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Integrated Safeguards Data Sheet (Appraisal Stage) - Niger - GPE - Basic Education Support Program - P132405 (Inglês)

Detalhes

  • Autor

    Majgaard,Kirsten

  • Data do documento

    2013/11/11

  • TIpo de documento

    Folhas de Dados Integradas sobre Salvaguardas

  • No. do relatório

    ISDSA5588

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Níger,

  • Região

    África,

  • Nome do documento

    Integrated Safeguards Data Sheet (Appraisal Stage) - Niger - GPE - Basic Education Support Program - P132405

  • Palavras-chave

    Environmental and Social Management Plan;quality of teaching;teaching and learning materials;Environmental and Social Impact;safeguard policy;efficient use of resource;French Agency for Development;proper use of water;Safeguard Policies;health status of children;Basic Education;Access to Education;education sector plan;source of financing;quality of classroom;construction of wells;response to crisis;Investment Project Financing;basic education level;number of classrooms;quality and efficiency;quality basic education;low enrollment ratio;quality education system;universal primary education;water supply point;exchange of information;health and nutrition;lack of incentive;supervision of school;human resource management;safety of dam;teacher training school;primary teacher training;high quality training;social and environmental;primary education system;lack of linkage;secondary school textbook;public primary education;public primary school;construction of latrine;construction and rehabilitation;capacity building plan;school enrolment rate;boy in school;quality of instruction;construction of classroom;shortage of textbook;lack of focus;acute food shortage;payment of teacher;local government agency;school feeding program;child with disability;promotion of girl;rural area;school construction;mitigation measure;school building;pedagogical input;enrolment ratio;school level;flood damage;capacity enhancement;girls' education;equitable access;local ngo;local population;civil works;safeguard issue;teaching skill;teaching method;early reading;subject knowledge;water point;core subject;remote area;construction activities;pedagogical material;incentive scheme;sanitary facility;nutritional deficiency;science subject;institutional strengthening;administrative management;decentralized level;decentralized service;education access;administrative staff;monetary incentive;sustainable capacity;organizational review;water access;institutional analysis;central administration;nutrition policy;information campaign;school planning;positive impact;school financing;school survey;involuntary resettlement;focus group;communications system;natural disaster;school attendance;irreversible impacts;effective monitoring;procurement practice;nomadic people;young woman;program finance;Natural Resources;teaching aid;tutoring program;land acquisition;retention rates;final exam;natural habitat;food insecurity;organizational capacity;donor support;education infrastructure;public authority;Cash Transfer;nutritional status;learning capacity;school infrastructure;class size;grade repetition;pupil-classroom ratio;learning environment;girls schooling;school supply;financing source;program coordination;efficient coordination;home ration;household demand;gender disparity;family home;gender issue;education budget;opportunity cost;low schooling;food crisis;pedagogical support;rainy season;temporary structures;skill acquisition;awareness activity;urban slum;female schooling;Environmental Assessment;safeguards data;curriculum review;project costing;primary textbook;resettlement plan;textbook program;resettlement process;limited capacity;personnel planning;parent association;early grade;planning capacity;learning assessment;safeguard analysis;physical characteristic;basic skill;

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