Page 1 INTEGRATED SAFEGUARDS DATASHEET APPRAISAL STAGE I. Basic Information Date prepared/updated: 07/22/2009 Report No.: AC4463 1. Basic Project Data Country: Niger Project ID: P115436 Project Name: NIGER - EFA/FTI PROGRAM Task Team Leader: Adama Ouedraogo Estimated Appraisal Date: July 21, 2009 Estimated Board Date: July 31, 2009 Managing Unit: AFTED Lending Instrument: Specific Investment Loan Sector: Primary education (95%);Public administration- Education (5%) Theme: Education for all (80%);Gender (20%) SPF Amount (US$m): 0.00 GEF Amount (US$m.): 0.00 PCF Amount (US$m.): 0.00 Other financing amounts by source: Borrower 0.00 EFA-FTI Education Program Development Fund 8.00 8.00 Environmental Category: B - Partial Assessment Simplified Processing Simple [] Repeater [] Is this project processed under OP 8.50 (Emergency Recovery) or OP 8.00 (Rapid Response to Crises and Emergencies) Yes [ ] No [X] 2. Project Objectives Project Development Objectives: The development objective of the Basic Education Support Project (FTI-BESP) is to contribute to the implementation of the Education Sector Program by improving access to better quality primary education. In order to achieve this objective, the project will focus on the three components to: a) increase access and equity in primary education; b) improve quality in primary education; and c) strengthen capacity of the Ministry of Education (MoE), and decentralized entities. 3. Project Description In order to achieve the objective, the FTI-BESP will focus on the following components. Component 1: Increased access and equity in primary education (US$ 5.65 million). This component will support: (i) Construction and equipment of 400 classrooms and latrines mainly in rural areas; (ii) Organization of information campaigns to increase awareness in the population of the benefits of girls education in liaison with a promotion of a proximity sensitizing which showed satisfactory results during the first phase of the program; and (iii) Provision of awards to promising students at the regional level. Page 2 Component 2: Improved Quality in primary education (US$ 1.58 million). This component will support: (i) the publication and distribution of about 412,260 textbooks and 546,000 other reading materials (booklets); (ii) development and implementation of a pre-service and in-service teacher and inspector training program to update teachers and inspectors competencies; and (iii) Implementation of a pilot consisting of the provision of micro-grants to School Management Committees for the financing of learning tool kits. Increased provision of learning materials through decentralization of procurement of learning to COGES will also help improve quality. Component 3: Strengthening the management capacity of the central and local levels (US$ 0.77 million). This component will support: (i) strengthening the capacity of School Management Committees (COGES) and (ii) Strengthening the capacity of the MoE in critical areas in liaison with the PDDE (Education Sector Ten-year Program) training Plan. For the extent of OP 4.12 applicability related to the project and mitigation measures, see section II: Key Safeguard Policy Issues and Their Management. 4. Project Location and salient physical characteristics relevant to the safeguard analysis The project will have activities countrywide, in both rural and urban areas. 5. Environmental and Social Safeguards Specialists Mr Abdoul-Wahab Seyni (AFTCS) Mr Amadou Konare (AFTEN) 6. Safeguard Policies Triggered Yes No Environmental Assessment (OP/BP 4.01) X Natural Habitats (OP/BP 4.04) X Forests (OP/BP 4.36) X Pest Management (OP 4.09) X Physical Cultural Resources (OP/BP 4.11) X Indigenous Peoples (OP/BP 4.10) X Involuntary Resettlement (OP/BP 4.12) X Safety of Dams (OP/BP 4.37) X Projects on International Waterways (OP/BP 7.50) X Projects in Disputed Areas (OP/BP 7.60) X II. Key Safeguard Policy Issues and Their Management A. Summary of Key Safeguard Issues 1. Describe any safeguard issues and impacts associated with the proposed project. Identify and describe any potential large scale, significant and/or irreversible impacts: Environmental Impact: The Project potential negative environmental and social impacts will mostly result from the construction and rehabilitation of infrastructures (schools; water points, sanitation facilities) that might lead to disruptions of the Page 3 environment, increased solid and liquid wastes generation. In addition, the potential use of quarries for building materials may cause negative environmental impacts which will require restoration after use. Environmental impacts such as: soil erosion, soil degradation, increase in solid and liquid wastes, loss of vegetation are expected to occur mainly during the settling of these infrastructures and establishment of building sites as well as during the exploitation of quarries for building materials. To address these negative impacts, the process of selection proposed in the Environmental and Social Management Framework (ESMF) will be carried out so that the biophysical and socio- economic aspects of the project areas are taken into account, and consequently, that mitigation measures will be implemented. In this context, subprojects-specific EIAs/EMPs will be developed intending to ensure efficient environmental management of the Project. Provisions of the updated ESMP will be included in the project Implementation Manual (PIM). Involuntary Resettlement: The RPF provides the main principles governing the resettlement operations in the framework of the project. In close collaboration with project management, communes will develop a Resettlement Action Plans (RAPs) following the guidelines of the Resettlement Policy Framework, if a project for the construction of classrooms, houses, latrines and water points requires some resettlement operations. Once completed, subproject-specific safeguard instruments will be reviewed, approved and disclosed prior to investment. The Project will ensure that dissemination of information and knowledge transfer towards the communes is undertaken. The RAPs are implemented at the same time as the other studies (civil engineering, socio-economic and environmental studies, etc.) in order to mainstream social aspects. If the project activities will conduct to the preparation of RAPs, the communes is approved in the portfolio of funding programs, the authorities will go to the contracting stage of the technical studies. To enable project implementers to mitigate social impacts due to potential population displacements, an RPF has been updated and prepared by the Recipipent, which outlines the principles and procedures to be followed in such events. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area: Future activities for these areas are not known at this time. 3. Describe any project alternatives (if relevant) considered to help avoid or minimize adverse impacts. N/A 4. Describe measures taken by the borrower to address safeguard policy issues. Provide an assessment of borrower capacity to plan and implement the measures described. The Recipient has reasonable environmental and social safeguard capacity, for having implementing numerous Bank-funded projects in almost all sectors. Nonetheless, the project will support capacity strengthening measures identified in the updated ESMF and Page 4 RPF, which were cleared and re-disclosed in-country and at Bank InfoShop in June 23 2009. Both frameworks identify procedures to be followed during the planning, design and construction phase of project activities, together with measures to mitigate and monitor such impacts, including a screening process for sub-projects; setting criteria for triggering specific Environmental Assessments (EAs) and specific Resettlement Action Plans (RAPs). To ensure that environmental and social aspects in Project activities are effectively taken into account, it was proposed to identify and train Regional Environment Focal Points (PFE) within Education Regional Directorate (DREN), DIES (School Construction and Equipment Directorate) in environmental assessment. The main institutions with key roles and responsibilities for environmental and social management are: (i) for the implementation of environmental measures: the implementation of the project environmental management measures will be carried out by engineering and design departments of DIES that will work jointly with private contractors and Government technical services. Under the general responsibility of the MoE, consultants in charge of sub-project design will be responsible for carrying out the EIA studies and drafting the infrastructures maintenance handbooks. In this context, the MoE will ensure that all bidding documents will include environmental and social clauses that the contractors will abide by during the construction phase. Sub-projects requiring special attention will be referred to the national environmental agency (BEEEI) as appropriate. In addition, greening the school environment (i.e. tree planting around the classrooms and teachers housing) will be part and parcel of sub-project; (ii) for civil works control and monitoring: under the general supervision of the BEEEI, the private contractors will be asked to implement the mitigation measures as indicated in the Environmental Guidelines for Contractors, including the rehabilitation of quarries used as sources o f building materials, the maintenance of the building sites, tree planting inside schools, etc. At the local level, the COGES, but also the Schools Parents# Associations (APE), will also take part in the monitoring. The COGES, the PFE/CDC and the DIES will be responsible for data-gathering in the field; and (iii) for supervision and monitoring: to ensure the efficiency of the recommended measures, it is important to carry out environmental monitoring of works. The coordination and the supervision of the implementation of the ESMF measures will be ensured by the DIES, in connection with the BEEEI from the Ministry of Environment. The mid-term environmental assessment aims to establish a complete overview of the real impacts of the subprojects, but also to assess the effectiveness of the mitigation measures realized during works. At the end of the program, a final assessment will be carried out, to learn the principal lessons on environmental management related to the implementation of project#s activities. 5. Identify the key stakeholders and describe the mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. Both safeguard policy instruments (ESMF and RPF) were prepared by the Recipient, in line with national and World Bank policies. The preparation of the instruments involved relevant stakeholder groups in the education sector and other relevant public agencies. The consultation has also been broadened to other stakeholders, including, the private Page 5 sector, municipal workers and local communities, consistent with the approach adopted at projects inception. The main objective is to devise an appropriate mitigation plan that is commensurate to the identified impacts. Future subproject-specific EIAs/EMPs and RAPs will be conducted following the same approach, in line with Bank and national safeguard policies. This participatory approach will be carried on throughout implementation, maintenance, supervision and evaluation of the project. Relevant provisions from the two set of safeguard documents will be reflected in Project Implementation Manual (PIM). B. Disclosure Requirements Date Environmental Assessment/Audit/Management Plan/Other: Was the document disclosed prior to appraisal? Yes Date of receipt by the Bank 06/23/2009 Date of "in-country" disclosure 06/23/2009 Date of submission to InfoShop 06/25/2009 For category A projects, date of distributing the Executive Summary of the EA to the Executive Directors Resettlement Action Plan/Framework/Policy Process: Was the document disclosed prior to appraisal? Yes Date of receipt by the Bank 06/23/2009 Date of "in-country" disclosure 06/23/2009 Date of submission to InfoShop 06/25/2009 Indigenous Peoples Plan/Planning Framework: Was the document disclosed prior to appraisal? Date of receipt by the Bank Date of "in-country" disclosure Date of submission to InfoShop Pest Management Plan: Was the document disclosed prior to appraisal? Date of receipt by the Bank Date of "in-country" disclosure Date of submission to InfoShop * If the project triggers the Pest Management and/or Physical Cultural Resources, the respective issues are to be addressed and disclosed as part of the Environmental Assessment/Audit/or EMP. If in-country disclosure of any of the above documents is not expected, please explain why: C. Compliance Monitoring Indicators at the Corporate Level (to be filled in when the ISDS is finalized by the project decision meeting) Page 6 OP/BP/GP 4.01 - Environment Assessment Does the project require a stand-alone EA (including EMP) report? No If yes, then did the Regional Environment Unit or Sector Manager (SM) review and approve the EA report? N/A Are the cost and the accountabilities for the EMP incorporated in the credit/loan? Yes OP/BP 4.12 - Involuntary Resettlement Has a resettlement plan/abbreviated plan/policy framework/process framework (as appropriate) been prepared? Yes If yes, then did the Regional unit responsible for safeguards or Sector Manager review the plan? Yes The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank's Infoshop? Yes Have relevant documents been disclosed in-country in a public place in a form and language that are understandable and accessible to project-affected groups and local NGOs? Yes All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities been prepared for the implementation of measures related to safeguard policies? Yes Have costs related to safeguard policy measures been included in the project cost? Yes Does the Monitoring and Evaluation system of the project include the monitoring of safeguard impacts and measures related to safeguard policies? Yes Have satisfactory implementation arrangements been agreed with the borrower and the same been adequately reflected in the project legal documents? Yes D. Approvals Signed and submitted by: Name Date Task Team Leader: Mr Adama Ouedraogo 07/21/2009 Environmental Specialist: Mr Amadou Konare 06/23/2009 Social Development Specialist Mr Abdoul-Wahab Seyni 06/23/2009 Additional Environmental and/or Social Development Specialist(s): Approved by: Sector Manager: Mr Christopher J. Thomas 07/22/2009 Comments: