The World Bank Boost Primary Student Learning (P169380) Concept Environmental and Social Review Summary Concept Stage (ESRS Concept Stage) Public Disclosure Date Prepared/Updated: 12/02/2020 | Report No: ESRSC01423 Jan 27, 2021 Page 1 of 11 The World Bank Boost Primary Student Learning (P169380) BASIC INFORMATION A. Basic Project Data Country Region Project ID Parent Project ID (if any) Tanzania AFRICA EAST P169380 Project Name Boost Primary Student Learning Practice Area (Lead) Financing Instrument Estimated Appraisal Date Estimated Board Date Education Program-for-Results 6/28/2021 7/29/2021 Financing Borrower(s) Implementing Agency(ies) United Republic of President's Office, Regional Tanzania Ministry of Administration and Local Finance and Planning Government, Ministry of Education, Science and Technology Public Disclosure Proposed Development Objective To improve learning outcomes and student retention in preprimary and primary education in mainland Tanzania. Financing (in USD Million) Amount IPF Component 20.00 Total Project Cost 200.00 B. Is the project being prepared in a Situation of Urgent Need of Assistance or Capacity Constraints, as per Bank IPF Policy, para. 12? No C. Summary Description of Proposed Project [including overview of Country, Sectoral & Institutional Contexts and Relationship to CPF] BOOST will support the United Republic of Tanzania mainland in the implementation of Education Sector Development Plan (ESDP) and continued rollout of Free Basic Education (FFBE) from 2021 to 2026. BOOST builds on the current IDA-financed Education Program for Results (EPforR), follows the same Program for Results and harmonized approach with other Development Partners, and with more explicit focus on improving learning Jan 27, 2021 Page 2 of 11 The World Bank Boost Primary Student Learning (P169380) outcomes, student retention, and supporting preprimary education. BOOST will incentivize the achievement of outputs and results in three main areas: 1) improving learning environment in public primary schools , 2) improving teacher competencies and classroom teaching, and 3) strengthening governance and institutional capacity. BOOST will benefit about 12.3 million Tanzania mainland preprimary and primary students and 180,000 teachers. D. Environmental and Social Overview D.1. Detailed project location(s) and salient physical characteristics relevant to the E&S assessment [geographic, environmental, social] The TA activities associated with BOOST will be implemented nationwide across Mainland Tanzania with the LGA challenge fund activities focused on low performing Local Government Authorities (LGAs). The details and timing of the TA building component will be implemented to support the activities under the associated PfoR (which includes construction of additional standard classrooms, provision of smart and multimedia classrooms in selected schools) are currently unknown. Tanzania is a large country with 21 Regions (administrative) expanding mountainous, plateau and coastal areas. Tanzania holds unique ecosystems (40% forest cover) and a large number of protected areas, but also there are areas with land degradation. Water scarcity occurs in both urban and rural areas including in larger towns cities. This also affected existing schools have no water or only have access to non-potable water. Schools also face challenges associated with the use of natural materials (mainly wood) in construction, access to adequate WASH facilities and solid waste management. Schools can also be affected by floods, droughts, heavy rainfall and earthquakes which are Public Disclosure all known to occur in different regions in Tanzania. Poor site selection, technical deficiencies in school construction (both in terms of standards and techniques) has historically contributed to poor structural safety of schools especially in association with the presence of natural hazards. Such issues will need to be considered when developing capacity and in the LGA Challenge Fund depending on the activities being implemented. Tanzanian labor laws include provisions to protect workers’ rights, including Occupational Health and Safety (OHS). However, implementation especially for individuals or small contractors may be weak. Such workers may lack contracts, OHS requirements and accident or life insurance. In Northern Tanzania there are a number of pastoralists and hunter-gatherers including the Maasai, Hadzabe, Akie, Sandawe and Barbaig. Within these groups the perceived importance of education may be lower and access will be influenced by the groups economic/ livelihood activities. These groups’ views on education as well as their traditional knowledge will need to be taken into account when building capacity, designing e-learning systems and as relevant in the LGA Challenge Fund to ensure equitable access to benefits. According to the 2008 Disability Survey in Tanzania 7.8% of the population aged over 7 have a disability. Data on enrolment rates for children with disabilities is very variable but may be as low as 0.1-0.5% (CCBRT Education Study) with most children with disabilities traditionally attending special schools. The capacity strengthening activities design of e-learning systems will need to take into account the needs of disabled people as well other vulnerable people such as people living with albinism, the poorest children, those with limited English language skills, those that are marginalized because of social bias, etc. Jan 27, 2021 Page 3 of 11 The World Bank Boost Primary Student Learning (P169380) Violence Against Children (VAC) including Gender Based Violence (GBV) or Sexual Exploitation and Abuse (SEA), is known to affect pupils both in and while travelling to schools. Girls who are also subject to other forms of vulnerability (poverty, disability etc.) may be at a higher risk of GBV/SEA compared to their fellow students. These risks need to be considered in all TA activities under BOOST to help mitigate the risk of VAC and associated drop outs or poor educational performance. D. 2. Borrower’s Institutional Capacity In Tanzania Mainland the main key counterpart and implementing agencies are:  Tanzania Institute of Education (TIE)  Ministry of Education, Science and Technology (MoEST) is responsible for education policy and planning and overall coordination/implementation, setting of standards and strategies.  President’s Office – Regional Administration and Local Government (PO-RALG) is responsible for implementation of school-level activities through the Local Government Authority (LGA).  National Examination Council of Tanzania (NECTA)  LGAs – who will be responsible for implementing the challenge fund. Awareness and institutional capacity of MOEST/PO-RALG has recently improved through the preparation of an Investment Financing Project (IPF), SEQUIP and associated environmental and social safeguards instruments under the World Bank Environmental and Social Framework. A joint team has been established to manage the environmental and social risks, which is a positive step contrary to the previous experience during the implementation of the EPfoR where no permanent Safeguards Team/Unit was dedicated for social risk management at the MOEST level. Public Disclosure However, there are still capacity constraints at the national, regional and LGA level for environmental and social risk management and associated requirements for strengthening. During project preparation these capacity gaps will be assessed to determine what mitigation measures are needed. This will consider the activities being undertaken for SEQUIP as well as the Environmental and Social Assessment (ESSA) that will be prepared for the PforR element. At the LGAs level there has been minimal involvement of the Environmental and Community Development Officers in the management of social risks at the schools’ level where the project was implemented. However, their ability to supervise any activities under the LGA Challenge Fund in line with the requirements of the ESF will need to be determined. II. SCREENING OF POTENTIAL ENVIRONMENTAL AND SOCIAL (ES) RISKS AND IMPACTS A. Environmental and Social Risk Classification (ESRC) Substantial Environmental Risk Rating Substantial The Environmental risk rating relates only to the TA activities and is determined to be Substantial given the scale and type of activities proposed. Jan 27, 2021 Page 4 of 11 The World Bank Boost Primary Student Learning (P169380) The TA proposes to strengthen MoEST and PO-RALG capacity to manage environmental risk management issues based on the risk mitigation plan. Such capacity strengthening will support the ability of MoEST and PO-RALG to implement projects and avoid or minimize environmental and health & safety risks. However, while the capacity building will need to be aligned with the requirements of the ESF, the main activities of BOOST will be implemented under a PforR which is subject to national requirements. Tanzania has ample environmental and OHS legislation, however, enforcement is weak and the many entities participating in the project, many of which have participated in the implementation of education projects in the past, have shown low capacity to assess, manage and report on environmental and health and safety issues. This poses as a major challenge to supervision and risk management. The activities that will be financed under the LGA Challenge Fund will be more clearly defined during the project preparation phase. These activities need to be associated with the DLIs under the PforR component which includes construction activities, learning materials, ICT packages, safe schools’ programs and school management which could result in environmental and health & safety risks. Potential risks include i) waste generated at construction sites which can pollute land and water bodies (cement mixing areas, metal, wood and paint residues, diesel and other residues); open pits from the borrow pits/quarry can cause accidents; (ii) cutting of trees to use as building material; (iii) road accidents; amongst others . The environmental and social risks include: site location -outside of high slope areas, hazard zones of landslides, flooding, erosion, seismic risk, etc.; minimum distance from hazard areas (landslides, high speed roads, polluted areas, etc); presence of water sources for construction and drinking needs of the students; water quality testing and conservation/monitoring of its quality during operation of the school; and potential attack by wildlife at school or Public Disclosure walking to school. Social Risk Rating Substantial The social risk rating relates only to the TA activities and is determined to be Substantial given the scale and type of activities proposed. The TA proposes to strengthen MoEST and PO-RALG capacity to manage social risk management issues based on the risk mitigation plan. Such capacity strengthening will support the ability of MoEST and PO-RALG to implement projects and avoid or minimize social risks. However, while the capacity building will need to be aligned with the requirements of the ESF, the main activities of BOOST will be implemented under a PforR which is subject to national requirements. The capacity building activities, which themselves may have limited social or environmental impacts, are likely to involve providing support to MoEST and PORALG to carry out or monitor activities under the PfoR component that do have potentially significant social and environmental implications. These implications will need be taken into account in the design and implementation of the capacity support. Furthermore, the potential environmental and social implications of Bank-supported TA may be significant especially in relation to school construction. Such risks can include, site selection, land take, disease transmission, Sexual Exploitation and Abuse (SEA) / Sexual Harassment risks, exclusion of vulnerable groups and people etc. However, the timing of the TA activities and the extent to which they will feed into the PforR will need further clarification during preparation. Furthermore, depending on the timing of the TA this may result in confusion over the standards that need to be applied to activities such as construction and stakeholder engagement especially at the LGA level. The approach to capacity building and the mechanisms to build capacity at the local level will need to be defined during preparation. The development of the e-learning system and policy development related to teacher’s deployment, certification and careers, will also need to be aligned to the ESF. The e-learning needs to include consideration of issues such as VAC, Jan 27, 2021 Page 5 of 11 The World Bank Boost Primary Student Learning (P169380) Vulnerable Groups as defined by ESS7 and ensuring that content is inclusive while aligned with the requirements of the National Curriculum. Despite the benefits of the development of an e-learning system, including for remote learning, there is a risk that e-learning will not be accessible to the most vulnerable including vulnerable groups, girls and disabled children due to issues of internet connectivity. As outlined above there is also a risk that such groups will be excluded due to contextual risks associated with the perceived value of education. Teacher deployment policies also need to ensure equitable access to skilled teachers in all regions, recognizing that teachers have the right to make choices about where they work. The activities that will be financed under the LGA Challenge Fund will be more clearly defined during the project preparation phase. These activities need to be associated with the DLIs under the PforR component which includes construction activities, learning materials, ICT packages, safe schools programs and school management which could result in social risks. Risks could be associated with VAC, equitable access for vulnerable groups and people and inclusion criteria. These risks will be defined further during project preparation and any social risks management criteria will need to be developed. The Project will also need to ensure meaningful engagement with all stakeholders about the Technical Assistance activities of the Project in line with ESS10. Such engagement will need to begin as early as possible and involve a range of stakeholders who work on education, human rights and environment. Failure to undertake meaningful engagement is likely to negatively affect the acceptability of the Project. Grievance redress mechanisms will also need to be established and maintained. These activities will also be considered under the capacity building elements. B. Environment and Social Standards (ESSs) that Apply to the Activities Being Considered B.1. General Assessment Public Disclosure ESS1 Assessment and Management of Environmental and Social Risks and Impacts Overview of the relevance of the Standard for the Project: The requirements set out in paragraphs 14-18 of ESS1 will be applied to technical assistance activities as relevant and appropriate to the nature of the risks and impacts. The terms of reference, work plans or other documents defining the scope and outputs of technical assistance activities will be drafted so that the advice and other support provided is consistent with ESSs 1-10. Capacity building activities, while themselves having minimal or no social or environmental impacts, may involve providing support to institutions in carrying out or overseeing activities that do have potentially significant social and environmental implications. These implications should be considered in the design and implementation of the capacity support. For BOOST TA on capacity building will focus on fiduciary and safeguards program coordination as advised by the risk mitigation plan for the PforR. Under the ESSA for the PforR components measures will be proposed to enhance both the E&S management systems and the E&S outcomes during implementation, in a manner agreed on with the borrower. Such measures may include requirements for school construction and rehabilitation standards, stakeholder engagement etc. As such, the detailed of activities will need to be stipulated during preparation so that the Bank team can agree the activities towards which the capacity building is being directed and to determine the extent to which these relate if at all to matters covered by the ESF . TA projects can provide an opportunity to build client capacity for integrating environmental and social concerns into BOOST activities under the PfoR work. This will be done through support in the form of policy strengthening, training, and support for operations, technical standards setting, monitoring and reporting of safeguards issues to MOEST, Jan 27, 2021 Page 6 of 11 The World Bank Boost Primary Student Learning (P169380) PORALG and LGAs as well as Schools that will be implementing the Project. This need to be supported by strong stakeholders’ engagement to ensure that the views of stakeholders are taken on board as explained in ESS10 section. However, as mentioned above while the capacity building will be in line with the ESF the PforR will be implemented using national systems. The mechanisms through which capacity building activities will be delivered at the sub-national level is unclear especially given that the project is nationwide. There is potential for uneven implementation across the regions or for such activities not to be implemented in a timely manner. This may result in different levels of understanding of safeguards issues at the various levels and confusion over implementation requirements. This risk also needs to be viewed in light of other projects in the Education Sector most notably SEQUIP which may be implemented by the same LGAs. The capacity building on safeguards need to integrate non- discrimination of people with the disabilities, vulnerable groups from vulnerable communities and of sexual and gender minorities into the training to mitigate the risks identified. The LGA Challenge fund also has the potential to result in range of environmental and social risks, the nature and extent of such risks will need to be determined during the project preparation phase once the activities are understood in more detail. Further assessment of environmental and social risks during project preparation will need to be undertaken once the TA activities are defined and ensuring appropriate risk mitigation strategies are included for the various components and captured in the ESCP for the project. Areas where “Use of Borrower Framework” is being considered: Public Disclosure The TA operation will not rely upon the Borrower’s E&S Framework. ESS10 Stakeholder Engagement and Information Disclosure The project will prepare a Stakeholder Engagement Plan (SEP) that will identify the relevant project stakeholders including project-affected parties and other interested parties. The SEP will outline the characteristics and interests of the relevant stakeholder groups and timing and methods of engagement throughout the life of the project. The project stakeholders in Tanzania mainland include national and local authorities such as relevant Ministries and educational bodies, Regional Administrative Authorities, District Authorities and Ward and Village Councils. In addition, school committees, parents committees, pupils committees, teachers committees and local communities including vulnerable groups as well as academia and national NGOs and CBOs are all potential stakeholders. Other key stakeholders include development partners who will be actively involved in the design and implementation of the program and international NGOs that have interest in educational matters. The project will facilitate the meaningful consultations with project stakeholders so they can express their views, feedback, concerns, risks and proposed changes and mitigation measures for the project activities. Consultations will be documented and disclosed in the format agreed with the Bank throughout preparation and implementation including for the LGA Challenge Fund. The project will also need to ensure that vulnerable groups are meaningfully Jan 27, 2021 Page 7 of 11 The World Bank Boost Primary Student Learning (P169380) engaged on elements of the project notably the e-learning requirements and the LGA challenge to ensure their views and knowledge are included in the design and implementation of the project. Similarly, the views of vulnerable people will also need to be accounted for to ensure all activities implemented under the IPF are inclusive and aligned with the ESF. The project information will be disclosed in MoEST, and PORALG webpages and in other ways that can reach the local communities where the project will be implemented in relevant local languages and a culturally sensitive manner. Enhancement of the existing Grievance Redress Mechanisms (GRMs) will be undertaken to address any complaints that may arise as a result of the implementation of activities and will take into account the needs of vulnerable groups and peoples. The SEP will consider measures to adapt to the evolving nature of COVID 19, including utilizing the Bank’s Technical Note: Public Consultations and Stakeholder Engagement in WB-supported operations when there are constraints on conducting public meetings. Therefore, the application of ESS10 related to stakeholder engagement, disclosure of information and grievance redress is a central part of the proposed project that will be closely monitored through measures outlined in the Stakeholder Engagement Plan (SEP). B.2. Specific Risks and Impacts Public Disclosure A brief description of the potential environmental and social risks and impacts relevant to the Project. ESS2 Labor and Working Conditions Project workers are expected to be of two main categories (i) direct workers, mostly civil servants employed by the Government at the local and central level; and (ii) contracted workers including consultants sourced nationally and internationally. No community labor is anticipated in this project and supply chains are likely to be limited in nature for the TA activities. The workforce associated with the LGA Challenge Fund is currently unclear but is also likely to consist of direct workers and some contracted workers some of whom may not be consultants providing technical services. Risks are likely to include failure to abide by national legislation in relation to working hours, rest periods, pay, and other benefits and health and safety of workers including all required insurances. A Labor Management Plan will be prepared outlining requirements for working conditions, including explicit prohibition of child and forced labor and occupational health and safety in line with Good International Industry Practice (GIIP). Occupational health and safety monitoring requirements will be included where records of occupational accidents and diseases and dangerous occurrences and accidents are maintained through the project lifecycle. The LMP will also have the details of the grievance redress mechanism for project workers. ESS3 Resource Efficiency and Pollution Prevention and Management Jan 27, 2021 Page 8 of 11 The World Bank Boost Primary Student Learning (P169380) The application of the ESS3 will be applicable if the TA activities informs the school construction or rehabilitation activities. Regardless, all TA activities will need to take into consideration the requirements of ESS3 once the activities are well defined. ESS4 Community Health and Safety While direct risks to community health and safety are not considered likely at this stage, capacity building activities will need to be aligned with the requirements of the ESS4. Furthermore, any risks to community health and safety, including GBV and SEA associated with the LGA Challenge Fund will need to be determined once the nature of these activities is further defined . Community health and safety, including requirements for PPE, hygiene standards and distancing will also need to be considered during stakeholder engagement in line with the evolving COVID-19 situation. ESS5 Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Land acquisition, restrictions on land use and involuntary resettlement are not anticipated as a result of the TA activities, including from the LGA Challenge Fund. However, capacity building will need to be aligned with the requirements of the ESS5. ESS6 Biodiversity Conservation and Sustainable Management of Living Natural Resources Public Disclosure The application of the ESS6 will be applicable if the TA activities informs the school construction or rehabilitation activities. Capacity building activities will need to take into consideration the requirements of ESS6 once the activities of the TA are well defined. ESS7 Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Local Communities Capacity building will need to be aligned with the requirements of ESS7 and recognize the presence of vulnerable groups in Tanzania. Development of an e-learning system and LGA Challenge Fund will need to be inclusive to ensure access for vulnerable groups and where relevant inclusion of traditional knowledge. Deliberate efforts will be required to ensure VGs are incorporated in project-wide consultations and their inputs should be reflected in project design, where relevant. This will be achieved, by including groups representing VGs in the stakeholder engagement process and soliciting their inputs. A stand-alone SDP is not anticipated to be required given the nature of the activities proposed but this will be confirmed during project preparation once the LGA challenge fund is further defined and though consultations with VGs under the SEP. ESS8 Cultural Heritage Impacts to cultural heritage are not anticipated as a result of the TA activities. However, capacity building will need to be aligned with the requirements of the ESS8. ESS9 Financial Intermediaries Jan 27, 2021 Page 9 of 11 The World Bank Boost Primary Student Learning (P169380) The Project will not involve the use of financial intermediaries. C. Legal Operational Policies that Apply OP 7.50 Projects on International Waterways No OP 7.60 Projects in Disputed Areas No III. WORLD BANK ENVIRONMENTAL AND SOCIAL DUE DILIGENCE A. Is a common approach being considered? No Financing Partners N/A B. Proposed Measures, Actions and Timing (Borrower’s commitments) Actions to be completed prior to Bank Board Approval: Prior to Bank board approval the following documents will need to be developed: Public Disclosure i) Stakeholder Engagement Plan (SEP), ii) Labor Management Procedures (LMP) iii) Environmental and Social Commitment Plan (ESCP) These instruments will be approved by the Bank and publicly disclosed prior to appraisal. Possible issues to be addressed in the Borrower Environmental and Social Commitment Plan (ESCP): i) Implementation of the Stakeholder Engagement Plan (SEP) including the grievance redress mechanism. ii) Implementation of the Labor Management Plan (LMP) iii) Ensuring adequate engagement with vulnerable groups to ensure their inclusion in project design and implementation iv) E&S requirements for the LGA Challenge Activities potentially including exclusion criteria to avoid negative impacts and promote benefits which could include construction guidelines, ToRs for studies, standard ESMPs etc. C. Timing Tentative target date for preparing the Appraisal Stage ESRS 18-Feb-2021 IV. CONTACT POINTS World Bank Jan 27, 2021 Page 10 of 11 The World Bank Boost Primary Student Learning (P169380) Contact: Xiaoyan Liang Title: Lead Education Specialist Telephone No: 473-6237 Email: xliang@worldbank.org Contact: Tanya June Savrimootoo Title: Economist Telephone No: 5220+37164 Email: tsavrimootoo@worldbank.org Borrower/Client/Recipient Borrower: United Republic of Tanzania Ministry of Finance and Planning Implementing Agency(ies) Implementing Agency: President's Office, Regional Administration and Local Government Implementing Agency: Ministry of Education, Science and Technology V. FOR MORE INFORMATION CONTACT The World Bank 1818 H Street, NW Washington, D.C. 20433 Telephone: (202) 473-1000 Public Disclosure Web: http://www.worldbank.org/projects VI. APPROVAL Task Team Leader(s): Xiaoyan Liang, Tanya June Savrimootoo Practice Manager (ENR/Social) Helene Monika Carlsson Rex Recommended on 02-Dec-2020 at 10:21:34 GMT-05:00 Jan 27, 2021 Page 11 of 11