Page 1 INTEGRATED SAFEGUARDS DATASHEET APPRAISAL STAGE I. Basic Information Date prepared/updated: 01/19/2006 Report No.: AC1885 1. Basic Project Data Country: Congo, Democratic Republic of Project ID: P086294 Project Name: Education Sector Project Task Team Leader: Susan Opper Estimated Appraisal Date: November 23, 2005 Estimated Board Date: February 28, 2006 Managing Unit: AFTH3 Lending Instrument: Specific Investment Loan Sector: General education sector (100%) Theme: Education for all (P) IBRD Amount (US$m.): 0.00 IDA Amount (US$m.): 130.00 GEF Amount (US$m.): 0.00 PCF Amount (US$m.): 0.00 Other financing amounts by source: BORROWER/RECIPIENT 3.70 3.70 Environmental Category: B - Partial Assessment Simplified Processing Simple [] Repeater [] Is this project processed under OP 8.50 (Emergency Recovery) Yes [ ] No [X] 2. Project Objectives The Project Development Objective (PDO) is to prevent further deterioration in the delivery of essential services for primary education and prepare ground for a sustainable development and financing of the education sector that will facilitate donor coordination and future transition to a sector wide program. To achieve its objectives, the Project will provide support for: (i) reducing primary school fees and providing free access to textbooks to increase equity in the supply of primary education services; (ii) building quality through monitoring learning achievement and improving the statutes for teachers; (iii) restoring access to primary education of at least minimal quality, especially in areas affected by the conflict of the last decade; and (iv) providing technical assistance and material support to build the systems capacity of government and prepare policies which update and re-structure the legal governance, financing, and administration of the sector. Higher Level Objectives : Page 2 Consolidate process of post-conflict recovery : The Project is fully consistent with the Transitional Support Strategy (TSS, February 2004) and the Poverty Reduction Strategy (PRSP August 2005 draft) to mitigate acute erosion of social capital in the DRC. The TSS recommends revitalizing education to consolidate overall recovery and transition. The very process of investing in the social sectors is stabilizing, as rebuilt schools and textbooks in classrooms assure the population of concrete results on the ground. The Project will also provide building blocks for Government to devise a medium term education sector development program and expenditure framework (MTEF). This is consistent with the new Country Assistance Strategy (CAS, under preparation in FY06), that will be the context in which the proposed Project will operate. The new CAS is framed in the perspectives of the PRSP and reflects the goals of the World Bank Africa Action Plan (AAP), emphasizing good governance, capacity building and results on the ground. These policy documents consider progress toward the MDGs as an important indicator of overall progress in development. Outcome Indicators : • growth in primary enrollment rate from GER 64 percent in 2005 to 80 percent in 2011 • increase in primary education completion rate from 29% in 2005 to 50% in 2011 • reform of teacher career structure (training, deployment, salary, incentive structure) approved • education sector plan (including medium term financing strategy) with indicators agreed with donors. 3. Project Description Strategic Approach: The Project fits within the strategic framework of Government policy commitments (Constitution, PRSP, Letter of Education Sector Policy, ministerial decrees in 2004-2005) especially in regard to eliminating primary school fees as a prerequisite for progress toward the MDGs. The design of the Project incorporates lessons from (i) recent World Bank operations in conflict-affected countries in various regions of the world; (ii) current Bank operations in the DRC including the Emergency Multi-sector Rehabilitation and Construction Project and budget support operations; (iii) fee abolition efforts and education sector strategies to reach the education MDGs in low- income countries; and (iv) international research on effective approaches for stimulating demand from the poor (free textbooks and lower school fees) and to improve quality (support for textbooks, teachers and management). The Project has four components, as follows: Component 1: Increase Access and Equity at Primary Level (Estimated costs, including contingencies: US$87.4 million) • Sub-Component 1a: Rehabilitate primary school infrastructure (US$27.8 million). The sub-component will provide support to rehabilitate primary school infrastructure and establish a sustainable national strategy for school rehabilitation through (i) studies and technical work on norms for low-cost construction, community participation, governance, Page 3 financial and technical management and maintenance; (ii) rehabilitation of about 1572 primary school classrooms (approximately 262 schools) and the director’s office and latrines; equipment (desks, storage closets for textbooks); and (iii) capacity building for the Infrastructure Division of the Ministry of Primary, Secondary and Professional Education (MEPSP) and the provincial education authorities and school personnel. • Sub-Component 1b: Rehabilitate the National Pedagogical University (US$3.8 million): This large university (UPN), located in Kinshasa, is the only high level institution in the country that is exclusively focused on training teachers and tertiary level teacher educators, and pedagogical research. The University provides critical resources to support education sector reforms, but is constrained by lack of facilities and equipment. The Project will provide support to rehabilitate UPN (classroom blocks, latrines, and offices; as well as equipment and pedagogical materials including desks and laboratory equipment) through the carrying out of works and the provision of goods. • Sub-Component 1c: Improve Equity of Access to Primary Education (US$51.5 million): This provides support to the Government’s strategy to eliminate primary school fees by substituting for a portion of the primary school teachers’ salaries(teachers’ bonuses) taking into account that this should translate into reduction of primary school fees paid by parents. The largest fee that households have been paying is the top-up of teachers’ salaries (frais de motivation). Project support will apply to primary teachers only, in keeping with the focus on the MDGs. The Project grants for teachers’ bonuses will be channeled through the country’s existing mechanism for paying teacher salaries. • Sub-Component 1d: Strengthen Safeguards in the Teacher Pay System (US$2.6 million). The Service de Controle et de la Paie des Enseignants (SECOPE) at MEPSP is the agent designated to assist the Budget Ministry for payment of teachers’ salaries and to transfer central Government block grants to schools to subsidize operating costs. The SECOPE database is a vital planning and management tool for the education sector, yet the database is maintained on out-of-stock hardware (computers) and software (COBOL). This sub-component will strengthen safeguards in the Government’s teacher pay system through: (i) international technical assistance on database planning and management; (ii) goods (upgraded computers, software, and internet connections for the SECOPE central and 11 Provincial offices) and (iii) training in the use of the upgraded resources to manage and monitor the system; (iv) information and communications to publicize the policy on eliminating primary school fees; (v) training for parent groups on their roles in monitoring the fee-free policy; (vi) transportation costs of inter-ministerial audits (ministries of Budget, Finance and EPSP); and (vii) consultancy services for two Public Expenditure Tracking Surveys (PETS) on the flow of public resources to schools for payment of teachers’ salaries. Component 2: Improve Quality of Primary Education (Estimated costs, including contingencies: US$28.7 million) • Sub-Component 2a: Provide Textbooks (US$25.2 million) includes support for (i) supply to all public schools and government supported private schools of textbooks for Page 4 grades 1 to 4 in mathematics and reading, in a ratio of 1 textbook for 2 students, and 1 textbook and the corresponding teacher’s guide per teacher. This will represent a total of about 10 million textbooks and 390,000 teachers’ guides; (ii) training of all teachers and school directors in the use of textbooks; (iii) production and distribution to primary schools of 150,000 manuals in the care and management of textbooks; (iv) development of a database in the MEPSP to track textbook stocks in the schools; (v) a study visit to two African countries with good experience in developing databases to track textbook stocks; (vi) training of Curriculum and Learning Materials Division staff of the MEPSP in evaluation of textbook content and in definition of textbook pedagogical and technical specifications; and (vii) a book sector study to provide background information for the formulation of a national textbook policy. • Sub-Component 2b: Build Capacity to Assess Learning Achievement (US$3.5 million). This sub-component will improve capacity to institutionalize assessments of learning achievement and research on learning and retention in school in order to establish a culture of monitoring the quality of education in the DRC. The sub-component aims to establish a partnership between the UPN and the Inspectorate who will administer the assessments. The Project will support (i) international technical assistance to train UPN professional staff in research on learning achievement, statistical sampling, diagnostic learning assessment tools and assessment design, including for the preparation of the survey to be carried out in primary education; (ii) establishing capacity within UPN to provide baseline information on learning achievements in primary schools; (iii) carrying out two rounds of assessments in a sample of primary schools, by the Inspectors in partnership with UPN; and (iv) supplies and related costs to disseminate results. Component 3: Strengthen Institutional and Financial Capacity of the Education Sector (Estimated costs, including contingencies: US$6.5 million) The objective of this Component is to contribute to revising the legal and institutional framework of the education system, and to reinforce institutional capacities for planning, budget formulation, and program execution. Key aspects include the career structure of teachers, teacher training, and development of coherent, technically sound and results- oriented strategies for education sector development which are based on realistic financing plans and budgets. • Sub-Component 3a Support Policy Reform for Teacher Career Structure (US$0.9 million): This sub-component will support the preparation of policies on pre-service and in-service teacher training which will be adopted by Government by the end of the Project. The new training policies will be formulated in tandem and linked with the Government’s redefinition of the career structure of teachers within the ongoing civil service reform. Expected results of this sub-component are: (i) a new statute on teachers, formulated and adopted within the civil service reform; (ii) a plan to modernize the system of pre-service teacher training; and (iii) a strategy and action plan for in-service teacher training with the view to providing certification in line with the new statute and guidelines on teacher qualifications. The Project will support: (i) the analysis of existing resources and reform options for pre-service teacher education; (ii) evaluation of existing in-service teacher training experiences and options for scaling up; (iii) feasibility studies Page 5 for reform, including two study tours by National Commission members (see below) in other African countries; (iv) workshops and seminars with education sector stakeholders to share evaluations and discuss reform options; (v) assistance to a National Commission to be created to review the career structure and reward system for teachers and draft the policy document on the proposed reform; (vi) information and communication activities to help build national consensus on reform proposals; and (vii) training and some equipment for the National Commission. • Sub-Component 3b Support Preparation of a Sector-wide Education Strategy (US$5.6 million): This sub-component will provide support to the preparation of a sector- wide education strategy including an appropriate legal framework and financing plans, through technical assistance (i) in legal affairs, to update the loi cadre to define the roles and responsibilities of the State at all levels, the religious organizations, rural and urban communities and parents in financing and managing schools; (ii) in literacy and higher education, to fill gaps in the education sector strategy, especially in regard to formulating a national strategy on literacy, a reform program for higher education, and programs to operationalize the pro-poor objectives of the PRSP with realistic timeframes and budgets vis-Ã -vis other priorities in the education sector; (iii) in medium term expenditure framework (MTEF) design, financial modeling techniques, and the definition, design and development of strategy and financing plans; and (iv) in developing, implementing and evaluating pilot programs in literacy. The sub-component will also support: (v) creation of a high level National Commission to oversee the expected results; (vi) training for the relevant technical units of the ministries involved, to improve data collection and analysis, feasibility studies, and use of computer-assisted budgeting and modeling; (vii) provision of computer equipment and software, and related equipment for the National Commission and inter-ministerial and technical committees working on the legal framework, sector strategy and financing plans; (vi) study tours; and (vii) technical workshops and national consultation seminars to build support for the policy reforms and disseminate results. At the end of the Project, this sub-component will have contributed to the formulation and approval of an education sector strategy and an MTEF (initial MTEF plus three subsequent updates). Component 4: Project Coordination and Management (Estimated costs, including contingencies: US$10.0 million; All IDA) The Project will strengthen project management and coordination of the Steering Committee comprised of the Ministry of Primary, Secondary and Professional Education, the Ministry of Higher Education and Universities, and the Ministry of Social Affairs with an increment in resources required to operate a Project Management and Coordination Unit (PMCU). The Project will also provide financing to contract technical resources for the PMCU, including in financial management; and resources for the PMCU to contract out specific parts of procurement management directly associated with Project activities (including civil works and large scale procurement of equipment and goods including textbooks). The PMCU is the ministries’ interlocutor for all the project’s implementing agencies, the consultants and firms contracted to carry out the various technical assistance tasks and studies described in the Project components, and is the main contact point for the Bank. Page 6 PPF: (US$1.0 million) An IDA-approved Project Preparation Facility (PPF) is under implementation to complete activities required for readiness for Project implementation. BCECO is handling all procurement and financial management for the PPF under a Grant Agreement with IDA, and a service contract with the above-mentioned Steering Committee. 4. Project Location and salient physical characteristics relevant to the safeguard analysis The Project covers the entire country. All public and public-subsidized primary schools will be targeted for the Project's support for reduction of school fees and the distribution of textbooks (Components 1 and 2 of the Project). The same is true for the classroom rehabilitation, although it will especially target areas which were most affected by the conflict (two-thirds of the 1572 classrooms rehabilitated by the Project will be in such areas). No major environmental or adverse social impacts are expected. The rehabilitation conducted under the Project will be small-scale activities and developments, executed on existing sites. Capacity building of the implementing agents is expected to have positive impact on the physical environment. The Project's support to eliminate primary school fees is expected to have social impact that can be measured in terms of growth in enrollment rates in the poorest households, and especially among girls. 5. Environmental and Social Safeguards Specialists Ms Yvette Laure Djachechi (AFTS3) Ms Edeltraut Gilgan-Hunt (AFTS2) 6. Safeguard Policies Triggered Yes No Environmental Assessment (OP/BP 4.01) X Natural Habitats (OP/BP 4.04) X Forests (OP/BP 4.36) X Pest Management (OP 4.09) X Cultural Property (OPN 11.03) X Indigenous Peoples (OP/BP 4.10) X Involuntary Resettlement (OP/BP 4.12) X Safety of Dams (OP/BP 4.37) X Projects on International Waterways (OP/BP 7.50) X Projects in Disputed Areas (OP/BP 7.60) X II. Key Safeguard Policy Issues and Their Management A. Summary of Key Safeguard Issues 1. Describe any safeguard issues and impacts associated with the proposed project. Identify and describe any potential large scale, significant and/or irreversible impacts: There are no potentially large scale, significant and/or irreversible impacts. Page 7 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area: The Project is not likely to generate adverse environmental effects or involuntary resettlement. A significant expected social impact is an increase in enrollments from reducing primary school fees. Should the intended benefits not be communicated adequately or implementation left unchecked, there is a risk that fees would still be charged even while teachers' salaries are raised. This could damage the long term prospects for Government to realize its policy on eliminating primary school fees. The Project will finance publicity campaigns on the Government's fee-free policy and monitoring/ assessment of public expenditures. 3. Describe any project alternatives (if relevant) considered to help avoid or minimize adverse impacts. All activities supported by the Project funds must avoid or minimize negative environmental impacts by exploring viable alternative designs. Screening mechanisms, outlined in the Environmental and Social Management Framework (ESMF), are being integrated into the Project Procedures Manual and Technical Guidelines. It is anticipated that if there are adverse impacts, these will be highly localized, temporary in nature, and easily mitigated through the application of sensible site selection criteria for the rehabilitations, good construction practices and diligent management practices in the operational phase. The ESMF provides specific guidance on managing environmental aspects such as work place debris, including removal of asbestos. As part of the selection requirements, all proposals for rehabilitation are required to include a brief description of the existing environment at the project area, any known environmental sensitivities, and any sites affected with known archeological, paleontological, historical, cultural, religious or unique natural values. The contracted agents, assisted by the Bureau Central de Coordination (BCECO) and Ministry technicians, will expand on the environmental information collected through reference to existing reports and studies (if available), through discussions with community members or through new data collection if necessary. Rehabilitation proposals which do not provide adequate environmental data cannot be considered for financing until they meet these requirements. Assessments will include screening for possible involuntary resettlement, using the Resettlement Action Plan (RAP) prepared for the Project. Assessment of the social impacts related to the objective to reduce primary school fees will be conducted ex post. The Project will support technical and financial audits to track expenditures, and social audits. There must be satisfactory results from these audits in order for subsequent transfers to be made. Page 8 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 majority of Project activities -- including all the rehabilitation -- financed by the Project will be implemented by BCECO through a service contract with the PMCU. BCECO has ongoing and relevant experience, working with the Ministry of the Environment, managing environmental safeguards through other IDA projects. This includes the EMRRP. The EMRRP has an approved ESMF and RAP. The Education Project's ESMF and RAP apply the principles of EMRRP's documents, and were disclosed separately by the Environment Minister. Overall responsibility for the implementation of the safeguard guidelines will be with the PMCU, the operational arm of the Project Steering Committee. The PMCU will ensure that the safeguards guidelines are followed and that Project staff have the required skills and receive appropriate training to ensure that the procedures and screening process are followed as prescribed, and that no activities restricted under these guidelines are funded. The PMCU will incorporate necessary changes to the guidelines and procedures based on recommendations from monitoring exercises and in agreement with the World Bank. During Project execution, it will benefit from existing human resources at the Ministry of Environment and BCECO to assist in screening for environmental and social risks, and to help train and build capacity of the Education Project's implementing agents to follow the agreed measures for environmental and social safeguards. Technicians at the Ministry of Primary, Secondary and Professional Education (MEPSP) and the Ministry of Higher Education will be trained in environmental assessment and mitigation, and will assist in incorporating environmental measures into project activities before submission to the PMCU for decision on the rehabilitation activities. Decisions on the allocation of funds for rehabilitation of primary schools will be made by the Education Project Steering Committee. Standard environmental and social screening forms were developed during Project preparations (documented in ESMF and RAP), for use during Project execution. Also, to avoid certain adverse impacts on the environment and people, the Project Procedures Manual will specify a range of activities which are not eligible for Project support. For example, the Project will not support new land acquisitions or the expansion of existing settlements in protected areas or areas proposed for protection. Where settlements already exist, proposals for funding must be in compliance with national land management regulations, and provisions in protected area management plans. No track upgrading or road rehabilitation of any kind will be allowed inside natural habitats and existing or proposed protected areas. No project support will be provided in areas with activities involving involuntary resettlement. Activities that will have adverse impacts on social groups within the community and/or in neighboring communities cannot be funded. Whereas the Operational Directive 4.20 on Indigenous Peoples was not triggered, the Project has taken the precautionary measure, through the design of the Project itself, to include this aspect in the screening form and the monitoring and evaluation framework, Page 9 including external assessments. The same is true of OP 4.11 (OPN 11.03) - Cultural Property. 5. Identify the key stakeholders and describe the mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. The stakeholders include school authorities and parent groups, education authorities at national and provincial levels, civil society associations including religious groups who manage 70% of the public primary schools, Parliament and municipal authorities, and UPN administrators and staff. The national counterpart team (under the Steering Committee) preparing the Education Project is ensuring wide circulation of the ESMF and RAP as part of the disclosure process in the DRC. The Project Preparation Fund (PPF) also provides financing for the national preparation team and BCECO to consult populations potentially affected by the Project, in order to fine tune the procedures outlined in the ESMF, RAP and consultation strategy for incorporation into the Project Procedures Manual. B. Disclosure Requirements Date Environmental Assessment/Audit/Management Plan/Other: Date of receipt by the Bank 01/10/2006 Date of "in-country" disclosure 01/09/2006 Date of submission to InfoShop 01/12/2006 For category A projects, date of distributing the Executive Summary of the EA to the Executive Directors Resettlement Action Plan/Framework/Policy Process: Date of receipt by the Bank 01/10/2006 Date of "in-country" disclosure 01/09/2006 Date of submission to InfoShop 01/12/2006 * If the project triggers the Pest Management, Cultural Property and/or the Safety of Dams policies, the respective issues are to be addressed and disclosed as part of the Environmental Assessment/Audit/or EMP. If in-country disclosure of any of the above documents is not expected, please explain why: C. Compliance Monitoring Indicators at the Corporate Level (to be filled in when the ISDS is finalized by the project decision meeting) OP/BP/GP 4.01 - Environment Assessment Does the project require a stand-alone EA (including EMP) report? Yes If yes, then did the Regional Environment Unit or Sector Manager (SM) review and approve the EA report? Yes Are the cost and the accountabilities for the EMP incorporated in the credit/loan? Yes Page 10 OP/BP 4.12 - Involuntary Resettlement Has a resettlement plan/abbreviated plan/policy framework/process framework (as appropriate) been prepared? Yes If yes, then did the Regional unit responsible for safeguards or Sector Manager review the plan? Yes The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank's Infoshop? Yes 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 and local NGOs? Yes All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities been prepared for the implementation of measures related to safeguard policies? Yes Have costs related to safeguard policy measures been included in the project cost? Yes Does the Monitoring and Evaluation system of the project include the monitoring of safeguard impacts and measures related to safeguard policies? Yes Have satisfactory implementation arrangements been agreed with the borrower and the same been adequately reflected in the project legal documents? Yes D. Approvals Signed and submitted by: Name Date Task Team Leader: Ms Susan Opper 01/10/2006 Environmental Specialist: Social Development Specialist Additional Environmental and/or Social Development Specialist(s): Mr Thomas E. Walton 01/11/2006 Approved by: Regional Safeguards Coordinator: Mr Thomas E. Walton Comments: Sector Manager: Ms Laura Frigenti 01/12/2006 Comments: