The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Integrated Safeguards Data Sheet Restructuring Stage Restructuring Stage | Date ISDS Prepared/Updated: | Report No: ISDSR27345 Regional Vice President: Hafez M. H. Ghanem Country Director: Jean-Christophe Carret Regional Director: Amit Dar Practice Manager/Manager: Meskerem Mulatu Task Team Leader(s): Scherezad Joya Monami Latif The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Note to Task Teams: The following sections are system generated and can only be edited online in the Portal. . I. BASIC INFORMATION 1. BASIC PROJECT DATA Project ID Project Name DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project Task Team Leader(s) Country Scherezad Joya Monami Latif Congo, Democratic Republic of Approval Date Environmental Category 26-May-2015 Partial Assessment (B) Managing Unit Is this a Repeater project? HAFE2 PROJECT FINANCING DATA (US$, Millions) SUMMARY -NewFin1 Total Project Cost 200.00 Total Financing 200.00 Financing Gap 0.00 DETAILS -NewFinEnh1 World Bank Group Financing International Development Association (IDA) 200.00 IDA Credit 130.00 IDA Grant 70.00 2. PROJECT INFORMATION The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Current Project Development Objective The objectives of the project are to: (i) improve the teaching and learning of Mathematics and Science in general secondary education, and (ii) enhance relevance of technical and vocational education and training (TVET) in priority sectors at secondary and tertiary levels. Proposed New PDO To (i) improve the teaching and learning of mathematics and science in general secondary education (ii) enhance the relevance of TVET in priority sectors at secondary and tertiary education levels and (iii) to provide a response in the case of an Eligible Crisis or Emergency. . Note to Task Teams: End of system generated content, document is editable from here. 3. PROJECT DESCRIPTION The Project focuses on improving the quality of mathematics and science teaching and learning in secondary education, and on strengthening the relevance and governance of TVET education provision at the secondary and tertiary levels. Competence in mathematics and science is an important prerequisite for life-long learning and the development of job- relevant skills for growth sectors contribute to growth and job creation in the Congolese economy, with concurrent positive effects supporting poverty reduction and shared prosperity. The project will also support the Government’s response to the on-going Ebola Virus Disease (EVD) epidemic by financing a cash-for-work program, which will be implemented by the Fonds Social de la République Démocratique du Congo (FSRDC) in Ebola-affected areas. This Project is being restructured in order to: (i) streamline the Project so that there can be a focus on results in specific activities areas; (ii) to respond to the Government’s request to support the on-going emergency created by the Ebola Virus Disease (EVD) epidemic; (iii) to revise the Project Development Objective (PDO) to reflect activation of a Contingent Emergency Response Component (CERC) (iii) to adjust the results framework; and (iv) to reallocate amounts among the categories. The project has the following four components: Component 1: Improving the teaching and learning of Math and Science in general secondary education with two subcomponents: (i) Development and initial implementation of Secondary Education Policy and Math and Science curriculum for general secondary education, and (ii) Upgrading Math and Science curriculum and in-service and pre- service training of teachers at ISP. Component 2: Enhancing the governance and relevance of secondary and tertiary level TVET in priority sectors with thee subcomponents: (i) Development of TVET Strategy and enabling framework, (ii) Enhancing the quality and relevance of TVET at the secondary education level, and (iii) Enhancing the quality and relevance of TVET at the tertiary education level. Component 3: Project Coordination, Monitoring and Evaluation. The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Component 4: Contingent Emergency Response Component (CERC). Following the Government’s request for support in responding to the EVD epidemic, this component will support a social response to the EVD epidemic. It will finance a social safety net program meant to improve the resilience of affected communities, and thereby improving access, acceptance, and support for Ebola medical teams. This safety net will consist in implementing cash-for-work (CfW) activities in all Ebola-affected health zones. CfW beneficiaries will each work for 40 days on simple and non-mechanized works, such as road maintenance, cleaning of gutters, sweeping, tree planting, etc. Implementation and Institutional Arrangements The structure that has governed the implementation of the project will remain the same for components 1, 2 and 3. However, the implementation of the new component 4, the CERC, will be delegated to the FSRDC through a service agreement between the Project and the FSRDC. The FSRDC is a trusted and seasoned public agency under the President’s office, which already implements cash-for-work activities in the provinces that are affected by the current EVD epidemic. As such, the FSRDC’s safeguards instruments, which were updated and re- disclosed in August 2019 to take into account the EVD context, will apply to the activities financed by Component 4 of the Project. A. Project Components Component 1: Improving the teaching and learning of Math and Science in general secondary education This component aims to support the strategic direction of improving the quality of secondary education expansion and the provision of a more suitable environment for teaching and learning of Math and Science. Subcomponent 1.1: Development of secondary education strategic framework and strengthening of mathematics and science curricula for secondary education with improved teaching and learning conditions. Development of a secondary education strategic framework. The project provides technical assistance (TA) to support the development of a strategic framework together with an implementation plan for secondary education. TA helps address the issues of quality improvement and equity in general and TVET secondary education taking into consideration limited public resources, trade-offs and linkages with the labor market. In addition, the project will finance consultation workshops and activities related to the dissemination of the strategic framework and its implementation. Strengthening of Math and Science curricula. The project finances TA to support the upgrading and implementation of math and science curricula to integrate contemporary pedagogical methodologies. Grade 7 of basic education was piloted during the school year 2017/2018 in 543 schools and adopted nation-wide in 2018/2019. The Grade 8 program is being piloted in 2018/2019, with plans for official validation and generalization in 2019/2020. Given the current pace of revising and piloting programs, completing up to Year 6 would take until end of academic year 2022/2023, during which year it would be piloted and finalized while the project closure date is December 2021. In order to achieve the results, target by the set deadline, an accelerated implementation plan to be implemented post MTR has been developed in order to pilot Years 3-4 in 2019/2020 and Years 5-6 to be piloted in 2020/2021. Provision of science kits, together with teachers’ handbooks for all math and science teachers in the estimated 8,0001 secondary schools that have math and science options in DRC. The original number of schools in the The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () project appraisal document is 4,500 but the latest school geo mapping exercise conducted in September – October 2018 identified 8,000 secondary schools with option math and sciences and 25,000 secondary schools in DRC. The project will also support the design and delivery of a training program for inspectors and pedagogical advisors to help ensure that teachers in the schools understand the new curricula. The establishment and rehabilitation of science laboratories in selected secondary schools as models that can serve as demonstration for other schools. Under the original design, the project was to (a) rehabilitate and equip approximately 36 schools with science laboratories in the six targeted provinces, and (b) make provisions for small works and furnishing for the surrounding classrooms. During the first phase of project implementation, it was discovered that seven of the identified 36 secondary schools have asbestos and therefore needed a proper asbestos management plan to prevent the risk of releasing asbestos fibers in the air. In addition, one of the selected schools did not meet the criteria for rehabilitation as it was too far away from the teachers training institutes and therefore couldn’t serve as practice schools for math and science teachers being trained in pre-service. As a result, the project will now implement rehabilitation activities in 28 schools. These schools will serve as practice schools for math and science teachers being trained at the teacher training institutes and will be part of spaces used for both in-service and pre-service teacher training. Given that the country does not have an asbestos management plan, the project will provide TA that will allow the rehabilitation and maintenance of asbestos infected schools’ infrastructure while limiting the potential exposure of occupants, neighbor and builders to airborne asbestos fibers. The plan will provide a roadmap, protocol as well as regulatory requirements to be followed during demolitions and rehabilitation of schools in order to protect the schools and the communities at large. Subcomponent 1.2: Upgrading mathematics and science curricula for in-service and preservice training of secondary teachers at ISPs. Pre-service teacher training. The project will continue to finance the upgrading of math and science curricula for ISPs, based on the upgrading of general secondary education curricula. This includes the development and distribution of relevant teaching materials and laboratory equipment, as well as small rehabilitation works. All curricula have been developed and will be implemented during the next school year. Under the original plan, six teacher training institutes (ISPs) were targeted, however, the project will only support the rehabilitation of three as it has been discovered that all the others have asbestos. While the remaining three will, where ever possible, receive the laboratories and other equipment that have been ordered, no rehabilitation work will be conducted in those institutions before an asbestos management plan is developed and implemented. Improving the capacity of existing math and science teachers. The project was supposed to support the development of an intensive in-service training program focused on familiarizing 13,500 teachers with the new curricula, upgrading subject knowledge and exposing them to contemporary teaching methods. However, it was found during implementation that there are more math and science teachers in the project areas than originally known. Based on the latest estimates, the project will support the in-service training of 33,000 teachers and pedagogical staff in the project area. Furthermore, a stronger Monitoring and Evaluation (M&E) system will be developed and implemented to better monitor the quality of the training and the number of teachers being trained. Component 2: Enhancing the governance and relevance of TVET in priority sectors at secondary and tertiary levels The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () This component uses a two-pronged approach to improve knowledge and skills in priority sectors to support accelerated economic growth; and to better align the delivery of TVET with labor market demand. Subcomponent 2.1: Development of TVET Strategy and enabling framework (system level) The original project design supported (a) the development of a coherent strategic policy framework, (b) the revision of the current PPP agreements signed between MEPS-INC on one hand, and the Ministry of Higher Education (MESU) on the other hand, with the professional federations, (c) the introduction of a new management and operating model for secondary TVET schools based on private sector participation and principles of accountability and results and (d) the development of a National Qualification and Certification framework. The activities in this sub component have been completed (bullets b, c, d), and that the government has already developed a draft TVET strategy with support from the Belgium cooperation. Subcomponent 2.2: Enhancing the quality and relevance of TVET at the secondary education level This component aimed to support the revision of curricula and improving the supply of qualified secondary TVET instructors in the priority sectors as well as provide block grants to pilot TVET delivery with increased private- sector participation and stronger financial management. In the first phase of the project new curricula in agriculture, mining and infrastructure has been developed. However, due to delays in project implementation none of the 15 schools have received their grant. Under the restructured scope, activities initially envisaged, but that have yet to be implemented were reassessed as to their feasibility within the Project’s time frame. Based on this thorough assessment and discussion with counterparts, it was jointly agreed that the Project would finance the implementation of three school development plans--one in each sector. This will allow the Project to experiment the new school management model and learn from it. This will be with the view that if successful this support to a school in each sector could be replicated by the Government, private sector in each respective sector or through another development partner supported Project. Subcomponent 2.3: Enhancing the quality and relevance of TVET at the tertiary education level The project supports: (a) the upgrading of skills of secondary TVET instructors, (b) the replacement of current undergraduate programs with three-year programs, aligned to the License-Master-Doctorate (LMD) system; and (c) the introduction of short institution-specific programs designed for competencies. The beneficiary institutions were to develop these programs in line with a performance-based contract (PBC) signed with the ISPs. The upgrading of skills of secondary TVET included the upgrading of the curricula and training programs to align them with developments at the secondary and tertiary levels and refresher courses for the professors as well as the provision of equipment and rehabilitation works to shelter the equipment in 2 technical higher education institutes (ISPTs). All eleven PBCs were signed and all have received at least a first disbursement to cover the initial three months of their 18-month action plan. However, many challenges were faced in the implementation of this activity therefore it was agreed that the three-low performing PBCs will be discontinued. Furthermore, a detailed review of the remaining 8 PBCs will be conducted no later than October 2019 in order to ensure the activity is proceeding satisfactorily and with a view to learning lessons. The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Component 3. Project Coordination, Monitoring and Evaluation This component aimed to support activities that ensure effective project execution and coordination and M&E of project outcomes. Project staff and consultancy services required to provide knowledge on technically focused education and training subject matters, and implementation-related activities. These include, communication strategies and campaigns, data collection and monitoring, tracer surveys, audits, final evaluation, and safeguards monitoring. Component 4: Contingent Emergency Response Component (CERC) This component will finance a large-scale cash-for-work program in all the Ebola-affected health zones, designed to address communities’ grievances and needs in the ongoing context of the EVD epidemic. As such, this “community resilience initiative� will take into account communities’ grievances against the Ebola Riposte and build on FSRDC’s strengths, applying four key principles of engagement: (i) Do no harm principle, given the volatile FCV situation; (ii) Speed of implementation for quick and visible results through public works; (iii) Maximization of the use of local resources in labor enrollment and procurement; and (iv) Community engagement and accountability of local public institutions. FSRDC has managed social protection and gender projects in this region for several years. It has a strong network of partners, as well as a privileged access to communities and public structures. 4. Project location and salient physical characteristics relevant to the safeguard analysis (if known) There will be renovation/rehabilitation of science classrooms and the provision of equipment to about 36 secondary schools and renovation/rehabilitation of workshops to about 15 technical schools. Project interventions will intervene in urban, peri- urban areas of 6 provinces (Kinshasa, Bandundu, Equateur, Kasai Occidental, Province Oriental and Katanga). Activities financed under the CERC will be implemented in Ebola-affected health zones, which are today located in the provinces of North Kivu, Ituri, and South Kivu, where the FSRDC is already active through other Bank-funded projects. . The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Note to Task Teams: The following sections are system generated and can only be edited online in the Portal. . 4. PROJECT LOCATION AND SALIENT PHYSICAL CHARACTERISTICS RELEVANT TO THE SAFEGUARD ANALYSIS (IF KNOWN) There will be renovation/rehabilitation of science classrooms and the provision of equipment to about 36 secondary schools and renovation/rehabilitation of workshops to about 15 technical schools. Project interventions will be intervene in urban, peri-urban areas of 6 provinces (Kinshasa, Bandundu, Equateur, Kasai Occidental, Province Oriental and Katanga). Activities financed under the CERC will be implemented in Ebola-affected health zones, which are today located in the provinces of North Kivu, Ituri, and South Kivu, where the FSRDC is already active through other Bank-funded projects. 5. ENVIRONMENTAL AND SOCIAL SAFEGUARDS SPECIALISTS ON THE TEAM Lucienne M. M'Baipor, Social Specialist Abdoulaye Gadiere, Environmental Specialist Joelle Nkombela Mukungu, Environmental Specialist SAFEGUARD_TABLE 6. SAFEGUARD POLICIES TRIGGERED Safeguard Policies Triggered Explanation The project remains an EA category B. This policy is triggered due to potential risks and impacts related to activities to be financed under component 1 (Improving/installing science laboratories in selected secondary schools for a demonstration effect to be financed under subcomponent 1.1. The project will equip approximately 36 schools with science laboratories in the six targeted provinces to demonstrate modern science teaching and Environmental Assessment (OP) (BP 4.01) Yes learning); component 2: the project will support renovation/rehabilitation of some buildings (classrooms) and the provision of equipment to improve the teaching and learning environment; component 4: Contingent Emergency Response Component (CERC) which will finance a large-scale cash-for-work program in all the Ebola-affected health zones. To mitigate all adverse impacts, the project’s Environmental and Social Management Framework (ESMF) has been updated to cover the The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () impacts of rehabilitation and renovation of secondary technical schools, including the provision of water and sanitation, and now includes a CERC-ESMF annex. The updated ESMF has been reviewed, consulted upon and disclosed in-country on October 21, 2019 and on the Bank’s external website on October 23, 2019. It provides for the environmental and social screening of sub-projects and the preparation of the specific Environmental and Social Impact Assessments (ESIAs) for sub- projects as needed, including Environmental and social management plans (ESMPs). Due to project activities related to the rehabilitation of laboratories, the project has prepared a Hazardous waste Management plan to manage all chemical products and other hazardous waste during implementation. This was disclosed in country on December 5, 2019. Performance Standards for Private Sector This Policy is not triggered because no activities will No Activities OP/BP 4.03 involve private sector. The project will not undertake any investments in critical natural habitats. The policy is triggered because of the presence of critical ecosystems in the project targeted areas. Due to this situation, particular attention will be paid to these particular ecosystems. Then, the conception of the sub- projects should take into account this issue. The Natural Habitats (OP) (BP 4.04) Yes ESMF provides guidance on avoiding or the project targeted areas. Due to this situation, particular attention may be paid to these particular ecosystems. Then, the conception of the sub- projects should take into account this issue. The ESMF will provide guidance on avoiding or mitigating impacts on natural habitats. This policy is not triggered because none of the activities will involve forested areas. The project will not support the purchase of any pesticides or pest management programs. Although project activities are not expected to have an adverse impact on Physical Cultural Resources, Forests (OP) (BP 4.36) No this policy is triggered as the proposed works (renovation/rehabilitation/as well as potentially activities of the CERC component) might involve excavation, which may result in “chance finds� of physical cultural resources. The ESMF and ensuing site specific environmental assessments include and “chance finds� procedures and these should be The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () part of every civil works contract, even where risks are deemed low. The project will not support the purchase of any Pest Management (OP 4.09) No pesticides or pest management programs. Although project activities are not expected to have an adverse impact on Physical Cultural Resources, this policy is triggered as the proposed works (renovation/rehabilitation/as well as potentially activities of the CERC component) might involve Physical Cultural Resources (OP) (BP 4.11) Yes excavation, which may result in “chance finds� of physical cultural resources. The ESMF and ensuing site-specific environmental assessments include and “chance finds� procedures and these should be part of every civil works contract, even where risks are deemed low. The project will target six provinces, four of which are home to Indigenous Peoples. To ensure that these populations benefit from the project, an Indigenous Peoples Planning Framework was prepared under the PEQPESU project in April 2015, with a view to preparing indigenous peoples plans (IPP) as and when needed. The new CERC activities will target additional provinces in the East that are affected by the EVD (three to this day) and that are Indigenous Peoples (OP) (BP 4.10) Yes host to Indigenous Peoples. The project’s IPPF has been updated to reflect among other things, the addition the CERC activities in the EVD Provinces, and clarify institutional arrangements for the implementation, including safeguards oversight of the CERC component. The IPPF was revised, approved and redisclosed in-country on October 21, 2019 and on the Bank’s external website on October 23, 2019. Works under component 1.2, may require land acquisition through rehabilitation of selected school infrastructure. A Resettlement Policy Framework (RPF) was prepared and disclosed in April 2015 to screen subprojects and guide the preparation of resettlement action plans (RAP) as needed. The CERC component, whose activities are Involuntary Resettlement (OP) (BP 4.12) Yes not expected to induce any significant involuntary resettlement or economic displacement. Nevertheless, the policy is triggered due to the nature of the infrastructure rehabilitation (cash- for-work/labor-intensive public works) in urban and peri urban areas, where there is a heavy population density in the three provinces currently The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () affected by the EVD epidemic. The project’s RPF has been updated to reflect the addition of these new areas and activities, and to clarify institutional arrangements for the implementation, including safeguards oversight, of the CERC component. The revised RPF was redisclosed in-country on October 21, 2019 and on the Bank’s external website on October 23, 2019. Safety of Dams (OP) (BP 4.37) No The project will not involve dams. Projects on International Waterways (OP) The project will not involve international No (BP 7.50) waterways. Projects in Disputed Areas (OP) (BP 7.60) No The project will not involve disputed areas. KEY_POLICY_TABLE II. KEY SAFEGUARD POLICY ISSUES AND THEIR MANAGEMENT A. SUMMARY OF KEY SAFEGUARD ISSUES 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 was classified as EA Category B as the potential adverse impacts associated with projected activities are anticipated to be minor, site specific and limited to an acceptable level. Taking into account the nature and scope of activities, three environmental safeguard policies were triggered in addition to the two social policies mentioned above: OP/BP4.01 (Environmental Assessment), OP/PB4.04 (Natural Habitats) and OP/BP4.11 (Physical Cultural Resources). The project’s Environmental and Social Management Framework (ESMF) has been reviewed and updated to manage environmental impacts that may arise from project activities, including the implementation of the CERC Component. It includes specific chapters regarding the mitigation of potential issues related to Physical Cultural Resources and Natural Habitats. Involuntary Resettlement (OP 4.12) was triggered as component 1.2 and component 4 (CERC) may induce some limited physical or economic (temporary or permanent) displacement through rehabilitation of selected school infrastructure and infrastructure rehabilitation (roads, etc.) through labor-intensive public works. To mitigate potential adverse impacts, the project’s Resettlement Policy Framework (RPF) has been reviewed and redisclosed. Indigenous People (OP 4.10) was triggered, as seven of the project’s provinces are home to indigenous peoples. To mitigate potential adverse impacts on indigenous people, the project’s Indigenous Peoples Planning Framework (IPPF) has been revised as well and disclosed in-country and on the Bank’s external website. With the addition of the CERC component to the project, the safeguards issues and impacts linked to the CERC, including mitigation measures, have been incorporated in the Project’s CERC ESMF annex, RPF, and IPPF. It should also be noted that, as part of the ongoing process to manage risks of GBV and SEA in the active portfolio in the DRC, the project had been classified as substantial risk for gender-based violence (GBV), sexual exploitation and abuse (SEA) and sexual harassment (SH), in view of the GBV prevalence and acceptability in areas of project implementation, project’s intervention zones in humanitarian areas that may be difficult to access and experience high rates of poverty and vulnerability, including for GBV and SEA, the close proximity of construction sites to passages used frequently by women and girls, the challenges of assuring quality survivor services and monitoring of GBV/SEA risks over the project’s vast geographical scope, and the challenges presented due to lack of sufficient information gathered regarding risks for women and girls in initial project consultations. In view of the additional component The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () involving labor-intensive public works (LIPW) in humanitarian response zones affected by the EVD epidemic and the fact that community consultations carried out with women and girls in the EVD response zones have reported risks of SEA, the project’s risk level for GBV/SEA has been reassessed and still confirmed as substantial risk. The project has already identified appropriate mitigation measures to address existing GBV/SEA risks and will incorporate additional measures as needed. Such mitigation measures can include, but are not limited to, the need for third-party monitoring, the recruitment of GBV specialists within the PIU and supervision consultant structure, dedicated financial support for service provision where quality services are not already available, as well as a standalone grievance redress mechanism to address GBV-related complaints. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area. The potential adverse impacts associated with projected activities are anticipated to be minor, site specific and limited to an acceptable level. The environmental and social safeguards impacts identified, are not expected to have long term or cumulative adverse effects. It should be noted that the potential adverse impact of GBV/SEA risks which remain unaddressed in project intervention areas is substantial with experiences of violence creating harmful and long-lasting effects for survivors, their families, and their communities. 3. Describe any potential alternatives (if relevant) considered to help avoid or minimize adverse impacts. As indicated above, the potential adverse impacts are minimal. 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 government demonstrated its commitment to safeguards compliance, during the preparation and implementation of the Sector Development Project and the Support to Basic Education Project. An ESMF, an RPF and an IPPF were prepared by the client and disclosed prior to appraisal. The DRC government’s capacity to monitor or implement safeguards polices is, however, weak. Within each of the safeguard instruments that were developed there are action plans to address the safeguard issues. In addition, in the project implementation units, staff will be devoted part-time to monitor safeguards compliance. The CERC component will executed by the FSRDC, which has the in-house capacity to implement and monitor safeguards policies, including putting in place an effective grievance redress mechanism. The PEQPESU’s PIU will however have oversight and supervision responsibility to ensure the successful implementation of the safeguard’s measures. The PIU of PEQPESU has an environmental/social specialist to oversee the implementation of mitigation measures as per the safeguard’s documents. With regard to GBV/SEA risk mitigation measures to be implemented, the PIU for PEQPESU has already identified key actions under a GBV risk mitigation plan, including, but not limited to, measures to revise existing codes of conduct and the project’s grievance redress mechanism to address potential GBV cases, to conduct comprehensive service - mapping in intervention zones and assure access to quality support services, to recruit external GBV expertise to conduct trainings and awareness-raising activities for both personnel and project-affected communities regarding GBV prevention and response, and to conduct community consultations to ensure that the needs and risks for women and girls are incorporated and addressed within the project’s activities. In view of the project’s restructuring and additional LIPW component as well as the need for a revised risk assessment, the project’s GBV risk mitigation plan has been updated and revised. The PIU has also identified the need to hire a GBV Specialist to provide technical oversight of these planned measures. The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () 5. Identify the key stakeholders and describe the mechanism for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. The key stakeholders are communities living in the project areas, particularly students, professors, parents, but also the industries targeted by the project and considered as priority economic sectors for DRC growth. During the preparation of the safeguard instruments all these stakeholders have been consulted and their comments and suggestions taken into consideration in the finalization of the documents. These series of consultations have been organized through workshops and communication campaigns. Under the GBV risk mitigation plan, the project has committed to organizing targeted community consultations with women and girls going forward to ensure that their needs and risks are safely discussed, reflected, and addressed in project implementation. These activities will be planned in greater depth under the forthcoming ESMPs and key elements of a GBV Action Plan, including an accountability and response framework, that are put into place. Once the elaboration of three documents completed, the frameworks have been disclosed in-country on the websites www.eduquepsp.cd and www.minesu.gouv.cd and on the World Banks external website. In the context of the CfW project activities, the FSRDC conducted consultations with all relevant stakeholders on its safeguard documents, which will apply to the CERC. The results of the consultations are reflected in the design in the revised and published ESMF, RPF, and IPPF. Budget related to the implementation of these activities, as well as a functional grievance redress mechanism have been planned in the context of the CERC component. DISCLOSURE_TABLE B. DISCLOSURE REQUIREMENTS ENV_TABLE Environmental Assessment/Audit/Management Plan/Other Date of receipt by the Bank Date of submission for disclosure 21-Oct-2019 23-Oct-2019 For Category ‘A’ projects, date of distributing the Executive Summary of the EA to the Executive Directors “In country� Disclosure Country Date of Disclosure Congo, Democratic Republic of 21-Oct-2019 Comments RESETTLE_TABLE Resettlement Action Plan/Framework Policy Process The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Date of receipt by the Bank Date of submission for disclosure 21-Oct-2019 23-Oct-2019 “In country� Disclosure Country Date of Disclosure Congo, Democratic Republic of 21-Oct-2019 Comments INDIG ENOUS_TAB LE Indigenous Peoples Development Plan/Framework Date of receipt by the Bank Date of submission for disclosure 21-Oct-2019 23-Oct-2019 “In country� Disclosure Country Date of Disclosure Congo, Democratic Republic of 21-Oct-2019 Comments COMPLIANCE_TABLE C. COMPLIANCE MONITORING INDICATORS AT THE CORPORATE LEVEL EA_TABLE OP/BP/GP 4.01 - Environment Assessment Does the project require a stand-alone EA (including EMP) report? Yes If yes, then did the Regional Environment Unit or Practice Manager (PM) review Yes and approve the EA report? Are the cost and the accountabilities for the EMP incorporated in the credit/loan? Yes NH_TABLE OP/BP 4.04 - Natural Habitats PCR_TABLE The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () 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 adverse Yes impacts on cultural property? IP_TABLE OP/BP 4.10 - Indigenous Peoples Has a separate Indigenous Peoples Plan/Planning Framework (as appropriate) Yes been prepared in consultation with affected Indigenous Peoples? If yes, then did the Regional unit responsible for safeguards or Practice Manager Yes review the plan? If the whole project is designed to benefit IP, has the design been reviewed and Yes approved by the Regional Social Development Unit or Practice Manager? IR_TABLE OP/BP 4.12 - Involuntary Resettlement Has a resettlement plan/abbreviated plan/policy framework/process framework Yes (as appropriate) been prepared? If yes, then did the Regional unit responsible for safeguards or Practice Manager Yes review the plan? PDI_TABLE The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank for Yes disclosure? 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 Yes and local NGOs? ALL_TABLE All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities been Yes prepared for the implementation of measures related to safeguard policies? Have costs related to safeguard policy measures been included in the project Yes cost? The World Bank RESTRUCTURING ISDS DR CONGO - Quality and Relevance of Secondary and Tertiary Education Project () Does the Monitoring and Evaluation system of the project include the monitoring Yes of safeguard impacts and measures related to safeguard policies? Have satisfactory implementation arrangements been agreed with the borrower Yes and the same been adequately reflected in the project legal documents? III. APPROVALS Task Team Leader(s) Scherezad Joya Monami Latif Approved By Safeguards Advisor Hanneke Van Tilburg 10-Dec-2019 Practice Manager/Manager Meskerem Mulatu 10-Dec-2019 . Note to Task Teams: End of system generated content