in line with the Bank’s 2008 Higher Education Science and Technology (HEST) Strategy which identified ICTdevelopment, TVET, and regional integration as priority, the Human Capital Strategy (2014- 2018) under skills andtechnology for competitiveness and jobs and the Jobs for Youth Strategy (2016-2025).The PCREN agrees with the PCR’s Highly Satisfactory rating (4) for relevance of the project to DevelopmentObjectives.b. Relevance of project design (from approval to completion):The evaluator should provide an assessment of the relevance of the project design regardless of the one provided in the PCR. The evaluator will also commenton the PCR conclusion for this section, and will provide an evaluation of the relevance of the project design. The latter assesses the soundness and the timingof eventual adjustments, or technical solutions to ensure the achievement of the intended results (outcomes and outputs), the adequacy of the risk assessment,environmental and social protection measures, as well as the implementation arrangements. For Programme Based Operations (PBO), an assessment will bemade on the relevance of the prior actions, the policy dialogue and the extent to which the operation could have been more pro-poor in its design.The Bank had previously funded three Education projects in the country. The implementation of the three previouseducation sector and other projects in the portfolio has resulted in valuable lessons for the design of andimplementation of future projects.Progress reports of other projects in the portfolio and four key lessons from the Education II PCR informed the designof the project. The lessons are: (i) the identification of user needs is crucial to designing a comprehensive project that

addresses all crosscutting issues including gender, social, economic and environmental aspects; (ii) full involvementof the executing agency and beneficiary institutions in the design and implementation of project activities is critical toensuring realization of quality output and sustainability of outcomes; (iii) the existence of a mainstreamed stable andeffective project management team is crucial; and (iv) extensive supervision of the project activities by the Bank,Ministry of Finance and the Project Coordination Unit coupled with the empowering of the heads of the beneficiaryinstitutions and their staff to monitor progress is the key to successful project implementation. These lessons as wellas the experiences gained from interventions funded by other development partners have been incorporated in thedesign of the proposed project.The design according to the PAR ensured that: (i) key stakeholders, for example COTVET and TI’s, participated fullyin all stages of developing the project; (ii) all project activities are fully harmonized with activities funded by otherDPs; (iii) a thorough needs assessment to determine the needs of individual institutions was done before appraisal ofthe project to enhance effectiveness of the limited funds; (iv) all preparatory activities that will ensure quickdisbursement of the project were discussed and agreed with the Government and a mechanism for tracking theircompletion before the commencement of project activities was put in place; (v) the implementation of the project ismainstreamed in COTVET; and (vi) the agreed monitoring and evaluation (M&E) system of the project incorporatesmandatory monthly site meeting that will be attended by all stakeholders.The PCR however noted that even though the project was responsive to GoG’s request to support the improvedDevelopment of Skills for Industry within the human capital development priorities of the country objectives; someessential components and key activities were not considered at project design. These include: i) Equipping the centrefor CBT at College of Technology Education, Kumasi (COLTEK), and ii) support provided to rolling out capacityenhancement for the National TVET qualifications framework.Not all outputs were delivered due to delays, resulting in one-year extension to project implementation schedule.The PCREN agrees with the PCR’s Satisfactory rating (3) for relevance of the project design.EFFECTIVENESSc. Effectiveness in delivering outputs:Evaluation of the extent to which the project achieved its stated outputs (obtained from the logical framework) based on the last Implementation Progressand Results Report (IPR) and by considering accurate reporting of direct or indirect evidence on intended and unanticipated outputs. In the absence ofsufficient data (as direct evidence), indirect evidence (such as project outcomes and other pertinent processes/elements of the causal chain) should be usedparticularly in the evaluation of the extent to which the project is expected to achieve its stated results/ objectives. The absence of sufficient data to assessthe effectiveness should be indicated (and clearly detailed in the PCR quality evaluation section).Most, but not all the outputs were delivered; activities under 15 out of 20 output indicators were completed. Thelower level of realisation was recorded for Outputs 3, 8, and 20 due to procurement delays; outputs 7 and 19 were notundertaken, also due to procurement delays according to the PCR.The PCREN, on close examination and analysis, noticed that some of the output indicator targets set at Appraisal werechanged in the PCR, but no explanation was given for the modification of the targets.The summary is presented below:Output Indicator 1: Teaching and learning environment improved: 15 institutions completed and equipped by 2017- Achieved. Civil works at all the 13 institutions have been completed and handed over.

Output Indicator 2: Increased learning opportunities for the informal sector and needy students in TI’s: 1550bursaries for TI’s and 7500 apprentices (60% female) by 2017 - All the 1,191 (148%) male students awarded bursarieshave received payments of their school fees for 2016 & 2017 academic years. They have also received payments fortheir project work.Output Indicator 3: Number of bursaries for needy female students in TI's and Polytechnics - Not Achieved. A totalof 819 (67%) female students of the planned 1206 beneficiaries have all received payments for their school fees andproject work.Output Indicator 4: Number (1000) of bursaries for needy male students in TI's and Polytechnics -Target Exceeded.A total number of 1,146 (114.6%) male’s students of the planned 1000 have benefitted from the informal sectorapprenticeship bursary scheme. These beneficiaries consist of batches 1 to 6. Also, training was organized for all 38Bursary committees to ensure sustainability and monitoring of beneficiaries. Tools and equipment have beendistributed to Auto Mechanic, Electronics and Welding & Fabrication beneficiaries in all 38 Districts.Output Indicator 5: Number (1500) of stipends for female apprentice students - Not Achieved. A total of 1,354females of 1500 being 54% as against targeted 60% of the total targeted female apprentices received bursaries inapprenticeship training in 38 districts across all the ten regions of Ghana. Progress of the indicator is 90.3%. Trainingwas organized for all 38 Bursary committees to ensure sustainability and monitoring of beneficiaries. Low femaleparticipation is due to low interest in science related programs.Output Indicator 6: Reinforced policy and planning for TVET: Strategic plan developed by December 2013 - Targethas been achieved. The DSIP supported the preparation of a national costed strategic plan for TVET. It has beenrevised to align with the new government policy ‘Strategic Plan for TVET Transforming for 2018 – 2022”. Thedocument has obtained Cabinet approval and is currently being used.Output Indicator 7: Improved quality control mechanism at the central level: 4000 square meters sitting spaceavailable TVET MIS developed and functional by December 2014.Cancelled: Government of Ghana cancelled the construction of the COTVET office block due to inadequate funds.The implementation of this indicator was not implemented as a result of exchange losses due to the DOLLAR – UAparity. Some of the uncommitted loan funds totaling UA 65, 255.47 was reallocated to services and grant funds totalingUA 623,701.33 under the services category and UA2, 428,149.94 for goods.Output Indicator 8: Not Achieved: TVET Management Information System (MIS) developed and fully functioning:The MIS has been developed (85% achievement rate). The data capturing for the institutions within the Nine (9) lineministries conducting TVET is yet to be captured. Project efforts made to train the COTVET IT officer to build hiscapacity for the effective and full operationalization of the MIS system. and utilization of MIS system has had setbacks.This MIS activity was conducted by the World Bank Group but due to delays in training for the MIS expert theindicator was partially achieved.Output Indicator 9: TVET institutions managed efficiently: Management course developed by December 2013 The indicator has been fully achieved. The course content for institutional managers has been developed and trainingby CIDE (Consortium for International Development in Education) completed. The modules included the following:strategic planning, decision making and monitoring of key impacts for their respective institutions.Output Indicator 10: 50 senior managers of public and private TI’s trained by 2015 - Achieved. Four (4) trainingsessions have been organized for 50 institutional managers namely Principals, Vice Principals, Rectors/Vice Rectors,

Accountants, and Administrators on effective and efficient management and their roles in the delivery of the CBTprogrammes in TVET.Output Indicator 11: 18 additional faculty members upgraded to Masters level by 2017 - Achieved. The 18 facultymembers who studied various CBT Masters programmes at COLTEK graduated in December 2018.Output Indicator 12: 20 additional faculty members upgraded to master level and 5 to PhDs - 5 additional facultymembers upgraded to PhD level bringing the total to 35 - Achieved: The five (5) faculty members were studying PhDprogrammes. Four have graduated and one graduated in August 2019Output Indicator 13: 200 additional instructor trained (30 % for females) by 2016 Achieved: 124 male and 25females’ instructors have graduated in CBT Diploma Programme. In addition, 74 (70 males, 4 females) Facilitators,Assessors and Internal and External Verifiers have been trained in the CBT modules in the expanded three CBT tradeareas.Output Indicator 14: Number (10) of institutions with upgraded institutional Production Units (IPUs) - Achieved:All the 10 DSIP supported Technical Institutions have received their first and second tranche of IPU disbursement andIPUs have been established in all the beneficiary Technical Institutions.Output Indicator 15: Achieved Forty (40) IPU Management Committee members (4 participants per TechnicalInstitution) have been trained in the management of the IPUs. Ghana Education Service led in the sustainability plansfor the IPUs.Output Indicator 16: Curriculum development and review to competency-based training (CBT): Six (6) trades by2016 - Achieved The development of the CBT modules in mechanical engineering, electrical and auto mechanic iscompleted. Training of 74 Facilitators, Assessors and Instructors on the newly developed modules was completed inApril 2018.Output Indicator 17: Master craftsmen trained: 500 additional master craftsmen trained by 2017500 master craft persons trained - Achieved (The target was exceeded) Trainer of trainers for 800 master craft personswas conductedOutput Indicator 18: National qualifications and accreditation Framework operationalised: NQAF operational byDecember 2013 - Achieved The target was achieved. CBT manuals were also printed for distribution to support theassignment.Output Indicator 19: HIV/AIDS materials provided: 13 TI’s provided with IEC materials in HIV/AIDS by 2017. Not Achieved: This indicator was not achieved due to delayed procurement action and time constraints. The Projecthowever, partnered with UNDP to develop Health, HIV/AIDS and Gender modules for tertiary institutions.Output Indicator 20: Training of guidance and counselling instructors: 100 core career guidance counsellor (50 %females) by 2016. - Not Achieved: This indicator was not fully achieved due to time constraints. Guidance andCounselling manuals prepared by COTVET were printed with project savings under the grant in 2019 for distributionto 40 Technical Institutes countrywide. Guidance and counselling units and instructors training assignment was notundertaken.The PCREN agrees with the PCR’s Satisfactory rating (3)

d. Effectiveness in realizing outcomes:Evaluation of the extent to which the project achieved (or is expected to achieve) its intended set of outcomes (including for Program Based Operations(PBOs) where complementary measures are necessary for their implementation, namely public awareness, policy dialogue and institutional arrangements forinstance). The evaluator should make an assessment based on the results of the last project Implementation Progress and Results (IPR). The evaluator shallindicate the degree to which project outcomes (intended and unanticipated) as well as reasons for any eventual gap were discussed in the PCR.There were mixed results in achieving the outcomes, mostly not achieved.The performance of project outcomes was not satisfactory with only 3 out of outcome 9 indicators achieved 100% andover 100% and 3 made substantial progress between 50 % to 77%. Infrastructural investments made by the projectwere completed after some delay due to non-release of Government counterpart funds due to budgetary constraints.The challenges in obtaining tax exemptions for goods at the ports dragged the delivery dates for goods resulting inProject extension to December 31, 2019. All civil works are now completed. The female enrollment in STEM willexperience positive changes in future because of the sensitization campaign on girls’ enrollment in STEM through theRole Model Program and Government’s Free SHS/TVET policy. Currently in 2019, enrollment figures show increasesin Technical institutes with improved pass rates for both male and female students.Below is the summary of the outcome as per the outcome indicators.Outcome 1. Improved teaching and learning environment in the 13-beneficiary public TVET institutions.Outcome Indicator 1 Increased percentage of qualified male instructors in TI's, Polytechnic and College ofTechnology (COLTEK) - 124 males from public & private TVET institutions completed Diploma in EducationProgramme, CBT Option and successfully graduated in September 2017. Fifteen (15) male faculty members fromCOLTEK have graduated from their CBT Master’s program in September 2018. Three (3) male Faculty membersfrom COLTEK (?) pursuing PhD programs have graduated from their programmes.Outcome Indicator 2: Increased percentage of qualified female instructors in TI's, Polytechnic and COLTEK from84.3% ( 81% female in 2010 to 90% in 2017 – 97% Achieved 25 females from public & private TVET institutionscompleted Diploma in Education CBT Option program and successfully graduated in September 2017. Five (5) femalefaculty members from COLTEK have graduated in CBT Master’s program in December 2018. Two (2) female facultymembers pursued PhD programs funded by the Project.Outcome Indicator 3: Increased percentage of male students graduating with the requisite qualifications and skillsrequired by employers from 24% in 2010 to 60% in 2017. Not Achieved (14.7%) 1,191 Males supported under theDSIP bursary scheme have completed their TVET study programmes in the various trade areas. With the increase ininfrastructure in the form of classrooms, workshops. dormitories and ICT laboratories and the supply of furniture,laboratory and workshop equipment, the admission capacity of the 13 DSIP supported institutions have beensignificantly improved to take in more students in the coming years. The works were completed in 2018, 2019 due todelays in Government cou

d. Report data PCR Date : December 2019 PCR Mission Date: From: 25 November 2019 To: 3 December 2019 PCR-EN Date: 07 April 2021 Evaluator/consultant : Judith OFORI Peer Reviewer/Task Manager: Tesfaye Teklu 2. PROJECT DESCRIPTION Summary from Appraisal Report including addendum/corrigendum or loan agreement and taking into account any modification that occurred during the