INTEGRATED SAFEGUARDS DATA SHEET CONCEPT STAGE Public Disclosure Copy Report No.: ISDSC1885 Date ISDS Prepared/Updated: 25-Feb-2013 Date ISDS Approved/Disclosed: 26-Feb-2013 I. BASIC INFORMATION A. Basic Project Data Country: Senegal Project ID: P133333 Project Name: Senegal Quality and Equity of Basic Education (P133333) Task Team Atou Seck Leader: Estimated 28-Feb-2013 Estimated 31-May-2013 Appraisal Date: Board Date: Managing Unit: AFTEW Lending Specific Investment Loan Instrument: Sector: Primary education (60%), Secondary education (20%), Tertiary education (20%) Theme: Education for all (100%) Financing (In USD Million) Financing Source Amount BORROWER/RECIPIENT 130.00 Public Disclosure Copy International Development Association (IDA) 20.00 CANADA Canadian International Development Agency 3.00 (CIDA) Education for All - Fast Track Initiative 46.90 Total 199.90 Environmental B - Partial Assessment Category: Is this a No Repeater project? B. Project Objectives The project development objective is to improve learning outcomes for early grades and middle schools, and equity in access to basic education. C. Project Description Concept Description The project supports the first phase (2012-2016) of the Senegal ten-year education program (2012-2022). It will address the need to move from an input- based system (books, classes, desks, blackboards) to a results-oriented management system which will focus on processes and improve Public Disclosure Copy learning outcomes, school performance and equity in terms of access for poor children in underserved regions. Thus, the project will :(i) introduce accountability mechanisms to improve the level of learning outcomes in terms of reading and mathematics in early grades of primary education, (ii) improve the quality of education in junior, secondary education but also (iii) improving the equity in access to education with a focus on children out of schools by ensuring that they receive a good quality of education. The proposed project components are: Component 1: Quality improvement of basic education Subcomponent 1.1: Using performance-based contracts to improve accountability for the quality of services delivered at district level This subcomponent is built on existing initiatives and will finance PBCs between all 14 Regional education authorities (IAs) and the 56 District education authorities (IEF) to improve the quality of education and school performance through teacher training, learning material incentives or remediation courses. IAs will sign the contracts, monitor the achievement of results, and report on the overall progress at regional level. Resources for each IA will be replenished based on the results achieved as measured by specific the Disbursement-Linked indicators. The performance-based contracts will have the following arrangements: (i) each IEF will prepare a detailed action plan and budget covering outputs and outcomes to be achieved in a four-year period. The agreements would be multi-year and contain: (a) funding commitments for the first year by budgeting proposed activities and objectives; (b) funding projections for subsequent years of the agreement; (c) agreed targets; and (d) indicators to monitor progress. Adjustments will be made yearly based on the achievement of targets; (ii) IAs representing the Government would negotiate with each IEF and will Public Disclosure Copy provide financial support to each plan; and (iii) a focus on building the capacity of IEFs to prepare and implement their plans and to IAs to negotiate and supervise.. World Bank procedures will be used for procurement and financial management. The PBC will be a contract between the IA and IEF in the given region. In this contract, the IA, representing the Government agrees to pay a pre- determined amount of money. In return, the IEF will commit to improve the performance of the education sector at the district-level and the IA will provide the resources to finance the IEF action plan to improve results. Subcomponent 1.2: Improving quality through improved school based management This subcomponent support two mains activities: (i) local communities’ participation and oversight through School-Management Committees (SMCs) which will be support school activity, monitor the quality of service delivery, participate in the management of the transferred funds and report on the quality of service delivery and; (ii) funds to support the implementation of quality improvement agreements between IEFs and schools. The grants to schools will include bonuses for schools that achieve more than 80% of the targeted learning outcomes Subcomponent 1.3: Implement national program to develop sciences and math teaching and learning at middle schools level This sub-component intends to improve the quality of middle schools with a focus on sciences and mathematics though the: Public Disclosure Copy (i) reproduction and distribution of 33,000 teaching guides and training of all middle schools teachers to use them. (ii) technical assistance to (i) amend to revise the decree n°77 –1102 of December 9, 1977 organizing the Inspection Générale de l’ Education nationale (IGEN) (ii) implementation of the revised curriculum for middle schools in order to improve mathematics and sciences place in formal middle schools program, (iii) Grants to middle schools to implement the reformed program, (iv) and renovation of the 8 existing Blocs Scientifiques et technlogiques (BST) and the construction and equipment of 20 additional ones . Sub-component 1.4: Improving pre-service teacher training This sub-component aims to improve the qualification of teachers entering into the education system at the primary and junior secondary levels. This will support the Government program to decentralize the training of teachers at primary and middle school level. The project will finance: (i) Consultants and workshops to design a new training program for CRFPEs aligned with the curriculum used in classes with a focus on pedagogic practices and referential to use these practices in classes. (ii) Construction and equipment of 4 new CRFPEs. For a total need of 14 CRFPE, JICA has already financed the one in Dakar and intends to finance one additional. USAID will finance eight such centers. Component 2: Equity in access and retention Subcomponent 2.1: Construction and rehabilitation of schools in areas lagging behind and in underserved areas. Public Disclosure Copy The project will finance the extension of the primary education network with the construction of 200 new primary schools in the 5 regions lagging behind (Kaffrine, Diourbel, Louga, Tambacounda, Matam). In addition, the project will finance with the Government resources the following replacement of schools in shelters: (i) 1861 primary schools replace existing ones in shelters, (iii) 259 junior secondary schools existing ones in shelters; and (iii) 22 high schools in rural areas to replace existing. To build this ambitious construction program, the Government intends to use a Public Private partnership modality meaning with IFC support. The private sector will be contracted to design and build the infrastructures according to the Government requirement. The facilities will be operated by the private sector and the education will use them during a defined period by paying fees. At the end of the period, the infrastructure will be transferred to the Government. Subcomponent 2.2: Grants for results to selected Koranic schools based on an agreement The project will support 100 interested and motivated Koranic schools by providing resources to finance the rehabilitation of the infrastructure, additional French teachers’ fees, learning material and incentives for the headmaster. In return, the schools will commit to adjusting the curriculum and achieving learning results as measured by indicators measuring the level of proficiency in reading and mathematics. A call for interest will be published during project preparation and contracts will be prepared, assessed and agreed between the IDEN and the schools. USAID has already developed a similar strategy that will be reinforced and scaled up. Component 3: Project management and capacity building Public Disclosure Copy Subcomponent 3.1: Project Implementation and Management This subcomponent will support the implementation of the project. It will finance equipment, staff training, and preparation of monitoring reports and technical assistance to the DPRE, the DAGE, and the Directorate of fundamental education, the IAs, the INEADE, and the ARDs. Subcomponent 3.2: Development of a Monitoring and Evaluation system (IDA) Adequate implementation of this sub-component is critical for the project, notably to have consistent data to monitor indicators at central and regional levels and to easily follow the execution of the performance-based contracts for each IEFs. This sub-component will help build a monitoring and evaluation system both at the sector level and at IAs and IEF levels. At central level, the project will also support: data collection and analysis, technical assistance, studies, computers, servers, software and informatics infrastructure as well as training for the central level. The IA level will be supported through the education capacity development Trust Fund. Subcomponent 3.3: Strengthening the deconcentration of the educat ion sector This component is fully financed by the CIDA Trust fund of $US3 million and aims at supporting decentralization efforts in the education sector. The following activities will be undertaken: a) the new Decree redefining the mandates of academic inspectorates (IAs) and departmental inspectorates (IDENs) will be implemented, b) job descriptions and profiles for IAs and IEFs will be finalized, and the qualifications of current staff responsible for IAs and IDENs will be evaluated; c) a training and equipment plan will be developed, as well as a communications plan; d) staff championing change will be identified and trained; e) employees will be reorganized/redeployed, assigned, or recruited; f) equipment will be procured; and g) training activities will be conducted. Activities that will be selected are those that help to bring changes in professional and management practices. Activities do Public Disclosure Copy not include infrastructure work, operating costs, and costs arising directly from government activities. This sub-component is flexible in identifying and supporting specific capacity-building activities needed to help strengthen IAs and IDENs as these entities are heterogeneous. The Ministry will identify activities annually and submit them for review by the fund’s financial partners through the Steering Committee D. Project location and salient physical characteristics relevant to the safeguard analysis (if known) This project will target primary and junior secondary schools countrywide.—. To address those potential negative impacts, the project will update the ESMF and an RPF that are being used by the MOE. E. Borrowers Institutional Capacity for Safeguard Policies The Ministry of Education both at central and local levels is staffed with skilled people to manage the Project as was the case during the First Quality Education for All Project (QEFA1), the QEFA2, and the EFA FTI project. Safeguards management tools are already in place and implementation agencies are using them for project implementation. The Government team will also benefit from advice and guidance from the Bank safeguards task team members. Environmental and Social Safeguards Specialists on the Team Africa Eshogba Olojoba: Sr. Environment Specialist (AFTN1) Salamata Bal: Sr Social Development Specialist (AFTCS) Public Disclosure Copy F. Environmental and Social Safeguards Specialists on the Team Alexandra C. Bezeredi (AFTSG) Peter Nicolas Materu (AFTEW) Atou Seck (AFTEW) II. SAFEGUARD POLICIES THAT MIGHT APPLY Safeguard Policies Triggered? Explanation (Optional) Environmental Assessment OP/ Yes The project is a category B and triggers the BP 4.01 environment assessment policy due to constructions and/or rehabilitation of schools. The social and environmental impacts are likely to less adverse, small scale and site specific typical of category B projects. However, there will be positive impacts on human development since the project tries to improve the learning conditions by financing the replacement shelters and the construction of latrines. Since the location of the intervention sites are not known, an environment framework instrument will be the appropriate instrument. The Environmental and Social Management Framework (ESMF) used by the Ministry of Education for similar projects will be revised and updated; and will be consulted upon and disclosed in-country and at Public Disclosure Copy the infoshop prior to appraisal. Natural Habitats OP/BP 4.04 TBD As project preparation evolves, the task team will be in a better position to ascertain if this policy is triggered. If required, the ESMF will include mitigation measures for impacts on Natural Habitats Forests OP/BP 4.36 No The project does not involve forestry or forest management. Pest Management OP 4.09 No The project will not involve the use of pesticides or pest management schemes. Physical Cultural Resources OP/ TBD As project preparation evolves, the task team BP 4.11 will be in a better position to ascertain if this policy is triggered. The ESMF will include chance find procedure and mitigation measures. Indigenous Peoples OP/BP 4.10 No There are no Indigenous Peoples in the project area. Involuntary Resettlement OP/BP Yes This policy is triggered because there might be 4.12 loss of land or restriction of access. Therefore, a Resettlement Policy Framework (RPF) will be the appropriate instrument. The RPF used by the Ministry of Education for similar projects will Public Disclosure Copy be revised and updated; and will be consulted upon and disclosed in-country and at the infoshop prior to appraisal. Safety of Dams OP/BP 4.37 No N/A Projects on International No N/A Waterways OP/BP 7.50 Projects in Disputed Areas OP/BP No N/A 7.60 III. SAFEGUARD PREPARATION PLAN A. Tentative target date for preparing the PAD Stage ISDS: 18-Feb-2013 B. Time frame for launching and completing the safeguard-related studies that may be needed. The specific studies and their timing1 should be specified in the PAD-stage ISDS: Existing ESMF and RPF used by the MOE will be revised and updated. They will also be disclosed in-country and at the Infoshop prior to appraisal. IV. APPROVALS Task Team Leader: Name: Atou Seck Approved By: Regional Safeguards Name: Alexandra C. Bezeredi (RSA) Date: 25-Feb-2013 Coordinator: Public Disclosure Copy Sector Manager: Name: Peter Nicolas Materu (SM) Date: 26-Feb-2013 1 Reminder: The Bank's Disclosure Policy requires that safeguard-related documents be disclosed before appraisal (i) at the InfoShop and (ii) in country, at publicly accessible locations and in a form and language that are accessible to potentially affected persons.