REPUBLIC OF TAJIKISTAN EARLY CHILDHOOD DEVELOPMENT PROJECT TO BUILD TAJIKISTAN’S HUMAN CAPITAL (ECDP) Stakeholder Engagement Plan (SEP) November, 2019 CONTENT Glossary ............................................................................................................................... 4 List of Abbreviations & Acronyms...................................................................................... 6 1. Introduction ...................................................................................................................... 8 1.1 Purpose of the SEP......................................................................................................... 8 1.2 About the Project ........................................................................................................... 9 1.3 Scope and Structure of the SEP ..................................................................................... 9 2.Description of the Administrative, Policy and Regulatory Framework ........................ 10 2.1 Key National Sector Specific Legal Provisions ........................................................... 10 2.2 Key National Social Legal Provisions and Citizen Engagement ................................. 11 2.3 World Bank Environmental and Social Standard on Stakeholder Engagement .......... 13 3. Summary of Previous Stakeholder Engagement Activities ........................................... 14 3.1. Key stakeholder meetings and consultations .............................................................. 18 3.2 Community Meetings and Potential Beneficiary Needs Assessment Surveys ............ 19 3.3 Lessons Learned in Engaging Communities / Stakeholders from Previous Projects .. 23 4. Staheholder Mapping, Segmentation and Analysis ....................................................... 25 4.1 Stakeholder Mapping ................................................................................................... 25 4.2 Stakeholder Segmentation/ Prioritization .................................................................... 28 4.3 Stakeholder Analysis ................................................................................................... 30 5. Institutional Analysis ..................................................................................................... 39 6. Impact Assessment and Risk Management.................................................................... 41 7. Stakeholder Engagement Activities ............................................................................... 43 8. Implementation Arrangements for Stakeholder Engagement ........................................ 49 8.1 Implementation Arrangements..................................................................................... 49 8.2 Roles and Responsibilities ........................................................................................... 50 8.3. Stakeholder Engagement Methods to be Used ........................................................... 51 8.4 Information disclosure ................................................................................................. 52 8.5 Estimated Budget ......................................................................................................... 53 9. Grievance Redress Mechanism ...................................................................................... 54 9.1 Objectives of the project-based GRM.......................................................................... 54 9.2 GRM Overview and Structure ..................................................................................... 54 9.3 Grievance Log .............................................................................................................. 56 9.4 Monitoring and Reporting on Grievances.................................................................... 57 10. Monitoring and Reporting of the SEP ......................................................................... 57 Annex 1. Description of Project Components ................................................................... 58 Annex 2. Summary of Stakeholder Consultations during ESA ......................................... 66 2 TABLES Table 1. Previous Stakeholder Consultations with Government Structures and International Donors .................................................................................................................................... 18 Table 2. Previous Consultations with Agribusiness Stakeholders ......................................... 19 Table 3. Community and Beneficiary Assessment Meetings . Error! Bookmark not defined. Table 4. Universal Stakeholder Mapping .............................................................................. 25 Table 5. Stakeholder Segmentation by Their Areas of Influence .......................................... 28 Table 6. Stakeholder Analysis by the Level of Engagement ................................................. 30 Table 7. Institutional Analysis ............................................................................................... 39 Table 8. Impact Assessment and Risk Management under ECDP ........................................ 41 Table 9. Stakeholder Engagement Activities by the Components ......................................... 43 Table 10. Responsibilities of key actors/stakeholders in SEP Implementation ..................... 50 3 Glossary Community mobilization: It is a participatory decision-making process through which action is stimulated by a community itself, or by others, that is planned, carried out, and evaluated by a community's individuals, groups, and organizations on a participatory and sustained basis to improve the health, hygiene and education levels so as to enhance the overall standard of living in the community. In other words, it can be viewed as a process which begins a dialogue among members of the community to determine who, what, and how issues are decided, and also to provide an avenue for everyone to participate in decisions that affect their lives. Community child development groups (CCDGs) are alternative preschool models established and funded at the community level. As this is a model not currently supported by the GoT, technical assistance will be financed to develop curricula, equipment and TLMs for CCDGs in the first year of project implementation. Consultation: The process of gathering information or advice from stakeholders and taking these views into account when making project decisions and/or setting targets and defining strategies. Dialogue: An exchange of views and opinions to explore different perspectives, needs and alternatives, with a view to fostering mutual understanding, trust and cooperation on a strategy or initiative. Early Childhood Development Basic Package aims to: (1) ensure that each child’s growth and development is monitored systematically across the country, and (2) that children in targeted districts (rayons) enjoy quality services promoting improved ECD outcomes at an essential level. The BP should be seen as a first step in achieving the much more ambitious standards of services promoting improved ECD outcomes in the future and include: (i) what is most essential for the beneficiary population; (ii) affordable for the government over the long term; (iii) feasible for implementation within an extremely weak capacity environment; and (iv) dynamic to include changes over time along the country and sector development trajectory. Engagement: A process in which a company builds and maintains constructive and sustainable relationships with stakeholders impacted over the life of a project. This is part of a broader “stakeholder engagement� strategy, which also encompasses governments, civil society, employees, suppliers, and others with an interest in the project. Environmental and Social Impact Assessment (ESIA): An assessment comprising various social and environmental studies which aim to identify project impacts and design appropriate mitigation measures to manage negative impacts, and to enhance positive project impacts. Jamoat: Refers to the local self-governing body at the sub-district level, administering several villages and functioning based on the Law of the Republic of Tajikistan “On Self-Government Bodies in Towns and Villages� (1994, amended 2009 and 2017). Local communities: Refers to groups of people living in close proximity to a project that could potentially be impacted by a project. (“Stakeholders,� in contrast, refers to the broader group of people and organizations with an interest in the project.) Mahalla: It is an territorial division in villages and towns, which today exist in Tajikistan. Historically, mahallas were autonomous social institutions built around familial ties and Islamic rituals. Mahallas fulfill local self-government functions connecting private sphere with public sphere. Religious rituals, life-cycle crisis ceremonies, resource management, conflict resolution, and many other community 4 activities were performed at mahalla, or (neighbourhood) level. Mahalla council provides leadership of the community members in the neighborhood. National Early Childhood Development Council (NECDC) will be established by the Government of Tajikistan as the highest level of decision making on ECD policies issues before submitting to the Parliament for final approval. NECDC will chaired by the Deputy Prime Minister for Social Issues, with Minister of Finance as deputy chair, and comprising ministers of all concerned ministries, including MoES, MoHSP, labor and others (agriculture, land, water, etc.). Non-Government Organizations: Private organizations, often not-for-profit, that facilitate community development, local capacity building, advocacy, and environmental protection. Partnerships: In the context of engagement, partnerships are defined as collaboration between people and organizations to achieve a common goal and often share resources and competencies, risks and benefits. Project: Refers to the World Bank-funded Early Childhood Development Project to be implemented by the Ministry of Finance Project Implementation Unit in Tajikistan. Project Area: A geographical area within which direct and indirect impacts attributable to a project can be expected. Typically a Project Area is (i) unique to a project (ii) larger than the actual footprint of a project; and encompasses socio-economic issues and impacts, as well as issues and impacts associated with other disciplines (e.g. environment, health and safety). Defining the Project Area is used to determine a project’s area of influence and responsibilities. It also provides guidance on the area within which impacts need to be monitored, and managed, and it also assists with defining project stakeholders that should be engaged during an ESIA process. Project Steering Committee (PSC): A Committee to be established by the Government of the Republic of Tajikistan to supervise overall project implementation. The PSC will focus on: (i) reviewing the project monitoring reports to provide guidance and next steps, (ii) oversight of the project implementation and provide support to resolve bottlenecks to ensure smooth implementation. The PSC will be chaired by the Minister of Finance, and the Director of the PIG will act as the deputy chair. Stakeholder: Refers to individuals or groups who: (a) are affected or likely to be affected by the project (project-affected parties); and (b) may have an interest in the project (other interested parties). Stakeholders are defined as people or entities that are affected or may have an interest in the Project. Stakeholder engagement: It is a continuous process used by the project to engage relevant stakeholders for a clear purpose to achieve accepted outcomes. It includes a range of activities and interactions over the life of the project such as stakeholder identification and analysis, information disclosure, stakeholder consultation, negotiations and partnerships, grievance management, stakeholder involvement in project monitoring, reporting to stakeholders and management functions. Stakeholder Engagement Plan: A plan which assists managers with effectively engaging with stakeholders throughout the life of the project and specifying activities that will be implemented to manage or enhance engagement. 5 List of Abbreviations & Acronyms BP Basic Package of ECD services CEP Committee for Environmental Protection CGDM Child Growth and Development Monitoring Program CPF Country Partnership Framework CSO Civil Society Organization DCC District Coordination Committee DEP Department on Environmental Protection DLI Disbursement-Linked Indicator DPC District Project Coordinator DRS Districts of Republican Subordination E&S Environmental and Social ECD Early Childhood Development ECDP Early Childhood Development Project ECEC Early Childhood Education and Care eHCI Early Human Capability Index EHS Environmental, Health and Safety issues ELC Early Learning Center ESA Environmental and Social Assessment ESF Environmental and Social Framework ESIA Environmental & Social Impact Assessment ESMF Environmental and Social Management Framework ESMP Environmental and Social Management Plan ESS Environmental and Social Standard GFP Grievance Focal Point GOT Government of Tajikistan GRM Grievance Redress Mechanism IDA International Development Association / World Bank LMP Labor Management Procedures M&E Monitoring and Evaluation MoES Ministry of Education and Science MoF Ministry of Finance 6 MoHSP Ministry of Health and Social Protection NGO Non-Governmental Organization O&M Operations & Maintenance PAP Project Affected Person PDO Project Development Objective PIG Project Implementation Group RAP Resettlement Action Plan RPF Resettlement Policy Framework SBCC Social and Behavioral Change Communications SEP Stakeholder Engagement Plan SOP Series of Projects TA Technical Assistance TJS Tajikistan Somoni (currency of the Republic of Tajikistan) TLM Teaching and Learning Material TOR Terms of Reference TOT Training of the Trainers TWG Technical Working Group UNICEF United Nations Children Fund WB World Bank 7 1. Introduction The World Bank (WB) and Government of Tajikistan (GOT) are currently engaged in preparing an Early Childhood Development (ECD) Project mainly aimed at enhancing access to early childhood facilities and ensured increased enrollment. This project is an important component of Pillar I of the WB Country Partnership Framework (CPF) (Human Capital and Resilience) with Tajikistan and builds on the Systematic Country Diagnostic’s (SCD) focus on early childhood education and poverty reduction. Project activities will focus on child growth and development (social, cognitive, language and motor skills) monitoring and will address the factors that contribute to nutrition, under-5 mortality and educational opportunity, which have been identified in the SCD and CPF. These areas are also consistent with the World Bank’s intention to support the Government of Tajikistan (GoT) in investing in its people to secure future productivity and competitiveness. A long-term approach to Early Childhood Development (ECD) service delivery is envisioned. This project is the first in a series of projects (SOP), providing the foundations for a long-term engagement between the Bank and the GoT in the ECD space. The proposed Project would seek to build the enabling environment for integrated multisectoral ECD programing, with interventions that will improve the coverage and effectiveness of ECD services, resulting in improved school readiness of children in target districts, with a national system adopted for sustainability and further expansion of services after the project. To avoid fragmentation, the components will not be divided by sectors but based on the level of the interventions, namely: (i) at the national level to establish the enabling environment for ECD; (ii) in targeted districts where ECD interventions will be carried out; and (iii) to support project management of the project. The project will cover 14 districts with the lowest gross enrollment ratio (GER) among children ages 3-6 in three regions, including Khatlon, Sughd and Districts of Republican Subordination (DRS). The project recognizes the significance of, and adopts the World Bank’s Environmental and Social Standards, for identifying and assessing as well as managing the environmental and social (E&S) risks and impacts associated with this investment project. The reviews undertaken by the Bank has classified environmental and social risks as moderate and substantial respectively. In response, the Government of Tajikistan/ Project Implementation Unit under the Ministry of Finance (MoF), implementing agency, has developed several key instruments to address the same. One of them is the Stakeholder Engagement Plan (SEP). 1.1 Purpose of the SEP Government of Tajikistan recognizes that the ECDP’s stakeholder profile is quite diverse and heterogeneous and that their expectations and orientation as well as capacity to interface with the project are different. This Stakeholder Engagement Plan (SEP) enables to identify elaborately different stakeholders and to develop an approach for reaching each of the sub groups. In other words, it provides an appropriate approach for consultations and disclosure. These in turn are expected to create an atmosphere of understanding that actively involves project-affected people and other interested parties, reaching out to them in a timely manner, and that each sub group is provided opportunities to voice their opinions and concerns. Overall, SEP serves the following purposes: i) stakeholder identification and analysis; (ii) planning engagement modalities viz., effective communication tool for consultations and disclosure; and (iii) enabling platforms for influencing decisions; (iv) defining roles and responsibilities of different actors in implementing the Plan; and (iv) grievance redress mechanism (GRM). 8 1.2 About the Project The Project Development Objective is to increase access to multisectoral Early Childhood Development services. The Project consists of four interrelated components: Component 1: Strengthening national capacity to deliver a Basic Package (BP) of ECD services Sub-component 1.1: Update and development of the guidelines, programs, materials and resources for implementation a basic package of services for ECD. Sub-component 1.2: Staff training (technical and managerial to oversee and implement the BP Sub-component 1.3: Development of a national monitoring and evaluation system on ECD and carrying evaluation of the project interventions. Sub-component 1.4: Supporting financing reforms for enhanced services that promote improved ECD outcomes. Sub-component 1.5: Development of a cohesive and coordinated ECD regulatory framework, including governance, financing mechanism, and staffing. Component 2 – Implementing the BP nation-wide Sub-component 2.1: Social and Behavioral Change Communications (SBCC). Sub-component 2.2: Nation-wide introduction of developmental monitoring. Component 3 – Improving access to the BP in targeted districts Sub-component 3.1: Development of district ECD plan. Sub-component 3.2: Implementation of district ECD plan. Sub-component 3.3: Monitoring the implementation progress at district and mahalla levels. Component 4 – Project management and coordination The Project areas are 14 target districts, including Kushoniyon, Vakhsh, Vose, Dusti, Kubodiyon, A.Jomi, Jayhun, Hamadoni in Khatlon, K.Mastchokh in Sughd, Varzob, Rudaki, Tajikabad, Faizabad, and Hissar in DRS, which have the lowest gross enrollment ratio (GER) among children ages 3-6 with an average of 4.3 percent. Detailed description of the ECDP components and proposed interventions is presented in Annex 1 to provide the background/ context in which this SEP is being prepared. 1.3 Scope and Structure of the SEP Scope of the SEP shall be as outlined in the World Bank’s ESS10. The engagement will be planned as an integral part of the project’s environmental and social assessment and project design and implementation. This document has 10 chapters. The first chapter serves as an Introduction. It provides a brief about the project and the context in which the SEP is being prepared. Chapter 2 lists the regulatory framework in Tajikistan which provides a legitimacy for SEP. A summary of the consultations held so far is presented in Chapter 3. All the three chapters serve as a backdrop. Stakeholder Identification, Mapping and Analysis is elaborated in the chapter 4. Institutional analysis and impact assessments are presented in Chapters 5 and 6. Stakeholder Engagement Plan is presented in the Chapter 7. Chapter 8 includes the implementation arrangements for executing the SEP. Grievance Redress Mechanism (GRM) follows in Chapter 9. Monitoring, documentation and reporting are presented in the last Chapter 10. 9 2. Description of the Administrative, Policy and Regulatory Framework This chapter provides details on the social policies, laws, regulations as well as guidelines that are relevant to the activities proposed under the program. It also provides an assessment of the adequacy of the coverage on social aspects in the legislative and regulatory framework. Lastly, WB Environmental and Social Standard 10 on Stakeholder Engagement is described below. 2.1 Key National Sector Specific Legal Provisions 10 2.2 Key National Social Legal Provisions and Citizen Engagement Law on Consumers’ Rights Protection provides for adjusting the attitudes arising between consumers and manufacturers, executors, sellers at sale of goods, works, services; establishes the rights of consumers to purchase goods (works, services) of appropriate quality and safe for a life and health and to receive information on goods (works, services) and about their manufacturers (executors, sellers), provides the state and public protection of consumers’ rights, and also defines mechanism of realization of these rights. Law on Freedom of Information is underpinned by Article 25 of the Constitution, which states that governmental agencies, social associations and officials are required to provide each person with the 11 possibility of receiving and becoming acquainted with documents that affect her or his rights and interests, except in cases anticipated by law. According to the Decree ‘Approval of the Order of costs reimbursements related to provision of information’ adopted on January 1, 2010, all state institutions are enabled to charge fees for providing any kind of information to journalists and public officials. The decree states that one page of information provided should cost up to 35 Somoni (US$8). Per the Law on Public Associations, a public association may be formed in one of the following organizational and legal forms: public organization, public movement, or a body of public initiative. Article 4 of this law establishes the right of citizens to establish associations for the protection of common interests and the achievement of common goals. It outlines the voluntary nature of associations and defines citizens’ rights to restrain from joining and withdrawing from an organization. August 2015 amendments to this legislation require NGOs to notify the Ministry of Justice about all funds received from international sources prior to using the funds. The 2014 Law on Public Meetings, Demonstrations and Rallies (Article 10) bans persons with a record of administrative offenses (i.e. non-criminal infractions) under Articles 106, 460, 479 and 480 of the Code for Administrative Offences from organizing gatherings1. Article 12 of the Law establishes that the gathering organizers must obtain permission from local administration fifteen days prior to organizing a mass gathering. Law on Local Governments (2004) assigns a district or city chairman the authority to control over the natural resource management, construction and reconstruction of natural protection areas, to oversee the local structures in sanitary epidemiological surveillance, waste management, health and social protection of population within the administrative territory. No public gathering is implemented without official notification of local government (district khukumat). Law on Appeals of Individuals and Legal Entities (from July 23, 2016, № 1339), contains legal provisions on established information channels for citizens to file their complaints, requests and grievances. Article 14 of the Law sets the timeframes for handling grievances, which is 15 days from the date of receipt that do not require additional study and research, and 30 days for the appeals that need additional study. These legal provisions will be taken into account by the project-based Grievance Redress Mechanism. Labour Code prohibits forced labour (Article 8). The Labor Code also sets the minimum age at which a child can be employed as well as the conditions under which children can work (Articles 113, 67, and 174). The minimum employment age is 15, however, in certain cases of vocational training, mild work may be allowed for 14 year olds (Article 174 of the Labor Code). In addition, there are some labour restrictions on what type of work can be done, and what hours of work are permissible by workers under the age of 18. Examples of labor restrictions include: those between 14 and 15 cannot work more than 24 hours per week while those under 18 cannot work more than 35 hours per week; during the academic year, the maximum number of hours is half of this, 12 and 17.5 hours, respectively. These limitations are consistent with the ILO Convention on Minimum Age. In addition, Law on Parents Responsibility for Children’s Upbringing and Education makes parents responsible for ensuring their children not involved in heavy and hazardous work and their children attending school. 1 These provisions concern the hampering of gatherings (Article 106); disorderly conduct (Article 460); disobedience to police (Article 479); and violation of rules of conducting gatherings (Article 480). 12 2.3 World Bank Environmental and Social Standard on Stakeholder Engagement The World Bank’s Environmental and Social Framework (ESF)’s Environmental and Social Standard (ESS) 10, “Stakeholder Engagement and Information Disclosure�, recognizes “the importance of open and transparent engagement between the Borrower and project stakeholders as an essential element of good international practice� (World Bank, 2017: 97). Specifically, the requirements set out by ESS10 are the following: • “Borrowers will engage with stakeholders throughout the project life cycle, commencing such engagement as early as possible in the project development process and in a timeframe that enables meaningful consultations with stakeholders on project design. The nature, scope and frequency of stakeholder engagement will be proportionate to the nature and scale of the project and its potential risks and impacts. • Borrowers will engage in meaningful consultations with all stakeholders. Borrowers will provide stakeholders with timely, relevant, understandable and accessible information, and consult with them in a culturally appropriate manner, which is free of manipulation, interference, coercion, discrimination and intimidation. • The process of stakeholder engagement will involve the following, as set out in further detail in this ESS: (i) stakeholder identification and analysis; (ii) planning how the engagement with stakeholders will take place; (iii) disclosure of information; (iv) consultation with stakeholders; (v) addressing and responding to grievances; and (vi) reporting to stakeholders. • The Borrower will maintain and disclose as part of the environmental and social assessment, a documented record of stakeholder engagement, including a description of the stakeholders consulted, a summary of the feedback received and a brief explanation of how the feedback was taken into account, or the reasons why it was not.� (World Bank, 2017: 98). A Stakeholder Engagement Plan proportionate to the nature and scale of the project and its potential risks and impacts needs to be developed by the Borrower. It has to be disclosed as early as possible, and before project appraisal, and the Borrower needs to seek the views of stakeholders on the SEP, including on the identification of stakeholders and the proposals for future engagement. If significant changes are made to the SEP, the Borrower has to disclose the updated SEP (World Bank, 2017: 99). According to ESS10, the Borrower should also propose and implement a grievance mechanism to receive and facilitate the resolution of concerns and grievances of project-affected parties related to the environmental and social performance of the project in a timely manner (World Bank, 2017: 100). For more details on the WB Environmental and Social Standards, please follow the below links: www.worldbank.org/en/projects-operations/environmental-and-social- framework/brief/environmental-and-social-standards and http://projects- beta.vsemirnyjbank.org/ru/projects-operations/environmental-and-social- framework/brief/environmental-and-social-standards 13 3. Summary of Prévis Stakeholder Engagement Activities The project preparation has been engaging with various project stakeholders since early 2019. The following types of stakeholder engagement activities have taken place to date: - Formal and informal communication with government agencies at the national, regional and local level; - Formal and informal communication with health institutions and early child development establishments; - Needs assessment meetings with health and pre-school workers and teachers; - Community meetings; - Needs assessment surveys; - Communication with local NGOs; and - ESMF and RPF public consultations and initial informal meetings. Place Date Participants Key points raised Dushanbe August 26, 2019 MoH Technical Project objectives, agenda, key findings of ECD Report, Working Group ECEC, EHCI, and strategy document: • EDC health service provision/tiering; • Making choices about tiers; • Strategy development and adoption of a coherent model; • Children stunting rates; • Overall project envelope; • Project complexity; • Priority areas, defined by MoH: parents’ awareness, competence of specialists working on these issues, infrastructure of health and education facilities. • Sustainability challenge: ambition for the project to be sustainable GBAO, Team 1 August 28, 2019 Aga Khan • ECD institutions: AK Foundation, AK Education Sughd, Team 2 Development Services, AK Health Services; • Government strategy development, challenges and Network (AKDN) potential; • Partnering with local institutions and teacher education institutions; • Regional partnerships for ECD (0-3, parenting education), primary and secondary provision; • System strengthening focus: partnering with IPD (teacher training association); • Dual mandates: direct and indirect interventions; • Geographical reach: indirect in Khatlon, fully fledged in GBAO, Sughd, GBAO – civil society, health and nutrition, agriculture, education, economic inclusion • 0-3: first 1000 days, focus on pregnancy and holistic development, health care professionals, health promoters, trained male CHPs to focus on fathers as well as mothers • Power structures and regional mandates – oblasts vs. central; • Translation of knowledge from GBAO –knowledge exchange • Curriculum – codeveloped the model, piloted, testing the model and then received funding from UNICEF to expand; • Fee setting – richer communities often develop their own centers, in poorer settings it’s often more common to see ECD centers in school; 14 • Framing – 260 centers from 2009, with a focus on building ownership and system integration as a means of acceptability and integration; • Ismali network and volunteering ethos; • ECD support groups: the main community leaders who are responsible for community mobilization and sustainability (head of the early learning center, head of parents committee, school directors) • Roles and responsibilities for each set of actors; • Establishment criteria: premises, ECD teachers’ salary, financial/resource mobilization. • Training models: focus on budgeting and financial sustainability; • Training durations for mothers and teachers; • Funding sources: enrolment fee, 5-10 somoni for stationery, business contributions, community based savings groups, charity boxes, religious leaders (thanksgiving/alms), remittances payments • Food insecurity in rural and very remote areas; • Poorer community model: developed 2 training modules for mothers. • AKDN Coordination Committee for ECD: cross- sectoral issues • Challenges: higher teacher attrition (driven by migration, maternity leave, salaries, promotion to primary, 20% annually), lack of qualified ECD workforce in the system, unclear legal status of ECD workforce in alternative models, insufficient finances to support quality early learning environments, lack of parental awareness on the importance of early learning and development of young children, poor/collapsing ED institutions infrastructure and poor hygiene and sanitation facilities, insufficient attention to 0-3 cohort, regulation around teacher qualification • Coverage and overall financial challenges: diminished donor attention, 400 centers for nationwide coverage, 228 currently up and running, started at 9% Mobile application: mobile application being launched, at the global level, for early learning/reading. Connectivity challenge and affordability. Easy to develop a product for smartphones but parents don’t have smartphones. Laste year, informal study about availability of smartphones in community. Some growth in uptake. More of a focus on global experience. Khorog August 29, 2019 Governor, GBAO • Strong interest: Strong interest in ECD from 0-3 and 3-6 from Governor. Keen for the project to be located in GBAO • Consistent requests for support: there is demand for ECD centers, with a focus on language development • Education per capita financing: per capita financing doesn’t work for GBAO because there are not many children and prices are higher in GBAO. Community ECD centers also can’t get financing from the government but they are not willing to provide financing. Therefore, parents are paying for children. • Need for ECD communities: fundraising is particularly challenging and is placed on the community and family • Understanding and prioritization: varying levels of prioritization for ECD, more senior levels don’t always understand ECD and its importance • Khorog: 50% of children don’t have access to ECD services. Clear indication from Aga Khan’s analytical work that there is a need and children receiving ECD support do much better • Institute of Professional Development: IPD has been a strong partner, through Aga Khan, and has been able to make progress 15 • USAID support: lot of technical support and infrastructure, poor hygiene challenges • Best practice and structure: Question around good practice and how to leverage it within kindergarten. Specific questions around the best practice for the timetable of kindergartens • ECD masterplan: not a comprehensive and detailed plan. 50 schools being built • Budget limitations: budget limited by tax collection and overall limits to fiscal space • Food insecurity and affordability: major problems with access to food in GBAO and nutrient groups, limited access to meat and protein, overly reliant on bread and water. Strong cultural norm around not eating vegetables and nutritious food. Sustainability challenge around direct food provision. • Lessons learned in community mobilization: when the community is poor it’s easier to mobilize, particularly when there are many issues. Leadership, depends on the kind of leader they have; transparency with the community, decisions, budget and ownership; number of projects. Community structure and political dynamics at the local level, strength of mobilization/program staff. • Fragmented hospital provision: departments are fragmented, long wish list, not a need for big hospitals that can be maintained but focused on strengthening basic provision • Hygiene: problem with hygiene and handwashing amongst adults, and during food preparation → suggestion of health promoters and use of social media, preference for social media because of a lack of trained health professionals for health promotion and challenge in frequency of intervention Dushanbe August 29, 2019 Meeting with the • Agreed on the lack of systematic content: Form 112 Ministry of Health collects some information about child development, and Social but agreement that this is an area of progress; Protection ECD • Discussed the health worker training needs Technical Working • Health reforming Group Dushanbe September 2, First Deputy • Discussed the issues of early screening of disabilities 2019 Minister, MHSP, in Tajikistan, current policies and prevention Chief Neonatologist, measures’ Head of Department for Maternal and Child Health, Family Planning & Development Parental Skills, Head of Republican Medical Genetics Center Dushanbe September 2, GFF team • GFF Collaboration 2019 Dushanbe September 2, ECD DCC Meeting, • Proposed project scope and design, harmonization 2019 organized and and partnerships chaired by UNICEF Dushanbe September 2, GAVI, Global Fund • GAVI and Global Fund activities relevant to ECD 2019 project • Dushanbe September 3, Ministry of • Project design, IA and M&E 2019 Education of Science ECD 16 Technical Working Group Dushanbe September 3, Ministry of Health • Project design, implementation arrangements and 2019 and Social M&E Protection ECD Technical Working Group Dushanbe September 3, First Deputy • The MCH Guide Book 2019 Minister of Health and Social Protection, Head of Department for Maternal and Child Health, Family Planning and Development Parental Skills of MHSP, Republican Center for Family Medicine, JICA, UNICEF, USAID, GIZ, and INTRAHEALTH Dushanbe September 3, ECEC private • Focus group discussion to understand the market 2019 service providers environment for private sector provision of ECEC Dushanbe September 4, SUN Secretariat • Lessons learned from the multi-sectoral 2019 chaired by 1st implementation arrangements Deputy Minister of Health Dushanbe September 4, Deputy Minister of • Community rehabilitation of children with 2019 Health and Social disabilities Protection (coordinating social sector) Dushanbe September 4, Deputy Prime • Key findings and arrangements of the mission and 2019 Minister on Human next steps, seek advice on design, implementation Developing and and monitoring arrangements representatives from the Executive Office of the President heading social and education sector Dushanbe September 5, Deputy Speaker of • Introductions and collaboration and needed support 2019 Parliament, for ECD and GFF Committee on Education, Science, Culture and Youth Policy Dushanbe September 5, Gov. Technical • Key findings, agreed steps, schedule of activities 2019 Working Group chaired by the Minister of Finance Dushanbe September 6, State Committee on • Update on the key findings and arrangements of the 2019 State Property mission and next steps, seek advice on design, Management and implementation and monitoring arrangements Investment under the GoT 17 Vakhdat district September 6, Deputy Chairman of • Assess capacity of education institutions to 2019 the District, effectively implement the ECD project Head of Education Department, Head of Registry Office Hissor November 22, Chairman, District • Assess capacity of local governments to effectively town/district 2019 of Republican implement the ECD project and plans for sustainability Subordination (DRS) Kushoniyon November 21, Education • Introduction to ECD project District Khatlon 2019 Department • Current challenges of preschool education in Khatlon Region Region • Visiting preschool entities of the district Dushanbe October 30, 2019 Ministry of Health • Potential social and environmental risks during and Social project implementation Protection Dushanbe October 31, 2019 Ministry of • Development of the ECD project social safeguards Education and documents Science Dushanbe November 12, MoES • Citizens’ Complaints Handling mechanism at 2019 national and local levels and ECD legal framework Dushanbe November 19, Head of Preschool • Issues related to challenges and expectations of the 2019 Education and Early state pre-school establishments Childhood Development Department, MoES Dushanbe November 20, Ministry of Finance • Institutional arrangements 2019 of RT Bokhtar town November 21, Head of Preschool • Introduction to ECD project 2019 Education • Current challenges of preschool education in Khatlon Department, Region. Khatlon Region Bokhtar town, November 21, Teachers and • Introduction to ECD project. Khatlon region 2019 administration of the • Current challenges, expectations; Provincial Institute of Teacher Training/ Institute for Professional Development 3.1. Key stakeholder meetings and consultations Details about the meetings and consultations held with the government agencies and international donor organizations are presented below. Table 1. Previous Stakeholder Consultations 18 3.2 Community Meetings and Potential Beneficiary Needs Assessment Surveys During project design and SEP preparation the team arranged for the following consultations with the stakeholders working in agribusiness sector and identified their needs: Table 2. Previous Consultations with Beneficiaries and Communities Place Date Participants Key points raised Rudaki district April, 2019 District Health • Assessment of district level health institution’s Center capacity/capability and needed support to maintain health facilities and expand ECEC services Rudaki district April, 2019 Rayon Health • Assessment of district level health institution’s Center “Istiqlol� 8 capacity/capability and needed support to maintain health facilities and expand ECEC services Rudaki district April, 2019 District Center for • Assessment of district level health institution’s the Formation of capacity/capability and needed support to maintain health Healthy Lifestyle facilities and expand ECEC services Nurek town April, 2019 Nurek district • Assessment of district level health institution’s Health House capacity/capability and needed support to maintain health “Chashma� facilities and expand ECEC services Nurek town April, 2019 City Health Center • Assessment of district level health institution’s “Nurek� capacity/capability and needed support to maintain health facilities and expand ECEC services Yovon distict April, 2019 Yovon district • Assessment of district level health institution’s Rayon Health capacity/capability and needed support to maintain health Center “Garav� facilities and expand ECEC services Rudaki district April, 2019 State kindergarten • ECD services availability and accessibility #1 Rudaki district April, 2019 State kindergarten • ECD services availability and accessibility #7 Nation-wide May to July Survey on Early Key Take Away Messages 2019 Human Capability • Disability results interesting and may need further research Index (EHCI) • Main weaknesses in child development were found in the A brief snapshot of more academic domains (pre-reading / pre-writing skills). how children from • ECE attendance and caregiver interactions with children 0-6 years old are positively related to child development doing in Tajikistan • Caregivers seemed interested in the concept of playgroups. in terms of their • Availability, costs and perceptions of quality are the drivers holistic for ECE attendance development. • Although minority population groups were not specifically sampled (i.e. the aim was nationally representative) and thus the needs of such groups potentially not identified - the results reported here do not indicate for a targeted strategy and thus universality in any program design should be considered (or at least a staged approach to eventually achieve for universal coverage). Nation-wide July 22- 1514 households, Key findings: survey on the August 12, with 2602 children • Relatively low levels of caregiver-reported disability Status of Early 2019 aged up to 6 years amongst children aged 2-6 years; Childhood of age • Poor development of children aged 2-6 years across Health and Tajikistan; Development in the Republic of • Rates of caregiver-child interaction in the home environment were moderate; Tajikistan 19 • ECE attendance is having a positive influence on all areas of children’s development, yet attendance across the country is very low; • ECE attendance and child development outcomes varied across regions potentially highlighting the need to consider ECE quality; • Community playgroup is an evidence-based intervention that could be implemented to encourage and increase ECE participation and promote caregiver-child interaction in the home environment; • Programs with universal coverage, supporting the learning and development of children across all regions, are required, rather than implementation targeted at specific geographical areas only. Vakhsh district, August 27, State kindergarten • Regular parent teacher conferences, every month – for Khatlon region 2019 # 1 administration example to address hygiene issues; and teachers • Fees 1000 somoni per month, not enough for food, stationery, hygiene and other equipment; • Food and nutrition as a major problem; • Question around planting and seed development – water as a constraint Vakhsh district, August 27, School #56 • ECD center set-up, financing mechanism, ECD demand and Khatlon region 2019 supply; • Site observations Khatlon region August 27, Meeting with • 1.5-2-month pregnant check up with the physician, lab work 2019 pregnant women at and came with mother in law medical facility, in • 1st time: mother in law attended the visit, in the area where the presence of she lived, doctors/physicians come to visit administrators Khatlon region August 27, Community • Aspiration to have the children in their school perform as 2019 leaders and well as children in citizens selected parents • Challenge with existing supply (kindergarten spaces), affordability, labour force migration • Focus on infrastructure needs and rehabilitation of buildings and expansion of existing provisions, material provisions like toys • Response to focus on parental stimulation B.Gafurov, August 28, ARKON • Private ECD providers market, demand and supply Sughd province 2019 Education Group • Site observations B.Gafurov, August 28, State kindergarten • Needs assessment meetings Sughd province 2019 #6 Vakhdat district August 30, State kindergarten • Assess capacity of education institutions to effectively 2019 # 1 administration, implement the ECD project teachers, parents Vakhsh district August 28, Medical Center • Assess capacity of health institutions to effectively 2019 “Chuyangaron� implement the ECD project Bokhtar town, November 21, KGs teachers • Access to refresher courses for ECD educators; Khatlon region 2019 attending the in- • Content and quality of refresher courses; service training • Challenges in applying the newly obtained knowledge program from different districts of Khatlon Region Bokhtar town, November 21, Social center for • Acquaintance with the center activities for children with Khatlon region 2019 children with disabilities disabilities under NGO «Ghamhori» 20 Kushoniyon November 21, State Kindergarten • Current state, conditions, challenges, expectations from District Khatlon 2019 (KG) #4, rural ECD project Region jamoat Bokhtariyon, Kushoniyon November 21, State Kindergarten • Current state, conditions, challenges, expectations from District Khatlon 2019 (KG) #5, rural ECD project Region jamoat Bokhtariyon, Kushoniyon November 21, Private KG, rural • Current state, conditions, challenges, expectations from District Khatlon 2019 jamoat Zargar ECD project Region • Enrolment rates, parent incentives Hissor November 22, State KG • Current status of ECD services and challenges town/district 2019 “Afsona�#6, Hissor town, DRS Hissor November 22, State KG • Assess capacity of education institutions to effectively town/district 2019 “Oftobak�#3, implement the ECD project Hissor town, DRS Hissor November 22, Private KG- • Assess capacity of health institutions to effectively town/district 2019 Primary School implement the ECD project “Nuri Irfon�, Hissor town Hissor November 22, Secondary school • Assess capacity of education institutions to effectively town/district 2019 # 3 of rural jamoat implement the ECD project Hissor\Hissor village Hissor November 22, ELC at secondary • Assess capacity of education institutions to effectively town/district 2019 school #26, implement the ECD project Gulhani village Hissor November 22, Public Health • Assess capacity of health institutions to effectively town/district 2019 Center of Hissor implement the ECD project town Hissor November 22, Public Health • Assess capacity of health institutions to effectively town/district, 2019 Center of Hissor implement the ECD project DRS village, rural jamoat Hissor, Hissor November 22, Health Point of • Assess capacity of health institutions to effectively town/district 2019 Sayod village, implement the ECD project rural jamoat Hissor 21 Figure 1. Community Meetings in Khatlon, August, 2019 Figure 2. Consultations with preschool teachers at Provincial Institute of Teacher Training/ Institute for Professional Development, Bokhtar town, Khatlon region, November, 2019 22 Figure 3. Site visits to the Kindergarten in B.Gafurov and Khushoyon district Figure 4. Site visit to CwD Development Center “Ghamhori� in Bokhtar Figure 5. Sleeping room at Rural KG in Kushoniyon district 3.3 Lessons Learned in Engaging Communities / Stakeholders from Previous Projects Community mobilization and involvement play important roles in ensuring relevance and ownership of interventions. The project draws on the community mobilization experience under several World Bank (WB) and other donor-supported projects2 to identify effective approaches to community engagement. The project makes use of existing participatory planning and oversight processes at the community level to provide locally-identified infrastructure and strengthens the capacity of community/mahalla administrations and community-level institutions to engage with citizens and to deliver services efficiently, fairly, and in response to the needs of the community. Tajikistan GPE-4 project supported community mobilization activities to raise awareness and advocate importance of early learning among rural communities. As a result, the demand for preschool programs has increased in the target areas and the parents’ expectations from preschool programs shifted from 2 Socio-Economic Resilience Strengthening Project, Japan Social Development Fund Nutrition Grant Scale-Up Project, GPE-4 Project, AKDN projects 23 school preparation to school readiness. The ongoing monthly household survey, Listening to Tajikistan (L2T), would be leveraged by including additional questions about citizen participation in the targeted districts related to ECD planning, community mobilization activities and services. Additional questions to the survey would be developed in the first year of the project and included in the L2T survey once per year. Inclusion of alternative preschool models in the BP is based on the lessons learned from international practice. The intent is to promote innovative ECD models (home-based parenting engagement, half-day preschools, community child development groups (playgroups) with volunteers) which have proven successful in quickly expanding access by mobilizing social capital and participation of parent caregivers and communities in countries that faced similar resource, capacity and geographical constraints for service delivery (e.g., Indonesia, Tonga). The model also produced successes in well-resourced environments like Australia, with the findings from a quantitative evaluation3 demonstrated that playgroups are universally beneficial to all children from a range of different backgrounds, and that playgroups have positive impacts on all domains of child development: physical, social, emotional, language and cognitive development, and communication. Community playgroups (models of the CCDGs planned under this project) supported by development partners in Tajikistan already proved to be effective in remote mountainous areas of the country. The Early Learning Centers (ELCs) representing a half-day model in Tajikistan were the main driver of the raising preschool enrolment in the last decade.4 At the household and community level, SBCC is central to improving understanding and changing behaviors around ECD. Research from a variety of contexts demonstrates that community- based communication can effectively change behavior in a cost-effective manner. Likewise, practical coaching sessions have the power to change behavior after a relatively short period of time. The project will design practical sessions to reinforce parents’ and caregivers’ skills in quality interactions to build self-confidence in parents and caregivers to engage successfully with their children. Beneficiary access to contextualized communication and mass media messages can rapidly improve feeding practices at scale. In Bangladesh, for example, delivery of a community-based communications package, developed with assistance from Alive and Thrive, was associated with more than 30 percent improvement in key indicators – exclusive breastfeeding and consumption of a diverse diet – over 3 years. The previous World Bank and other development partners’ operations in Tajikistan, Uzbekistan and Kyrgyzstan demonstrated the importance of undertaking related measures in public administration and financing areas for the sustainability of alternative preschool models. Thus, the half-day preschool models introduced in those three CA countries obtained sustainability in Kyrgyzstan and Uzbekistan, but not Tajikistan. In Tajikistan, the ELCs, although legally recognized as a form of preschool services provision accommodating almost one-third of children enrolled in preschool, still lack secured public funding and a regulatory framework, limiting their quality and sustainability. 5 In the other mentioned CA countries, the ELCs have the state co-financing and inclusion of the ELCs teachers in the public payroll. The project aims to develop and pilot the financing mechanisms for sustainability of the proposed program and interventions. 3 Gregory, T., Harman-Smith, Y., Sincovich, A., Wilson, A., & Brinkman, S. (2016). It takes a village to raise a child: The influence and impact of playgroups across Australia. Telethon Kids Institute, South Australia. ISBN 978-0-9876002-4-0. 4 World Bank. Early Childhood Education and Care Analysis: A Focused Review of Preschool Education in Tajikistan. 2019. 5 Tajikistan Fourth Global Partnership for Education Grant (GPE-4) – P131441 24 4. Staheholder Mapping, Segmentation and Analysis ESS 10 recognizes two broad categories of stakeholders- one, Project Affected Parties; and two, Other Interested parties. Project-affected parties includes those likely to be affected by the project because of actual impacts or potential risks to their physical environment, health, security, cultural practices, well-being, or livelihoods. These stakeholders may include individuals or groups, including local communities. They are the individuals or households most likely to observe/feel changes from environmental and social impacts of the project. The term “Other interested parties� (OIPs) refers to: individuals, groups, or organizations with an interest in the project, which may be because of the project location, its characteristics, its impacts, or matters related to public interest. For example, these parties may include regulators, government officials, the private sector, the scientific community, academics, unions, women’s organizations, other civil society organizations, and cultural groups. 4.1 Stakeholder Mapping Stakeholder is defined as an individual/ institution (agency) that can impact upon or get impacted by the project. In order to define a communication process with the stakeholders, several groups that may be interested and/or affected by the project implementation have been identified. There are a number of groups of people and social groups who are interested in the project on different levels. Project recognizes that: stakeholders are not only diverse and heterogeneous but also are housed both vertical and horizontal space. Accordingly, stakeholder mapping is done vertically (across the administrative space) and horizontally (within an individual space). The first step involves in the preparation of a universal mapping. Each stakeholder / group is rated for the relative importance- starting from rating from 1 to 5 stars. Five being high and is to be accorded full scale attention. This helps in assigning importance for further analysis. The Universal mapping and the relative importance are presented below. Table 3. Universal Stakeholder Mapping 25 Sl Level – Administrative Stakeholders Significance No Space ***** 1 National / Country Level Ministry of Finance **** Ministry of Health and Social Protection, including its ***** subordinate(s) which develops SANPINs for preschools 1) State Sanitary Epidemiological Service of the State Service for Supervision over the Medical Activities and Social Protection under the Ministry of Health and Social Protection 2) Department for organization of care for mothers and children and parenting skills under MOHSP 3) Department of International affairs, PHC and Health Reforms under MOHSP Ministry of Education and Science ***** Academy of Education (AoE) & Institute for Education **** Development (IED) Republican In-service Teacher Training (RIITT) **** Republican Training and Methodological Center (RTMC) *** Majlisi Namoyandagon Majlisi Oli (Low Chamber of the *** Parliament) – adoption of strategic documents Ministry of Labor, Employment and Migration *** Committee on Women and Family Affairs *** State Committee for Investment and State Property *** Management Republican Center for Family Medicine *** Center for Pediatric and Children’s Surgery *** Republican Center for Healthy Life Style *** WB and WB-funded projects (GPE-4, CASA CSP, ***** SERSP) Other Donors (IsDB, USAID, UNICEF, AKF, WHO, GIZ, *** ADB, OSI, JICA, UNDP, WFP, Caritas, EU, GAVI) State Agency for Supervision in the Sphere of Education *** (SASSE) Agency on Construction and Architecture *** National Disability Center “Chorbogh� *** State Surveillance Service over Medical Activities and *** Social Protection (Khadamot) Center for Health Information and Statistics *** State Statistical Agency ** Social Media ** National media (newspapers, television) ** 2 Provincial Level Regional Branches of National Disability Center *** Regional Family Medicine Training Centers (monitoring **** of child development data) 26 Provincial Institute of Teacher Training/ Institute for **** Professional Development (TOTs and coaching) – Regional IITT Health and Education Departments at the Regional *** Khukumats CSOs * Media *** 3 District level District khukumats and line departments ***** Primary Health Care Centers at District level ***** Early Learning Centres (half-day institutions) and ELC ***** teachers Kindergartens (1.5-7 years kids) **** Nursery (1,5-3 years kids) **** KGs-Primary school (4-10 years kids) **** Nursery-KGs (including specialized ones) 1,5-7 years kids **** Specialized preschools (2-7 years kids with special needs) **** Residential institutions (Orphanages for 2-8, baby homes **** 0-4 CwD, facilities) Day-care centers for 4-17 years CwD (half-day) **** Private centers of additional education (3-7 years kids) **** and/or private preschools Local media *** Civil works contractors *** NGOs/CSOs (not involved directly in project) * Goods, construction material suppliers *** Vendors (toys and books suppliers) ** 4 Sub District Jamoats **** Health houses\posts **** 5 Mahalla Kids 0-6 ***** Pregnant women and breastfeeding mothers ***** Mother-in-laws **** Parents with kids ages 0-6 ***** Children with disabilities and their parents ***** Kids 0-6 from low-income HHs ***** Mahalla leaders and councils **** Community activists *** 27 4.2 Stakeholder Segmentation/ Prioritization The identified project stakeholders were segregated by their areas of influence. The stakeholders of high (5*) and substantial significance (4*) form the purview of further enquiry. Table 4. Stakeholder Segmentation by their Areas of Influence National / Country Level Stakeholders Area of Influence Ministry of Finance Will serve as the Project Implementation Unit (PIG) of the ECD project, will be responsible for overall implementation, coordination among stakeholders, results monitoring, and communicating with the WB on the progress\results. The Minister of Finance will chair the Project Steering Committee (PSC) and act as deputy chair of the National ECD Committee (NECDC) Ministry of Health and Social Protection Responsible for implementation, coordination, monitoring of all project’ interventions at national and local levels in close collaboration with the PIG\MoF. The Minister to be represented at NECDC; Deputy Minister at PSC Ministry of Education and Science Responsible for implementation, coordination, monitoring of all project’ interventions at national and local levels in close collaboration with the PIG\MoF. The Minister to be represented at NECDC; Deputy Minister at PSC Government of Tajikistan/Cabinet of Deputy Prime Minister on Social Issues will chair National ECD Committee Ministers (NECDC) WB and WB-funded projects (GPE-4, Supervision, no objections, implementation support. The project will use CASA CSP, SERSP) Implementation mechanisms\community mobilization models of the listed WB projects. Other Donors (IsDB, USAID, UNICEF, Coordination of ECD projects being planned and implemented in the target AKF, WHO, GIZ, ADB, OSI, JICA, areas to build synergies and to avoid double financing UNDP, WFP, Caritas, EU, GAVI) Academy of Education (AoE) & Institute Preparation and publication of state standards in all disciplines of school, for Education Development (IED) curricula and study books, methodological recommendations for textbooks Provincial Level Regional Family Medicine Training Advanced trainings for family doctors and nurses (monitoring of child Centers development data) Regional Institute of In-service Teacher Advanced trainings for preschool teachers Training/ Institute for Professional Development (TOTs and coaching) District level District khukumats and line departments Development of district ECD plans based on ECD plans prepared by mahallas, and the plans implementation Primary Health Care Centers at District Provision of services based on updated guidelines and tools with a focus on level ECD and early child stimulation. Monitoring and control of the services provision at jamoats’ health points. Early Learning Centres (half-day Preparing children for school institutions) and ELC teachers 28 Kindergartens (1.5-7 years kids) Providing favorable conditions for children physical and mental development. Education and socialization of children through games\interactive methods. KGs-Primary school (4-10 years kids) Care, feeding, early development, preschool education Nursery (1,5-3 years kids) Care, feeding, early development, preschool education Nursery-KGs (including specialized ones) Care, feeding, early development, medical treatment, preschool education 1,5-7 years kids Specialized preschools (2-7 years kids with Care, feeding, early development, preschool education, primary school special needs) Residential institutions (Orphanages for 2- Accommodation, care, feeding, medical care, early development, preschool 8, baby homes 0-4 CwD, facilities) education Day-care centers for 4-17 years CwD (half- Providing medical and psychological support to children and parents. day) Children rehabilitation, socialization. Private centers of additional education (3-7 Early development based on parental funds. years kids) and/or private preschools Sub District Level Jamoats Participation in community mobilization for ECD plans development and implementation, public awareness campaigns Health houses\points Provision of services to parents and children based on new ECD package. Community Level Kids 0-6 Main beneficiaries of the project. The ECD plans to be developed based on their needs and suggestions. Pregnant women and breastfeeding mothers Mother-in-laws Parents with kids ages 0-6 Children with disabilities and their parents Kids 0-6 from low-income HHs and FHHs Mahalla leaders and councils Liaison between the project implementers and beneficiaries. 29 4.3 Stakeholder Analysis The stakeholders of high and substantial significance (ranked 5* and 4* during universal mapping) are analyzed in the Table below. The analysis include the current status of the stakeholder, raised concerns and issues during consultations, their expectations from the project, significance of the risk of unmet expectations and enabling conditions required to mitigate those risks. Table 5. Stakeholder Analysis by the Level of Engagement National Level 1. Subgroup 2. Current Status 3. Concerns and issues 4. Expectations 5. Risks 6. Enabling Qualifiers Ministry of MoF has sufficient Insufficient number of competent staff to Successful implementation of the Substantial Сlear distribution of Finance experience in manage large-scale projects and subprojects project’s objectives through functions and powers implementation of donor- in the fields, lack of knowledge about efficient use of allocated funds. between the project funded projects. There is a ESSs, hiring additional competent staff to Introduction of alternative ECD implementers. The project PIG on Public Finance manage the project at the district level. models, attract private sector, Сoordinators should not be Management, and a PIG Public Private Partnership model the first persons of the line that implements 3 WB and Functions and authorities between the where is a demand. Ministries (as they might 2 ADB- funded projects. project implementers (MoF, MoES, and not be always accessible), However, there is no MoHSP) should be distributed Improve institutional capacity in but Heads of relevant project-specific GRM. precisely\carefully. If decision-making will supervising consultants, to gain departments. Citizens’ complaints are depend on several authorities, this will experience in managing large Project will include filed with the MoF General complicate the project implementation scale grant projects capacity building activities Department and then to process (bring to delays). of PIG staff in project Minister who directs them management, procurement, to the relevant departments Efficient coordination between line financial management, with an instruction. ministries can be efficiently organized at safeguards, M&E local level. State Overloaded with diverse SIC supported the WB on youth Attract other IFIs funding to Moderate, Establish a national Investment tasks starting from entrepreneurship promotion under the WB expand the project coverage and interagency steering Committee attraction and coordination executed project “Voices of Youth�. impacts; Create a success model committee to make (SIC) of investments with IFIs up of community based tourism that informed strategic planning to state property could be replicated to other and investments management regions through attraction of other IFIs Ministry of Responsible for Early There is no single vision\document on ECD Introduce early detection and Substantial Balance between health and Health and Childhood Development development in the country. Lack of intervention techniques in the education parts of the Social subsector; has the mandate funding for qualitative services provision. country to decrease infant project (equal approach). Protection for securing maternal and Low access to Early Childhood Education mortality and illness. Taking measures for the child health from and Care, in particular in rural area. Lack project results preconception to 3-year- of ECD specialists, furniture, equipment, Reduce indicators on children’ sustainability. Consider a old. materials. stunting, wasting and low mechanism to support low- Has experience in weight. income families so that implementation donor- There is lack of ultrasonic equipment and laboratory services are funded projects. specialists of early diagnosis of Increase number of qualified affordable to them. Support The MoHSP Department abnormalities in the child development. medical workers. MoH with trainings and on Maternal and Child consultative support. 30 Health and Family There is only one Republican Medical Repair\establish and equip the Planning is responsible for Genetics Center in Dushanbe. This is game rooms arranged at children ECD activities. There are critical to open the regional Genetics departments at hospitals and game rooms arranged at Centers at least in Sughd, Khatlon, GBAO mother’ & baby’ rooms (o children departments of and train relevant specialists. Pregnant corner) at PHCs (including district hospitals to create women should have an opportunity to furniture, visual aids, educational child-friendly environment. undergo biochemical screening locally, at toys\games, leaflets/instructions Starting from 2018, their region. for parents, books). ‘mother & baby’ rooms are being organized at PHCs Provide stack bags at PHC where possible. Medical facilities to increase parents’ workers conduct incentives to increase demand monitoring of growth, for ECD services in the target weight and mental areas; development of children in Improve access to medical the field. services in remote areas; Increase parents’ awareness. Ministry of Has the mandate for ECD Low coverage of children by preschool Update ECD relevant laws and Substantial Enhance coordination with Education and for children from 1.5 to 6 services, especially in rural areas. regulations\norms. Increased other donors to increase Science and 7-year-old. In February Considerable difference in access to the coverage of children in rural impact 2019 Department of service between urban and rural areas. Lack areas by adequate ECD services. Preschool Education and of preschool facilities. Lack of funds for Improved infrastructure and Early Childhood quality nutrition of children in existing conditions at preschool entities. Development (with 4 staff KGs. Urban kindergartens are overloaded Sufficient quantity of ECD members) was established (40 children in one group). Lack of ECD materials and qualified within a new created specialists\teachers and teaching\visual specialists. Development of Division of Children's aids\materials. All heads of KGs in the pilot alternative forms of preschool Rights Protection at MoES. districts should be covered by ECD education. Comprehensive The Department prepared trainings as some of them don’t even have financing mechanism of state the State Program of pedagogical background. preschool entities (per capita Preschool Education financing) Development in RT for the Per the Department vision, ECD period of 2020-2025. establishments should be located MoES has experience in separately, not at schools or health centers implementation of donor- as each of the mentioned organizations funded projects, however have their own regulations that may cause the ECD project will be the certain barriers for ECDC effective first one for the performance. Department’s employees. ECD sector is underfunded. Other Donors Have their own plans and Facilitate consensus-building among the Ensuring proper coordination of Moderate ECD Donor Coordination (IsDB, visions, implementing diverse range of state and non-state the project activities with Council Meetings should USAID, partners and diverse stakeholders and ensure whole of the potential investments from other coordinate IFI-funded UNICEF, geographical coverage government approach in delivering services donors in the field of ECD. projects and build synergies AKF, WHO, promoting improved ECD outcomes; ( among them, especially the GIZ, ADB, project should build OSI, JICA, synergies with IsDB project UNDP, WFP, activities related to Caritas, EU, establishment of ECD GAVI) rooms in the secondary schools. 31 Other The current regulatory Geographic focus of development projects Plan and implement the local, Moderate DCC will be instrumental government regime creates some is mostly focus the south of the country, regional and national in coordinating the social agencies overlap and gaps of tasks while other regions also require large development plans with the state infrastructure development engaged in between government investments. budget and/or donor-funded at the district level, while social agencies as regard to the projects throughout the country the Governors’ office will infrastructure developmental needs of the do the same at the regional development country. The ministries level. National Early have many existing service Childhood Development delivery channels that will Council (NECDC) chaired need to be coordinated by the Deputy Prime closely to enable service Minister for Social Issues delivery to improve ECD will arrange for the ECD outcomes. development projects coordination at the national level. Academy of National of Education Until the line ministries work together, Increased access to ECD in Low Education Development Strategy there will be no results. This is good that remote rural areas. (AoE) & (2021-2030) considers three ministries are brought together as Improved preschool premises. Institute for issues of preschool implementers of the project. Sufficient number of ECD Education education. There is a teachers. Development Preschool Education (IED) Department at the Institute. “Ranginkamon� program for preschool teachers was developed in 2012. It will be revised/updated in accordance with new requirements this year. There are two standards - Child Development Standards; and Preschool Education Standards Republican In- Has sufficient experience Understaffed in terms of preschool Active participation in the Low Module-based approach service in working with retraining capacity; needs ECD project and improved capacity to should be introduces to Teacher international consultants; methodological capacity building support; rollout the retraining modules in give the teachers flexibility Training has moderate capacity to the regions to plan their curriculum (RIITT) host methodological part of ECD BP; has regional hubs to roll-out trainings WB The WB has extensive Key risks relate to: (i) fragility and conflict Achieve the Project Substantial Frequent implementation experience in education, situation prevailing in certain parts of the Development Objectives and because of supervision support should health, and early childhood country; (ii) poverty and unemployment PDO indicators multisector be in place at the beginning programming. The Bank situation which in turn impact 'women'; (iii) al nature of of the project to assist to set supported more than 75 inclusion - likely that some poor and the Project. up the tri-party project early childhood vulnerable households may find it difficult coordination, planning and development projects to participate in the project; and (iv) weak implementation worldwide since 1990, and client capacity and uncertain coordination mechanisms more than US$1.6 billion arrangements required for a multi sectoral in lending across 47 project. countries. 32 Provincial Level 1. Group/ 2. Current Status 3. Concerns and issues raised 4. Expectations from the 5. Risks 6. Enabling Qualifiers Subgroup project Regional In charge of Only one month out of 6 months dedicated Increased human and Moderate Develop and disseminate Family implementation of 6-month to pediatrics. This is not enough to train a organizational capacity to host BP teaching aids, Medicine retraining courses for good pediatrician who knows all the the ECD BP health worker methodological, visual and Training medical workers on family nuances of treating children from, for trainings and to be able to cover hand-out materials for Centers medicine, has wide range example therapist. a wide range of districts, not doctors and parents of regional training hubs, only the target districts low methodological capacity in adult training methodology Provincial The center provides half- Lack of equipment, visual aids and Improved conditions for Moderate Develop and disseminate Institute of day training for preschool methodological materials and office professional trainings provision, BP teaching aids, Teacher teachers and nurses (54-72 supplies. No access to Internet. sufficient quantity of training methodological, visual and Training/ hours), 12 -days materials, updated hand-out materials for Institute for professional course. All Many preschool entities teachers don’t guidelines\manuals on ECD. preschool teachers and Professional preschool teachers are attend the trainings because their transport ECD facilitators Development requested to have high or expenses are not being covered\reimbursed. (TOTs and specialized pedagogical coaching) – education. They should Regional IITT receive advanced professional courses once in three years. District Level 1. Group/ 2. Current Status 3. Concerns and issues raised 4. Expectations from the 5. Risks 6. Enabling Qualifiers Subgroup project District Function based on national Lack of KG in urban areas, in particular in Existing infrastructure will be Substantial khukumats legislations and the district centers, (parents stand in line). improved and coverage of and line regulations, execute Existing KGs require major repair. In children with preschool departments instructions received from Hissor 90% of the preschool entities require education and ECD will national government. Have major repair. Government attracts private increase, in particular in rural experience in working with entrepreneurs to repair/establish health areas. donors on implementation centers &points, and where possible the different project. No preschool facilities. Lack of budget to capacity in ESF address all prevailing needs. implementation 33 Primary Provide medical care Lack of equipment and tools. (family Improved conditions Moderate Health Care according to existing doctor's and nurses’ medical bags). There (infrastructure) and modern Centers at instructions and protocols. are Health Centers in rural jamoats located equipment for patients’ District level in old buildings with no proper conditions examination and treatment. for patients’ reception and examination (outside water and toilet, cast iron stoves for heating by coal). Lack of materials and supplies. Early Learning Usually established in one No access to water and sanitation (common Rehabilitation of the ELC Moderate ECD financial mechanisms Centres (half- room of secondary schools outside sanitation facilities at school), classes, provision of modern should be consulted with day by support of donors or the heating by iron stoves or electric heaters. visual aids, materials and parents and updated institutions) school administration itself. Poor conditions, no visual aids and educational games/toys. accordingly. and ELC interactive methodology in preschool teachers classes arranged by the schools themselves for 6-year-old children. ELC teachers receive salary from the school or from the amount contributed by parents (25 USD). Salary is low around 50 USD per month average. ELCs depend on the school conditions and parents’ contributions. In the schools where space is a problem, Directors are not very happy that their premises are occupied by ELC. They think that ELCs should be located separately. Kindergartens Provide services according There is a big demand for KGs in urban Improved infrastructure and Moderate ECD financial mechanisms (3-7 years to the state instructions and areas. Most of the KGs are in need of major access to water and sanitation. should be reconsidered and kids) regulations. repair. Usually there is no access to water updated. and sanitation inside of the buildings Boiler house restoration or (sometimes the system is broken or it alternative heating systems. doesn’t exist at all). Heating is provided by iron stoves (coal/wood that is harmful for Provided modern visual aids, children) or electric heaters. Humidity is materials and educational felt in the rooms, because of the cold they games/toys. are poorly ventilated. KGs provide three meals, but due to lack of budget the quality Increased financing from local of nutrition is not sufficient. Parents budget. contribute 55 somoni (about 6$) per month for their children nutrition in rural areas. Heads of KGs rely on parental help to solve pressing problems. Much depends on the personality of the kindergarten head. Most active of them try to find possible ways to improve their KGs conditions. In Hissor town, Head of KG # 3 restored water supply and sanitation system inside the building with parental support. In every kindergarten there is a nurse who monitors the children health. There is also lack of safe toys, low quality toys are being withdrawn by Sanitary Epidemiological 34 Service. KGs don’t have funds to obtain expensive good quality toys\games. Nursery-KGs Most typical type of Underfunded, poor infrastructure, low Improved infrastructure. Moderate ECD financial mechanisms (1,5-7 years preschool facility in the human capacity, low child enrolment in More modern visual aids, should be reconsidered and kids) country. rural areas, while in urban areas vice versa materials and educational updated. TML packages games/toys. should be distributed as Increased work with parents widely as possible Increased financing from local budget. Specialized In specialized preschool Underfunded, poor infrastructure, low Improved infrastructure. Low Attract private donations preschools (2- there are medical treatment human capacity, poor medical supplies More modern visual aids, and/or public-private 7 years kids and rehabilitation services materials and educational partnerships to improve with special in addition to care, feeding, games/toys. conditions needs) early development and Increased financing from local preschool education. budget. KGs-Primary There are public and Underfunded, low ECD teaching capacity, In addition to the above, Low Regulatory changes and school (1,5-10 private ones. Conditions of low child enrolment in rural areas, while in improved legislation and support to increase number years kids) the private KGs\Primary urban areas vice versa regulations in support of private of private KGs where the school are better than in preschool entities demand is high; public KGs. Parental In Hissor, a businesswoman first opened a Introduce the differentiated contribution varies. For private kindergarten, then an elementary parental fees for diverse example, in Hissor’s town school in order to continue education of its range of vulnerable HHs private entity it is around graduates. 50 USD per month Residential Supported by Government Government creates acceptable conditions Improved infrastructure, Low To pay attention to the institutions and typically, each center in these institutions at possible extend, equipment and tools for children residential institutions (Orphanages also gets donations from however insufficient funding, poor rehabilitation and socialization. during infrastructure for 2-8, baby local entrepreneurs and infrastructure, low salaries and low human Employees training rehabilitation selection homes 0-4 people. capacity, poor medical supplies CwD facilities) Day-care Supported by Government, Lack of funds to cover all that are in need Improved infrastructure, Moderate To consider arranging centers for 4- not available in all districts, and provide proper conditions for CwD equipment and tools for children transportation services to 17 years CwD located usually in the (water, sanitation, heating), no rehabilitation and socialization. increase enrolment in day- (half-day) district centers. transportation support for CwD from care centers Some centers are being remote areas. Social workers training organized by NGOs with To arrange for wide parent support of the government Increasing parents’ awareness awareness of existing ECD and donors. Provide and their education\stimulation services for CwD consultative, medical, and psychological assistance to parents and CwDs. Promote socialization of children with disabilities. 35 Private centers There are private centers of Private KG are in demand in urban areas, Introduce balanced ECD funding Moderate Increase understanding of of additional additional education in but they are not cost-effective in rural mechanisms to make ECD ECD importance among education (3-7 towns (half day or a couple areas, where parents prefer to keep children services affordable and family members in rural years kids) of hours, English, Russian at home, or the service is not affordable. accessible. areas. and/or private language courses, There is private KG in rural jamoat Zargar preschools preparation to school, of Kushoniyon district with capacity for chess, dancing, drawing). 200 children, but only 60 children are currently enrolled. The KG has access to Private KGs provide water and sanitation in the building. The services according to the cost of the KG was decreased from initially state regulations and set 21 USD to 11 USD. However, this norms. They function at didn’t work. The amount collected is not parental contributions. In enough for its maintenance and good rural areas, some KGs are service delivery. Supported by private being established by local entrepreneurs entrepreneurs at one part of old culture clubs\houses. Sub -District Level 1. Group/ 2. Current Status 3. Concerns and issues raised 4. Expectations from the 5. Risks 6. Enabling Qualifiers Subgroup project Jamoats Don’t have own budget to Don’t have opportunity to establish KGs at Increased access to affordable Low Regulatory mechanisms address local needs. villages where is a demand. Rely only on health care and preschool and capacity building entrepreneurs’ and parents’ assistance in education in rural areas support to manage their organizing kindergartens at existing own budgets facilities that don’t meet standards (such as part of the old buildings of cultural clubs). Health Provide medical services There are new medical points in some Improved conditions Low The project mostly focuses houses\points based on instructions\ villages built by donors or local (infrastructure) and modern on the district level, this protocols. Accountable to entrepreneurs. However, some medical equipment\tools and sub-district level should be Health centers. Their staff points are still located in old buildings with methodology for patients’ also covered where attend advanced trainings poor conditions with no access to water and examination and treatment. possible. once in five years. Nurses sanitation; or even in one room, or at the go from home to home to nurses’ home. Lack of equipment, scales monitor health condition of for measuring children weight and height children and their parents meter. in place. They also distribute pills for worms to children. Mahalla Level 1. Group/ 2. Current Status 3. Concerns and issues raised 4. Expectations from the 5. Risks 6. Enabling Qualifiers Subgroup project Kids 0-6 Direct beneficiaries of the There are no proper conditions in public More safe toys and visual aids, Low SBCC strategy project. In urban areas KGs for children’ education and physical good teachers and nurses, more implementation should pay where parents usually development. Lack of furniture, equipment play groups, responsible parents, special attention to this work, children are covered and safe toys. Majority of KGs are located specific group as well 36 by preschool services. In in old buildings with no inside access to create and cognitive learning rural areas children are water, sanitation and poor heating. programs mainly brought up in a Preschool teachers rarely use interactive family. methodology to educate children – “learning by playing�. In some KG teachers don’t allow children to play with toys. Like in schools, children just learn poetry by heart and follow instructions. Preschool teachers are low paid and have no motivation to work creatively and acquire advanced teaching skills. Pregnant Periodically monitored by Undernourished in rural areas, poor and Provision of professional support Moderate SBCC strategy women and medical workers of health outdoor sanitation conditions at homes, and advises from medical implementation should pay breastfeeding centers and health points. majority are low educated, powerful workers. special attention to this mothers Working breastfeeding mother-in-laws specific group as well mothers receive 6 USD childcare allowance until the child is 1.5-year-old. Housewives get nothing. Mother-in- They sometimes take care Old generation with established mindset, Increase number of community Moderate SBCC strategy laws of their grandchildren if powerful decision-makers at the HH level based ECD groups or at home implementation should pay both parents work. Often in rural areas, strong religious believers and ECD facilitators. special attention to this they decide to send a child follow the traditional rules and habits specific group as well to kindergarten or not. In rural areas, husbands and Religious aspects should be their mothers think that if considered while drafting mother is unemployed, she ad implementing SBCC should take care of children activities. at home. However, situation varies from family to family. Parents with Accountable for raising In rural areas the number of large families Affordability and accessibility of Moderate Increase number of kids ages 0-6 their children in accordance is high, children are raised mostly at home; health and preschool education affordable and accessible with the Law on Parental majority of mothers are low educated; low services KGs. Responsibility income households, cannot afford and/or Increase parent awareness unaware of ECD services and participation in ECD planning and Majority are strong religious believers and implementation follow the traditional rules and habits Religious aspects should be considered while drafting ad implementing SBCC activities. 37 Children with CwD are served free of Existing KGs often refuse to receive CwD Establishment of favorable Moderate SBCC strategy disabilities charge at public due to lack of proper conditions to provide conditions for provision of implementation should pay (CwD) and institutions. Children appropriate services. services to CwD at KGs and special attention to this their parents receive pension (less than PHC don’t have proper equipment and public health centers/points. specific group to reduce 100 somon/11 USD per ramps. Parents are often depressed and stigmatization month) depending on the require professional psychological Society understanding and disability group. CwD assistance. support. require special care and Some parents don’t want to bring their developmental conditions. children to social centers, do not believe that physiotherapy and psychological support can help their children in strengthening their health and socializing. Kids 0-6 from Families that cannot afford Don’t have regular income; depend on Free services at public KGs and Substantial Differentiated parental fees low-income paying 55 somoni (6 USD) labor migrants’ remittances, prefer to keep PHC. depending on social HHs parental contribution to their children at home as usually the vulnerability of HHs should rural KGs. Children from children mothers don’t work. Free laboratory tests be promoted and low income families pay institutionalized through 50%, and orphans are regulatory changes. served free of charge at public KGs. Low- income families receive 40 somoni annually as education allowance from Government Mahalla Active members of Have limited financial opportunities and Increased access to ECD Moderate Will be instrumental in leaders and community. Have authorities, but lots of responsibilities and services in rural areas. implementation of the councils experience in assignments, rely on local entrepreneurs SBCC activities at the implementation of different and donors support to solve the community community level projects through needs. community mobilization. They are the traditional bodies serving as liaisons between the government bodies and communities/population 38 5. Institutional Analysis The engaged existing institutions have been analyzed in the below Table. The institutions to be recruited or to be established are not covered by the below analysis. Table 6. Institutional Analysis No Level Sub group/agency Current Role Change/ Rationale Adjustments suggested 1. National MoF The MoF, as the A new stand-alone PIG As there is no single state Government of will be established at the agency with mandate for Tajikistan’s focal Ministry for better early child development, point for human coordination of the MoF will be responsible capital project between two line for overall implementation development, is a ministries. and coordination, results key player that monitoring, and can bring together communicating with the all concerned WB for implementation of ministries and all project related agencies to deliver activities. the results of the program. Ministry of Gaps and overlaps The MOES and MOHSP Both, MOES and MOHSP Education and are found in each management will appoint have main responsibilities Science ministry’s tasks a focal point representing on ECD subsector. regarding ECD each Ministry to serve as However, there are gaps Ministry of Health which operating in project Coordinator and and overlaps in each and Social silo with minimal work closely with the ministry’s tasks regarding Protection ECD and lack of coordination and Project Director at the coordination between the ad hoc. The MoES PIG. Ministries, therefore MoF has the mandate will serve as liaison for children from between them. 1.5 to 6 and 7- year-old and MoHSP has the mandate for families and children from preconception to 3-year-old. 2. District District Responsible for The district government Key districts departments Government facilitation and will establish a project (finance, health, education, monitoring of the District Coordination land, public relations, project activities Committee (DCC) WASH, construction) will implementation in headed by a Deputy Chair be involved in DCC. The the district. of the district. The DCC DCC will receive training will be supported by a to develop a district ECD District Coordinator plan and TA in its hired by the PIG. implementation. 39 3. Jamoat Jamoat Liaison between Will support DCC in Support development of administration district and implementation of the mahalla level ECD plan mahallas project interventions and incorporation of village priorities in the district ECD plan 4. Mahalla Mahalla committee Responsible for Community mobilization Development of mahalla community to identify local priorities level ECD plans based on outreach and and needs relevant to priorities mobilization ECD 40 6. Impact Assessment and Risk Management The project team has identified potential positive and negative impacts and risks and analyzed the role and responsibilities of different (key) actors in risk management. The table below lists the proposed mitigation measures to be used at different levels. Table 7. Impact Assessment and Risk Management under ECDP Level Positive Impacts Negative Risk Mitigatory Measures Impacts National The project interventions will None Lack of institutional Intensive capacity building of strengthen capacity of the capacity of line line ministries within the project. MoHSP and MoES in ECD ministries and weak Provision of consulting services services provision and improve collaboration\integration as required. ECD regulatory framework to across the Establishment of National ECD contribute to the government’s ministries\agencies for Committee (NECDC) and the overall goal of human capital the project Project Steering Committee development (2030 National implementation and (PSC). Development Strategy). sustainability. Intensive capacity building on No experience with new ESF standards implementation ESF procedures District Improved structure\conditions Rehabilitation The environmental risks Establishment of effective GRM level of preschool and health care of KGs and are expected to be at district level to be facilities. PHCs and typical for small scale administered by DCC. The risks construction of construction/rehabilitati might be mitigated by DCC Preschool teachers and health new KGs may on works, temporary by through supervising the care workers will obtain have negative nature and site specific contractors to apply best necessary knowledge and skills environmental construction practices and to deliver ECD basic package. Social risks are expected and social relevant mitigation measures to to include social Local authorities will improve impacts exclusion, community be highlighted in the site- their skills in planning, tensions. There are specific ESMPs and RAPs, if implementation and monitoring remote chances needed. of donor funded projects. of acquisition of ‘lands’ Children coverage by preschool and hence carry education will increase. resettlement related risks as well. All social risks are identifiable and can be mitigated Communi The project will improve access Temporary Majority of the Negative social impacts will be ty to improved basic rural limited access community members in avoided by the communications members infrastructure, youth inclusive to some public target districts and awareness-raising activities services and livelihood infrastructure predominantly that clearly communicate activities facilities to be dependent on subproject eligibility criteria and rehabilitated. remittances and have no implementation arrangements to Some sufficient funds to meet stakeholders within Project households the matching grants areas. may lose lands requirements. High Economic risk will be mitigated in the process expectations of grant through diversifying types of of creating allocations from local grants and preferential access infrastructure. entrepreneurs could lead for vulnerable groups, as well as Choices of to social tensions and wide communications and some other awareness-raising activities that 41 households resentment when clearly communicate diverse may not expectations are not met. grant eligibility criteria to receive stakeholders within Project sites, attention. and the operation of the GRM should applicants raise concerns afterwards. Mahalla Children and their parents will Low interest in Public awareness campaign \communi benefit from improved preschool education of under the SBCC strategy with ty conditions and better service children among parents focus on the importance of early members delivery at preschool entities in rural areas, in child development and child and health centers. Mothers will particular in low-income rights will be implemented at receive improved access to families. the mahalla level as well prenatal care, young couples will receive family planning Children safeguards: and parenting sessions. Parents child rights maybe will receive education sessions violated (domestic to improve parenting practices violence) at the HH at home, in creating stimulating level environment for their children as the first teachers. As a result, physical and mental development of children will improve. 42 7. Stakeholder Engagement Activities The table below presents roles and responsibilities of key actors in stakeholder engagement to be conducted under the project. Table 8. Stakeholder Engagement Activities by the Components Subgroup Levels of Project Phases Engagement Venue Frequency Instruments Purpose Responsible Engagement Channels party National Level Ministry of Implementation, Planning, Official letters Virtual, As needed Progress reports, To keep informed MoF PIG Finance Coordination, Implementation, and emails visits, official official letters, about the project Monitoring, Coordination meetings administration of accomplishments Communicating the project website with the WB Ministry of Technical assistance Planning, Official letters VC, visits, As needed Progress reports, To keep informed MoF PIG Education and in planning, Implementation, and emails official official letters, about the project Science implementation and Coordination meetings accomplishments monitoring Ministry of Technical assistance Planning, Official letters VC, visits, As needed Progress reports, To keep informed MoF PIG Health and in planning, Implementation, and emails official official letters about the project Social implementation and Coordination meetings accomplishments Protection monitoring World Bank Interactive Planning, E-mails, virtual, site Quarterly Aide Memories, To keep informed MOF PIG Collaboration Implementation implementation visits to the reports, monitoring about the project support and target biannual reports, due implementation supervision districts, VCs missions, diligence reports progress, challenges missions, prior regular faced and seek for review of bids, monitoring approvals for the mid-term review visits by the project transactions CMU and procurements MoA, SIC, Information Implementation Official written MOF office biannual PSC meetings To keep informed MOF PIG MoC invitations or one of the about the project PSC member achievements and offices seek for advise on strategic decisions MOF PIG Interactive Implementation, E-version of the Virtual, Quarterly Progress reports, To keep informed DCC supported Collaboration post implementation progress reports official GRM local logs about the ECD plans by the District meetings sharing on implementation Coordinators quarterly basis 43 Governor’s Information Implementation, e-version of the virtual, quarterly progress reports To keep informed District office post implementation progress reports official about the project Coordinators meetings achievements District Information Implementation, face-to-face khukumat as needed progress reports To keep informed DCC supported administrations post implementation meetings, office about the project by the District lines workshops achievements Coordinators departments Wide public Information Planning, virtual media as needed SBCC activities, To arrange for wide MoF PIG implementation and offices, project website outreach and post implementation online, grant postings coverage of to the sites project achievements Project Consultation Implementation, Face to face, Target sites, PIG -semi- M&E reports, PIG To monitor the MoF PIG M&E beneficiaries post implementation meetings, phone surrounding annually monitoring reports progress and evaluate Specialist calls, communities to track the Results the project outputs Framework indicators, direct contact (helpline) with national GFP at the MoF PIG Subproject level - Level of Engagement for Component 1. Strengthening system capacity to deliver the Basic Package Subgroup Levels of Project Phases Engagement Venue Frequency Instruments Purpose Responsible Engagement Channels Party(-ies) MoES ECD Interactive Planning, Face to Face, in PIG or MoES On regular Workshops, e- Review and Project Technical Collaboration Implementation, writing, online offices, basis mails, phones adaptation of Coordinator group post implementation online calls, written curricula, equipment from MoES represented by requests and specifications, and subdivisions reports, postings teaching and learning on the project materials for existing website on BP and alternative promotion and preschool models; CGMP rollouts Develop the BP operational manual; Update of the national CGDM Program; Facilitate preparation of designs of preschool constructions; Develop a cohesive and coordinated ECD regulatory framework, including governance, financing 44 mechanism, and staffing MoHSP Interactive Planning, Face to Face, in PIG or On regular Workshops, e- Develop the BP Project Technical Collaboration Implementation, writing, online MoHSP basis mails, phones operational manual Coordinator group post implementation offices, calls, written Update of the from MoHSP represented by online requests and national CGDM subdivisions reports Program To update prenatal care guidelines and tools Develop a cohesive and coordinated ECD regulatory framework, including governance, financing mechanism, and staffing Governors’ Information Planning, in writing Governers On quarterly Letters and Incorporate ECD DCP offices Implementation, offices and/or semi- reports plans into regional annual basis planning to meet the regional development priorities District Consultations Planning, Face to face, in khukumat as needed official meetings, Share local DCC/DPC administration Interactive implementation writing offices letters ownership for ECD Collaboration Plan development, E&S screening public infrastructure forms improvements planning & implementation Meet the WB ESS requirements Jamoats and Consultations Planning, face to face Jamoat before and focus groups Develop mahalla- DPC/contracted mahallas implementation, offices during level plans for the NGO monitoring drafting ECD development of the plans district-level ECD plan Project Consultation Planning face to face Health or ECD Public meetings, Meet the WB ESS 10 MOF PIG M&E beneficiaries implementation, education planning and workshops, focus requirements specialist monitoring institutions implementati groups, project sites, on phases website khukumats 45 Subproject level - Level of Engagement for Component 2. Implementing the BP nation-wide Subgroup Levels of Project Phases Channels of Venue Frequency Instruments Purpose Responsible Engagement Engagement Party(-ies) Project Information Planning, television, Local sites, On regular A comprehensive Enhance the MoF PIG SBCC beneficiaries Participation Implementation, newspapers, different basis Communications understanding about consultant post implementation radio and social platforms, Strategy to be the full definition of media campaigns media outlets developed and ECD, including with culturally implemented. nutrition, responsive appropriate Project website care and early messages and will cover stimulation and approaches information on alternative early SEP learning implementation interventions; and ECD activities, planned and implemented, Family Training Implementation Face to face Regional Intensive production and Introduce nation- Regional Family doctors, nurses, Family trainings distribution of wide developmental Medicine PHC staff to be Medicine materials monitoring Centers engaged in Centers (CGDMP) implementatio offices n the CGDM program Local civil Interactive Implementation Workshops Subcontracto As needed Subcontractor’s To meet the WB MOF PIG DPC works collaboration rs or enablers ESMP, LMP ESS requirements supported by subcontractors offices developed DCC Subproject level - Level of Engagement for Component 3 – Improving access to the BP in targeted districts Subgroup Levels of Project Phases Channels of Venue Frequency Instruments Purpose Responsible Engagement Engagement Party(-ies) District Interactive Planning, Face to face, on Khukumat, As needed Training workshop Build capacity MoF PIG and administration collaboration Implementation job consultations public spaces district staff in Provincial staff planning, Institute for implementation and Development monitoring supported by implementation of DCC ECD plans 46 District Interactive Planning, Face to face, on Khukumat, During ESF training Meet the WB ESS MOF PIG E&S administration, collaboration Implementation job consultations public spaces subproject workshops requirements specialist jamoat staff technical design preparation District Interactive Implementation, Face to face, in khukumat Before, Technical Support local MoF PIG line administration, Collaboration post implementation writing offices during and assistance, on-job administrations and coordinators jamoat staff after consultations communities in subproject targeted districts in implementati the implementation on of their district ECD plans PHC facilities Interactive Implementation, Face to face, in PHC Before, Training, technical Rehabilitate, provide MoF PIG administration Collaboration post implementation writing facilities during and assistance, on-job equipment and supported by by after consultations supplies, and build the State subproject capacity for the Enterprise on implementati selected PHC Capital on facilities Construction under the MoHSP Local civil Interactive Implementation Workshops Subcontracto As needed Subcontractor’s Meet the WB ESS MOF PIG works collaboration rs or enablers ESMP, LMP requirements supported by subcontractors offices developed DCC PHC workers Interactive Implementation, Face to face PHC Starting in Training Enhance skills of Regional Family including Collaboration post implementation facilities Year 2 of primary care nurses Medicine primary care project in child stimulation Centers nurses implementati and supervision of on, on the the CGDM Program basis of the district ECD plan Female Interactive Implementation, Face to face Mahalla Year 2, on Information Inform caregivers MoF PIG SBCC caregivers Collaboration post implementation spaces regular basis sessions about good consultant/contra based on parenting practices, ct NGO SBCC action and the health, plan/or nutrition, early schedule stimulation and learning of their children 47 Parents, Participatory Implementation, Face-to-face, Jamoat public On quarterly Parent-teacher Facilitate dialogue MoF PIG community planning and post implementation online spaces, the basis, Mid meetings, semi- between supported by TA members and monitoring survey and end of annual action stakeholders consultants PHC and mechanism platform the project plans, consultative preschools Listening to parents’ forums at staff Tajikistan the Jamoat level, (L2T) project website will include feedback option Subproject level - Level of Engagement for Component 4 - Project management and coordination Subgroup Levels of Project Phases Engagement Venue Frequency Instruments Purpose Responsible Engagement Channels Party(-ies) Parents and Mobile Implementation Mobile phones vitually On semiannual The SMS-based Receive feedback on MoF PIG community engagement or annual basis information and ECD service members beneficiary improvement and feedback accessibility mechanism “Mobile Engage� Project website will cover information on ECD activities planned and implemented. 48 8. Implementation Arrangements for Stakeholder Engagement 8.1 Implementation Arrangements The SEP implementation will rely heavily on the implementation arrangements of the ECDP Project (see below Figure X). Figure 2. Proposed Implementation Arrangements under the ECDP 49 The project will be implemented in 14 targeted districts. In each district supported by the project, the district bodies of executive power will establish a project District Coordination Committee (DCC) to coordinate, facilitate and monitor implementation of the project activities in the district. The DCC will be headed by a Deputy Chair of the local body of executive power and comprise key departments related to ECD: finance, health and social protection, education, communications, water, land, sanitation and hygiene (WASH), construction. The DCC will be supported by a locally based District Project Coordinator hired by the PIG. MOF PIG will mobilize the following resources for SEP implementation: (i) the project website (with feedback tool installed) to be administered by the MOF PIG; (ii) an electronic grievance database; (iii) SBCC implementation costs, including media coverage expenditures; (iv) project outreach materials and documents (GRM pamphlets, leaflets, ads, manuals, brochures, posters, etc.) that will be used, based on the needs of the SEP. 8.2 Roles and Responsibilities An Outreach Team leaded by the MOF PIG M&E Specialist will take responsibility for and lead all aspects of the stakeholder engagement. The Outreach Team will consist of SBCC, M&E, and Social and Environmental Specialists), supported by district coordinators, who possesses sufficient communication and public relations skills to coordinate and implement various activities envisaged in the SEP. The Outreach Team will need to closely coordinate with other key stakeholders – other national and local government departments/agencies, MOF PIG/DCCs, the ESIA/ESMP/RAP consultants, sub-contractors, affected municipalities and PAPs. The roles and responsibilities of these actors/stakeholders are summarized in the Table below. Table 9. Responsibilities of key actors/stakeholders in SEP Implementation Actor/Stakeholder Responsibilities MOF PIG • Plan and implement the SEP; • Lead stakeholder engagement activities; • Build capacity of implementing partners, DCCs on ESF standards and their implications; • Supervise/monitor ESMP/RAP and TA Consultants; • Manage and resolve grievances, assign GFP at the national level; • Manage national GRM database and submit quarterly reports on the substance and quantity of grievances; and • Monitor and report on environmental and social performance to the GOT and the World Bank. District Coordination • Supervise development and planning, facilitate implementation of ECD plans; Committees • Manage the grievance mechanism at the district; • Secure diverse issuance of permits, licenses and approvals for ECD activities implementations • Monitor site activities on a regular basis (monthly etc.); • Oversee and report on engagement activities during the construction phases. District Project Coordinators • Support with SEP implementation at the local level; (DPCs) • Logistical support with SBCC implementation at the district level; • Coordinate with province and local governments, support TA consultants with community mobilization and outreach; • Serve as Secretary and GRM Focal Points at the district level and communicate grievances to MOF PIG regularly through monitoring reports; • Manage district GRM database and submit quarterly reports to MoF PIG. • Submit regular reports and updates on project progress and activities. 50 Civil works sub-contractors • Inform DPCs of any challenges/problems faced during their engagement with beneficiaries/PAPs; • Prepare, disclose and implement various plans (e.g. ESMP, Labor Management Plan, etc.); • Inform local communities of any environmental and social impacts e.g. noise, vibration, water quality monitoring; • Announce important construction activities (such as road closures and available alternatives). Line Departments at the district • Monitor sub-projects compliance with Tajik legislation; level • Participate in the implementation of some activities in the ESMP/RPF and SEP; • Participate in the implementation of the land acquisition process; • Make available and engage with the public on the scoping and ESIA Reports. Jamoats and mahallas • Assist with community engagement and outreach activities at the district and jamoat level; • Inform the community about the project activities and project specific GRM contacts; • Transfer all complaints to the DCPs; • Make available the disclosed ESIA/RAP documents. Project affected people • Invited to engage and ask questions about the Project at public meetings and through discussions with Outreach team where it is of interest or of relevance to them; • Lodge their grievances using the Grievance Redress Mechanism defined in the SEP; and • Help the Project to define mitigation measures. 8.3. Stakeholder Engagement Methods to be Used 8.3.1 Community mobilization and involvement Community mobilization and involvement play important roles in ensuring relevance and ownership of interventions. The project draws on the community mobilization experience under several World Bank (WB) and other donor-supported projects6 to identify effective approaches to community engagement. The project makes use of existing participatory planning and oversight processes at the community level to provide locally-identified infrastructure and strengthens the capacity of community/mahalla administrations and community-level institutions to engage with citizens and to deliver services efficiently, fairly, and in response to the needs of the community. All activities and inputs for achieving the BP’s expected outputs will be implemented at the local level. Therefore, the communities are expected to play a critical role in identifying their needs, setting priorities and contributing in developing the district ECD plan to achieve the basic package. Information for the plans will be obtained from communities/mahallas, who will need to be mobilized and informed about the BP and supported in determining their needs and to develop an optimal mix of solutions to help achieve the BP in their communities. Communities will also select premises for CCDGs (if outside of a public facility) and finance the remuneration of CCDG facilitators. A small-scale operating grant will be provided semi-annually to the mahalla committees to manage and operate CCDGs. 8.3.2 Website postings 6 Socio-Economic Resilience Strengthening Project, Japan Social Development Fund Nutrition Grant Scale-Up Project, GPE-4 Project, AKDN projects 51 The MOF PIG’s Outreach Team will upload ECDP activities progress and updates to the project website/page to be established for the ECD Project specifically. It will enable to disseminate project related information to a wide range of stakeholders. The project website will also include the feedback tool, which can be used by any website user to file a claim and/or submit a request or a question. 8.3.3 Social and Behavioral Change Communications (SBCC) A comprehensive public awareness campaign and SBCC are essential for reaching the project development objectives. A focus on the importance of child development constitutes a significant shift in mindset at different levels of the system: government officials, health and education workers, communities, and families. To achieve this, the project will finance: (i) a stakeholder analysis; (ii) a comprehensive Communications Strategy with culturally appropriate messages and approaches to target audiences at various levels to enhance the understanding about the full definition of ECD, including nutrition, responsive care and early stimulation and alternative early learning interventions; and (iii) implementation of the Communications Strategy using a wide range of tools, such as television, newspapers, radio and social media campaigns. This activity will be led by the PIG with active involvement of the MoES and MoHSP, starting in the first year of implementation and running throughout the life of the project. 8.3.4 Grievance redress mechanism In compliance with the World Bank’s ESS10 requirement, a specific grievance mechanism will be set-up for the project. Dedicated communication materials (GRM pamphlets, posters) will be created to help local residents familiarize themselves with the grievance redress channels and procedures. The national GFP contact information (helpline phone number with the MoF PIG)) will be also included in the GRM pamphlet. In order to capture and track grievances received under the project, a GRM registration book will be created in each district. MoF PIG Outreach Team and District Project Coordinators will benefit from training on how to receive, respond to, address and close grievances in line with best international practices. The MOF PIG’s website/page will include clear information on how feedback, questions, comments, concerns and grievances can be submitted by any stakeholder and will include the possibility to submit grievances electronically. It will also provide information on the way the GRM committee works, both in terms of process and deadlines. 8.3.5 Information Boards at Khukumats Information boards in each district will provide local residents with information on stakeholder engagement activities, construction updates, contact details of the DCC/DPC. The DPC will set up information boards, either in their offices, near khukumats or other easily accessible places where PAPs and other stakeholders can access the project related information. Brochures and fliers on various project related social and environmental issues will be made available at these information boards. 8.3.6 Trainings, workshops Finally, trainings on a variety of social and environmental issues will be provided to MOF PIG and contractor staff and possibly relevant government or non-government service providers. Issues covered will include resettlement issues, labor management procedures, community health and safety, and sensitization to gender- based violence risks. 8.4 Information disclosure The current website (www.greenfinance.tj ) is being used to disclose project documents, including those on environmental and social performance in both Tajik and English. MOF PIG will create a new webpage/or website on the Project. All future project related environmental and social monitoring reports, listed in the above sections will be disclosed on this website/page. Project updates (including news on construction activities and relevant environmental and social data) will also be posted on the homepage of MOF PIG’s website. An easy-to- understand guide to the terminology used in the environmental and social reports or documents will also be provided on the website. All information brochures/fliers will be posted on the website. Contact details of the 52 Outreach Team will also be made available on the website. MOF PIG will update and maintain the website regularly (at least on quarterly basis). 8.5 Estimated Budget At the project design stage, under Components 1-4, the MOF PIG will be responsible for planning and implementation of stakeholder engagement activities, as well as other relevant outreach and disclosure activities depending on the nature of the subprojects, their complexity, scale, and so on. Funds for these activities are allocated under Component 4 of the Project. In order to ensure successful SEP implementation, a series of capacity building activities are necessary for which the project has to provide adequate funding. It is difficult to prepare budget for capacity building activities and trainings on this stage of SEP preparation. Estimated budget for proposed institutional arrangements, capacity building activities and trainings will be updated in the procurement plan after the project be commenced. 53 9. Grievance Redress Mechanism There are two options for Project stakeholders and citizens to submit complaints regarding the ECDP, i.e. the project specific Grievance Redress Mechanism (GRM) and the World Bank Grievance Redress Service (GRS). 9.1 Objectives of the project-based GRM The GRM in ECDP is to be established by MOF PIG at the central and district levels. The project-based GRM is intended to serve as a mechanism to: • Allow for the identification and impartial, timely and effective resolution of issues affecting the project; • Strengthen accountability to beneficiaries, including project affected people, and provide channels for project stakeholders and citizens at all levels to provide feedback and raise concerns. Having an effective GRM in place will also serve the objectives of: • Reducing conflicts and risks such as external interference, corruption, social exclusion or mismanagement; improving the quality of project activities and results; and • Serving as an important feedback and learning mechanism for project management regarding the strengths and weaknesses of project procedures and implementation processes. 9.2 GRM Overview and Structure Who can communicate grievances and provide feedback? The GRM will be accessible to a broad range of Project stakeholders who are likely to be affected directly or indirectly by the project. These will include beneficiaries, community members, project implementers/contractors, civil society, media—all of who will be encouraged to refer their grievances and feedback to the GRM. What types of grievance/feedback will this GRM address? The GRM can be used to submit complaints, feedback, queries, suggestions or compliments related to the overall management and implementation of the ECDP, as well as issues pertaining to infrastructure rehabilitation subprojects that are being financed and supported by the ECDP, including: • Mismanagement, misuse of Project Funds or corrupt practices; • Violation of Project policies, guidelines, or procedures, including those related to child labor, health and safety of community/contract workers and gender violence; • Disputes relating to resource use restrictions that may arise between or among affected communities; • Grievances that may arise from members of communities who are dissatisfied with the eligibility criteria, community planning measures, or actual implementation of ECD investments or socio-economic infrastructure; and • Issues with land donations, asset acquisition or resettlement specifically for ECDP supported sub projects. The GRM for the ECDP will be based on the Laws of the Republic of Tajikistan “On Citizens’ Appeals� and “On Civil Service� as well as the Regulation of the Government of the Republic of Tajikistan “On the Procedures of Records Management on the Appeals of Citizens�. The GRM’s functions will be based on the principles of transparency, accessibility, inclusiveness, fairness and impartiality and responsiveness. Standards. The ECDP GRM will establish clearly defined timelines for acknowledgment, update and final feedback to the complainant. To enhance accountability, these timelines will be disseminated widely to the project stakeholders. The timeframe for resolving the complaint shall not exceed 30 days from the time that it was originally received; if an issue is still pending by the end of 30 days the complainant will be provided with an 54 update regarding the status of the grievance and the estimated time by which it will be resolved; and all grievances will be resolved within 45 days of receipt. Structure. The structure of the Feedback system/GRM for the ECDP will be comprised of two levels; district level and national level. District Level. District Coordination Committee to be established in each district administration (khukumat) will also address and resolve complaints within 30 days of receiving complaints. The DCC will be headed by a Deputy Chair of Khukumat and comprise key departments related to ECD: finance, health, education, public relations, construction, land and water utility. The DCC will be supported by a locally based District Project Coordinator (DPC) hired by the PIG, who will be assigned to serve as the Grievance Focal Point (GFP) and will be responsible for maintaining feedback logs. If the issue cannot be resolved at the district level, then it will be escalated by the DPC to the central MOF PIG. National Level. If there is a situation in which there is no response from the district level GFP, or if the response is not satisfactory then complainants and feedback providers have an option to contact the MOF PIG directly to follow up on the issue. The MOF PIG will establish a Grievance Management Group (comprising Engineer, M&E, E&S safeguards specialists) and will assign a GFP to be responsible for complaints and issues related to all districts and components. The national GFP contacts (helpline) will be included into the GRM pamphlets to be prepared at the beginning of the project and disseminated at the target districts. The timeline for complaint resolution at the central MOF PIG level will be 30 days upon receipt of the complaint. The MOF PIG Director will make a final decision after a thorough review of the investigation and verification findings. The complainant will be informed of the outcome immediately and at the latest within 5 days of the decision. Appeal Mechanism. If the complaint is still not resolved to the satisfaction of the complainant, then s/he can submit his/her complaint to the appropriate court of law. 55 Figure 2. GRM Arrangement Chart Law Courts MoF Project Implementation Group (PIG) Grievance Management Group/GFP helpline (Engineer, M&E, E&S safeguards specialists) District Project Coordinators (PIG staff at the district level) District Coordination Committees (with GRM Focal Point) in 14 districts Project Affected People, Complainants 9.3 Grievance Log The Grievance Focal Points (GFPs) will maintain local grievance logs to ensure that each complaint has an individual reference number and is appropriately tracked and recorded actions are completed. When receiving feedback, including grievances, the following is defined: - Type of appeal - Category of appeal - People responsible for the study and execution of the appeal - Deadline of resolving the appeal - Agreed action plan The GFPs will ensure that each complaint has an individual reference number and is appropriately tracked and recorded actions are completed. The log should contain the following information: • Name of the PAP, his/her location and details of his / her complaint • Date of registering the complaint • Details of corrective action proposed, name of the approval authority • Date when the proposed corrective action was sent to the complainant (if appropriate). • Details of the Grievance Committee meeting (if appropriate). 56 • Date when the complaint was closed out. • Date when the response was sent to the complainant. 9.4 Monitoring and Reporting on Grievances The MOF PIG M&E Specialist will be responsible for: • Collecting and analyzing the qualitative data from national level GFP on the number, substance and status of complaints and uploading them into the single project database; • Monitoring outstanding issues and proposing measures to resolve them; • Preparing quarterly reports on GRM mechanisms to be shared with the WB. Quarterly reports to be submitted by WB shall include Section related to GRM which provides updated information on the following: 1. Status of GRM implementation (procedures, training, public awareness campaigns, budgeting etc.); 2. Qualitative data on number of received grievances \ (applications, suggestions, complaints, requests, positive feedback), highlighting those grievances related to the WB ESS 2 and 5 and number of resolved grievances; 3. Quantitative data on the type of grievances and responses, issues provided and grievances that remain unresolved; 4. Level of satisfaction by the measures (response) taken; 5. Any correction measures taken. 9.5 World Bank Grievance Redress System Communities and individuals who believe that they are adversely affected by a World Bank (WB) supported project may submit complaints to existing project-level grievance redress mechanisms or the WB’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed in order to address project-related concerns. Project affected communities and individuals may submit their complaint to the WB’s independent Inspection Panel which determines whether harm occurred, or could occur, as a result of WB non- compliance with its policies and procedures. Complaints may be submitted at any time after concerns have been brought directly to the World Bank’s attention, and Bank Management has been given an opportunity to respond. For information on how to submit complaints to the World Bank’s corporate Grievance Redress Service (GRS), please visit http://www.worldbank.org/en/projects-operations/products-and-services/grievance-redress-service. For information on how to submit complaints to the World Bank Inspection Panel, please visit www.inspectionpanel.org. 10. Monitoring and Reporting of the SEP Component 4 of the Project will support monitoring and evaluation (M&E) activities to track, document, and communicate the progress and results of the project, including monitoring of the Stakeholder Engagement Plan. MOF PIG M&E Specialist will be responsible for overall compilation of progress reports and results. This component will finance all M&E, citizen engagement and community feedback mechanisms being a part of this SEP. The MOF PIG M&E Specialist supported by the District Project Coordinators will monitor the stakeholder engagement activities and voice and feedback activities with communities as measured through focus group discussions and beneficiary meetings, which will be discussed and verified along with financial records and project implementation records. Feedback and grievances received through the beneficiary feedback mechanism will also be included in the semiannual reporting. MOF PIG’s M&E Specialist will collate and analyze these outcome assessments and perception-based results, and include them in semiannual reports to be submitted to the WB. 57 Annex 1. Description of Project Components The Project introduces the Basic Package of services (BP) to promote improved ECD outcomes through four components. Components 1 and 2 focus on national level interventions, Component 3 focuses on targeted district level interventions, while Component 4 supports project management and coordination. A list of 14 districts7 has been agreed upon for targeting under Component 3 of the project. These districts have less than half the national average preschool enrollment rate for 3-6-year-old children, ranging from 2.4 percent to 6.5 percent as of October 2019. This list of districts is consistent with the proposed list determined through a multi- dimensional children’s needs index8 developed for the purpose of determining the target areas for this project. Several of these areas overlap with the Global Partnership for Education (GPE)/Islamic Development Bank (IsDB) Basic Education Project, and the World Bank supervised CASA 1000 Community Support Project and Socio-Economic Resilience Strengthening Project, and therefore could benefit from synergies in several areas related to provision of services promoting improved ECD outcomes and community participation. Component 1: Strengthening system capacity to deliver the Basic Package (IDA: US$1.5 million; GFF: US$3.0 million) The objective of this component is to strengthen the system capacity to deliver a Basic Package of services that promote improved ECD outcomes, as defined in Annex 2. There are five sub-components aimed at supporting this objective. Sub-component 1.1: Update or develop guidelines, programs, materials and resources for implementation of a Basic Package of services for improved ECD outcomes. The objective of this sub-component is to update or develop the resources needed to support implementation of the BP at the national and district levels. Activities financed by the project will include technical assistance for: (i) development of a BP Operational Manual; (ii) updating prenatal care guidelines and tool; (iii) updating the Child Growth and Development Monitoring (CGDM) Program; (iv) review and adaptation of curricula, equipment and TLMs for existing and alternative preschool models; and (v) revising designs of preschool constructions. Activities under this sub-component will all begin in parallel during the first year of project implementation. Development of BP Operational Manual. A BP Operational Manual will be developed to provide clear guidance to enable multisectoral planning and implementation of the BP at the district and community level. It will guide all implementers (district administration staff, and staff of PHCs and preschools) on how they work together to serve children in their communities to enhance ECD outcomes. It will include: a detailed definition of the Basic Package; a planning tool to enable local administrations and communities to develop their plans to support implementation of the BP; guidance on the use of district and community operating funds; relevant sections of the CGDM program manual; guidance on the set up and operation of existing and alternative preschool models, such as Community Child Development Groups (CCDGs)9, and training materials for joint training of health and education staff. It will also include copies of all policy waivers that will be required to implement the BP, including waivers to enable: (1) piloting implementation of the alternative preschool models; and (2) government financing of KG and ELC teacher salaries. This activity will be led by the Project Implementation Unit (PIG) in collaboration with the MoES and MoHSP. Update prenatal care guidelines and tools. The prenatal care program will be updated to include clinical 7 The targeted districts are: in Khatlon province, Kushoniyon, Vakhsh, Vose, Dusti, Kubodiyon, A. Jomi, Jayhun, Khamodoni; in Sughd province, K. Mastchokh; and in DRS, Varzob, Rudaki, Tajikabad, Faizabad and Hissar. 8 The index summarizes eight dimensions: immunization, weight at birth, child and infant mortality, poverty rate and consumption, enrolment rate for all pre-school children, enrolment rate per 1,000 poor people, educational access infrastructure (KGs and ELCs) and health infrastructure and staff. It comprised of thirty-four indicators. A district level score is estimated based on the scores for each district in each of the indicators. Staff calculation. 9 The CCDG is a model that promotes caregiver and child interaction in an educational and stimulating play-based environment. 58 guidelines for health workers,10 as well as incorporate and strengthen content on: parenting awareness and skills, with a focus on ECD and early child stimulation. The guidelines will also include: screening and pathways for referrals to secondary care; and, promotion of family planning. The project will support an update of the ambulatory card for pregnant women to be used in PHC services. The guideline revision will be led by the MoHSP, positioning them in the driver’s seat for a more sustainable approach. Update of the national CGDM Program. This activity will support the MoHSP to include developmental monitoring (including social, cognitive, language, and motor skills) in child health services, as it is currently not undertaken in the country. Program guidelines will be updated. These guidelines will also seek to enhance parental engagement and focus on early child stimulation. This will be facilitated by: the introduction of revised guidelines and tools for child growth and developmental monitoring; primary care nurses conducting household visits, with a frequency aligned with children’s needs and risks; and, a supervision system to monitor the implementation of the program. Review and revision of existing protocols, curriculums and materials for CGDM will also take place. The program will: standardize the number and timing of regular checkups; update a revised ambulatory card (a prototype of this has been widely discussed with the government); provide guidance and checklists for health workers to focus on specific topics, such as growth and nutritional status, immunizations and the achievement of specific developmental milestones across four critical domains (motor, cognitive and linguistic skills or socio- emotional development). The updated program will also include a bottom-up monitoring scheme that will, on a monthly basis, collect information from the revised ambulatory cards of children 6, 12 and 24 months to identify children that require additional services (household visits or more frequent checkups) and assess the outcomes of the program at the local level. This will enable local health workers to provide additional services to children at risk of not reaching specific milestones and report progress and outcomes of the program to higher authorities. Aggregated information from each PHC center will be reported to the districts, regional and national level, creating a monthly reporting system on the progress of the program and the status of children included in the program. Review and adaptation of curricula, equipment specifications, and teaching and learning materials for existing and alternative preschool models. In order to support rapid expansion of access to preschools, existing curricula and resources for KGs and ELCs will be used for new classroom spaces supported by the project in the early years. These materials will be reviewed and updated later in the project to improve quality of service delivery. Further expansion in access to preschool services will be provided through the establishment and operation of CCDGs in targeted districts under sub-component 3.2. As this is a model not currently supported by the GoT, technical assistance will be financed to develop curricula, equipment and TLMs for CCDGs in the first year of project implementation. This activity will be led by the MoES. Design of preschool constructions. The project will finance technical assistance for the review of existing KG and ELC designs, and revision to take best practice from international designs, adapted to the Tajik context, and include access to water and sanitation, and quality and safety of infrastructure that are resilient to climate and geophysical hazards. These designs will inform constructions and rehabilitations of KGs and ELCs in targeted districts under sub-component 3.2. This activity will be led by the Department for Capital Construction under the MoES in collaboration with the PIG, with support from international and local technical assistance (TA). Sub-component 1.2: Staff training (technical and managerial). The objective of this sub-component is to provide managerial staff and trainers with relevant training to build their knowledge and capacity to oversee and implement the BP. To achieve this, the project will finance: (i) training to staff responsible for oversight of implementation and monitoring of the BP on relevant topics, including through study visits; and (ii) training of trainers on topics related to the BP, both in health and education. Training will integrate content on gender targeting and climate change adaptation and mitigation, including energy and water conservation measures that can be taken in their workplaces and promoted through their regular work. This activity will be led by the PIG in coordination with the MoEs and the MoHSP starting in the first year of implementation and carried out as needed 10 The new/updated guidelines will include updates to the ambulatory card that will include a risk score and an algorithm to strengthen the quality of each prenatal care checkup and clearly define when referrals (for secondary care) are needed. 59 throughout the life of the project. Sub-component 1.3: Development of a national monitoring and evaluation system on ECD and carrying evaluation of the project interventions. This sub-component aims to support foundational activities to promote the alignment of government decision making that affect ECD outcomes with accountability for those outcomes. These include developing an ECD monitoring framework, financing a national assessment of holistic ECD outcomes, and technical assistance and financing for the development and implementation of surveys to evaluate ECD programs. These activities will be led by the PIG, with active involvement from the MoES and MoHSP. Provincial and district administrations will also be involved in the monitoring and evaluation (M&E) activities related to project implementation, while the National Statistics Office will be involved in the national M&E system. These activities will begin in the second year of implementation and continue throughout the life of the project. Sub-component 1.4: Supporting financing reforms for enhanced services that promote improved ECD outcomes. The government of Tajikistan is planning to gradually introduce program-based budgeting in the public sector to improve public financial management. The changes in the regulatory framework are planned for the calendar year 2020 and the gradual roll out is expected to begin in 2021. This general public financial management reform creates an opportunity to improve the efficiency and budget execution in primary care in Tajikistan. In order to fully benefit from this opportunity, it is critical that the roll out of the reforms include the health sector early on. To incentivize the inclusion of primary health care as one of the areas for the early roll-out of program- based budgeting, this sub-component will introduce three disbursement-linked indicators (DLIs). The first two DLIs will provide incentives for the changes in the regulatory framework related to the way budgets for primary health care are formulated and the way their execution is recorded. More specifically, the fist DLI will be linked to the changes in the draft government decree on the introduction of the principles of program-based budgeting during preparation of the state budget in Republic of Tajikistan so that it includes the introduction of program-based budgeting in district and urban primary health care facilities. The second DLI will be linked to changes in the Order 173 of the Ministry of Finance to revise budget and expenditure (functional and economic) categories that would align the single program budget line for primary health care with the package of services those facilities should offer (see Table 1 for the full proposed formulation of the DLIs; the full DLI table in included in Annex 3). The third DLI will provide incentives for the roll out of program-based budgeting in primary health care facilities in Tajikistan. Table 1: Simplified DLI Description DLI Number Description Government decree on the introduction of the principles of the program-based budgeting DLI1 during preparation of the State Budget in Republic of Tajikistan includes the introduction of program-based budgeting in district and urban primary health care facilities. The Minister of Finance order 173 from January 26, 2015 entitled "Economic classification of budget revenues and expenditures of the Republic of Tajikistan� is revised so that a.) the functional classification category 052 and its subcategory 05201 is consistent with the basic package of outpatient services primary health facilities offer, including primary medical care, provision of medicines, and provision of laboratory tests; b.) the functional DLI2 classification subcategory 05204 concerning health houses is removed; c.) expenditure category used for recording of the expenditure in primary health care facilities be made consistent with the full package of services provided by those facilities (e.g. by applying financing in accordance with expenditure category 221 “Purchasing goods and services� or by adding a new category “Primary health care services financing� to include all necessary expenditure including salaries, medicines, utilities and other expenses). Number of district and urban primary health care facilities funded through a single line item DLI3 budget. 60 Sub-component 1.5: Development of a cohesive and coordinated ECD regulatory framework, including governance, financing mechanism, and staffing. This sub-component aims to support the development of a regulatory framework that would: (i) create an enabling environment for multisectoral early childhood development service delivery through a range of service options; (ii) identify relevant stakeholders and articulate their roles and responsibilities for the provision of the various components of services promoting improved ECD outcomes; and (iii) establish national integrated early childhood development leadership and coordinating structure. To achieve this, the project will finance technical assistance to develop the sector governance capacity, which includes the regulatory framework for public and private sector, capacity building at the central and decentralized levels for integrated planning, supervision and monitoring of service provision promoting improved ECD outcomes, monitoring of ECD outcomes, and financing reforms for sustained provision of services. This activity will be led by the PIG with active involvement of the MOF, MoES and MoHSP and other concerned ministries. Activities will be implemented starting in the second year of implementation. Component 2 – Implementing the BP nation-wide (IDA: US$9.5 million) The objective of this component is to support nation-wide implementation of elements of the BP through social and behavioral change communications and roll out of the CGDM Program. This will be achieved through two sub-components. Sub-component 2.1: Social and Behavioral Change Communications (SBCC). A comprehensive public awareness campaign and SBCC are essential for reaching the project development objectives. A focus on the importance of child development constitutes a significant shift in mindset at different levels of the system: government officials, health and education workers, communities, and families. To achieve this, the project will finance: (i) a stakeholder analysis; (ii) a comprehensive Communications Strategy with culturally appropriate messages and approaches to target audiences at various levels to enhance the understanding about the full definition of ECD, including nutrition, responsive care and early stimulation and alternative early learning interventions; and (iii) implementation of the Communications psc Sub-component 2.2: Nation-wide introduction of developmental monitoring. This sub-component will finance the production and distribution of materials for the implementation of the updated ambulatory card for pregnant women and for the implementation of updated CGDMP. The sub-component will also finance basic equipment and training to PHC facilities and their staff to implement the CGDM program nationwide. Training will be provided, at the regional level, by Regional Family Medicine Centers, to support nation-wide roll out, recognizing that these centers can play a role in a multi-pronged strategy for a cultural shift in the monitoring of child development. This sub-component will also finance rehabilitation, training and equipment for the Republican Medical Genetics Center and the National Disability Center, and their regional branches. Revised child growth and development monitoring tools will prompt earlier identification of more at-risk children in need of specialized services, equipment and supplies will be provided to establish 4 regional branches of the National Disability Center. The focus will be on upgrading existing services, with equipment and supplies, in Khatlon, Vakhsh, Gorno- Badakhshan Autonomous Oblast (GBAO) and Sughd. The sites have been identified by the MoHSP, with a view to these facilities serving as regional hubs. If needed, small works for rehabilitation of these units would be also supported. This will alleviate demand at the central level and better enable services in Dushanbe to specialize and serve as a tertiary level for complex cases. These centers will provide regular specialized services to support children with developmental delay to resolve or minimize the impact of their conditions, such as physiotherapy or speech therapy. This component will also provide training and provision of equipment and supplies for the Republican Medical Genetics Center, province-level branches and district level in the target province, to support and scale up the capacity to conduct genetic counseling to couples, as well as earlier detection and management of genetic diseases and congenital defects. Activities will begin in the first/second year of implementation and continue throughout the life of the project. 61 Component 3 – Improving access to the BP in targeted districts (IDA: US$56 million) The objective of this component is to support local administrations and communities in targeted districts in developing, implementing and monitoring their ECD plans aligned with the goals of the BP. This will be achieved through three sub-components. Sub-component 3.1: Development of district ECD plan. The project will introduce a vital innovation to help target districts develop integrated ECD plans aimed at delivering the BP. Information for the plans will be obtained from communities/mahallas, who will need to be mobilized and informed about the BP and supported in determining their needs, and to develop an optimal mix of solutions to help achieve the BP in their communities. The district offices will be expected to work with the provincial-level administrations and the line ministries to finalize mahalla-level plans for the development of the district-level ECD plan. The project will finance: (i) training for provincial and district staff in planning, implementation and monitoring implementation progress; (ii) technical assistance to develop implementation plans to achieve the BP in target districts; and (iii) a targeted SBCC campaign at the local level, which will aim to assess ECD needs, develop integrated ECD plans, enhance family and community support for early childhood stimulation and development, improve parental practices, and empower health workers and educators to support parents and provide quality services that promote improved ECD outcomes at the local level. Training activities will be led by the PIG and Provincial Institute for Development in the first year of implementation. Development of ECD plans will be led by district authorities with TA provided by the PIG in the second half of the first year of implementation. For local SBCC campaigns, materials will be developed by the PIG, and implementation coordinated by district and mahalla administrations starting in the second year of implementation throughout the life of the project. Sub-component 3.2: Implementation of district ECD plan. The objective of this sub-component is to support local administrations and communities in targeted districts in the implementation of their district ECD plans developed under sub-component 3.1. Activities will focus on rehabilitation and provision of equipment and supplies, and training for selected PHC facilities, increasing support to nurses implementing the CGDM program, and expansion in access to preschool education. Districts will be provided with operating funds to support the implementation of the District ECD plan. For 0-3 years old Rehabilitation, provision of equipment and supplies, and training for selected PHC facilities. Based on an approved site survey of primary care facilities in Project districts to establish physical infrastructure needs PHC facilities will be rehabilitated to improve access to water and sanitation, quality and safety of existing infrastructure that are resilient to climate and geophysical hazards, and creation of ECD service rooms and supply of settings for ECD programming. Many PHC facilities require rehabilitation and in a small number of selected cases, construction of new may be needed and supported. Addressing this need will help to build the ability of primary care to support provision of the BP by providing safer, sanitary forums for health workers to deliver the updated CGDM program. Child development rooms will be part of PHC rehabilitation (through designating existing spaces for this purpose or adding additional rooms, where possible). These will provide health workers and parents with a dedicated space, and materials, to implement the CGDM program, communicate about parenting and enhance child stimulation. For example, these rooms will include toys and materials that build motor skills, posters and graphics that help to develop linguistic skills. Drawing on the PHC facility’s role as key contact point, and recognizing the challenges facing pregnant women, increased support (training and materials) will be provided so that PHCs are better able to provide prenatal care and guidance to parents on topics such as early stimulation and nutrition. In addition, equipment and supplies, and training for the expanded BP will be provided to PHC facilities. This will include: basic ECD-oriented toys and materials for child stimulation; supplies to establish ECD toy libraries; materials for antenatal care as well as other supplies and equipment. The facility site survey will be undertaken by the State Enterprise on Capital Construction under the MoHSP, with technical assistance provided for verification of the results by an independent international consultant and approval by the World Bank. Existing primary care staff without specialist training will also undergo the six- month retraining course in family medicine at the closest Family Medicine Training Center. This component will 62 also finance supervision of the implementation of the CGDM program through the State Surveillance Service over Medical Activities and Social Protection (Khadamot). Increased support to enhance skills of primary care nurses in child stimulation and supervision of the CGDM Program. This component will provide additional training to PHC workers including primary care nurses to take part in early child stimulation in the PHC facilities and during the household visits. Household visits will be based on the assessment of the risks and outcomes of the CGDM program. This component will also support the supervision of the CGDM program. Activities for the 0-3-year-old children will be led by the MoHSP along with the district- and provincial-level administrations, and supported by the PIG, starting in the second year of project implementation, on the basis of the district ECD plan. Some training will be conducted jointly with the MoES to ensure synergies for primary health care workers and preschool teachers and CCDG facilitators. For 3-6 years old Expanding access to early education opportunities in targeted districts. The objective of this activity is to expand access to preschool education opportunities for 3-6-year-old children in targeted districts, with the priority placed on 6 year old children to ensure all children have at least one year of preschool education before starting primary school. This will be achieved by creating and operationalizing more KG and ELC spaces and introducing CCDGs to Tajikistan in existing spaces in the communities, as defined in approved district ECD plans developed under sub-component 3.1. The project will finance: (i) construction of three (3) new KGs in selected locations, retrofitting existing spaces to accommodate new students in 55 KGs, and construction and retrofitting of 500 ELCs; (ii) establishing up to 1,500 CCDGs; (iii) training of teachers, facilitators, coaches and other staff (some sessions jointly with PHC staff); (iv) procurement and distribution of appropriate classroom furniture and equipment; (v) production and distribution of teaching and learning materials to all KGs, ELCs and CCDGs supported by the project; and (vi) quarterly coaching visits to KGs, ELCs and CCDGs supported by the project. The teaching and learning materials provided to CCDGs will be of sufficient quantities to enable caregivers to borrow materials to take home and read or play with their children. The MoES will recruit new KG and ELC teachers, and coaches/methodologists and is committed to financing their salaries from the budget. This will help defray the cost of accessing preschools for the lowest income group and is expected to contribute significantly to their ability to participate in preschool services. Communities will select premises for CCDGs (if outside of a public facility) and finance the remuneration of CCDG facilitators. A small-scale operating grant will be provided semi-annually to the mahalla committees to manage and operate CCDGs. The activities will be led by MoES in coordination with district and provincial administrations and supported by the PIG. Recruitment of staff and production of materials will take place in time for the opening of the preschools, expected to be towards the end of the first year of implementation, followed by training and operation at existing KGs, ELCs, and CCDGs. CCDGs could operate at KG and ELC or community library venues when available (and even PHCs as determined by the community in their district plans). Construction and retrofitting of KGs and ELCs would be completed in the second year followed by enrollment of the new intake. Sub-component 3.3: Monitoring the implementation progress at district and mahalla level. Mahallas and districts would require data on participation and program quality in order to assess implementation of the BP. Data collection under the CGDM and education management information system (EMIS) is expected to provide the required data for the BP. The CGDM would provide additional information about use of health services at each level of government. The EMIS provides data on enrolments by age and gender for preschools. Additional data collection would be financed including attendance data of children in ELCs and KGs, and enrollment and attendance data of families in CCDGs. Additional data collection would be designed to be low- cost and sustainable after project completion and restricted to data that is essential for BP implementation and management. Provinces and districts will be responsible for data collection and reporting to the PIG and relevant 63 ministries, starting in the first year of implementation. Where there are ECD spaces established, a participatory planning and monitoring mechanism (e.g. similar to Check My Kindergarten/ECD space) through women’s (or parent) groups will be engaged in a process of monitoring the performance of their PHCs and preschools around a set of simple indicators (timeliness, cleanliness, equitable treatment of all children), which facilitate dialogue through semi-annual action plans undertaken jointly by parents, community members and PHC and preschools staff. These action plans can be discussed at a “Check My Kindergarten/How-are-we-doing?� workshop organized to enable the whole community to provide periodic feedback on the quality of services in PHCs and preschools, and to verify that all promised inputs (e.g., furniture, equipment and learning materials, etc.) have indeed been supplied. The project also proposes to supplement the survey platform Listening to Tajikistan (L2T) with consultative parents’ forums at the Jamoat level. Component 4 – Project management and coordination (US$3.0 million) This component will provide support for the execution of project management and coordination activities. The component aims to provide daily support for execution of the project interventions to ensure implementation progresses smoothly according to agreed plan. A PIG is expected to be established with specific responsibilities to provide support and coordinate implementation of project activities. The PIG will be supported by experts who meet the requirements defined in each position’s terms of reference satisfactory to the Bank. The component will finance: (i) external consulting services required, including consultants to staff the PIG, including procurement, FM, M&E, community mobilization, and other technical positions, liaison officers for coordination with the Ministry of Finance (MoF), MoHSP, MoES and authorities of the prioritized districts and mahallas; (ii) office and equipment; (iii) training for PIG and all concerned parties, as needed for project implementation; (iv) audits, and operating costs, including travel for study tours and supervision; and (v) workshops and conference, as agreed with the Bank, to facilitate good practices and share lessons learned across. Activities under this component will be led by the PIG with oversight by the Project Steering Committee (PSC) in coordination with all ministries and targeted province, district and mahalla administrations. Citizen engagement. The project will engage parents and communities in the implementation of activities across the project, building on existing systems to engage parents and community members and working at the community level to identify needs and gaps in services promoting improved ECD outcomes. In addition, as noted above, synergies with the recently approved community-driven development projects CASA1000-CSP and SERSP offer platforms for deeper engagement working with mahallas and community-subcommittees. Three mechanisms for engagement are planned. First, the SMS-based information and beneficiary feedback mechanism “Mobile Engage�, which will enable geographically-targeted information dissemination to inform beneficiaries on project-related activities, and provide a free automated SMS-based interface (using Interactive Voice Response technology) through which parents and community members are encouraged to provide feedback on any ECD related issue they wish to share, provide feedback on, and file complaints. The other two are described under Subcomponent 3.3, namely a participatory planning and monitoring mechanism through semi-annual action plans, and supplementary questions to the existing Listening to Tajikistan survey. Gender. The project seeks to address the large and widening gender gap in paid employment.11 By age 25, 70 percent of women have become inactive, meaning they are doing unpaid work at home, compared with 20 percent of men who become inactive at that age. Over 43 percent of Tajik women engage in unpaid home-based work, yard work, and caregiving compared with only 9 percent of men.12 The percentage of households headed by women is growing—often driven by labor migration.13 One-third of men aged 20 to 39 emigrate for most of the year or longer; and about 41 percent of men divorce their Tajik wives after leaving the country.14 Around 80 11 Women’s labor force participation declined from 46 to 27 percent between 2003 and 2013. The participation rate among men is 63 percent, according to World Bank, Tajikistan Systematic Country Diagnostic (Washington, DC: World Bank, 2018). 12 Statistical Agency under the President of the Republic of Tajikistan, Labor Force Survey (2016). 13 Asian Development Bank, Gender Assessment (2016). 14 Tajik State Agency on Social Protection, Employment, and Migration (2009). 64 percent of Tajik women in divorce cases are denied property rights and child support. Women cope by taking on traditionally male-led responsibilities, including household maintenance and budgeting and the tending of fields and animals, on top of their traditional roles as caregivers to children and the elderly. These additional duties limit their participation in educational and income-earning activities outside the home. Further, women’s paid employment is hampered by the significant decline of the number of preschool educational facilities, especially in rural areas, a result of the collapse of the socialist system and the country’s civil war.15 The project supports the gender mainstreaming objectives of the CPF in using gender-sensitive approaches aimed at enabling women to increase their voice, participation and benefits through several activities. The first is the recruitment of an estimated XX preschool teachers under subcomponent 3.2, which are expectedly nearly entirely women based on the existing teacher gender profile in Tajikistan, following the trend of most countries globally. This will increase the number and percentage of women in the formal workforce, providing them with increased economic empowerment, participation in society, benefits and job security. The second activity is the upskilling of PHC workers in targeted districts, who again are predominantly women, under subcomponent 3.2, which is expected to improve their capacity to guide and support young families in raising their children, boosting their own voice and participation. The third activity is the increased number and improved quality of information sessions available to caregivers about good parenting practices, and the health, nutrition, early stimulation and learning of their children, provided under subcomponent 3.2 through PHCs and CDGs. These sessions will largely reach mothers and other female caregivers, which improves their own ability and voice in raising their children; however, when male caregivers attend these sessions, evidence shows this would provide a more supportive male contribution to raising children. By increasing the knowledge of women around caregiving of children, it is expected to improve their empowerment and decision-making in the household. SBCC campaigns under subcomponent 2.1 also aim to improve caregivers’ knowledge and understanding of early childhood development. Finally, by providing increased access for children to KGs and ELCs in targeted districts, female caregivers who would normally be required to stay home to care for their children will be provided with opportunities to seek paid employment while their children are in preschool. 15 Asian Development Bank, Gender Assessment (2016); International Labor Organization, Maternity Protection and the Childcare Systems in Central Asia: National Studies in Kazakhstan and Tajikistan (Moscow: ILO, 2014). 65 Annex 2. Summary of Stakeholder Consultations during ESA # Date Entity/Location Name/title of persons Issues addressed 1. October 30, Office of Ministry of Ravshan Tohirov, Head Introduction of the 2019 Health and Social of Reform, PHC and project. Development Protection (MoHSP), International Cooperation of the ECD project Dushanbe Department social safeguards documents. Salimov Fayzali - Main Specialist of Department of sanitary and epidemiology, emergency and emergency health care of MoHSP Shodmonov Pirnazar - Sanitary Doctor of State center of sanitary and epidemiology care of Dushanbe 2. October 31, Office of Ministry of Sohibnazar Safarov, Head Development of the 2019 Education and Science of Preschool Education and ECD project social (MoES), Dushanbe Early Childhood safeguards documents. Development Department Marhabo Odilova, Senior Specialist of Preschool Education and Early Childhood Development Department Davlatali Musomirov, Specialist of Preschool Education and Early Childhood Development Department, Shodmon Saidzoda, Leading Specialist of Legal Support Division 3. November 12, Office of MoES, Shodmon Saidzoda, Citizens’ Complaints 2019 Dushanbe Leading Specialist of Handling mechanism at Legal Support Division national and local levels and ECD legal Gulhumor Mirzoeva, framework Senior Specialist of Economic and Planning Department Saimuhammad Abdiev, Specialist of Press Center 4. November 19, Office of MoES, Sohibnazar Safarov, Head Issues relevant to 2019 Dushanbe of Preschool Education and Stakeholders 66 Early Childhood Engagement Plan Development Department Development 5. November 20, Office of Ministry of Tolibzoda Mehrob Issues relevant to 2019 Finance of RT, Ibrohim, Deputy Head of Stakeholders Dushanbe Public Debt and Public Engagement Plan Investment Management Development 6. November 21, Office of Regional Shukurzoda Malika Introduction to ECD 2019 Education Rahmon, Head of project. Current Administration, Preschool Education challenges of preschool Bokhtar town, Khatlon Department education in Khatlon Region Region. 7. November 21, Office of Provincial Oigul Kholmurodova, Introduction to ECD 2019 Institute of Teacher Teacher of preschool project. Current Training/ Institute for education challenges, Professional expectations; SEP Development, Bokhtar Six teachers of public KGs relevant issues town, Khatlon region from different districts of Khatlon Region Soliev Abdurasul, Lawyer; Avozhon Toshmadov, Teacher; Kholik Khamrokulov, Senior Teacher 8. November 21, Office of Social center Acquaintance with the 2019 for children with center activities disabilities «Ghamhori», Bokhtar town, Khatlon region 9. November 21, Office of Kushoniyon Kibriyo Nurmahmadzoda, Introduction to ECD 2019 District Educational Head of Education project. Current Department, Khatlon Department, Kushoniyon challenges of preschool Region district education in Khatlon Region. Visiting Rukhshona Elmurodova, preschool entities of the Consultant (former named district. Leading Specialist) of Education Department, Kushoniyon district 10. November 21, State Kindergarten Latofat Nazhmidinova, Current state, 2019 (KG) #4, rural jamoat Head of KG conditions, challenges, Bokhtariyon, expectations from ECD Kushoniyon district project 11. State Kindergarten Khikoyat Sharipova, (KG) #5, rural jamoat Senior Teacher; Nigina Bokhtariyon, Khasanova, Medical Kushoniyon district worker 12. Private KG, rural Gulshonova Sh, teacher jamoat Zargar, Kushoniyon district 67 13. November 22, Office of Hissor Ahmadjon Ismatulozoda, Introduction to ECD 2019 town/district First Deputy Chairman of project. Current Chairman, District of Hissor town challenges of preschool Republican education and health Subordination (DRS) Gulruhsor Tursunova, care in Hissor district. Executive Deputy Chairman on Social Issues Hadisa Sharifova, Specialist\Consultant (Methodist) of Education Department 14. November 22, State KG “Afsona�#6, Shahlo Sidikova, Head of Current state, 2019 Hissor town, DRS the KG conditions, challenges, 15. State KG expectations from ECD “Oftobak�#3, Hissor project town, DRS 16. November 22, Private KG-Primary Mavjuda Khakimova, Acquaintance with the 2019 School “Nuri Irfon�, local entrepreneur, KG Hissor town Matluba Tolibova, conditions\performance accountant of the KG 17. November 22, Secondary school # 3 Umeda Tursunova, Current state of a 2019 of rural jamoat Preschool education Preschool class and Hissor\Hissor village teacher Inclusive class arranged Sitora Kholova, Deputy at the school Director on primary education Khalida Sharopova, Deputy Director 18. November 22, ELC at secondary Juramurod Imomov, Current state\challenges 2019 school #26, Gulhani Director of the school village Surayo Hamodova, Preschool Teacher 19. November 22, Public Health Center Abdusalom Nazarov, Introduction to ECD 2019 of Hissor town Deputy Head of the PHC, project. Current challenges at health care Khikmatullo Salomov, centers\points in Hissor PHC employee district 20. November 22, Public Health Center Alimahmad Saidov, Head Introduction to ECD 2019 of Hissor village, of PHC project. Current rural jamoat Hissor, challenges\expectations DRS from ECD project 21. November 22, Health Point of Sayod Gulsunoi Abdulchaeva, 2019 village, rural jamoat Head of HP Hissor 68 Meeting with Mr. Safarov, Head of Preschool Education and ECD Department MoES, November 19, 2019 Meeting with Kibriyo Nurmahmadzoda, Head of Education Department, Kushoniyon district, November 21, 2019 69 Meeting with Shukurzoda Malika Rahmon, Head of Preschool Education Department, Regional Education Department, Bokhtar town, Khatlon Region, November 21, 2019 Meeting with Mr. Ahmadjon Ismatulozoda, First Deputy Chairman of Hissor town, November 22, 2019 70