The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 Integrated Safeguards Data Sheet Restructuring Stage Restructuring Stage | Date ISDS Prepared/Updated: | Report No: Regional Vice President: Carlos Felipe Jaramillo Country Director: Johannes C.M. Zutt Regional Director: Jaime Saavedra Practice Manager/Manager: Emanuela Di Gropello Task Team Leader(s): Leandro Oliveira Costa The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 . I. BASIC INFORMATION 1. BASIC PROJECT DATA Project ID Project Name P163868 Upper Secondary Reform Program Task Team Leader(s) Country Leandro Oliveira Costa Brazil Approval Date Environmental Category 14-Dec-2017 C Managing Unit HLCED PROJECT FINANCING DATA (US$, Millions) SUMMARY -NewFin1 Total Project Cost 250.00 Total Financing 250.00 Financing Gap 0.00 DETAILS -NewFinEnh1 World Bank Group Financing International Bank for Reconstruction and Development 250.00 2. PROJECT INFORMATION PROG_INF O Current Program Development Objective The Program Development Objectives (PDO) are to (i) strengthen the capacity of the state secretariats of education to implement the upper secondary reform, prioritizing vulnerable schools, (ii) support the expansion of the Full-Time School Program in Brazil’s territory, and (iii) support the response to the COVID-19 pandemic in the Upper Secondary Education schools. The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 3. PROJECT DESCRIPTION 1. This is a hybrid operation including a Program for Results Component (Component 1) and a Technical Assistance IPF Component (Component 2) with the Ministry of Education of Brazil. The PDO are to (i) strengthen the capacity of the state secretariats of education to implement the upper secondary reform, prioritizing vulnerable schools, (ii) support the expansion of the Full-Time School Program in Brazil’s territory, and (iii) support the response to the COVID-19 pandemic in the Upper Secondary Education schools. 2. Component 1. Supporting the New Upper Secondary Education (Program for Results) encompasses two Results Area: i. Results Area 1. Support the Implementation of the New Curriculum - Following Effectiveness and the approval of Law 13415 in 2017, crucial milestones for the implementation of the NEM were the development of the New Base Curriculum, known as the National Common Core Curriculum (Base Nacional Comum Curricular, BNCC), by the National Council of Education in December 2018 and the approval of State curricula aligned with the NEM, including BNCC and formative itineraries. Moreover, MEC has further supported the implementation of the NEM, notably by: (i) issuing a Portaria (a regulatory decree) to regulate the NEM and establish national guidelines to support its implementation; (ii) strengthening the capacity of the State Secretariats of Education (Secretarias Estaduais e Distrital de Educação, SEEs) for planning, implementing, and monitoring the reform; (iii) adapting the existing National Textbook Program (Programa Nacional do Livro Didático, PNLD) to align it with the NEM framework, including digital books; and (iv) reformulating the assessments for upper secondary education and entry into higher education, including the Upper Secondary Education National Exam (Examen Nacional do Ensino Médio, ENEM) and the diagnostic National Assessment of Basic Education (Sistema de Avaliação da Educação Básica, SAEB). At the state level, key activities were: (i) the development of new state curricula, which include formative itineraries that are aligned with NEM; (ii) the training of school principals, pedagogical coordinators, and teachers to deliver the NEM; and (iii) the reorganization of school networks to meet the demands of the NEM. There have, however, been significant delays in the accounting for state expenditures (Prestação de contas) by the FNDE because of the limited capacity to conduct additional accounting activities posed by the new activities of the Operation. The status of Intermediate Results Indicators (IRI) and Disbursement Linked Indicators (DLIs) for Results Area 1 is as follows:  IRI 1.1 (DLI 1) "The MEC NEM Portaria regulating the support to the Upper Secondary Education Reform has been published": the end target was achieved in 2018.  IRI 1.2 "Analytical Reference Tools for the implementation of NEM are developed and disseminated to SEE": the end target was achieved in 2020, with relevant guidelines and directives developed and distributed to all SEEs.  IRI 1.3 (DLI 2) "Number of States that formally signed the NEM Portaria Commitment Agreement": end target was achieved in 2020, with all 27 states having signed the Commitment Agreement.  IRI 1.5 (DLI 4) "Number of States that have their curricula adapted to NEM, validated and published by each State": all 27 states had their curricula adapted and adopted by the State Council of Education, achieving the end target.  IRI 1.8 (DLI 6) "Number of States with schools in NEM Implementation Pilots": the end target was achieved, with 20 states carrying out the NEM implementation pilots in 2021.  IRI 1.10 "Number of States that included an itinerary of technical and/or professional education in their NEM curricular proposal": all 27 states have included these itineraries.  IRI 1.12 "Number of States that have trained key SEE staff in the new state curriculum": end target of 25 states has been achieved. The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868  IRI 1.14 (DLI 11) "Number of States that have received the books and didactic materials aligned with NEM": the development of digital didactic materials has been completed (BNCC and Projeto de Vida) and distribution to states was completed in 2022: object 1 (27 states), and object 2 have been fully achieved.  IRI 1.15 (DLI 12) "Publication of assessment matrixes of new ENEM in accordance with the NEM Legal Framework": the working group was created, but it is currently unclear if DLR 5 "Assessment matrixes of new ENEM are published" can be achieved by the current closing date given the suspension of the implementation schedule of the reform.  IRI 1.16 (DLI 13) "MEC implements measures to respond to COVID crisis": the target for 2022 has been achieved, specifically: (a) establishing and disseminating health protocols for schools that guide and protect teachers and students; and (b) developing a Web portal to monitor and publicly share the status and evolution of states and schools in relation to the pandemic. DLR 5 "Provide States with (i) technical and financial support to improve school connectivity, and (ii) equipment needed to offer distance and hybrid education (media centers and school kits" will only be reached by December 2024, as these activities depend on the consolidation of the institutional arrangement with FNDE and SAA/SE. ii. Results Area 2. Promoting the Expansion of Full-Time Schools supports the implementation of the EMTI, which started in 2016 and was originally established for a period of 10 years. In 2022, it covered a total of 1,412 schools in all 26 states and the Federal District and benefited more than 360,000 students. To date, MEC has published four Portarias, each establishing the number of schools and students under the scope of the EMTI program for that edition: Portaria 1145 of 2016 for 490 schools; Portaria 727 of 2017 for 358 schools; Portaria 1023 of 2018 for 179 schools; and Portaria 2116 of 2019 for 429 schools. The selection of which schools will join the EMTI follows proposals by each state through their SEEs, which follow the priority criteria set by each Portaria. Once selected, the SEEs receive about R$2,000 per enrolled student. These funds support the SEEs with the cost of expansion and maintenance of the EMTI Program and are sometimes complemented by additional state funds. These resources have been allocated for eligible maintenance expenses and capital expenses, on average allocating 53 percent and 47 percent, respectively. Since 2022, capital expenditures increased slightly to 56 percent. A key implementation hurdle has been the execution of these funds; about R$1.17 billion (approximately US$260 million) were executed between 2018 and 2020, but a significant part of transferred resources has not been fully executed and have been left in SEE accounts (R$ 1 billion), mainly due to weak execution capacity in many states, highlighting a need to strengthen the fiduciary capacity of SEEs to execute the remaining funds. The status of IRIs and DLIs for Results Area 2 is as follows:  IRI 3.2 (DLI 7) "Number of States that have their revised FTS Implementation Plans approved by MEC": this indicator was achieved in 2018, and all states have had their FTS Implementation Plans approved by MEC.  IRI 3.3 (DLI 8) "Evaluations and adjustment of the FTS program have been carried out": this indicator has been partially achieved, meeting its 2019 target, which corresponds to DLR 1 "A Pre-evaluation is Satisfactorily completed". DLR 4 "A rigorous analysis of the processes, outputs and outcomes of the EMTI program is conducted and best practices to support its implementation are disseminated" is not expected to be achieved until after December 2023, as these activities depend on the consolidation of the institutional arrangement with FNDE and SAA/SE.  IRI 3.4 (DLI 9) "Percentage of agreed FTS key process targets achieved by States as included in their FTS Implementations Plans": this indicator reached 82 percent in 2021, surpassing the end target of 75 percent. 3. Under Component 2 - Technical Assistance to Implement the New Upper Secondary Education, the Terms of Reference for several key activities have been completed, but only the contracts for PMU staff have been procured thus far, delaying the implementation of the activities planned under this Component. The reason for the delay in The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 the implementation of this component is twofold. First, MEC suffered from recurrent changes in authorities (thus far, there have been six Ministers of Education and nine Secretaries of Basic Education since the beginning of the Operation), which led to subsequent turnaround in implementation staff and thus a difficulty in finalizing activities. Second, there was difficulty in aligning the Government's financial management procedures with the Bank's procurement guidelines. In particular, adapting the existing Information Technology (IT) payment system to the Operation's needs was much more complex than expected and took almost two years to complete. Given that this issue was resolved in September 2020, implementation has now sped up significantly. Moreover, the lack of consolidation of the institutional arrangement with FNDE and SAA/SE hampered the procurement processes of goods and consulting firms. The status of this component's IRIs is as follows:  IRI 4.1 "Number of states that have promoted the participation of local communities in the design of pedagogical proposals in all FTSs": 24 states have achieved 50 percent of planned activities promoting the participation of local communities on all FTSs, out of the target of 25 states.  IRI 4.2 "Number of SEE with Implementation Plans to promote gender equality": 15 SEE currently have school-based interventions to promote gender equality in at least 40 percent of their schools, partially achieving the end target of 20.  IRI 4.3 "Percentage of female students enrolled in natural sciences and math itineraries": no information has been systematized thus far to measure this indicator. This indicator was planned to be measured in the School Census 2022, but technical problems with the data collection hampered the dissemination of this indicator. It is expected that this indicator will be measured in the School Census 2023 that will be available in 2024.  IRI 4.4 "States where the average absolute gender gap of enrollment in formative itineraries is less than 5%, subject to available offerings": No information has been systematized thus far to measure this indicator, because the same issue related to the data collection of School Census 2022. It is also expected that this indicator will be measured in the School Census 2023 that will be available in 2024.  IRI 4.5 Students benefiting from direct interventions to enhance learning: This indicator has been partially achieved. MEC estimates that 800,000 students have benefited from the Operation thus far, compared to the end target of 2,400,000. 4. The proposed restructuring is needed to update the results framework and the Disbursement Linked Indicators (DLIs), and strengthen or add activities, for adequate implementation of the Upper Secondary Education Reform, in line with a national public consultation1 that delayed and reoriented the implementation of the Reform. In addition, the proposed restructuring would extend the Operation’s closing date by 12 months, from December 31, 2023 to December 31, 2024, to allow time to carry out all planned activities, and partial cancellation of funds under Loan IBRD No. 8813-BR in the amount of US$19,314,273 million. This proposed Level 2 restructuring responds to the Borrower's letter dated August 31, 2023, requesting a restructuring of the Operation. This request arose out of the mission carried out in March 2023, and is based on ongoing dialogue throughout implementation and overall implementation progress to date. Overall, this restructuring seeks to extend the Operation's closing date, update the results framework and Component 2, and adapt the DLIs and activities to the priorities and needs generated by the suspension of the implementation schedule and public consultation to restructure the Upper Secondary Reform, and leverage the renewed commitment and political will to improve Brazilian education. 5. The Operation was approved by the World Bank’s Board of Executive Directors on December 14, 2017, and became effective on July 23, 2018. The Operation was restructured on February 3, 2022 to (i) revise the PDO; (ii) revise the activities under Component 1; (iii) update activities under Component 2; (iii) revise the Operation’s Results The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 Framework, including DLIs; (iv) update disbursement estimates; and (v) align the theory of change to the revised PDO. Progress towards achievement of the Development Objective was rated Moderately Satisfactory in the latest Implementation Status and Results Report (ISR), dated June 11, 2023. Significant progress has been made toward achieving the PDO indicators, as follows: i. PDO Indicator (PDOI) 1 Number of States where at least 40% of schools have implemented the New Curricula in the 1st grade of Upper Secondary Schools Education: PDOI 1 has reached 25 out of the 27 target states and is on track to achieve its final target, which can only be measured in 2024. The remaining 2 states are in the process of approving the New Curricula in the state education councils. ii. PDOI 2 Number of States where at least 60% of vulnerable schools have implemented the New Curriculum in the 1st grade of Upper Secondary Schools: 24 out of 22. This indicator was achieved in 2023. iii. PDOI 3 was dropped in the previous restructuring. iv. PDOI 4 Number of enrolled students in upper-secondary schools participating in the FTS program: This indicator has already been achieved, reaching 361,329 students compared to the end target of 350,000. v. PDOI 5 Implementation of a safe and effective reopening of upper-secondary schools: This indicator is not expected to be achieved by the current closing date. Key measures to support the safe reopening of New Upper Secondary Education (Novo Ensino Médio, NEM) schools were implemented, but the Operation will only be able to offer distance education as part of a hybrid model in at least 15 States by 2024. Implementation progress was rated Moderately Satisfactory in the latest ISR, based on the significant progress made since the February 2022 restructuring. The Operation has disbursed US$183.63 million to date (73.45 percent of the total loan amount). A total of US$40.5 million, corresponding to 4 Disbursement-Linked Results (DLR) under Component 1 cannot be disbursed by the current closing date of December 31, 2023, as they correspond to activities that were affected by the suspension of the implementation schedule of the reform. Their achievement also depends on the consolidation of the institutional arrangement with FNDE and Secretary of Administrative Subjects within the Executive Secretary (Secretaria de Assuntos Administrativos da Secretaria Executiva, SAA/SE) regarding the roles and responsibilities for the procurement processes, as well as on the availability of the discretionary budget for SEB. In addition, due to the severe impacts of the pandemic on the education sector, the suspension of the implementation schedule of the reform, and the non-consolidation of the institutional arrangement, most Component 2 (the IPF TA Component) activities can no longer be finalized by the current closing date. . 4. PROJECT LOCATION AND SALIENT PHYSICAL CHARACTERISTICS RELEVANT TO THE SAFEGUARD ANALYSIS (IF KNOWN) This is a nationwide Program for Results operation with the Ministry of Education to provide support for the ongoing Upper Secondary Education Reform, which includes a Technical Assistance Component. An Environmental and Social System Assessment (ESSA) has been carried out by the Bank Team to assess the client’s capacity to manage the potential social and environmental impacts of the Program for Results component. This PID/ISDS addresses exclusively the potential social and environmental impacts of the Technical Assistance Component. The Technical Assistance component will contribute to strengthening the institutional capacity of the Ministry of Education and the State Secretariats of Education with the objective of ensuring a proper implementation of the reform, including: (i) technical cooperation between MEC and SEEs; (ii) monitor and evaluate periodically the implementation and results of the reform; (iii) optimize existing resources and establish accountability between MEC and SEEs in the implementation of the reform, while ensuring proper implementation standards. For this purpose, the TA would provide The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 highly specialized consulting services, including support to: (i) build capacity at SEEs to improve planning, management and monitoring of the reform; (ii) strengthen the institutional capacity MEC for design and management of the implementation of the reform; (iii) develop models of flexible curricula (BNCC and flexible itineraries); (iv) train technical staff at MEC and the SEEs responsible for the design and implementation of the reform; (v) studies and tools to support the design and management of the reform and assess their results; (vi) communication campaigns and integration work among the various organs of the MEC and federative entities to facilitate the implementation of the new high school; and (vii) field studies, exchange of experiences with other countries. 5. ENVIRONMENTAL AND SOCIAL SAFEGUARDS SPECIALISTS ON THE TEAM Guilherme Todt Cardoso de Faro (Environmental Specialist) Alberto Coelho Gomes Costa (Senior Social Development Specialist) SAFEGUARD_TABLE 6. SAFEGUARD POLICIES TRIGGERED Safeguard Policies Triggered Explanation This is a hybrid operation that includes a Program for Results (PforR) component and a Technical Assistance (TA) component. The PforR component of the operation may support the execution of civil works that are localized and site specific, with impacts that are small in scale and reversible. For this component, an Environmental and Social System Assessment (ESSA) has been carried out by the Bank Team as part of Program preparation. The ESSA addresses the institutional capacity of the Client to deal with issues related with the management of environmental and social risks that can be associated with the operation in a manner Environmental Assessment (OP) (BP 4.01) Yes acceptable to the Bank. Any measure needed to generate the desired environmental and social effects were incorporated into the overall Program Action Plan that will be agreed with the Client. The Technical Assistance component of the operation is focused on straight forward institutional capacity building activities for the Ministry of Education (MEC) and the State Secretariats of Education (SSE) without a physical footprint. These activities focus on (i) the hiring of consultants to provide support for the Program’s Management Unit, (ii) the training of MEC and SSE regular staff, (iii) the carrying out of diagnostics on the available infrastructure and qualification of teachers and education managers to implement the Upper Secondary Education Reform (USER), (iv) a The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 study on the costs of the implementation of USER, (v) a study on the demand for evening secondary education classrooms, (vi) the development of a digital platform to assist the SSEs to assess and implement USER, (vii) the development of methodologies for monitoring and evaluate USER and (viii) data collection for baseline and impact analysis. They are not expected to have any potentially adverse direct impacts or downstream implications. Following the World Bank’s “Interim Guidelines on the Application of Safeguard Policies to Technical Assistance (TA) Activities in Bank- Financed Projects and Trust Funds Administered by the Bank,” the team classifies these TA activities as Type 1 TA activities, for which it is assigned the indicative environmental Category C. Not applicable. Activities under TA component would not involve conversion or degradation of Natural Habitats (OP) (BP 4.04) No critical or other natural habitats. Thus, this policy is not triggered. Not applicable. This policy is not triggered because Forests (OP) (BP 4.36) No the TA component is not expected to have negative impacts on forest resources. Not applicable. This policy is not triggered because the TA component will not support the purchase or increased use of pesticides and other Pest Management (OP 4.09) No agrochemicals as defined under the policy. The Project will not include any support for forest plantations or other agricultural land use that would promote pest management. Not applicable. This policy is not triggered because Physical Cultural Resources (OP) (BP 4.11) No the TA component will not have negative impacts on physical cultural resources. As analyzed and presented in the Environmental and Social System Assessment prepared for the operation, the Brazilian legal framework ruling the education sector defines indigenous school education as a specific modality of the national Indigenous Peoples (OP) (BP 4.10) Yes education system. This framework was constituted with broad participation of indigenous peoples and was consolidated through the establishment of a mandatory National Curricular Guidelines for Indigenous School Education (National Education Council Resolution No. 5/2012). The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 These guidelines require the free, prior and informed consultation of indigenous peoples in the definition of the political and pedagogical plan, curriculum content and curriculum, school schedule and timetable, school management and ethno- educational territories. The same applies to quilombola communities, as provided for in the National Education Council Resolution No. 8/2012. The principles and procedures established in these guidelines are still in force and must be fulfilled by all federated entities. The Upper Secondary Education Reform does not alter the National Curricular Guidelines of special modalities of education, which include the school education of indigenous peoples, quilombola communities and itinerant groups. With regards to upper secondary education, the Brazilian legal framework requires that educational systems promote, through collaborative actions, the free, prior and informed consultation of indigenous peoples about the type of Secondary Education that is appropriate for the various indigenous communities. It also guarantees indigenous students who enroll in non- indigenous schools outside of their communities the right to express their ethnic-cultural differences, to appreciate their traditional modes of knowledge, beliefs, memories and other forms of expression of their differences. Therefore, non- indigenous schools must develop pedagogical strategies with the objective of promoting and valuing cultural diversity. The TA Component may support studies and other activities that may be relevant for indigenous peoples’ school education. These activities under the TA component are not expected to cause any adverse impacts for Indigenous Peoples and it has been considered that it was neither possible, nor appropriate to prepare and Indigenous Peoples Planning Framework. Instead, it was agreed that the terms of reference, work plans or other documents defining the scope and outputs of technical assistance activities that potentially interferes with Indigenous Peoples will be drafted – during Project implementation – so that the advice and other support provided comply with the principles and requirements of this policy. The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 Not applicable. The Involuntary Resettlement Policy is not triggered because the TA component will not require land acquisition and will not cause Involuntary Resettlement (OP) (BP 4.12) No involuntary physical resettlement, adverse impacts on livelihoods, or restriction on the access to/use of natural resources. Not applicable. The TA component will not support the construction or rehabilitation of dams, nor will Safety of Dams (OP) (BP 4.37) No it support other investments related to the services of existing dams. Not applicable. None of the activities of the TA Projects on International Waterways (OP) No Component are expected to have any impacts on (BP 7.50) international waterways. Not applicable. Activities of the TA component will Projects in Disputed Areas (OP) (BP 7.60) No not be implemented in disputed areas. KEY POLICY TABLE II. KEY SAFEGUARD POLICY ISSUES AND THEIR MANAGEMENT A. SUMMARY OF KEY SAFEGUARD ISSUES 1. Describe any safeguard issues and impacts associated with the Restructured project. Identify and describe any potential large scale, significant and/or irreversible impacts. No potential large scale, significant and/or irreversible impact is associated with the Technical Assistance component of this operation, because it focuses on straight forward institutional capacity building activities without a physical footprint. There are social and environmental benefits that are associated with the whole operation. They include the increased access of young people from socially vulnerable groups or communities to full-time high school that can help reduce dropout rates and improve school achievements (the Program will double the number of students in the country attending the full-time secondary education schools) Environmentally, the project will improve sanitary conditions, ventilation conditions, lighting, safety and accessibility in schools. The Technical Assistance component helps to address the main risk identified by the Environmental and Social System assessment that may hamper the operation’s proper management of environmental and social impacts -namely: the great heterogeneity between the units of the Brazilian federation in terms of its capacity to manage social and environmental impacts despite of a very robust political and legal framework. During the preparation of this hybrid operation and the required Environmental and Social System Assessment, the team has carried out a detailed assessment of the Brazilian system of Indigenous Peoples School Education. The findings of this assessment emphasize that consultation and participation of Indigenous Peoples in the planning of educational policies is guaranteed in several consultative and deliberative forums. Indigenous peoples are represented in the National Education Council and in the National Education Forum. In addition, a National Commission for Indigenous School Education (CNEEI) was established by Ordinance MEC 734/2010. The CNEEI is a collegiate body, of an advisory nature as well as an instance of social control of the Ministry of Education, having the attribution of advising the Ministry of Education in the formulation of policies for Indigenous School Education. It is composed of indigenous representatives, government representatives and civil society organizations. They also point out that the number of schools and enrollments in indigenous schools have grown significantly since the beginning of the century. The Brazilian school network has 3,115 indigenous schools of basic education. A 123.7% increase since the first specific census of The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 indigenous school education in 1999, which identified 1,392 indigenous schools and 10% since 2010. In 2016, there were 233,711 students enrolled, representing a 20% increase over 2010. In 2010, 53.2% of indigenous schools were municipal and 46.3% state. The distribution of indigenous students by levels and modalities of education shows that there is a great imbalance in the progression of the years of study. Thus, there is a strong concentration of indigenous students in the first grades of Elementary School. In 2010, 77.7% of indigenous students were enrolled in elementary school, almost 75% of them in the initial grades. Infant Education accounted for only 10.1% of enrollments, Education for Young People and Adults accounted for 7.9% of them and High School for only 5.1%. The offer of secondary education in indigenous schools is a recent experience. In 2010, only 80 indigenous schools offered secondary education. These findings have particularly shown that indigenous school education is ruled by a set of special legislation. The indigenous school education system is organized around ethno-educational territories (Decree 6.861 / 2009), which contemplate the attachment of indigenous peoples to geographical areas (territories) and their traditional network of social relationships (common social and historical roots, political and economic relations, linguistic affiliations, shared values and cultural practices). These territorial units do not follow the political-administrative division of the country in states and municipalities. The policy of ethno-educational territories is a demand of the indigenous peoples of Brazil. Of the 40 ethno-educational territories already identified and proposed by indigenous peoples, 25 are in place. The National Curricular Guidelines for Indigenous School Education are of a mandatory nature. They ensure that the principles of specificity, bilingualism and multilingualism, community organization and interculturality underpin the educational projects of indigenous schools, valuing the traditional languages and knowledge of indigenous communities as well as that the model of organization and management of indigenous schools takes into account the socio-cultural and economic practices of the respective communities, their forms of knowledge production, their own teaching and learning processes and corporate projects. Furthermore, and in relation to upper secondary education, these guidelines require that educational systems promote the free, prior and informed consultation of indigenous peoples about the type of Secondary Education that is appropriate for the various indigenous communities. It is necessary to carry out a diagnosis of the demands related to this stage of Basic Education in each indigenous sociocultural reality (Resolution CNE / CEB No. 5/2012, Article 10, paragraph 3) and it is ruled that, through its projects of school education, indigenous communities have the prerogative to decide the type of secondary education appropriate to their lifestyles and corporate organization (Resolution CNE / CEB No. 2/2012, § 5). The Brazilian normative framework also guarantees indigenous students who are enrolled in non-indigenous schools the right to express their ethnic-cultural differences, to appreciate their traditional modes of knowledge, beliefs, memories and other forms of expression of their differences. Therefore, non-indigenous schools must develop pedagogical strategies with the objective of promoting and valuing cultural diversity. Finally, the principles and procedures established in CNE Resolution No. 5/2012 require the free, prior and informed consultation of indigenous peoples in the definition of the political and pedagogical plan, curriculum content and curriculum, school schedule and timetable, school management and ethno-educational territories. They are and they will remain in force and mandatory to all federated entities. The same is true for quilombola communities, as provided for in CNE Resolution No. 8/2012. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area. Not applicable 3. Describe any potential alternatives (if relevant) considered to help avoid or minimize adverse impacts Not applicable The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 4. Describe measures taken by the borrower to address safeguard policy issues. Provide an assessment of borrower capacity to plan and implement the measures described. The Project Management Unit has hired an environmental and social specialist, which is responsible for implementing the measures required under the E&S Action Plan for the PforR Component and for ensuring compliance with the safeguard policies triggered by the IPF Technical Assistance Component. The overall compliance of the Project with safeguard policies has been consistently rated as Satisfactory The Ministry of Education has set standalone mechanisms for (i) providing public access to information about the Program’s implementation (ii) grievance redressing and (iii) monitoring and evaluation. The Ministry of Education will draft the terms of reference, work plans or other documents defining the scope and outputs of technical assistance activities that potentially interferes with Indigenous Peoples so that the advice and other support provided comply with the principles and requirements of OP 4.10. 5. Identify the key stakeholders and describe the mechanism for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. The Ministry of Education is responsible for the overall orientation of Program. The Nacional Education Council – which includes representatives of civil society, Indigenous Peoples and quilombola communities – is in charge of the overall consultation process related with the new national common curriculum basis. State Secretariats of Education (SSEs) also play a key role in selecting schools that will participate in the expansion of the full-time schools. School communities will be consulted and will need to provide their consent to participation in the Full- Time Secondary Education Fostering Program. Statewide new curriculum will be approved by State Education Councils, who also count with the participation of key stakeholders (students, parents, representative organizations of teachers and education workers). The financial management of PFEMTI (Full-Time Secondary Education Fostering Program) is a responsibility of the National Fund for the Development of Education (FNDE), which is a federal authority created by Law 5,537 / 1968. FNDE is responsible for executing the educational policies of the Ministry of Education and is in charge of establishing the financing procedures, making the annual transfer of funds to the SEEs and their accounting. The elaboration of the National Common Curriculum Basis was highly participatory, including an on-line consultation platform that received about 12 million manifestations, statewide public audiences and regional seminars. This process was managed by the National Education Council and is ongoing. The first stages of the consultations were attended by entities representing Indigenous Peoples, quilombola communities, traditional communities, rural communities, people with disabilities, social movements affirming gender diversity and sexual orientation. The MEC published a comprehensive study comparing the second and third versions of the BNCC document, which demonstrates the suggestions stemming from that consultation process that were incorporated and the changes that were made. As part of the review of BNCC's third version of Elementary School, two technical commissions were created by the National Board of Education to deal specifically with aspects related to the interaction between the BNCC and the National Curriculum Guidelines for indigenous school education and quilombola education. Consultation and participation of school communities are at the heart of the Full-Time Secondary Education Fostering Program. The Ministry of Education set standalone mechanisms for (i) providing public access to information about the Program’s implementation (ii) grievance redressing and (iii) monitoring and evaluation. DISCLOSURE_TABLE B. DISCLOSURE REQUIREMENTS The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 INDIG ENOUS_TAB LE Environmental Assessment/Audit/Management Plan/Other For category A projects, date of Date of receipt by the Bank Date of submission to InfoShop distributing the Executive Summary of the EA to the Executive Directors Not applicable Not applicable Not applicable "In country" Disclosure Not applicable Indigenous Peoples Development Plan/Framework Date of receipt by the Bank Date of submission for disclosure Not Applicable Not Applicable “In country” Disclosure Country Date of Disclosure Not Applicable Not Applicable Comments C. COMPLIANCE MONITORING INDICATORS AT THE CORPORATE LEVEL IP OP/BP/GP 4.01 - Environment Assessment Does the project require a stand-alone EA (including EMP) report? No If yes, then did the Regional Environment Unit or Practice Manager (PM) review Not Applicable and approve the EA report? Are the cost and the accountabilities for the EMP incorporated in the Not Applicable credit/loan? OP/BP 4.10 - Indigenous Peoples Has a separate Indigenous Peoples Plan/Planning Framework (as appropriate) No been prepared in consultation with affected Indigenous Peoples? If yes, then did the Regional unit responsible for safeguards or Practice Not Applicable Manager review the plan? If the whole project is designed to benefit IP, has the design been reviewed and Not Applicable approved by the Regional Social Development Unit or Practice Manager? The World Bank RESTRUCTURING ISDS Brazil - Upper Secondary Reform (PforR + IPF) P163868 PDI_TABLE The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank for Not Applicable disclosure? Have relevant documents been disclosed in-country in a public place in a form and language that are understandable and accessible to project-affected groups Not Applicable and local NGOs? ALL_TABLE All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities been Not Applicable prepared for the implementation of measures related to safeguard policies? Have costs related to safeguard policy measures been included in the project Not Applicable cost? Does the Monitoring and Evaluation system of the project include the Not Applicable monitoring of safeguard impacts and measures related to safeguard policies? Have satisfactory implementation arrangements been agreed with the borrower and the same been adequately reflected in the project legal Not Applicable documents? III. APPROVALS Task Team Leader(s) Leandro Oliveira Costa Approved By Practice Manager/Manager Emanuela Di Gropello