New Secondary Schools for Equitable Access Sub-Activity Sample Clauses

New Secondary Schools for Equitable Access Sub-Activity. The New Secondary Schools for Equitable Access Sub-Activity (“Equitable Access Sub-Activity”) will construct, equip, and provide support for 74-84 new lower secondary schools, or collèges de proximité, in the rural and peri-urban areas of the Gbêkê and San Xxxxx regions. The schools will be constructed based on agreed standard designs and are envisioned to be of two sizes, either: (i) a smaller school model to accommodate up to 320 students in four grade levels with two classrooms per grade, or

New Secondary Schools for Equitable Access Sub-Activity. The CBA model for the Equitable Access Sub-Activity is based on the Project logic that constructing new lower secondary schools will increase access to education in two regions of the country, Gbêkê and San Xxxxx, leading to improved transition rates from primary to secondary school, and ultimately more years of schooling, which will result in higher lifetime incomes for the students of these schools. The community mobilization component would incorporate community participation through each step of the process with the aim of designing and implementing an intervention that meets their needs and promotes greater sustainability of the investment. As this latter component has not yet been designed, it has not been included in the benefits of this sub-activity and only the associated costs. The CBA model for this sub-activity aims to include all anticipated costs, whether incurred with funding provided by MCC, other donors or the Government. The potential beneficiaries of this sub-activity are those students who attend and graduate from new collèges de proximité in the regions of Gbêkê and San Xxxxx. The main benefit stream is the increase in (incremental) lifetime earnings for those students who obtain additional years of schooling. Therefore, key drivers for the ERR estimate are the average annual earnings of graduates of the collèges de proximité, in particular, and this estimate relative to the annual earnings of primary school graduates. The most likely counterfactuals (“without” Project scenario) are that without a lower secondary school in close proximity the students would have either finished their schooling with the completion of primary school, which is particularly true for females, or would have transitioned to lower secondary school but incurred additional costs (time, fees, transport costs, unable to support family business, etc.) to attend school. The most likely ERR for the Equitable Access Sub-Activity is 11.6%. There is some level of uncertainty in the estimates of the model’s key parameters due to limitations of the available data. Uncertainty is assessed through completing sensitivity analysis based on a modeling technique known as Monte Carlo simulations. The results indicate that the 80% confidence interval for the ERR is from 9% to 14%, and there is an 82% probability that the ERR is above 10%, the typical threshold applied by MCC. With respect to uncertainty, there is a risk that the demand for education and the schools may be lower t...