INTEGRATED SAFEGUARDS DATA SHEET APPRAISAL STAGE Report No.: ISDSA3100 Public Disclosure Copy Date ISDS Prepared/Updated: 29-Mar-2013 Date ISDS Approved/Disclosed: 02-Apr-2013 I. BASIC INFORMATION 1. Basic Project Data Country: Senegal Project ID: P133333 Project Name: Senegal Quality and Equity of Basic Education (P133333) Task Team Atou Seck Leader: Estimated 01-Apr-2013 Estimated 13-Jun-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) Total Project Cost: 217.90 Total Bank Financing: 20.00 Total Cofinancing: Financing Gap: 0.00 Financing Source Amount Public Disclosure Copy BORROWER/RECIPIENT 148.00 International Development Association (IDA) 20.00 CANADA Canadian International Development Agency 3.00 (CIDA) Education for All - Fast Track Initiative 46.90 Total 217.90 Environmental B - Partial Assessment Category: Is this a No Repeater project? 2. Project Objectives The project development objective is to improve learning outcomes for early grades, increase access to the science and mathematics tracks of secondary schools, and to improve equity in access to basic education. 3. Project Description Page 1 of 8 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. 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 provide financial support to each plan; and (iii) a focus on building the capacity of IEFs to prepare Public Disclosure Copy 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: (i) reproduction and distribution of 33,000 teaching guides and training of all middle schools Page 2 of 8 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 Public Disclosure Copy 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 Technologiques (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. The project will finance the extension of the primary education network with the construction of 200 new primary schools: 144 in the 5 regions lagging behind (Kaffrine, Diourbel, Louga, Tambacounda, Matam) and the remaining 56 in specific underserved pockets in other regions that have a high proportion of out-of-school children. In addition, the project will finance with the Government Public Disclosure Copy 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 Subcomponent 3.1: Project Implementation and Management Page 3 of 8 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. Public Disclosure Copy 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 education 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 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 Public Disclosure Copy 4. Project location and salient physical characteristics relevant to the safeguard analysis (if known) This project will target primary and junior secondary schools countrywide. The construction sites are not yet known; therefore no specific physical characteristic relevant to safeguard analysis is known. 5. Environmental and Social Safeguards Specialists Demba Balde (AFTCS) Maman-Sani Issa (AFTN2) 6. 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. Consistent with Category B projects, the negative social and environmental impacts of these small scale civil works can be mitigated and are expected to be low to moderate, and site specific... The project will have positive impacts Page 4 of 8 on human development by improving the learning conditions through the financing of replacement shelters and the construction of latrines. Since the Public Disclosure Copy location of the intervention sites are not known, an Environmental and Social Management Framework (ESMF) was prepared. The ESMF was consulted upon and disclosed in-country and at the infoshop prior to appraisal. Natural Habitats OP/BP 4.04 No 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/ Yes The OP 4.11 is triggered due to project BP 4.11 construction activities. During project preparation the location of subprojects has not been finalized. The ESMF includes screening to identify subprojects that may adversely affect physical cultural resources. The ESMF also includes "chance find" procedures to guide the treatment of physical cultural resources discovered during project implementation and operation. If a subproject will be identified to be in the vicinity of a recognized cultural heritage site, a Cultural Resources Management Plan will be prepared consistent with the Senegal national legislation Public Disclosure Copy and institutional capabilities for management of physical cultural resources. 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) was prepared, 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 II. Key Safeguard Policy Issues and Their Management A. Summary of Key Safeguard Issues Page 5 of 8 1. Describe any safeguard issues and impacts associated with the Restructured project. Identify and describe any potential large scale, significant and/or irreversible impacts: The project is classified category B due to the nature and small-size of the eligible activities. Public Disclosure Copy Three Bank safeguard policies are triggered: OP 4.01 on Environmental Assessment; OP 4.11 on Physical Cultural Resources; and OP 4.12 on Involuntary Resettlement. A Resettlement Policy Framework (RPF) and an Environmental and Social Management Framework (ESMF), including a sub-project environmental screening and a chance find procedures, have been developed, consulted upon, and disclosed in country. In event land acquisition or loss of assets occurs at the sub-project level, it will be subject to the prior preparation and full execution of a Resettlement Action Plan (RAP). The construction and exploitation of classrooms and ancillary infrastructures (latrines, water points, etc.) are foreseen to induce the following negative impacts: (i) degradation of vegetation at the construction and the borrow pit sites; (ii) nuisances due to the mishandling of wastes; (iii) occupational safety and risks during construction; (iv) hygiene related disease due to the mismanagement of latrines; (v) acute intoxication if inappropriate materials were inadvertently used in constructing the classrooms. To prevent and overcome these risks, the ESMF provides a screening mechanism along with capacity building activities for the stakeholders who will be directly involved in project implementation. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area: N/A. 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 relevant environmental and social management instruments (the ESMF and the RPF) have been prepared, widely consulted upon and disclosed both in-country and at the Infoshop of the Public Disclosure Copy Bank. Publication was made in country on March 19, 2013, and at the Infoshop on March 21, 2013. Both instruments set forth guidelines and mechanism for preventing and handling any adverse risks or impacts during the preparation and the execution of the activities. Especially, the ESMF details a screening mechanism comprising the steps to go through, the roles and responsibilities and the necessary clearances/approval to help mitigate potential negative environmental and social impacts during the implementation of the whole project. In this sense, the screening will be executed by environmental and social safeguard focal points in the Regional Development Agency (ARD); the process will result in the environmental classification of the subprojects in category A, B and C, but category A subprojects will not be eligible to financing. Eligible schools construction activities will be subject to either simple Environmental and Social Impact Assessment (ESIA), stand-alone Environmental and Social Management Plan (ESMP) or simple mitigation measures, and processed according to the national regulations under the control of the ‘’Direction de l’Environnement et des Etablissements Classés’’ (DEEC). In particular, the existing certified prototype of classrooms/schools, as approved and utilized for the closed IDA funded project (P089254) and the ongoing GPE-FTI project (P116783) in the country, will be considered to prevent any use of inappropriate construction materials. Further, it is expected that the classrooms will be constructed on public land, but the RPF provides a clear procedure to be followed if any land acquisition issue arises. In such a case, a Resettlement Action Plan (RAP) will be prepared, Page 6 of 8 consulted upon, disclosed and fully executed prior the commencement of the concerned activity. Regarding the capacity of the client, it is noteworthy to mention the sound institutional and Public Disclosure Copy regulatory framework of Senegal on the environmental assessment side. The DEEC, the public entity in charge of the enforcement of the EIA procedure, is quite familiar with the Bank safeguard policies requirements for having been involved with several projects in the past. Further, the Regional Development Agencies (ARD), in charge of the implementation of the project activities, have implemented Bank funded project and have safeguard specialists within their teams; nevertheless, some will need support to carry out the safeguards due diligence during the project implementation phase. Therefore, a safeguard implementation focal point will be designated/ appointed in each of the 14 participating ARD, and will receive training on both environmental assessment and environmental monitoring and evaluation. To this end, and to support other relevant mitigation measures, and safeguards supervision, a total amount of $US140,000 is earmarked in the project budget. 5. Identify the key stakeholders and describe the mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. During the preparation of the safeguard instruments, consultations have been organized in Kolda, Tambacounda, Kaffrine, Fatick, Diourbel, Thiès, Louga, St-Louis and Matam. Stakeholders in the education sector such as teacher unions, student parent associations, local government representatives as well as NGOs and civil society organizations participated and raised their concerns which were related to: the potential impacts and risks of the project; land expropriation; social measures; employment of local people during construction; arrangements for the disabled students; etc. Recommendations from stakeholders were reflected in the final safeguard instruments, prior to disclosure. During the implementation, and at any time case arises, the above- mentioned stakeholders (student parents association, local authorities, and teacher unions) will participate in the decision making process. B. Disclosure Requirements Public Disclosure Copy Environmental Assessment/Audit/Management Plan/Other Date of receipt by the Bank 08-Mar-2013 Date of submission to InfoShop 21-Mar-2013 For category A projects, date of distributing the Executive Summary of the EA to the Executive Directors "In country" Disclosure Senegal 19-Mar-2013 Comments: Resettlement Action Plan/Framework/Policy Process Date of receipt by the Bank 17-Mar-2013 Date of submission to InfoShop 21-Mar-2013 "In country" Disclosure Senegal 19-Mar-2013 Comments: If the project triggers the Pest Management and/or Physical Cultural Resources policies, the respective issues are to be addressed and disclosed as part of the Environmental Assessment/ Audit/or EMP. Page 7 of 8 If in-country disclosure of any of the above documents is not expected, please explain why: C. Compliance Monitoring Indicators at the Corporate Level Public Disclosure Copy OP/BP/GP 4.01 - Environment Assessment Are the cost and the accountabilities for the EMP incorporated Yes [ ] No [ ] NA [ ] in the credit/loan? OP/BP 4.11 - Physical Cultural Resources Does the credit/loan incorporate mechanisms to mitigate the Yes [ ] No [ ] NA [ ] potential adverse impacts on cultural property? OP/BP 4.12 - Involuntary Resettlement If yes, then did the Regional unit responsible for safeguards or Yes [ ] No [ ] NA [ ] Sector Manager review the plan? The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the Yes [ ] No [ ] NA [ ] World Bank's Infoshop? Have relevant documents been disclosed in-country in a public Yes [ ] No [ ] NA [ ] place in a 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 Yes [ ] No [ ] NA [ ] responsibilities been prepared for the implementation of measures related to safeguard policies? Have costs related to safeguard policy measures been included Yes [ ] No [ ] NA [ ] in the project cost? Does the Monitoring and Evaluation system of the project Yes [ ] No [ ] NA [ ] Public Disclosure Copy include the monitoring of safeguard impacts and measures related to safeguard policies? Have satisfactory implementation arrangements been agreed Yes [ ] No [ ] NA [ ] with the borrower and the same been adequately reflected in the project legal documents? III. APPROVALS Task Team Leader: Atou Seck Approved By Regional Safeguards Name: Alexandra C. Bezeredi (RSA) Date: 02-Apr-2013 Coordinator: Sector Manager: Name: Peter Nicolas Materu (SM) Date: 30-Mar-2013 Page 8 of 8