The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) f Project Information Document (PID) Appraisal Stage | Date Prepared/Updated: 17-May-2023 | Report No: PIDA35202 Apr 03, 2023 Page 1 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) BASIC INFORMATION OPS_TABLE_BASIC_DATA A. Basic Project Data Country Project ID Project Name Parent Project ID (if any) Senegal P178750 SENEGAL HIGHER EDUCATION PROJECT Region Estimated Appraisal Date Estimated Board Date Practice Area (Lead) WESTERN AND CENTRAL AFRICA 15-May-2023 29-Jun-2023 Education Financing Instrument Borrower(s) Implementing Agency Investment Project Financing REPUBLIC OF SENEGAL MINISTRY OF HIGHER EDUCATION Proposed Development Objective(s) To increase equitable access to market-relevant short-term vocational tertiary education and strengthen governance and research in higher education. Components Diversifying and increasing access to tertiary technical and vocational education for improved employability of youth Improving the Management and Governance of the Higher Education System Strengthening Project Management and Monitoring and Evaluation PROJECT FINANCING DATA (US$, Millions) SUMMARY -NewFin1 Total Project Cost 205.00 Total Financing 205.00 of which IBRD/IDA 150.00 Financing Gap 0.00 DETAILS -NewFinEnh1 World Bank Group Financing International Development Association (IDA) 150.00 IDA Credit 150.00 Apr 03, 2023 Page 2 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) Non-World Bank Group Financing Other Sources 55.00 FRANCE: French Agency for Development 55.00 Environmental and Social Risk Classification Substantial Decision The review did authorize the team to appraise and negotiate Other Decision (as needed) B. Introduction and Context Country Context 1. Senegal has achieved good economic progress, but growth is not sustained, which limits the country’s ability to significantly reduce poverty. Over the 2016-2019 period, Senegal’s average real Gross Domestic Product (GDP) growth reached 6.1 percent, outperforming the West African Economic and Monetary Union (WAEMU) by 0.7 percentage points and the Sub-Saharan Africa (SSA) average by 3.3 percentage points. Despite this strong growth, Senegal falls short of the 15-best performing SSA countries, which saw their poverty rates decline by greater rates1. To become a strong economy and structurally reduce poverty, Senegal needs to trigger long term growth by pursuing technological change and spurring knowledge and innovation to improve economic development.2 In 2022, the country was ranked 99th out of 132 countries, on the global innovation index, far behind its closest aspirational peers such as Kenya (ranked 88th), and Morocco (ranked 67th).3 2. The population’ living standards are not improving significantly because, among other reasons, the human capital potential is only partially leveraged. A significant share of the youth population, especially females, is idle. Specifically, 33.9 percent of youth aged 15 to 24 are neither in education, employment, or training (NEET) which means that a third of the youth in Senegal is not considered to be actively participating in productive employment or a skill enhancing activity. Senegal is also lagging in terms of gender equality, with a Gender Development Index (GDI) standing at 0.9, which places the country below the Sub-Saharan Africa average4. Further, Senegal ranks 104 out of 156 in world classification based on gender parity, because females 1 Between 2005 and 2015 poverty reduction in several countries in SSA exceeded 1 percentage point. per year: Tanzania (-2.6 p.p.); Rwanda (-1.5 p.p.) and Ghana (-1.3 p.p.). Over the same period, Senegal reduced poverty at an annual rate of 0.43 percentage points. and by 0.65 percentage points. per year between 2011 and 2018. Source: World Bank staff calculations using PovCalNet 2020 harmonized surveys and Macro Poverty Outlook Fall 2019 for the evolution between 2011 and 2018. 2 A. Nicolaides (2014), Research and Innovation-the drivers of economic development. 3 The Global innovation Index is computed based on a range of factors including Human Capital and Research. Apr 03, 2023 Page 3 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) have lower educational attainment compared to males: 10.3 percent of adult women have reached at least secondary education compared to 26.5 percent of men. Not surprisingly, female participation in the labor market is lower, estimated at 35.0 percent compared to 57.5 for men. As such, Senegal bears significant losses, because a substantial part of its potential labor force –youth and women - are not fully contributing to the economy. 3. Climate change exacerbates threats to populations’ livelihoods. Average temperatures in West Africa are expected to rise by between 1.5 and 4 °C (3 °F and 7 °F) by mid-century, relative to 1986–2005 due to climate change.5 Average rainfall is expected to decline and an increase in intense mega-storm events is expected over the Sahel.6 Other research indicates that the sea level is expected to rise faster in West Africa than the global average. Although Senegal is currently not a major contributor to global greenhouse gas emissions, it is one of the most vulnerable countries to climate change.7 With nearly 70 percent of its population living in coastal zones, the Government of Senegal (GoS) is already making efforts to move communities from high-risk flood areas. Additionally, with 90 percent of its industry in that same coastal region, any investments including building new infrastructure will need to plan for climate hazards and climate change accordingly. 4. Despite these challenges, Senegal has an ambitious plan to transition to an emerging economy by 2035, with substantial focus on human capital to achieve this goal.8 The “Plan Senegal Emergent� (PSE) acknowledges the fundamental role of education, human capital, and knowledge to structurally transform the economy of Senegal. As such, the GoS has initiated a set of reforms to (i) improve the alignment between education/training supply and the socio-economic vision of the country, (ii) to equip youth with relevant higher- level skills, and to (iii) promote research and innovation for impact and development. To operationalize the PSE and catalyze efforts to achieve the intended goals, the GoS has set and budgeted Priority Action Plans (PAP) that group projects and reforms at sectoral levels. A third of total resources needed to fund the three pillars of the PSE are allocated to human capital, social protection, and sustainable development. In its vision to becoming an emerging economy, Senegal also aims to invest in climate change adaptation to strengthen populations’ resilience to climate shocks. 5 Niang, I; Ruppel, O.C; Abdrabo, M.A; Essel, A; Lennard, C; Padgham, J; Urquhart, P (2014). Africa. Cambridge, United Kingdom and New York, NY: Cambridge University Press. pp. 1199–1265. 6 Berthou, S.; Kendon, E. J.; Rowell, D. P.; Roberts, M. J.; Tucker, S.; Stratton, R. A. (2019) "Larger Future Intensification of Rainfall in the West African Sahel in a Convection-Permitting Model" 7 "National Adaptation Plans in focus: Lessons from Senegal | UNDP Climate Change Adaptation". www.adaptation-undp.org. 8 A developing country transitions to an emerging economy by achieving high enough production levels and significant industrialization to move per capita income from low to middle levels. Apr 03, 2023 Page 4 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) Sectoral and Institutional Context Tertiary education in Senegal is well established 5. Senegal has one of the oldest higher education systems in Africa, with a well-established university culture and a diversified set of training options. There are eight national universities which are located in Dakar, Saint-Louis, Bambey, Thiès, Ziguinchor, and Kaolack. The University of Cheikh Anta Diop (UCAD) of Dakar, which was created in 1957, evolved from the Ecole de Médecine de Dakar, a Medical School that was founded in 1918. The UCAD has a relatively long history and is one of the largest and most prestigious universities in West Africa, with over 75,0009 students across fields of science and technology, medicine and pharmacy, languages and human sciences, education and training, and law and political sciences. Further, tertiary education provision has diversified recently. The creation of public Tertiary Education Vocational Institutes (Institut Supérieur des Etudes Professionnelles - ISEPs) began in 2013 through the Tertiary Education Governance and Financing for Results Project (P123673 - PGF-Sup 2011-2018) in Thiès with World Bank support. Thereafter, the GoS created four ISEPs in Bignona, Diamniadio, Matam, and Richard-Toll with the support of different institutional partners. In 2021, a total of 1061 students graduated from the ISEP of Thies, nearly 50 percent of which were female. The reach of private sector provision of tertiary education has also expanded. There are approximately 90 private higher education institutions (HEIs) enrolling 27 percent of students mostly in accounting, business, tourism, communication, and ICT programs. 6. The ISEPs have effectively created a pathway for short term (two-year) programs which allow for comparatively quick insertion into the labor market and have had significant success in matching available training to employment opportunities upon graduation. The two-year programs focus on providing skilled manpower for strategic sectors to meet the needs of the Senegalese economy including agriculture, water and renewable energy, trading, construction, mining, ICT, tourism, hospitality, and telecommunications services. Employment rates are high among graduates of ISEPs, with an estimated 90 percent of recent graduates able to find work, including an estimated 15 percent of whom are self-employed. Similarly, the ISEP graduation rates are among the best in country, standing at 99 percent.10 ISEPs have managed to establish partnerships with national and international institutions (both public and private), employers, professional organizations and unions, large companies, and small and medium enterprises (SMEs) as well as the informal sector. The programs offered are focused on developing skills to meet the needs of the labor market and on addressing new social challenges. The pedagogical model has been tested and provides a combination of general and vocational training while also promoting an entrepreneurial culture. Each ISEP graduate acquires skills specific to a trade market (70 percent), cross-cutting skills (20 percent) and related professional skills (10 percent) enabling the student to engage in a wide range of complex professional activities in varied contexts. 7. The ISEPs have adopted well-thought out operational and pedagogical approaches. ISEPs’ governance is results-based, with sizeable private sector representation in the Board of Directors, and the financial management of ISEPS is strictly framed by the principle of rationalization of expenses. As such, expenses are planned for the year but initiated only when resources are available. The ISEPs have qualified teaching-training staff that are proficient in active pedagogical methods. The teaching force is made of contractors and full-time staff working within the institutes. The pedagogical approach is centered on the learner and competency-based, to facilitate the transition to employment. The success of ISEPs is strongly linked to the fact that establishments Apr 03, 2023 Page 5 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) are settled in areas offering economic ecosystems with the relevant assets and skills needed for students’ training and insertion. Most existing ISEPs have also been certified by an external quality accreditor. Substantial challenges reduce the effectiveness of the sector 8. Higher Education in Senegal does not effectively create the bridge between youth schooling and youth employment. Students who completed secondary school pursue education to acquire higher level of skills to have higher market value and compete for higher paying jobs. Yet, higher education graduates tend to be more exposed to long unemployment spells compared to graduates from lower levels of education. Most recent analysis indicates that the percentage of youth who experience long-term unemployment rates is 74 percent for higher education graduates, 52 percent for secondary school graduates, 62 percent for those with primary education and 41 percent for those who have no level of education.11 Consistently, household survey data reveals that 45 out of 100 students who dropped out after completing secondary school preferred work over higher education. Thus, the inefficiency of the sector limits the benefits of higher education for populations in Senegal. Addressing these sector inefficiencies is critical to position Senegal as a regional model with a higher education system that is diversified, builds stronger connections across each level of education, and effectively equips youth with the skills they need to be successful in their job search or as entrepreneurs. 9. The demand for higher education is evolving quickly which has resulted in uneven expansion of education institutions and limited attention to relevance of programs. Enrollment in higher education in Senegal has significantly increased over the past decade. Between 2010 and 2021, the number of students enrolled in public universities in Senegal increased at an average annual rate of 9 percent from 66,373 to 170,748 students respectively. Women represent 48 percent of the total enrollment. Moreover, projections show that the gross enrollment rate (GER) in higher education will increase from 8 percent to 16 percent by 2030, and actual enrollment will more than double to over 422,037 students by 2030 (PER, 2021). The expansion of higher education in Senegal was driven, in large part, by the need to respond to growing demand for higher education. This expansion was in line with the old tradition of systematic admission of all high school graduates. To absorb the new graduates the near exclusive focus in the short term has been mainly on establishing physical infrastructure with limited attention paid to the quality and relevance of programs on offer. Further, new investments in higher education institutions have prioritized the supply of long-term academic programs offered by public universities. Currently, out of the six (6) existing ISEPs that provide short term programs for quick insertion into the labor market, only one (1) is fully functional and established on a self-owned site. The remaining existing ISEPs are concentrated in 5 of the 14 regions of Senegal, which result in uneven national coverage. Besides, enrolments in applied science, technology and medicine have fallen during the past decade, while student demand for these programs exceeds places available. Only 17 percent of students are enrolled in science and technology programs, which is low when compared to 22 percent in SSA countries and 25 percent in OECD countries. 9 Statistical yearbooks of the higher education, research and innovation sub-sector, Academic year 2019-2020, February 2022. 10Please, see annex on ISEPs and targeting methodology. 11International Labor Organization, Diagnosis on Youth Employment in Senegal, 2014 https://www.ilo.org/wcmsp5/groups/public/--- africa/---ro-abidjan/---sro-dakar/documents/publication/wcms_339500.pdf. Apr 03, 2023 Page 6 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) 10. The demand for jobs is growing at a rate twice as high as the supply. This points to a need not only for labor-market relevant programs, but also for entrepreneurship skills, and more holistic and regulatory responses focused on job creation. The combined rate of under-employment and unemployment in Senegal has hovered around 31 percent (42.4 percent amongst women and 23.4 percent amongst men) in recent years.12 At the same time, new business density, measured by new registrations per 1,000 people aged 15-64, is very low in Senegal, standing at 0.5 in Senegal - below its closest structural peers which include Cote d’ Ivoire (0.8), Ghana (0.9), and Zambia (1.1). The gap between Senegal and its aspirational peers is even more acute, such as for example, Kenya which reached 1.5.13 Although many external factors such as the business and regulatory environment contribute to promoting entrepreneurship, the higher education system also plays a key role in equipping youth with the relevant skills, assets, opportunities for innovation, and networks to go into business. 11. A growing culture of research exists but is constrained, and mainly benefits individual researchers rather than the institutions, junior researchers, and students they guide. Due to limited investments, research in Senegal fails to address development challenges. For example, in the past few years, the Covid-19 pandemic has exposed the limited capacity of the country to conduct disease screening and to develop medical responses (PAP 2A, 2020). Also, the culture of research is oriented towards career progression and tends to be counterproductive as promoted faculty members have lower teaching responsibilities which limits positive spillovers to future generations. Further, senior researchers rarely collaborate with other researchers, junior researchers and students. In addition, research is heavily male dominated in Senegal. For example, of the 40 researchers at the UCAD, there are only 5 women. 12. Research in Senegal lacks organization and has limited impact on innovation and development. Research in Senegal has been relatively active with a fair number of publications, and important research assets, which include the acquisition in 2020 of a Supercomputer14, a National Microscopy Center, and nuclear research reactor. However, efforts are disconnected and partnerships between research institutions and the private sector are insufficient, which limits innovation and its impact on the economy. In 2020, the Ministry of Higher Education, Research and Innovation (MHERI)15 recorded 2,302 university lecturers and researchers, 267 papers published, 15 signed research contracts between universities and enterprises, 49 signed research partnerships between universities and research institutes, 24 research partnerships between universities and enterprises and 2 structures for validation and dissemination of research. The dearth of collaboration between research institutions and the private sector in Senegal limits the capacity to fuel innovation and respond to the country needs. Nationally, Senegal does not currently have an operational research strategy, nor a well-functioning legal and operational framework to support of research and innovation. Advancing the conditions for conducting research and innovation through improvements to these frameworks as well as financing are key to promoting higher volumes of more impactful research and innovation. 12 Senegal and decent work (2018) – The International Labor Organization. 13 World Bank's Entrepreneurship Database. 14 The Supercomputer is worth $US 10.6 million and allows the carrying out of complex simulations remotely. In 2020, Virtual University of Senegal (UVS) used the supercomputer to evaluate the impact of Covid-19 containment measures. 15 MESRI, Rapport annuel de performance, 2021. Apr 03, 2023 Page 7 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) 13. The reforms needed to reinvigorate the whole sector and sustain have begun but significant work remains to fully realize the Government’s vision. With the support of the Senegal Tertiary Education Governance and Financing for Results Project (P123673, closed in 2018), funded by the World Bank, substantial progress was achieved in strengthening governance bodies, diversifying the offer of higher education programs, and improving quality assurance of the higher education sector. However, these advancements need to be consolidated with critical reforms for benefits to fully materialize. In addition to limited efficiency of spending, one of the most striking inefficiencies of the sector is the disconnect between training programs, especially in academic pathways, and the country needs. A. The financing of the Higher Education sector is also challenging and heavily subsidized from public budget. However, public finances are subjected to macroeconomic conditions and business cycles that are not fully predictable. Further, the Government does not commit to specific allocations and priorities may change from year to year. Reinforcing the financial autonomy of Higher Education Institutions will improve efficiency in the management and operations of the sector. Finally, the scholarship program which represents a sizable portion of the budget, is not adequately tracked for clearer information on beneficiaries of public funds. 14. The education sector has an important role to play in climate change. The Senegalese public has a low awareness of the concepts of climate change and global warming.16 They do not understand the science of climate change but noticed changes in the weather and seasons. Most people do not connect droughts, increase in temperate or loss of distinct rainy seasons with global climate change. Many understand “climate change� to mean changes in the weather or seasons.17 The ability of Senegalese people to respond effectively to climate change will be determined by the accessibility and quality of the information available to them. Increased public understanding of climate change will enable citizens and communities to discuss the issue, adapt to the effects of climate change and make informed long-term choices about their future. The main medium for this is Education and media. In addition, with the devastating effects of climate change on agriculture and nutrition, ability of children and youth to attend schools is at risk. In case of hunger, poorer families often choose employment over schooling for their older children. Given these dynamics, this project will address climate change aspects on all relevant components. C. Proposed Development Objective(s) Development Objective(s) (From PAD) To increase equitable access to market-relevant short-term vocational tertiary education and strengthen governance and research in higher education. 16 https://assets.publishing.service.gov.uk/media/57a08b09ed915d622c000a6f/07-Senegal-Talks-Climate.pdf 17 BBC world Service Trust’s Research and Learning Group, on behalf of the British Council [2009] Apr 03, 2023 Page 8 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) D. Project Description 15. The project is and investment project financing (IPF) in the amount of US$150 million, and co-financed with the French Development Agency (AFD) in the amount of US$55 million for a total envelope of US$205 million. The project will have three main components: (i) Diversifying and Increasing Access to Tertiary education for Improved Employability of Youth;(ii) Strengthening the Management and Governance of the Higher Education System; and (iii) Strengthening Project Management and Monitoring and Evaluation. Component 1: Diversifying and increasing access to tertiary technical and vocational education for improved employability of youth 16. Component 1 is designed to respond to the unmet demand for higher-level technical and vocational skills development and address the critical challenges of low access to relevant short-term tertiary education programs aligned with the labor market needs. The component consists of three sub-components, aligned with the Government’s priority focus areas. Subcomponent 1.1. Increasing access to and development of short-term higher education through the construction and equipment of new ISEPs 17. This sub-component will focus on expanding the supply of public short-term vocational programs at the tertiary level, which has been a central objective of the Government’s post-secondary education reform. It will respond to the following identified challenges hindering progress in the tertiary education sub-sector: (i) unmet demand for tertiary education; (ii) mismatch between skills in high demand and the education provided by public universities; and (iii) shortage and inadequate distribution of public vocational education institutions. The ISEPs play a critical role in the higher education eco-system by providing a tertiary education pathway which is shorter in duration and closely linked to labor market needs. The expansion of the ISEP network based on the successful experience of ISEP-Thies will provide much needed diversification of the offer of tertiary programs. In alignment with the Government’s vision to build a broad network of ISEPs across the country, this sub- component will support the construction of eight (8) climate friendly ISEPs. These new ISEPs will complement the preexisting ISEPs financed by the World Bank, Korea International Cooperation Agency (KOICA), German Development Bank (KfW) and French Development Agency (AFD).18 ISEPs will be designed to accommodate a total of 12,500 students each year. 18. As part of the optimization of the ISEP, the project will also finance the development, construction, and equipment of childcare centers inside the ISEPs, including at the pre-existing ISEP-Thies. Given that ISEP-Thies is already fully functional, the childcare center attached to the ISEP-Thies will be phased in first and will include operational costs, training and staffing of the center. An evaluation of the model one year after it is functional will be used to inform training and staffing at the additional centers. Childcare is an issue impacting all working parents and it is critical for women’s employment opportunities, and productivity (Devercelli and Beaton-Day, 2020, World Bank, Sept 2014, Buvinic M, et al (2013), Ajayi, Kehinde F., et al (2022)19). The childcare centers will serve students with children who attend the ISEPs as well as employees of the ISEPs (professors, lecturers, etc). Apr 03, 2023 Page 9 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) Subcomponent 1.2. Promoting pedagogical excellence in the ISEP network 19. The sub-component will support a package of interventions focused on improved pedagogy for the growing network of ISEPs. This will include staffing and recruitment plans for the ISEPs to be developed, enhanced relevance of existing curriculum, new curriculum development where needed, training of teaching staff, and provision of pedagogical equipment to be determined in close consultation with the private sector. The project will also support enhanced ICT for the network of ISEPs, including: (i) the extension and improvement of the campus IT networks of tertiary institutions; and (ii) the training and capacity building for the staff managing such networks and equipment. Specific interventions seek to improve teaching and learning to foster graduates' insertion and entrepreneurship through extended, refined, and standardized pedagogical content of programs, incorporate climate change adaptation and mitigation into teachers training to raise awareness and integrate content on climate change mitigation into curriculum, and instruction, strengthen governance and human resources management, and contribute to ISEPs funding so they can further support entrepreneurship, and innovation. Subcomponent 1.3. Supporting the 3FPT in improving the employability of ISEP graduates 20. This sub-component builds on the achievements of the Senegal Skills for Jobs and Competitiveness Project (P145585), which, as mentioned previously, operationalized a new fund, the Fonds Unique (3FPT) to improve transparency, effectiveness, and efficiency in TVET financing. The 3FPT has four main functions: (i) financing demand-driven on-the-job training of workers from existing businesses that need to upgrade the skills of their employees; (ii) financing of training centers and institutions on the basis of performance criteria; (iii) financing of individual training for youth that are seeking qualifications to enter the labor market; and (iv) establishing a quality assurance system which will include standard setting, program accreditation of both public and private providers, quality audits, and the publication of reports on the institutions. This subcomponent will support key reforms and capacity building of the 3FPT to ensure an adaptive model based on ISEP needs, as well as facilitation of 3FPT support to the successful labor market insertion of ISEP students. Component 2: Improving the Management and Governance of the Higher Education System 21. This component aims to improve the management and governance of the higher education system, as well as contribute to more effective research. It does so by (i) supporting performance-based contracts for improved university management, (ii) financing a set of activities meant to increase and enhance research outputs, (iii) improve sector data management and utilization of big data, and (iv) continue the higher education reform effort. Subcomponent 2.1. Improved University Management through Performance Based Contracts 18 The first ISEP in Senegal was built in 2013 in Thiès with the World Bank support. Then, the government of Senegal created four ISEPs in Bignona, Diamniadio, Matam, and Richard-Toll with the support of different institutional partners. The Senegal Higher Education Project will build six ISEPs in Fatick, Louga, Kolda, Kédougou, Kaolack, and Sédhiou to significantly improve access to higher education institutes at the national level. For more detailed information on the ISEP including targeting please see the related annex. 19 Ajayi, Kehinde F.; Dao,Aziz; Koussoube,Mousson Estelle Jamel. The Effects of Childcare on Women and Children : Evidence from a Randomized Evaluation in Burkina Faso (English). Policy Research working paper; no. WPS 10239; Impact Evaluation series Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/099215111282254210/IDU09ee54b690865904f71089a60d76ad 621601c. Apr 03, 2023 Page 10 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) 22. Sub-component 2.1 will finance performance-based contracts between the Ministry of Higher Education and Research and Higher Education Institutions (HEI) to enhance their efficiency and the effective and efficient use of public resources. The previous higher education project supported universities as well as the Ministry of Economy and Finance and MESRI in managing and implementing performance-based contracts. Performance agreements that required each HEI to prepare a detailed action plan and budget output were critical to these PBCs. This extensive experience provides a strong basis for continued use of PBCs in the higher education sector. 23. The subcomponent will support the harmonization and updating of curricula for improved employability. The project will finance activities related to the organization of periodic meetings and workshops between the MESRI, higher education institutions, and the private sector with the aim of improving the curricula. The aim is to ensure relevance of curriculum and facilitate collaboration between the private sector and HEI based pedagogical teams. HEIs will be tasked with considering private sector feedback on skills demand, and this process may be formalized through skills councils. A collaboration from different stakeholders is needed to ensure a better match between graduates from Higher Education Institutions and labor market opportunities. The project will facilitate this collaboration by providing financial and technical assistance to HEIs. Subcomponent 2.2 Spurring Research for Impact 24. The objective of this subcomponent is to promote research for impact. It will do through so through four pathways: (i) validation and dissemination of the national strategic plan for research and innovation; (ii) a competitive fund to seed promising research from the broader network of higher education institutions; (iii) improved utilization of ‘big data’ for research; and (iv) support to the establishment of digital libraries. The project will make specific investments to enhance research capacity within the country, both at a high level through support to improved use of big data, as well as at the student/professor level to improve the culture of digital research beginning with the student career. Subcomponent 2.3. Modernizing the Sector through key institutional reforms and enhanced digitalization 25. This sub-component will support specific reforms and their operational plan directed towards improving the overall governance, efficiency, and management of tertiary education. The project will achieve the governance objective through a pragmatic approach by supporting ongoing institutional reforms aimed at giving more autonomy to HEIs while strengthening the planning, oversight, and information management of the MESRI to champion an autonomy with accountability approach. This sub-component will (i) support lateral integration between TVET centers and the ISEPs20, and (ii) enhance quality assurance through continued improvement of the ANAQ (national assurance quality agency). Given the climate vulnerability of Senegal, ANAQ will consider climate change criteria in its assessments. In addition, the sub-component will (iii) support the education management system; (iv) conduct an audit of the current scholarship approach, and (iv) improve information and communication technology. 20This would include (i) allow TVET institutions to benefit from system strengthening at the ISEP level by aligning with improved curriculum and quality standards set forth for trades; (ii) allow ISEPs to utilize TVET institutions for intermediary training programs and practicum with established co-certification; and (iii) create a mechanism for students to transition from TVET institutions to ISEPs as appropriate. Apr 03, 2023 Page 11 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) Component 3: Strengthening Project Management and Monitoring and Evaluation 26. The objective of this component is to ensure smooth project implementation and evaluation and learning across project activities. It includes but is not limited to i) project operations, ii) monitoring and evaluation, and iii) technical assistance. 27. Component 3 will finance the logistics and expertise needed for overall project management and implementation. It will put in place efficient coordination mechanisms, proper financial management (FM) and procurement practices, and effective M&E of project outcomes at the national and subnational levels. There will be intensive monitoring of the construction of climate friendly ISEPs. Support includes, among others, technical assistance, communication campaigns, audits, training, preparation of monitoring reports, supervision of implementation of the safeguards instruments, goods, operating expenses, and salaries of the project management unit (PMU) staff as well as capacity building in relevant areas. To support the implementation of digital technology which cuts across project components, specific information technology staff will be hired. Key Results 28. The approximately 5,500 students currently enrolled in ISEPs are expected to benefit, as are 15,400 additional students who will enroll as the first cohorts in the newly created ISEPs. Thereafter the number of enrolled students and graduates will grow year by year and extend beyond the life of the project. An additional 49,500 students are expected to benefit from improved governance and management of higher education institutions supported by performance-based contracts. In addition, ISEP faculty and teaching staff including professionals from the private sector, as well as ISEP management staff and administrators are expected to benefit through job opportunities and enhanced training. . . Legal Operational Policies Triggered? Projects on International Waterways OP 7.50 No Projects in Disputed Areas OP 7.60 No Summary of Assessment of Environmental and Social Risks and Impacts . 29. The environmental risk rating is substantial due to the civil works activities planned under sub- component 1.1 (construction of ISEPs, educational equipment for ISEPs and the construction and equipment of childcare centers inside the ISEPs and roadways and recreation areas). The proposed project will support the construction of eight new ISEP whose mapping and final sites will be determined at the end of an ongoing preparation led by MESRI. The objective of the ISEP construction’s activities is to complete the ISEP program in the 14 regions of the country. The selection of these new sites will take into account environmental and social considerations to minimize the risks associated with activities. The choice of equipment will be determined in Apr 03, 2023 Page 12 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) close consultation with local companies. The partners and experts will also be able to advise on the choice of equipment. During construction, activities could generate negative environmental impacts and nuisances such as dust, noise, poor management of construction waste. In addition, there are occupational health and safety risks (for workers) and community health and safety issues (risk of accidents with company equipment). The identification and management of environmental risks during construction and operational phases will be included in the Environmental and Social Management Framework (ESMF) and will be considered in site specific environmental and social documents to be developed, such as the Environmental and Social Impact Study (ESIA), Environmental and Social Management Plan (ESMP) and C-ESMP for contractors. These studies will also consider equipment with appropriate mitigation measures during operation. 30. The Social risk rating is substantial. Physical investments under the project, especially construction of additional ISEPs, have the potential to result in land acquisition, land use restrictions and involuntary resettlement. Overall, the main impacts of the project on people and property consisting potentially of land acquisitions, displacement of people, loss of socio-economic activities or livelihoods cannot be accurately assessed at this stage of project preparation. Once the intervention sites are clearly identified and the scope of operations precisely defined, the socio-economic studies will specify the people affected as well as the nature and extent of property losses. 31. The SEA/SH risk assessment is substantial. The baseline report about gender-based violence risk within Senegal reveals a worrying situation with a recurrence of physical and/or sexual violence by intimate partners, or sexual violence by other individuals. The implementation of certain activities, in particular those included in Component 1 could thus increase the risks of gender-based violence and violence against children, due to the influx of foreign workers, the process of recruiting local labor, the increase in disposable income of workers which may increase the incidence of prostitution, the proximity of the work areas to human settlements frequented by communities, especially vulnerable people such as women and children (girls and boys). In addition, the project will create short-term employment opportunities in the project's target areas and thereby improve the mobility of women and men. Increased mobility puts women at greater risk of gender-based violence, including rape. E. Implementation Institutional and Implementation Arrangements 32. The project benefits from a well-established implementing agency, with adequate experience managing and implementing World Bank funded projects. The project’s institutional and implementation arrangements build on the implementation of Tertiary Education Governance and Financing for Results project (P123673). Institutional arrangements will include the following: 33. Overall sector coordination. The Government is implementing its ten-year education sector development program, the Program for Quality, Equity, and Transparency Improvement in Education and TVET (PAQUET 2013- 2025) which replaced the country's previous ten-year plan –PDEF. The Ministry of Higher Education Research and Innovation is currently developing a National Research and Innovation Plan (2023-2032). This strategy is also in Apr 03, 2023 Page 13 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) line with the “Lettre de politique sectorielle de développement de l'Enseignement supérieur, de la Recherche et de l'Innovation� which aims at boosting Research & Innovation. 34. The Steering Committee: The MESRI will have the overall responsibility for sector and policy coordination, and the Minister and/or their designee will chair the Steering Committee consisting of the rectors of universities, representatives from the private sector, the heads of ISEPs, 3FPT, DFHE, the private education providers, Ministry of TVET and the Ministry of Economy and Finance and members of the PMU. The SC will (a) provide project oversight and strategic guidance for project implementation and ensure coordination with other existing or proposed overlapping activities and programs; (b) oversee project implementation and approve annual action plans (AAPs) and budgets; (c) review and approve project progress reports; and (d) assess project achievements. The SC will be in place within one month after effectiveness. The Director of Financing for Higher Education will be the secretariat of the Steering Committee that is currently overseeing the preparation of the project. 35. Project Management Unit (PMU): The project will be implemented by the PMU under the supervision of a Coordinator and in close collaboration with the relevant technical department of MESRI. An autonomous PMU, under the direct supervision of the DFHE/MOHERI, will ensure the day-to-day supervision of the project execution, will coordinate the implementation of the tertiary education sector reform program, will liaise with, ISEPs, HEIs and all relevant stakeholders (in areas of academics, policy, research, and relations with private sector institutions) and professional staff to ensure successful implementation of the project, and oversight of PBCs. To effectively carry out its mandate, the PMU will be staffed with the relevant personnel to support the DFHE to manage fiduciary, M&E, budgeting, and planning activities, as well as technical proposal evaluation. The PMU will be comprised of the following staff (to be verified): (i) project coordinator; (ii) procurement specialist; (iii) FM specialist; (iv) internal auditor; (v) social management specialist with gender skills supported by a GBV consultant; (vi) environmental management specialist; (vii) a civil engineer and (viii) any additional administrative support as necessary. TA, training, equipment, and office space will be provided to the DFHE. Administrative and financial arrangements will be detailed in the Manual of Administrative, Financial, Accounting and Technical procedures (hereto referred to as the Manual of Procedures or MOP), which will be prepared not later than two (2) months after the project effective date. All manuals will be submitted to the World Bank for review and approval. . CONTACT POINT World Bank Pamela Mulet Senior Education Specialist Alison Marie Grimsland Apr 03, 2023 Page 14 of 15 The World Bank SENEGAL HIGHER EDUCATION PROJECT (P178750) Senior Education Specialist Borrower/Client/Recipient REPUBLIC OF SENEGAL Implementing Agencies MINISTRY OF HIGHER EDUCATION ABOUBACRY NIANE DIRECTOR OF FINANCE Abniane@yahoo.fr FOR MORE INFORMATION CONTACT The World Bank 1818 H Street, NW Washington, D.C. 20433 Telephone: (202) 473-1000 Web: http://www.worldbank.org/projects APPROVAL Pamela Mulet Task Team Leader(s): Alison Marie Grimsland Approved By Practice Manager/Manager: Country Director: Luc Lecuit 17-May-2023 Apr 03, 2023 Page 15 of 15