Malawi Education Reform Program (MERP) (WB-P174329)

  • Malawi
Geographic location where the impacts of the investment may be experienced.
Financial Institutions
  • World Bank (WB)
International, regional and national development finance institutions. Many of these banks have a public interest mission, such as poverty reduction.
Project Status
Stage of the project cycle. Stages vary by development bank and can include: pending, approval, implementation, and closed or completed.
Bank Risk Rating
Environmental and social categorization assessed by the development bank as a measure of the planned project’s environmental and social impacts. A higher risk rating may require more due diligence to limit or avoid harm to people and the environment. For example, "A" or "B" are risk categories where "A" represents the highest amount of risk. Results will include projects that specifically recorded a rating, all other projects are marked ‘U’ for "Undisclosed."
Voting Date
May 26, 2021
Date when project documentation and funding is reviewed by the Board for consideration and approval. Some development banks will state a "board date" or "decision date." When funding approval is obtained, the legal documents are accepted and signed, the implementation phase begins.
Government of Malawi
A public entity (government or state-owned) provided with funds or financial support to manage and/or implement a project.
  • Education and Health
The service or industry focus of the investment. A project can have several sectors.
Project Cost (USD)
$ 48.70 million
Value listed on project documents at time of disclosure. If necessary, this amount is converted to USD ($) on the date of disclosure. Please review updated project documents for more information.
Primary Source

Original disclosure @ WB website

Updated in EWS Oct 29, 2020

Disclosed by Bank Aug 12, 2020

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Project Description
If provided by the financial institution, the Early Warning System Team writes a short summary describing the purported development objective of the project and project components. Review the complete project documentation for a detailed description.

According to bank documents, the proposed project objective is to strengthen learning environments in lower primary.

There are four components: two fixed components supporting project activities; a variable part; and a component for project coordination.

  1. Component 1. Improved learning environments in lower primary (US$15 million [indicative]). PSIG are the primary source of discretionary finance to schools, and of vital importance for the long-term capacity of schools to ensure safe and effective learning environments. This component will support the expansion and reform of PSIG to provide additional and more needs-based discretionary finance to schools to support investment in reduced class sizes and improved learning environments. Following the successful implementation of MESIP SIG, MoEST is currently updating the PSIG guidelines to incorporate the strategies piloted under MESIP for improvement of retention and promotion and reduction in girls’ dropout, including construction of low-cost learning shelters; hiring of auxiliary teachers; and provision of MHM materials and gender-specific infrastructure, notably girls’ changing rooms; awards for most rapidly improved students; inviting female role models to schools; and monitoring and counselling girls at risk of dropout.
  2. Component 2. Supporting girls’ learning (US$9.1 million [indicative]). This component will support the national delivery of an updated and revised School Leadership Program (SLP) supporting headteachers and deputy headteachers to (1) create a positive and inclusive culture towards over-age children and girls; (2) Improve teacher’s motivation and morale and reward performance; and (3) Improve the efficiency and equity of school resource utilization and (4) maintain and utilize academic records to support low-performing students. The Program will adapt and update the School Leadership Program supported by MESIP, with a greater emphasis on building school cultures which meet the needs of girls, overage students, and low-performing students.

  3. Component 3. Policy reform for improved efficiency, equity and learning (Variable part/performance-based conditions) (US$21.6 million [indicative]). This component will support PBCs in three areas, providing incentives and resources to support medium-term reforms to ensure the long-term functioning of the education system.
  4. Component 4. Project Management, and Sector Program Support and Coordination (US$3 million). This component will finance the management of the project, including reporting. The component will support the establishment of a small Program Facilitation Team (PFT), consisting of a coordinator and specialists in financial management, procurement, M&E, and gender. Specialists for environmental and social safeguards will be appointed if deemed required as part of safeguards capacity assessments.

Investment Description
Here you can find a list of individual development financial institutions that finance the project.

Contact Information
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How it works

How it works