INTEGRATED SAFEGUARDS DATASHEET APPRAISAL STAGE I. Basic Information Date prepared/updated: 02/07/2013 Report No.: AC6716 1. Basic Project Data Country: Sudan Project ID: P128644 Project Name: Sudan Basic Education Recovery Project Task Team Leader: Elizabeth Ninan Estimated Appraisal Date: April 26, 2012 Estimated Board Date: February 28, 2013 Managing Unit: AFTEE Lending Instrument: Emergency Recovery Loan Sector: General education sector (100%) Theme: Education for all (100%) SPF Amount (US$m): 0 GEF Amount (US$m.): 0 PCF Amount (US$m.): 0 Other financing amounts by source: Borrower 0.00 Education for All Supervising Entity 76.50 76.50 Environmental Category: B - Partial Assessment Simplified Processing Simple [] Repeater [] Is this project processed under OP 8.50 (Emergency Recovery) Yes [X] No [ ] or OP 8.00 (Rapid Response to Crises and Emergencies) 2. Project Objectives The objectives of the Project are to improve the learning environment in targeted areas; increase the availability of textbooks; and strengthen education planning and management mechanisms in Sudan. 3. Project Description Project Components. Within the goals of the Interim Basic Education Strategy (iBES), the following components have been proposed for financing from the Global Partnership for Education (GPE) Fund. Component 1: Improving the learning environment: This component focuses on improving the learning environment for children in target areas with a particular focus on children in rural locations, girls and other vulnerable groups such as IDPs and nomads. Through this component, two main interventions are proposed: Sub-Component 1.1: Classroom construction (US$31.2M) – The project will target school construction interventions towards rural communities within states with lower educational outcomes relative to other states, particularly states with low Gross Enrollment Rate (GERs), low completion rates, and large numbers of out-of-school children. It will also focus on states that have a relatively large percentage of its population in rural areas and which do not receive substantial financing relative to its needs. The project aims to construct 2000 classrooms to alleviate the rising student-to- classroom ratio in the medium and long term, as enrollments continue to rise.These classrooms will be built according to specific design standards, currently under development by the Ministry (minimum package to include 2 classrooms, office/storage space, latrines with washing facilities, water point, and fence). To achieve this target in the three years, the Government will utilize a combination of conventional and community based procurement methods. While the community based approach will require close to a year to train communities in procurement and management of classroom construction, international experience has shown that this type of approach achieves: (i) cost savings; (ii) potential to scale up over time; (iii) efficiency in remote areas; (iv) increased contribution to the local economy; (v) increased capacity at the local level; and (vi) increased community ownership. However, given the urgent need to sustain gains in the recovery period in spite of the fiscal crisis, classroom construction for the first year will be undertaken through conventional procurement methods. In the second year, classrooms will be procured through a combination of conventional and community based approaches and by the last year of the project, community based procurement will be the dominant method for classroom construction. As a first step of the component, the Project will support the (Ministry of General Education (MOGE) to develop a national school construction strategy with design standards that detail the minimum requirements of a "school". This will be finalized by project effectiveness. The GPE will also finance the development of a full operations manual for the implementation of the new school construction strategy using the community-based approach, detailing the roles and responsibilities of all stakeholders. Taking into account the existing constraints in the country, the community-based implementation will be complemented by the use of a private-sector enterprises approach (depending on their comparative advantage). Both approaches will require significant training during the first year to build the capacity of the Federal Ministry of General Education (FMoGE) and state education ministries to oversee and guide community managed construction activities and of technical assistance to strengthen the procurement capacity of the same ministries. Sub-Component 1.2: School Grants (US$5M) - In line with the iBES goal to reduce the household and communities' costs incurred through parental contributions, uniforms and other direct costs, the BERP proposes the design and launch a school grants program that will target resources to schools in low income communities. The unfolding financial crisis in Sudan has already resulted in inflationary pressure and there is discussion on the introduction of fiscal austerity measures, the removal of price controls, and the disruption of the planting season in Blue Nile and South Kordofan due to conflict in those states. These pressures could further erode marginal livelihoods and push more people into poverty with concurrent destabilizing effects. The school grants component seeks to support families in low-income communities to ensure that parents are not overburdened with making contributions to schools during the crisis period and there is a school environment conducive to learning. The MoGE recognizes that there will be more operating expenses associated with the classroom construction component and the grants component seeks to relieve some of the pressure from parents to contribute towards these costs. The component is designed to make small grants available rapidly to schools within the same localities targeted by the classroom construction component, on the basis of a simple school action plan. Action plans will include a simple situation analysis, and a proposal for expenditure of the grant on priority items identified from a list by the school council. The grant would cover operational expenditure on items such as learning supplies, furniture and equipment, and minor repairs. In the first stage, schools will be able to use the grants to purchase only items on a list that excludes new construction. Payments against the grant will be managed by an intermediary entity contracted to manage payments and account for the expenditure of the grants. The existence of local school bodies (education councils or PTAs) with representation of school authorities, parents and communities in almost all schools represents a substantial institutional asset that provides a good starting point for introduction of a school grants system. The proposed school grants program to be financed from the GPE includes: (i) selection and contracting of organizations to serve as financial intermediaries and to coordinate capacity-building for the school grants program in each target state; (ii) orientation of local stakeholders including the locality education officials to the program; (iii) identification of school grant facilitators in each locality; (iv) facilitation of each school council/PTA committee to conduct needs analysis and prepare brief action plan and budget; (v) review and approval of the action plan by a locality grants committee that would include locality education officials and representatives of the intermediary organization; (vi) disbursement of the grant to school committees or direct procurement of goods or services by the intermediary agent on the basis of the action plan and budget. At the end of each cycle the intermediary agent will present a report on the grants indicating outputs and accounting for expenditure. This will be presented to the locality grants committee and to the state grants coordinator for forwarding to the project PIU. This means that grants to schools in respect of around 150,000 students in approximately 750 schools will be paid over the course of the program. The grants program will be designed in close consultation with state and locality officials, and be implemented where appropriate with and through locality offices where school construction is taking place to enable consolidation of administration. However, eligibility for school grants will be open to all schools within those localities, so long as they submit the necessary work plans/proposals and meet the eligibility criteria. The initiative will draw on expertise of organizations working in Sudan that have experience building capacity of school communities to manage schools and grants. Components 1.1 and 1.2 will be limited to target states due to the high costs associated with construction and activities to be financed by school grants, and the limited financing available. Further, the school grants program will be rolled out in the same localities as the classroom construction program. A total of ten states from among the worst performing, according to the criteria, will be targeted (Blue Nile, El Gadarif, Kassala North Darfur, Red Sea, South Darfur, Central Darfur, Northern State, Sinnar, and North Kordofan). During the preparation of this project the 3 Darfur states were split into 5 states with new boundaries. North Darfur remains the same as before, while South Darfur has been split into two states (South and Central Darfur). Since data is not yet available by the 5 new demarcated Darfur states in order to redo the scoring by the relevant criteria below, the project will focus on 10 states now including North, South and Central Darfur. Component 2: Increasing the availability of textbooks and learning materials (US$25.8M) - Sub-Component 2.1: Improving the policy framework for textbooks provision- During the first year of the project implementation, the BERP will focus on improving the existing procedures, guidelines and practices for textbook procurement and provision, including the textbook development, production, distribution, management and monitoring of the use of textbooks, as well as selection of appropriate titles of textbooks for reprint. A technical note outlining the gender and conflict-sensitive analysis review process has been developed and following this will ensure that textbooks procured under the BERP are both gender and conflict sensitive. The completion and endorsement of the new textbook policy as well as the conflict-sensitive analysis of the chosen textbooks will precede any procurement of textbooks under the project. The following years of the project life will be focused on actual procurement and distribution of the textbooks, associated teachers' guides and supplementary learning materials, as well as monitoring of textbooks delivery and utilization. By the end of the project, approximately 5 million children will have benefitted from this intervention. Sub-Component 2.2: Provision of textbooks and learning materials-- Given the significant shortage of textbooks in Sudan, especially in schools affected by conflicts and in IDP camps, the project seeks to provide approximately 9.85 million textbooks for basic education for all schools throughout the country. It will finance reprinting of textbooks and associated teachers' guides, distribution and delivery to schools. In addition, the BERP financing will ensure an adequate monitoring of textbooks utilization, as well as training for teachers on the use of the newly printed textbooks and teachers' guides. Before any titles are reprinted, their appropriateness for reprinting will be evaluated by the MoGE's relevant textbook experts. The procurement of titles selected for reprinting would be subject to competitive procurement procedures that conform to the World Bank's guidelines for textbooks procurement. Component 3: Strengthening the monitoring and management mechanisms of the education system (US $14.5m): The Interim Basic Education Strategy highlights the need to build the capacity of the MOGE and the education system as a major element to delivering quality basic education in Sudan. Central to these efforts will be the development of systems and practices to implement the iBES, and, further, to develop and expand the emergency intervention into a full ESSP. In line with these objectives and OP.BP 8.00 the GPE seeks, through systems strengthening, to preserve the gains of the CPA period in delivering essential services, and assisting government in the crucial initial stages of building capacity for longer-term reconstruction. As such, the BERP will focus on the strengthening the capacity of the MoGE to collect, analyze and utilize key information/data for planning purposes, through the following interventions: developing and launching a National Learning Assessment; teacher Management Monitoring System; strengthening the EMIS; developing the full Education Sector Strategic Plan (ESSP 2012-2016); institutional strengthening, and project management and monitoring. 4. Project Location and salient physical characteristics relevant to the safeguard analysis The project will be implemented in the ten states (Blue Nile, El Gadarif, Kassala North Darfur, Red Sea, South Darfur, Central Darfur, Northern State, Sinnar, and North Kordofan). The specific localities and target schools will be selected during negotiations. 5. Environmental and Social Safeguards Specialists Ms Yasmin Tayyab (AFTCS) Mr Bedilu Amare Reta (AFTN3) 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: Describe any safeguard issues and impacts associated with the proposed project. Identify and describe any potential large scale, significant and/or irreversible impacts: The environmental assessment category for this project is assigned to be Category B- Partial assessment. Bank safeguard policies triggered are Environmental Assessment (OP/BP 4.01), Physical Cultural Resources (OP/BP 4.11), and Involuntary Resettlement (OP/BP 4.12). Subprojects to be financed under Component 1.1 of the proposed project will have the construction of classrooms with the minimum package having ancillary constructions (office/storage space, latrines with washing facilities, water point, and fence)and these activities are unlikely to generate adverse significant environmental and social effects. The potential negative environmental and social impacts of the Project will be change in the landscape (loss of vegetation), acquire land, noise nuisance, air pollution due to dust formation, and safety hazard from construction' activities, inappropriate disposal of excavated materials and construction debris, etc. However, given the anticipated small scale of the subprojects, the negative environmental impacts are likely to be localized, temporary, and easily mitigated through sensible construction management techniques, and diligent management practices. In order to offset and/or minimize the anticipated potential social and environmental impacts due to the implementation of the proposed subprojects and to ensure compliance with the triggered policies, the draft Environmental and Social Screening and Assessment Framework (ESSAF) required under OP 8.00 has been prepared for this operation and is included as an annex to the Emergency Project Paper. The adverse impacts will be addressed through the draft ESSAF that will be refined, finalized and disclosed within before effectiveness of the project. The ESSAF presents a description of the project's objective, guiding principles and the process followed for public consultation and document disclosure. Additional instruments on potential adverse impacts and associated mitigation measures has also included in the ESSAF. The ESSAF contain basic environmental and social checklists that will be used for identification of different types sub projects and based on the outcome of the screening process; an Environmental Management Plan will be prepared for each sub projects resulted in significant impacts as and when required. During project implementation, the Bank's safeguards team will work closely with government to confirm the technical assistance and capacity building required at central, state and local government levels and to ensure effective implementation of the ESSAF, ESMPs, RAP and other instruments. The presence of physical cultural resources (e.g. graveyards, sites of religious/ritual significance, known or unknown local structures or sites of historic or cultural importance) within the project area may not be known at this stage. However, some class rooms and other ancillary constructions activities may be located in the area of influence of some sites and possibly also have an impact on previously unidentified physical cultural resources. The draft ESSAF provide a clear procedure for identification, protection and treatment of cultural resources and graveyards discovered. The ESSAF includes guidance on preparing chance find procedures for contractors in bidding documents for any construction activities supported by the project. The chance find procedure will be clearly indicated in the ESSAF and used as instrument to minimize the anticipated potential impacts on physical cultural resources and graveyards. Similarly, the social impacts will be limited as the land in rural areas is plentiful and belongs to the communities. The project will ensure that the location of the school is identified by the community. In the event the land acquired for the construction of the school displaces households, or presents a loss of livelihood, assets or services temporarily and/or permanently, the project will prepare a Resettlement Action Plan. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area: No long term risks or impacts are anticipated. 3. Describe any project alternatives (if relevant) considered to help avoid or minimize adverse impacts. No project alternatives are required for this emergency operation. 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. In order to offset/minimize the anticipated environmental and social impacts due to the proposed project the Borrower will undertake the following actions: i) FMoGE and PIU will update and finalize the project ESSAF (annex 9 of EPP) before effectiveness and use it as an environmental and social safeguard instrument for sound management of the environmental and social issues that may arise during implementation; ii) when needs arise, the client will conduct an environmental and social impact assessment (ESIA) for specific activities and sensitive construction sites and develop appropriate ESMPs and RAP as required; and iii) after completion of all reports (ESIA/ESMP/RAP), the output of these studies will be disclosed to the public in country. No disbursement on the activities covered by the safeguards instruments will be authorized unless the safeguards instruments have been consulted upon and disclosed in accordance with the World Bank policies. The existing capacity of the implementing agencies for development, management and implementation of environmental and social safeguards instruments, like ESSAF, ESMP and RAP is limited. The project will ensure responsibilities of implementing and monitoring the environmental and social safeguard aspects of the Project, technical support to the Ministry and PIU staffs in this area are addressed within the overall monitoring and evaluation responsibilities. To do this, the project must ensure they have safeguard expertise within the implementation team. The recruited safeguards expertise is expected to have different tasks, i.e., in addition to conducting an environmental and social management activities and ensuring sound implementation of ESSAF, he/she will be responsible to develop, implement and monitor the environmental and safeguard tools (ESIA, ESMP, etc) as required, awareness raising, providing training and capacity building to staff both in the MoGE and PIU, conducting regular supervision and preparing progress reports on national and bank safeguard policies compliance, As such, he/she will be expect to serve as the focal person on environmental and social safeguard issues. 5. Identify the key stakeholders and describe the mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. Key stakeholders include the MOGE, CSU, other line ministries, local communities in target states, national NGOs/FBOs and DPs. B. Disclosure Requirements Date Environmental Assessment/Audit/Management Plan/Other: Was the document disclosed prior to appraisal? No Date of receipt by the Bank 05/30/2012 Date of "in-country" disclosure 12/13/2012 Date of submission to InfoShop 03/29/2013 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? N/A Date of receipt by the Bank 05/30/2012 Date of "in-country" disclosure 12/13/2012 Date of submission to InfoShop 03/29/2013 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: This is an emergency project and documents will be disclosed before effectiveness. C. Compliance Monitoring Indicators at the Corporate Level (to be filled in when the ISDS is finalized by the project decision meeting) 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) N/A review and approve the EA report? Are the cost and the accountabilities for the EMP incorporated in the Yes credit/loan? OP/BP 4.11 - Physical Cultural Resources Does the EA include adequate measures related to cultural property? Yes Does the credit/loan incorporate mechanisms to mitigate the potential N/A adverse impacts on cultural property? OP/BP 4.12 - Involuntary Resettlement Has a resettlement plan/abbreviated plan/policy framework/process No framework (as appropriate) been prepared? If yes, then did the Regional unit responsible for safeguards or Sector N/A Manager review the plan? The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank's No Infoshop? Have relevant documents been disclosed in-country in a public place in a No form and language that are understandable and accessible to project-affected groups and local NGOs? All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities Yes been prepared for the implementation of measures related to safeguard policies? Have costs related to safeguard policy measures been included in the project Yes cost? Does the Monitoring and Evaluation system of the project include the Yes monitoring of safeguard impacts and measures related to safeguard policies? Have satisfactory implementation arrangements been agreed with the Yes borrower and the same been adequately reflected in the project legal documents? D. Approvals Signed and submitted by: Name Date Task Team Leader: Ms Elizabeth Ninan 01/08/2013 Environmental Specialist: Mr Bedilu Amare Reta 01/08/2013 Social Development Specialist Ms Yasmin Tayyab 01/08/2013 Additional Environmental and/or Social Development Specialist(s): Approved by: Regional Safeguards Coordinator: Ms Alexandra C. Bezeredi 01/31/2013 Comments: Sector Manager: Ms Sajitha Bashir 01/29/2013 Comments: