INTEGRATED SAFEGUARDS DATA SHEET
RESTRUCTURING STAGE
Note: This ISDS will be considered effective only upon approval of the project restructuring
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Report No.: ISDSR18487
Date ISDS Prepared/Updated: 08-Jul-2016
Date ISDS Approved/Disclosed: 08-Jul-2016
I. BASIC INFORMATION
1. Basic Project Data
Country: Mali Project ID: P123503
Project Name: Mali Emergency Education For All Project (P123503)
Task Team Pierre Joseph Kamano
Leader(s):
Estimated 20-Jun-2011 Estimated 18-Apr-2011
Appraisal Date: Board Date:
Managing Unit: GED07 Lending Investment Project Financing
Instrument:
Is this project processed under OP 8.50 (Emergency
Recovery) or OP 8.00 (Rapid Response to Crises and No
Emergencies)?
Financing (in USD Million)
Total Project Cost: 41.70 Total Bank Financing: 0.00
Financing Gap: 0.00
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Financing Source Amount
Borrower 0.00
Education for All - Fast Track Initiative 41.70
Total 41.70
Environmental B - Partial Assessment
Category:
Is this a No
Repeater
project?
2. Current Project Development Objectives
The project development objective is to increase access and improve the learning environment for
affected students in targeted areas.
Proposed New PDO (from Restructuring Paper)
The project development objective is to increase access and improve the learning environment for
affected students in targeted areas.
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3. Project Description
Component 1: Increasing access to basic education services. This component aims to increase access
through the construction and rehabilitation of physical structures, as well as to incorporate school
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health and feeding programs. It has the following sub-components:
Sub-component 1.1: School construction, rehabilitation, and equipment (US$ 21.15 million). This
sub-component aims to accommodate displaced and affected students and expand the number of
student places in primary and lower secondary education in the seven academies. The Government
has defined priority areas for the project where activities will be implemented. The six targeted
regions are Bamako, Kati, Mopti, San, Douentza, and Ségou. These priority areas were determined
using the following criteria: (i) the number of displaced people in the area, (ii) the number of
community schools located in underserved zones, and (iii) the gross enrollment rate of the area. In
this context, the project will support:
a) Construction and equipment of 1050 classrooms distributed as follows: (i) 960 classrooms
equipped in primary; (ii) 81 classrooms equipped in lower secondary schools (new and existing
schools); and 9 classrooms equipped in general secondary in the Mopti region to accommodate 600
secondary students displaced from the North. Each school (new and existing) will received 3
equipped classrooms with 2 blocks of latrines, and a well. Only new schools will receive a block of 3
classrooms with an administrative office.
b) Rehabilitation of 200 classrooms; construction of 100 blocks of latrines, construction of 200 wells
and distribution of 3,000 students desks in existing schools.
Of the planned 1,050 classrooms, the project has completed the construction of 789 classrooms and
distributed 3,000 students➢❨ desks in affected schools. The second phase of civil works activities
will include: the construction and equipment of 261 classrooms in northern regions, as well as the
rehabilitation of 200 classrooms, the construction of 100 blocks of latrines, and the construction of
200 wells. As per the agreed action plan with the Ministry, construction sites and implementing
agencies have been identified and ToRs developed for each of the remaining activities. As soon as
proposed extension is granted, contracts will be signed to launch the implementation process of these
remaining activities. However, implementation of activities and monitoring in northern regions
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remain a challenge with the limited security outside of cities. The team is considering working
closely with local NGOs and CSOs in northern regions to ensure better and closer M&E of activities
to be implemented in the North.
Sub-component 1.2: School health and feeding and teaching materials (US$ 8.7 million). This sub-
component aims to increase access and retention of children and improve the learning environment,
especially for girls living in areas of food insecurity and vulnerable children of school age living in
areas with high concentrations of displaced children, through provision of food and health services
and teaching-learning materials in schools.
This sub-component consists of the following:
a) Support to 300 school canteens (of which 120 in the North) and provide food for around 50,000
students per year including 20,000 displaced students; Training of 1,500 student-mothers; and
development of school health activities in 300 schools per year.
b) Provide incentives such as school materials (textbooks, notebooks, calculator, etc.) to girls with
100 percent monthly attendance, to foster girls➢❨ enrollment and attendance.
This sub-component has provided 12 million meals to more than 130,000 students in more than 400
schools across the country (in the South as well as in the North). Student-mothers have been trained
and school health activities have been developed as well; and 10,525 girls have received kits for their
improved attendance. It is planned to deliver 17 million meals by the end of the current school year.
Remaining activities will include delivery of close to 10 million meals to students including in
northern regions, and the scaling-up of the school feeding M&E system to at least seven academies.
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Component 2: Strengthen the technical and pedagogical capacity of the education system (US$ 6.2
million). This component aims to improve the learning environment of schools through teacher
training activities and pedagogical support for affected students. It aims at improving the capacity of
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pedagogical advisors, school directors, and teachers to provide adequate pedagogical support to
students. These interventions are expected to improve students➢❨ learning based on the government
ongoing program.
Sub-Component 2.1: Teacher training (US$ 4.05 million): This sub-component consists of the
following: training of regional teams made up of 75 teacher trainers; training of 1,200 teachers (at
least 500 Community Teachers); training of 300 school directors and pedagogical advisors; and
training of 250 secondary teachers.
Sub-Component 2.2: Pedagogical Support to affected students (US$3.7 million). Activities include
training of teachers in charge of remedial courses in the techniques of remedial teaching and in
psycho-social support for 30 regional trainers; organization of remedial courses; and purchase and
distribution of school materials kits to students (a bag, a notebook, pen, a pencil, a sharpener, a hand
board, and an eraser).
All the activities planned under Component 2 have been completed and targets surpassed: 2,708
teachers have been trained; 400 school directors, 350 secondary teachers, and 100 regional trainers
have benefited from project supported activities. In addition, 39,800 students have received remedial
classes with support from trained teachers. Remaining funds will be used to strengthen M&E system
for teachers➢❨ in-service training.
Component 3: Strengthen the administrative and monitoring capacity of the education system (US$
5.65 million). This component consists of project management activities including strengthening of
the CGS and the M&E system.
Sub-Component 3.1: Involvement of the CGS in School Management (US$1.5 million). This sub-
component aims to establish 1,000 CGS in new and existing primary schools and monitoring of
school activities especially related to school canteens, student and teacher absenteeism and girls➢❨
enrollment and security will be developed.
Sub-Component 3.2: Support to the ministry M&E system in targeted areas (US$ 0.8 million).
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Sub-Component 3.3: Project M&E and TA (US$1.8 million).
The project has provided support and set-up 1,332 CGS in communities including in northern
regions. The project is performing satisfactorily despite the challenging environment and frequent
changes in leadership at the central level. However, the M&E system would need greater support and
time to be completed; the study for monitoring school activities especially related to school canteens,
student and teacher absenteeism and girls➢❨ enrollment has been developed, a pilot is under
implementation, and it is expected that the next school year would allow implementation of the M&E
system in regions and communes.
4. Project location and salient physical characteristics relevant to the safeguard
analysis (if known)
The six priority areas (Bamako, Kati, Mopti, San, Douentza, and Ségou) selected by the
government, for the implementation of the project, are located in the southern part of the country.
Though this countryside hosts the main natural ecosystems and water-bodies, there is no salient
physical feature which would be threatened by the activities to be developed in regard of their small-
scale and nature. Nevertheless, due to the historical status of the territory, the exploitation of
borrowing pits for the construction of classroom must take into account the potential existence of
undiscovered archealogical and cultural richness; this will be analyzed in the environmental
management framework and appropriate measures integrated in civil work contracts.
5. Environmental and Social Safeguards Specialists
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Cheikh A. T. Sagna (GSU01)
Salamata Bal (GSU01)
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6. Safeguard Policies Triggered? Explanation (Optional)
Environmental Yes
Assessment OP/BP 4.01
Natural Habitats OP/BP No
4.04
Forests OP/BP 4.36 No
Pest Management OP 4.09 No
Physical Cultural No
Resources OP/BP 4.11
Indigenous Peoples OP/ No
BP 4.10
Involuntary Resettlement No
OP/BP 4.12
Safety of Dams OP/BP No
4.37
Projects on International No
Waterways OP/BP 7.50
Projects in Disputed No
Areas OP/BP 7.60
II. Key Safeguard Policy Issues and Their Management
A. Summary of Key Safeguard Issues
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1. Describe any safeguard issues and impacts associated with the Restructured project.
Identify and describe any potential large scale, significant and/or irreversible impacts:
The project is classified category B in regard of the activities to be developed essentially under
component 1 which will support the construction of infrastructures (classrooms and associated
facilities). No large scale, significant or irreversible negative impact is foreseen to be induced by
the project activities. The negative impacts would be minor and manageable with a minimum of
efforts in place. To this end, three safeguard policies have been triggered: OP 4.01 on
Environmental Assessment; OP 4.11 on Physical Cultural resources; OP 4.12 on Involuntary
Resettlement. But, as the project is processed through a Bank emergency policy (OP 8.00), an
Environmental and Social Screening Assessment Framework (ESSAF) is developed during the
appraisal to help managing the environmental and social issues at the early stage of the project
implementation. Later on, four months after the effectiveness, two safeguards instruments (an
Environmental and Social Management Framework and a Resettlement Policy Framework) will be
prepared, consulted upon and disclosed in-country and at the Infoshop of the Bank. Environmental
and Social Management Plans (ESMPs) and Resettlement Action Plans (RAPs) will be prepared,
consulted upon, and disclosed, once sites and works are finalized.
2. Describe any potential indirect and/or long term impacts due to anticipated future activities
in the project area:
Environmental and social impacts are minimal to moderate, and are not expected to have long-
term and major negative impacts.
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3. Describe any project alternatives (if relevant) considered to help avoid or minimize adverse
impacts.
N/A
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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 two safeguard documents (ESMF and RPF) will be prepared, consulted upon and disclosed
publicly both in-country and at the InfoShop not later than four months following the effectiveness
date. The assessment of borrower?s capacity reveals a need of support; the Project Implementation
Unit (PIU) will appoint a part-time safeguard specialist to ensure proper implementation,
documentation, follow up and reporting of the mitigation measures (screening, execution of
specific ESMP, etc.) recommended in the updated instruments (ESSAF, ESMF, RPF). This will be
a condition for Project effectiveness. ESMPs and RAPs will be prepared during project
implementation, once sites and works are finalized. A provision of a total amount about US
$50,000 is earmarked in the project budget for the execution of the above-mentioned measures.
Finally, this new operation will build on the many years of experience and the lessons learned
from implementation of several bank-funded projects in the country. This provides the project
Teams and relevant actors a good framework for acceptable implementation of safeguard
covenants.
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 that will be consulted in the preparation of the safeguard documents will
include the direct beneficiaries (local communities, local governments, etc.) and potentially
affected people during the determination of activities? sites. Where displacedpopulation are
concerned, appropriate sensitization and communication mechanisms will be implemented to
involve them in decision making. The Direction Nationale du Contrôle des Pollutions et
Nuisances and the Project Implementation Unit (PIU) will ensure that any safeguard document is
processed through the existing Malian EIA procedure till the issuance of the environmental permit
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by the Minister in charge of environment. Local governments, local leaders women association
and civil society, where appropriate, will always be part of the consultations.
B. Disclosure Requirements
Environmental Assessment/Audit/Management Plan/Other
Was the document disclosed prior to appraisal? No
Date of receipt by the Bank 19-Nov-2012
Date of submission to InfoShop 28-Mar-2013
For category A projects, date of distributing the Executive
Summary of the EA to the Executive Directors
"In country" Disclosure
Comments:
If the project triggers the Pest Management and/or Physical Cultural Resources 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:
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C. Compliance Monitoring Indicators at the Corporate Level
OP/BP/GP 4.01 - Environment Assessment
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Does the project require a stand-alone EA (including EMP) Yes [ ] No [ ] NA [ ]
report?
The World Bank Policy on Disclosure of Information
Have relevant safeguard policies documents been sent to the Yes [ ] No [ ] NA [ ]
World Bank's Infoshop?
Have relevant documents been disclosed in-country in a public Yes [ ] No [ ] NA [ ]
place in a form and language that are understandable and
accessible to project-affected groups and local NGOs?
All Safeguard Policies
Have satisfactory calendar, budget and clear institutional Yes [ ] No [ ] NA [ ]
responsibilities been prepared for the implementation of
measures related to safeguard policies?
Have costs related to safeguard policy measures been included Yes [ ] No [ ] NA [ ]
in the project cost?
Does the Monitoring and Evaluation system of the project Yes [ ] No [ ] NA [ ]
include the monitoring of safeguard impacts and measures
related to safeguard policies?
Have satisfactory implementation arrangements been agreed Yes [ ] No [ ] NA [ ]
with the borrower and the same been adequately reflected in
the project legal documents?
III. APPROVALS
Task Team Leader(s): Name: Pierre Joseph Kamano
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Approved By
Safeguards Advisor: Name: Maman-Sani Issa (SA) Date: 08-Jul-2016
Practice Manager/ Name: Dina N. Abu-Ghaida (PMGR) Date: 08-Jul-2016
Manager:
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