August 2019 Addressing Childcare in the World Bank Portfolio: Approaches, Experiences, and Lessons Learned Sarah Haddock Amna Raza Giacomo Palmisano Photo credit: EPAG Project, Liberia Ministry of Gender, Children and Social Protection August 2019 Addressing Childcare in the World Bank Portfolio: Approaches, Experiences, and Lessons Learned Sarah Haddock Amna Raza Giacomo Palmisano  3 Contents Acknowledgments................................................................................................................. 5 Key Findings on Childcare in the World Bank Portfolio..............................................7 1. Introduction........................................................................................................................ 9 2. Analysis...............................................................................................................................11 Analysis Main Message #1: Consider childcare constraints during project preparation and embed inquiries into the gender analysis..............................12 Analysis Main Message #2: Diagnostic activities do not need to be time- or resource-intensive...................................................................................................12 Analysis Main Message #3: Leverage existing analyses and partnerships to gather relevant information without duplicating efforts.............................12 3. Quality Standards ...........................................................................................................13 Quality Standards Main Message #1: Accord with national policies and regulatory frameworks; in their absence, define basic standards to ensure a minimum level of quality in childcare services ..................................14 Quality Standards Main Message #2: Pilot childcare services before scale-up ..........................................................................................................................14 Quality Standards Main Message #3: Solicit input and feedback from parents and the community ......................................................................................15 Quality Standards Main Message #4: Learn from the body of evidence on early childhood development practices.................................................................15 4. Partnerships ....................................................................................................................16 Partnerships Main Message #1: Map out existing childcare arrangements and delivery partners...................................................................................................17 Partnerships Main Message #2: Work with delivery partners to build on existing systems and promote long-term sustainable solutions ...................17 Partnerships Main Message #3: Explore partnership opportunities with nongovernmental organizations and the private sector..................................................................................................17 5. Costs ...................................................................................................................................19 Cost Main Message #1: Plan up front, conducting advance work to estimate costs, and consider the differences between direct and indirect provision of childcare.................................................................................................. 20 Cost Main Message #2: Consult with stakeholders and explore cost- sharing options .............................................................................................................21 Cost Main Message #3: Consider making caregivers a track with a training or public works program.............................................................................................21 Cost Main Message #4: Track the costs of childcare during implementation ........................................................................................................... 22 ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 4 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 6. Monitoring and Evaluation .......................................................................................... 23 M&E Main Message #1: Projects should improve monitoring of childcare inputs, activities, outputs, and outcomes ........................................................... 23 M&E Main Message #2: Solicit feedback from parents and the broader community to improve the quality of childcare services over time ............. 24 Case Study A: Youth Employment and Skills Development in Burkina Faso...... 25 Addressing Gender Equality and Child Development in Case Study B:  Rwanda’s Social Protection System.....................................................27 References............................................................................................................................ 29 Appendixes Appendix A. Portfolio Review Details.............................................................................31 Appendix B. Interview Guide for Task Team Leaders and World Bank Teams.... 54 Appendix C. Portfolio Review Results: Number and Type of Projects................. 59 Boxes Childcare Improves Women’s Labor Outcomes in Low- and Middle- Box 1.1.  Income Countries .................................................................................................. 9 Box 1.2. The Rationales for Addressing Childcare in World Bank Projects.......... 10 E xamples of Good Practice in Embedding Childcare Analysis within Box 2.1.  Gender Assessments...........................................................................................11 E xample of Good Practice in Leveraging Existing Information for Box 2.2  Analysis....................................................................................................................12 Box 3.1. Examples of Good Practice in Quality Standards........................................14 Box 3.2. Useful World Bank ECD Resources ..................................................................15 Box 4.1. Examples of Good Practice in Leveraging Partnerships............................16  xamples of Good Practice in Partnering with NGOs and the Private Box 4.2. E Sector......................................................................................................................17 Box 5.1. Examples of Costs for Direct and Indirect Provision of Childcare ........ 20 Box 6.1. Examples of Good Practice in Monitoring and Evaluation....................... 24 Tables Table 6.1. Examples of Indicators for Childcare Activities....................................... 23 Table A.1. Portfolio Review............................................................................................... 32 Figures Figure C.1. Portfolio Review by Global Practice and Lending Instrument........... 59 5 Acknowledgments This report is the result of an initiative led by the Wane (Senior Economist, GED07), Francisco Campos Gender Group and funded by the World Bank Group’s (Senior Economist, GFCAS), Thomas Bossuroy (Senior Umbrella Facility for Gender Equality (UFGE) to take Economist, GSP07), Marc Marie Francois Navelet stock of the approaches, experiences, and lessons Noualhier (Senior Transport Specialist, GTD08), learned on how to address childcare in World Bank Malaika Becoulet (Transport Specialist, GTD04), Matteo Lending Operations. The UFGE is made possible Morgandi (Senior Economist, GSP04), Alphonsus Nji T with generous contributions from Australia, Canada, Achomuma (Senior Financial Sector Specialist, GFCAC), Denmark, Finland, Germany, Iceland, Latvia, the Maria Loreto Padua (Senior Social Development Netherlands, Norway, Spain, Sweden, Switzerland, Specialist, GSU02), Miriam Matilde Montenegro Lazo the United Kingdom, the United States, and the Bill & (Senior Social Protection Specialist, GSP04), Mari Shojo Melinda Gates Foundation. (Senior Education Specialist, GED06), Briana Wilson (Senior Social Protection Specialist, GSP03), Iftikhar Caren Grown (Senior Director, GTGDR), Benedicte Malik (Senior Social Protection Specialist, GSP01), De La Briere (Lead Economist, GTGDR) and Stefan Hugo Brousset Chaman (Social Protection Specialist, Agersborg (Knowledge Management Specialist, GSP04), Jung Eun Oh (Senior Transport Specialist, GTGDR) provided overall guidance. The team also GTD02), Linda Kiriinya (Consultant, GSU07), Marcela appreciates the support and input of Frances Bowen Ines Salvador (Senior Social Protection Specialist, and Kathleen Beegle. GSP04), Mack Capehart Mulbah (Social Protection Specialist, GSP08), Muderis Abdulahi Mohammed The authors acknowledge the support of the peer (Senior Social Protection Specialist, GSP01), Abla reviewers Sashka Posarac (Lead Economist, GSP03) Safir (Senior Economist, GSP01), Gonzalo Javier Reyes and Ciliaka Gitau (Economist, GFCSS), as well as ad- Hartley (Senior Social Protection Specialist, GSP03), ditional input from Cindy Suh (Senior Operations Kiran Afzal (Senior Private Sector Specialist, GFCSN), Officer, GTGDR), Michael O’Sullivan (Senior Economist, Andrea Vermehren (Lead Social Protection Specialist, GTGDR), Eliana Rubiano Matulevich (Economist, GSP01), Roger Gorham (Senior Transport Economist, GTGDR), Tamoya Christie (Economist, GTGDR), Alicia GTD04), Li Qu (Transport Specialist, GTD04), Karla Hammond (Gender Specialist, GTGDR), Ana Maria Dominguez (Gender Specialist, GTD01), Valens Munoz (Senior Social Scientist, GPV03), Roshika Singh Mwumvaneza (Senior Agricultural Specialist, GFA13), (Consultant, CASWB), Nathalie Hoffmann (Associate Snjezana Plevko (Senior Economist, GSP04), Asha M. Operations Officer, CASWB), Rudaba Nasir (Operations Williams (Social Protection Specialist, GSP04), Meriem Officer, CASWB), and Maine Astonitas (Operations Ait Ali Slimane (Senior Private Sector Specialist, Officer, GTGDR). The team is also thankful to Amanda GFCME), Djekombe Rony Mba Minko (Operations Devercelli (Senior Education Specialist, GED07) for her Analyst, GSP07), Afrah Alawi Al-Ahmadi (Senior Social review of the document. Protection Specialist, GSP05), Abderrahim Fraiji (Senior Operations Officer, GSU05), Axel Baeumler In addition, the authors are especially thankful to (Senior Infrastructure Economist, GSU09), Haneen Task Team Leaders and Team Members for participat- Ismail Sayed (Lead Operations Officer, GSP05), ing in the interviews and providing useful information Yoonhee Kim (Senior Urban Economist, GSU12), Heba for the review and for the examples and case studies Elgazzar (Senior Economist, Human Development, included in the report. The team would like to thank GSP07), Antonio Nucifora (Lead Economist, GMTLC), Susan Kayonde (Private Sector Specialist, GFCAE), Waly Andre Loureiro (Senior Economist, GED04), Rafael ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 6 APPROACHES, EXPERIENCES, AND LESSONS LEARNED Chelles Barroso (Senior Economist, GMTA1), Juan Gilberte Kedote (Social Protection Specialist, GSP07), Martin Moreno (Senior Social Protection Economist, Oumar Barry (Consultant), Sean Bradley (Lead Social GSP04), Aly Salman Alibhai (Operations Officer, AFRGI), Development Specialist, GSU02), Adetunji A. Oredipe Theresa Jones (Consultant, HECSP), Nancy Rocio (Senior Agriculture Economist, GFA01), Sonya Woo Banegas Raudales (Social Protection Specialist, (Senior Operations Officer, GSU02). GSP04), Natacha Lemasle (Senior Social Development Specialist, GSU02), Murat Onur (Social Development The authors also acknowledge the contributions of Specialist, GSU07), Leandro Costa (Senior Economist, partners including Tamsin Ayliffe (Social Protection GED04), Foluso Okunmadewa (Lead Specialist, GSP08), and Social Development Consultant), Erna Ribar Zoe Elena Trohanis (Senior Urban Development (United Nations Children’s Fund [UNICEF]), Claudina Specialist, GSU10), Seenithamby Manoharan (Senior Valdez (Director for Training and Development for Rural Development Specialist, GFA12), John Van Dyck the Progresando con Solidaridad program in the (Senior Social Protection Specialist, GSP05), Karla J. Dominican Republic), Carolina Gordillo (responsible Mcevoy (Senior Social Protection Specialist, GSP04), for child-related projects for Despacho Primera Dama Rebekka E. Grun (Senior Economist, GSP07), Ayaba in the Dominican Republic). 7 Key Findings on Childcare in the World Bank Portfolio i. Need for more analysis in project design: Formal • The private sector (whether it is employer-based diagnostic activities are often not undertaken to or a low-cost childcare provider) can also play a determine whether childcare services are required role in providing childcare services. in a project or how they should be administered. This situation arises partly because childcare ser- iv. Few projects are costing out childcare arrange- vices are often not identified as a project activity ments during project preparation and implemen- in the early stages of project planning. tation. Projects tend not to include a specific bud- • Diagnostics to determine the need for childcare get allocation for childcare activities because they services need not be overly complicated or tax- are considered ancillary services in support of the ing to task teams, and there are resources avail- project’s main activities. able to support these activities. • Projects should pay more attention to costs as- sociated with childcare services, both planned ii. Increase the focus on quality standards: Addressing and actual. or tracking the quality of childcare services remains a challenge. Among other reasons, this may be v. Projects conduct little monitoring of childcare a result of not including childcare services early activities (including activity inputs, outputs, out- on in project planning (for example, when perfor- comes, and impacts). Many teams revealed that mance metrics are developed). they had no information as to whether the childcare • Better guidance to inform the development and activities laid out in the project appraisal document implementation of appropriate quality stan- (PAD) were being implemented, let alone if the ac- dards is becoming available. tivities were achieving the intended impacts. • Childcare services should be piloted before go- • Frameworks exist to help identify potential in- ing to scale to ensure quality and applicability in dicators that are easy to track and can improve different contexts. project implementation. iii. In many projects, partnerships across government The good-practice examples and lessons, as well as entities, as well as between government and non- resources, highlighted in this report can address these governmental organizations, have been instru- findings and improve the quality and effectiveness of mental to the delivery of childcare services. investments in childcare in the World Bank portfolio. Photo credit: Amina Semlali 9 1. Introduction Access to reliable, affordable, good-quality childcare The report addresses five broad domains related to services has a strong economic rationale. It can sup- childcare in project design and implementation that port improved early childhood development and as- emerged based on the interviews conducted with the sociated economic benefits, and it enables families project teams. These domains are discussed in the to increase access to income-generating opportu- next five chapters: analysis, quality standards, part- nities (box 1.1). Furthermore, childcare provision can nerships, costs, and monitoring and evaluation. In generate benefits for businesses (be they private or addition to the case studies within each chapter, the public) in terms of improved recruitment, retention, report contains two longer case studies that illustrate and worker productivity (Niethammer et al. 2017). And these domains in a single example. finally, childcare as a sector, if developed, may be a viable source of employment. These four broad path- The 69 projects and the methodology used to iden- ways lead to benefits in the long term for economic tify and assess them are described in appendix A. competitiveness and the prosperity of societies. The reviewed projects had different motivations for including childcare, reflecting the multiple pathways Some World Bank Group lending operations include in which benefits can accrue from improving childcare childcare as a project activity, primarily to improve the access and quality (box 1.2). quality of women’s participation in the project and the results of development initiatives. This review takes Likewise, there was a varying approach to address- stock of the World Bank lending portfolio to synthesize ing the need for childcare across projects. Most of the approaches and experiences to date and draw out the projects identified in this review focused on sup- the lessons learned for operational task teams. ply-side interventions. Box 1.1. Childcare Improves Women’s Labor Outcomes in Low- and Middle-Income Countries The lack of childcare has been described as a global crisis in nal employment by 44 percentage points, enabled mothers to regard to women’s work (Samman, Presler-Marshall, and Jones work full time, and increased mothers’ work in the formal sec- 2016) and a major constraint to women’s participation in the la- tor (Sanfelice 2018). Similarly, in urban Argentina, public pre- bor force and access to better jobs in 15 European countries (De schools increased the likelihood of maternal employment by Henau, Meulders, and O’Dorchai 2010). In Pakistan, Peru, and 10 7 to 14 percentage points (Berlinski and Galiani 2007). In rural African countries, 40 percent of working mothers bring young Colombia, community-based childcare centers more than tri- children to their place of work, a practice that can have nega- pled women’s probability of employment and increased their tive cognitive and health effects on small children and impede hours worked by 75 hours per month (Attanasio and Vera-Her- women’s productivity (World Bank 2012). nandez 2004). A growing body of evidence establishes that the availability Similar results have emerged from other regions. Preschools of childcare affects female labor supply at both the exten- in Mozambique allowed caregivers (primarily mothers) to in- sive margin (whether to work at all) as well as the intensive crease participation in the labor market (Martinez, Naudeau, margin (how many hours, productivity, and the type of work). and Pereira 2012). Enrolling children three to five years of age The vast majority of such studies are from developed coun- in preschools in Togo resulted in women being 37 percent tries. This literature generally finds that increasing women’s more likely to work outside the home (Tabbert 2009). In Viet- access to quality, affordable childcare leads to increases in nam, childcare expansion resulted in increased wage and for- women’s labor force participation (Bick, 2016; Givord and mal sector employment compared to self-employment, longer Marbot 2015). hours, and higher income (Dang, Hiraga, and Nguyen 2019). Although there are fewer studies in low- and middle-income Access to childcare can affect male labor market outcomes contexts, the evidence is growing. There are a number of rig- as well as female labor supply. Publicly provided childcare in orous studies in the Latin American region (as discussed in Mexico not only increased female labor force participation and more detail in Mateo Díaz and Rodriguez-Chamussy 2016). In earnings, but also enabled men to spend time searching for Brazil, center-based care increased the probability of mater- better-paid jobs (Calderon 2014). ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 10 APPROACHES, EXPERIENCES, AND LESSONS LEARNED • Childcare Service Delivery: Thirty-five projects pro- Box 1.2. The Rationales for Addressing Childcare in posed to support the delivery of childcare services. World Bank Projects The review identified several examples of financing of childcare services though public works. The vast Increasing Female Participation in Project Activities: The majority of projects focused on community-based majority of projects (34) considered childcare as a strategy care in the form of crèches; however, the review to increase women’s participation in the project activities. also identified some examples of center-based care Most of these projects were skills training, public works, or services. agriculture projects that aimed to reach women. In addition • Infrastructure: Seven projects focused on building to the aim of increasing female participation in the project, a handful of public works projects (4) expressed the ratio- new infrastructure or upgrading existing infrastruc- nale for childcare as one of improving the delivery of public ture. These projects were mainly Community-Driven services. Development (CDD) projects led by Social, Urban, Rural, and Resilience Global Practice (GSURR). Improving Public Service Delivery: Nine other projects an- • Employment in the Care Sector: Three efforts (two chored the rationale solely in improving public service deliv- ery. These projects were mainly infrastructure or Community skills training projects in Ghana and Liberia and an Driven Development (CDD) projects that recognized childcare employment development policy loan, or DPL, in as a public service in which communities could opt to invest. Tunisia) focused on supporting women in entrepre- neurship and employment opportunities within the Improving Labor Market or Economic Outcomes for Women: In 16 projects, the rationale for childcare focused on improv- care sector. ing the women’s labor market or economic well-being. These • Policy Reform: Five DPLs addressed the efficiency of were mainly employment and entrepreneurship projects, as public service delivery. well as a few energy and transport projects that aimed to improve women’s employment in those sectors. One proj- Demand-side interventions were more common in ect (a DPL in Poland) addressed childcare to improve labor market and economic outcomes for women and to improve public works and training projects and mainly focused public and private service delivery. on addressing cost barriers. Improving Child Development or Education Outcomes for • Subsidies to Parents: Nine projects provided a sub- Children: Five projects (four education projects and one cash sidy to parents (mainly the mother) to offset the transfer project) focused on childcare from the standpoint of improving outcomes for the children. Only one project in cost of childcare. One project was a Conditional the review, an early childhood development (ECD) project in Cash Transfer (CCT) that included a child allowance. Sri Lanka, addressed childcare to improve development out- • Stipends to Women or Project Participants: The re- comes for poor children and labor productivity for women. maining eight projects provided a stipend to proj- Safeguards Compliance: Four projects referenced childcare ect participants or a designated caregiver. In some in the project appraisal document (PAD) with a rationale instances a stipend was provided to all women; in focused on safeguards compliance. In several of these in- other cases it was provided only to women with chil- stances, childcare was mentioned in relation to resettle- dren; in a few cases a stipend was paid to both men ment plans. The review found that among these four projects and women, but the stipend was higher for females. there was no evidence of follow-up during implementation or tracking of childcare activities, however. The 69 projects with childcare activities are encourag- ing. However, this review also identified the need for a more strategic and concerted approach to childcare in order to maximize potential benefits. 11 2. Analysis Analysis should underpin the design of project activ- • Barriers to a household’s access to existing child- ities, drawing on a range of evidence. Analysis under- care services; lying childcare components of projects should reflect • Legal frameworks and the role of government in the rationale for the childcare, consider different as- providing childcare services, including existing gov- pects of the demand for and supply of childcare to ernment regulation, policies, or programming; and establish the care needs and preferences of project • Role of private sector in providing childcare services. beneficiaries, and review the existing childcare land- scape, including service options. Specifically, the This portfolio review finds that only 25 percent of the analysis should assess the following, as relevant: projects included in this review report have conducted or taken into consideration some type of formal diagnos- • Intra-household allocation of care work and its effect tic related to gender and care during the project cycle: on women’s participation in productive activities; • Societal norms and parental preferences around • Childcare services are often not identified as a proj- childcare arrangements; ect activity in the early stages of project planning • Current supply of childcare services available in the (when a gender analysis or other diagnostic activities project context; may be taking place). Only after implementation has • Quality of existing childcare services (for example, begun and it is noted (for example, through informal standards, licensing); channels or evaluation activities such as a midterm Box 2.1. Examples of Good Practice in Embedding Childcare Analysis within Gender Assessments Liberia—P110571. employment program. A diagnostic was carried out in each Sector: Education (FY 2008–2017) of the municipalities to identify barriers to participation and The Economic Empowerment of Adolescent Girls and Young challenges faced by stakeholders. Based on these diagnostics, Women (EPAG) project was launched in 2008. The project aimed municipal employment offices (MEOs) designed and piloted to increase the employment and income of 2,500 young Libe- specific interventions to address the needs and barriers to rian women (ages 16–24) in urban and peri-urban Monrovia by participation of women. One of the four areas included child- providing vocational or entrepreneurship training, life-skills care support through either the provision of on-site childcare training, business advisory services, and job placement to fa- services or stipends for childcare services. cilitate their transition to work. During the preparation phase of the project, the World Bank conducted a Girls’ Vulnerabili- Papua New Guinea—P114042. ty Assessment to inform the design. The objective of this as- Sector: Social, Urban, Rural, and Resilience (FY 2011–2018) sessment was to identify the risks that limited girls’ and young The Urban Youth Employment Project (UYEP) is helping disad- women’s successful participation and performance in training vantaged youth by providing them with income from tempo- and other activities provided by the project. The assessment rary employment and training to increase their employability. indicated high levels of vulnerability and family responsibil- In 2014, the World Bank supported a Gender Assessment as ities that would likely limit their participation in the training part of the project’s mid-term review activities, to address program and future economic activities. Based on this, the how the UYEP could further strengthen outcomes for women. project design incorporated various strategies intended to The assessment found several childcare-related challenges maximize the participation of the young women, including (i) faced by female participants, including high costs associated flexible and part-time training options (afternoon or morn- with childcare, feeling guilty about neglecting their children ing sessions); (ii) training centers located in the communities and families, and concerns about the safety of their children in where the women were based; and (iii) free, on-site childcare childcare. Many beneficiaries reported using part of their UYEP (nearly 70 percent of EPAG trainees had one or more children). stipends to pay for childcare (this is not something that the male participants reported), and others brought their children Argentina—P161306. to training and work activities. Although there was not an op- Sector: Social Protection and Labor (FY 2017–18) portunity to introduce childcare provision midway through the Launched in 2017, the Gender-Smart interventions in employ- UYEP implementation, in an expanded version of the project ment project in Argentina aimed at closing or reducing gender the team is considering childcare models such as providing gaps and discrimination against lesbian, gay, bisexual, trans- childcare stipends to cover costs or supporting beneficiaries gender, and intersex (LGBTI) people in the national youth with self-organized childcare provisions. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 12 APPROACHES, EXPERIENCES, AND LESSONS LEARNED review) that not having access to childcare may be a Box 2.2 Example of Good Practice in Leveraging barrier to achieving project outcomes is it potentially Existing Information for Analysis introduced as an additional support to the project. At this late stage of implementation, teams are less Nicaragua—P160359. likely to conduct formal diagnostics. In these cases, Sector: Transportation and Digital Development childcare activities are designed and offered on an (FY 2017–2022) ad-hoc or case-by-case basis to support the specific The Rural and Urban Access Improvement project team was beneficiaries that need it. able to leverage the findings of the Roads to Agency study (Casabonne, Jiménez Mota, and Müller 2015). This report includ- • Project teams may face limited capacity or ability to ed an assessment of effects as well as details about enablers conduct formal research into the demand or supply of and barriers to women’s participation in rural roads proj- of childcare services. Project teams may be facing ects. Because the project team was able to incorporate existing competing priorities, as well as pressures to im- findings into program design efforts, no additional diagnostic plement projects under tight timelines with limited activities needed to be conducted. Based on the findings, the Nicaraguan Ministry of Transport and Infrastructure and the resources. In these instances, project teams may Ministry of Family have allocated US$100,000 to support the choose to rely on more informal methods of un- enhancement of women’s participation in the rural roads proj- derstanding local context, such as discussions with ect. This will be done through the launch of a pilot model pro- government partners or other stakeholders. viding on-site childcare services for women employed in two Community Modules of Adoqunies (MCAs), in coordination with the ministries and participating municipalities. Models being Although the majority of projects included in this considered include (i) provision of childcare services with the portfolio review did not analyze the gender dimen- support of existing formal and community preschool centers sions of care work, three promising approaches were and (ii) establishing crèches near the work sites that are staffed identified, described here in turn. Three good-prac- by women with childcare experience who are paid at the same tice examples are also presented (box 2.1). rate as road workers. The project’s monitoring and evaluation plan will include an assessment of the implementation and re- sults of the pilot. Analysis Main Message #1: Consider childcare constraints during project preparation and embed inquiries into the gender analysis as consultations with beneficiaries and stakeholders, Teams should explore childcare constraints during can often provide enough information to determine project preparation as part of a broader gender anal- whether and how the project needs to respond to ysis. This approach can help project teams obtain the childcare. If well planned, even more in-depth anal- information they need to effectively diagnose care yses do not need to be burdensome to the project constraints and design activities to respond to those preparation. In Liberia, the EPAG (Economic Empow- constraints before implementation begins. Childcare erment of Adolescent Girls and Young Women) proj- diagnostics in Liberia and Argentina were conducted ect’s Girls’ Vulnerability Assessment was conducted early on, which resulted in the projects being able to by a single consultant over 25 days, at a cost of about design appropriate childcare interventions that re- US$10,000. Importantly, both Liberia and Argentina sponded to beneficiaries’ needs. By contrast, in Pap- were able to leverage trust fund resources to support ua New Guinea, the UYEP Gender Assessment was their diagnostic activities. conducted as part of the project’s Mid-Term Review (MTR), and although the assessment identified child- Analysis Main Message #3: Leverage existing care as a service that should be offered to beneficia- analyses and partnerships to gather relevant ries the project was unable to do so midway through information without duplicating efforts implementation. An earlier assessment might have in- creased the feasibility of including childcare services In many countries, past projects and research have within the project and thus strengthened the project created a foundation of evidence that can be lev- impacts on young mothers. eraged. Prior to starting new diagnostic activities, teams should take stock of existing analyses (in- Analysis Main Message #2: Diagnostic activities do cluding those conducted or financed by other or- not need to be time- or resource-intensive ganizations) and build upon what has already been done (box 2.2). Teams may find that the information Childcare diagnostics need not be overly complicated they need to consider to design childcare services or taxing to task teams. Informal assessments, such already exists. 13 3. Quality Standards The quality of childcare services is clearly import- couraging manner; and the children have simple (lo- ant for the health, safety, and development of the cally made) materials to manipulate or play with. In child. Experience from high-, middle-, and low-income contrast, a high-cost setting with an impressive set of countries alike demonstrates that if quality is too low, materials and furniture is not high quality if the care- child outcomes may not improve (Bouguen et al. 2013; giver interactions are poor. Richter and Samuels 2018). Moreover, the quality of services can affect parental decision making and the However, despite growing agreement on broad prin- demand for services. Many factors shape individual ciples, the exact parameters vary significantly by and family choices about childcare, including eco- country and by type of provision. Even within coun- nomic opportunities, individual preferences and val- tries, there may be widely different opinions among ues, social norms, as well as the accessibility, avail- stakeholders on quality provisions—for example, a ability, affordability, and quality of childcare services. common challenge with early learning provision is Surveys show that lack of quality and trust in the parents pushing for practices (such as an academ- service are among the reasons children do not attend ic-focused curriculum, homework, and limited use of formal childcare in Latin America (Mateo Díaz and Ro- mother-tongue languages) that may be deemed un- driguez-Chamussy 2016). Lack of trust in the quality of suitable by childcare experts. care has also been documented as a key challenge for childcare service take-up in the Democratic Republic Most countries have established standards for early of Congo (Donald et al. 2018). childhood care and education (ECCE) quality. Among 57 countries (including 21 countries from the Organ- There is emerging consensus—particularly among isation for Economic Co-operation and Development, early childhood development (ECD) experts—on the or OECD) considered in a recent review of national most important principles of a quality environment standards for ECCE quality, only three (Liberia, Sierra for childcare and early learning provision. There are Leone, and Tajikistan) did not have any type of qual- common elements of service quality that are general- ity standards (Anderson et al. 2017). The review also ly accepted across countries. noted substantial variation in the content of the stan- dards across countries, as well as in whether and how The World Bank’s Systems Approach for Better Educa- the standards were monitored. Little attention has tion Results (SABER) ECD framework groups the ele- been paid to the development and implementation ments of quality into four main categories: of standards across different types of childcare (for example, institutional or center-based care versus • Structural variables: Adult-child ratios, group size, residential or home-based care). As a result, imple- physical environment, and availability of equip- mentation of these standards is lagging and uneven ment and pedagogical material both across and within countries. • Caregiver variables: Initial education, training, men- toring/supervision, and wages This stocktaking finds that addressing or tracking • Program variables: Program intensity, parental in- the quality of childcare services remains a chal- volvement, language of instruction, curriculum, dai- lenge for World Bank project teams since childcare ly routine, and health/nutrition inputs activities were mainly conceived of as supportive • Process variables: Observable caregiver-child and activities (at times even small, marginal, or ad hoc) child-child interactions (Elder et al. 2011) rather than primary activities with a direct link to the project development objective. In that sense, Quality provision can look very different across types many of the specifics in terms of the design and im- of settings and does not necessarily require high lev- plementation of the care services—including quali- els of investments or resources to provide. For exam- ty assurance mechanisms and quality monitoring— ple, a very low resource setting can still provide qual- were not prioritized by task teams when weighed ity childcare service if children are safe; the caregiver against the demands of the overall project. Many is engaging with them in a warm, stimulating, and en- task teams reported that this was not an aspect ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 14 APPROACHES, EXPERIENCES, AND LESSONS LEARNED of the operation in which the World Bank engaged childcare service provision. This can be done by re- heavily, and that they relied on the governments to viewing pertinent policies and legislation and con- ensure the quality of the services. sulting with government partners and stakeholders. Projects should align with national standards where At the same time, many teams expressed that this they exist, but in contexts where such national poli- is an area that can and should be improved upon in cies and frameworks are absent or inadequate teams future lending. Improving this area going forward will have a responsibility to ensure that childcare services necessitate developing childcare-specific expertise include basic health and safety standards to pro- in both the World Bank as well as government coun- tect children (box 3.1). This may mean having a more terparts. advanced set of standards, building on the national standards, or developing new standards. Quality Standards Main Message #1: Accord with national policies and regulatory frameworks; in Quality Standards Main Message #2: Pilot childcare their absence, define basic standards to ensure a services before scale-up minimum level of quality in childcare services Piloting childcare services among a smaller group of Prior to designing childcare activities, project teams beneficiaries can provide an opportunity to test the should do their due diligence to understand the na- quality in a controlled environment. Project teams tional policies and regulatory frameworks governing can then make refinements and improvements prior Box 3.1. Examples of Good Practice in Quality Standards Philippines—P127741. defined six principles for a child-friendly space: a secure and Sector: Social, Urban, Rural, and Resilience (FY 2014–2019) safe environment for children; a stimulating and supportive The Kalahi-CIDSS (otherwise known as the Kapit-Bisig Laban environment for children; a facility built on existing structures sa Kahirapan-Comprehensive and Integrated Delivery of So- and capacities within a community; a participatory approach cial Services) National Community-Driven Development Project for design and implementation; providing or supporting inte- (NCDDP) in the Philippines was launched by the Department of grated services and programs; and an inclusive and nondis- Social Welfare and Development (DSWD) in 2014 with the goal criminatory environment. of empowering communities in 477 poor, rural, and typhoon-af- fected municipalities by improving communities’ access to ser- In addition, a guidelines document defines a system for quality vices and participation in more inclusive local planning, bud- assurance. The system includes a working group at the city lev- geting, and implementation of local development projects. If el to follow implementation progress. Caregivers are consult- communities choose to invest in day-care services, the project ed to share challenges and lessons learned, and public works provides financial support for upgrading existing facilities or leaders, social workers, and health extension workers are en- construction of new facilities and ensures that infrastructure gaged to supervise and support the provision of childcare ser- improvements meet the technical and quality standards set by vices. Monitoring and evaluation (M&E) of childcare services is DSWD (the national authority that sets guidelines). integrated within the project’s regular M&E processes. Ethiopia—P151712. Liberia—P110571. Sector: Social Protection and Labor (FY 2016–2021) Sector: Social Protection and Labor, then Education (FY Launched in 2016, the Urban Productive Safety Net Project 2008–2017) (UPSNP) includes the following arrangements to address child- As mentioned in the Analysis section, the Liberia EPAG project care responsibilities of women participating in public works: established on-site childcare to address one of the barriers to (i) provision of temporary unconditional transfers for pregnant participation. The project team consulted with NGOs that spe- and lactating women; (ii) establishment of temporary childcare cialize in child development, as well as with the project’s ben- centers or community crèches at project sites, staffed by care- eficiaries (young women), to write childcare guidelines that de- givers who are participants in the public works; and (iii) con- fined the package of care services and established some basic struction of childcare centers as eligible subprojects for public quality standards. The childcare guidelines were documented works. in the project operations manual and integrated into the con- tracts for the NGO service providers. The project also devel- A working group defined basic quality and technical standards oped a term of reference for the childcare providers, requiring for childcare facilities, covering issues such as adequate pro- a background or minimum training in first aid or nurse aid. EP- tection from sun and rain, a safe and comfortable place for AG’s quality monitors made routine, unannounced monitoring mothers to breastfeed, safe play materials and equipment, visits to ensure that the NGO service providers were complying handwashing supplies, safe means for disposing of feces, and with the quality standards. a recommended caretaker-to-child ratio. The guidelines also 3. Quality Standards 15 to expansion. For example, in Burkina Faso, the Youth Box 3.2. Useful World Bank ECD Resources Employment and Skills Development project experi- mented with mobile crèches at a small scale at se- lect public works sites. The project team is testing the Specific resources for quality quality and efficacy of the childcare and plans to use • Global Solutions Group (GSG) ECD intranet—“What does the lessons learned from the pilot to inform the scale- quality look like?” A quick guide to the most important as- up. More details about this project can be found in pects of quality, what to look for in a quality early childhood Case Study A: Youth Employment and Skills Develop- education program, and key minimum standards. https:// worldbankgroup.sharepoint.com/sites/gsg/ECD/SitePag- ment in Burkina Faso. es/Detail.aspx/Documents/mode=view?_Id=22&SiteURL=/ sites/gsg/ecd&search=yes&val=&SiteScope=ThisSite Quality Standards Main Message #3: Solicit input and • GSG ECD intranet—Quality assurance resources https:// feedback from parents and the community worldbankgroup.sharepoint.com/sites/gsg/ECD/Pages/ FocusAreas/Quality%20and%20Measurement.aspx?&tab=- focusareas&page=managecontentadmin Quality standards should be discussed with parents and the broader community up front, when services are be- Broader ECD resources ing designed. During implementation, feedback mecha- nisms should be put in place to capture parents’ input • GSG ECD intranet home page —Links to key resources to support ECD work, including guidance notes, resources on a regular basis and help project teams to determine across a range of topics, and operational examples https:// whether services are meeting the general needs or if worldbankgroup.sharepoint.com/sites/gsg/ecd/pages/ they need to be improved. Project grievance redress home.aspx mechanisms (GRMs), or organizational systems put in • PowerPoint on the importance of investing in early child- place to receive and address concerns about a project, hood education (ECE) that can be drawn from for presenta- tions with clients or other needs https://worldbankgroup. should be designed to reach childcare users, such as sharepoint.com/sites/gsg/ECD/Sitepages/Detail.aspx/ mothers or parents of young children. Encouraging on- Documents/mode=view?_Id=54&SiteURL=\sites\gsg\ecd&- going parental engagement with caregivers (for exam- subject=ECE%20general%20slide%20deck ple, through scheduled check-ins) is also important for • Investing in the Early Years (IEY) initiative —Operational both quality of service and child development. Parental examples from a range of countries shared during com- munity of practice knowledge-sharing sessions https:// involvement can also be encouraged through formal worldbankgroup.sharepoint.com/sites/wbsites/iey/Pages/ mechanisms—for example, by involving parents in the index.aspx governance structure of the services. Quality Standards Main Message #4: Learn from the physical, cognitive, linguistic, and socio-emotional de- body of evidence on early childhood development velopment. Experience indicates that even simple qual- practices ity standards in childcare programs can dramatically improve childhood development outcomes (box 3.2). A large and growing base of evidence (including impact Some quality enhancements that teams can consider in- evaluations, longitudinal studies, cost-benefit analy- clude improvements to learning materials available at a ses, and so forth) on ECD practices can be leveraged by childcare center, training of caregivers and teachers on project teams when designing childcare services. In par- activities that promote children’s development, and the ticular, much can be learned from the ECD literature on provision of guidance to parents on healthy childcare the appropriate quality standards to ensure children’s practices (for example, nutritious meal preparation). ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 16 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 4. Partnerships Designing and delivering high-quality childcare re- • Enhance project efficiency by leveraging existing quires a high degree of buy-in and support from lo- arrangements (for example, childcare centers, child cal partners, including childcare users, government support policies) that may already be in place; agencies, private sector entities, and community or- • Build the implementation capacity of clients and ganizations. Working collaboratively with partners reduce obstacles; and can lead to a greater impact when designing and • Support the scale-up of successful initiatives implementing childcare activities. Specifically, such (Niethammer et al. 2017, Pascal 2009, World Educa- relationships can: tion Forum 2001). • Increase project teams’ understanding of a local On a global scale, partnerships play an important role context, including the regulatory and policy land- in bringing together diverse organizations to collab- scape, community needs, past and current activi- orate on a single cause. The Early Childhood Devel- ties, as well as barriers to implementing childcare; opment Action Network, for example, includes rep- • Help project teams better understand the needs of resentation from international organizations, global childcare users and gain insight into  varied view- foundations, NGOs, and regional and private sector points about childcare practices, childhood, and partners, all working together to support early child- development; hood development. Box 4.1. Examples of Good Practice in Leveraging Partnerships Ethiopia—P151712. io program, which aimed to tackle extreme poverty and build Sector: Social Protection and Labor (FY 2016–2021) a strong national system of social protection. To expand this As mentioned in the Quality Standards section, the Urban Pro- social protection system to include young children, the Gov- ductive Safety Net Project (UPSNP) in Ethiopia is promoting ernment launched the Chile Crece Contigo program in 2009. women’s participation in public works and has included the es- Leveraging the coordination mechanisms in place from Chile tablishment of temporary childcare centers at public work sites. Solidario, the program involved a high degree of collaboration The promotion and coordination of these centers has been among the ministries of health, education, and social protec- incorporated into the responsibility of the Gender and Social tion to ensure that all children received the package of services Development Working Group, which was set up by the project they required. This included an integrated social information to provide technical advice and support to address gender and system, drawing together 60 databases from 46 institutions social issues during the implementation. It includes represen- and covering 80 percent of the Chilean population. By coor- tatives from the Ministry of Women’s and Children’s Affairs dinating with the public health system, the Government was (Chair), Ministry of Labor and Social Affairs (Co-Chair), Urban able to target and monitor 75 percent of Chile’s children from Job Creation and Food Security Agency (Co-Chair), Ministry of prenatal development through entering school (at age 5). Youth and Sport, Ministry of Health, Ministry of Education, World Bank, and other development partners (community-based orga- The World Bank designed a Social Protection Technical Assis- nizations, faith-based organizations, and NGOs). By convening tance Loan to support the efforts of the government of Chile different partners, the working group intends to reinforce the and increase the efficiency of the social protection system. The project’s positive impacts across different dimensions such as project focused resources on key features to strengthen the women’s participation and empowerment and children’s health functioning and coordination of the national system: better and development and to reduce risks of child labor, women’s targeting and reduced program overlap; better program analy- exclusion, and violence against women and children during sis; and better monitoring and evaluation mechanisms. It sup- project implementation. The UPSNP includes a specific budget ported the progress made by the government of Chile in mov- for its operational costs (about US$3,600 for the first year). The ing from the provision of isolated interventions to a coherent, working group also uses project budget earmarked for the im- connected portfolio of programs under a systems approach. plementation of specific actions addressing gender and social issues. As a result of a strong, coordinated service delivery system and the commitment of program partners— including the govern- Chile—P114774. ment of Chile, the World Bank, and others—the Chile Solidario Sector: Social Protection and Labor (FY 2002–2012) and Chile Crece Contigo programs were effective in providing In 2002, the Government of Chile introduced the Chile Solidar- social protection to nearly 600,000 families by the end of 2012. 4. Partnerships 17 as well as gaps in the existing landscape, teams are Box 4.2. Examples of Good Practice in Partnering with encouraged to conduct scoping activities at the onset NGOs and the Private Sector of project design efforts and map out existing ser- vices and partners. Such activities can help project DRC—P152903. teams to better understand: Sector: Social, Urban, Rural, and Resilience (FY 2016–2020) The Reinsertion and Reintegration Project in the Democrat- ic Republic of Congo is supporting the socioeconomic rein- • Key ministries, public officials, associations, and re- tegration of demobilized ex-combatants and dependents search institutes; through a support package to households that includes rein- • Relationships between stakeholders; sertion sensitization, life-skills training, and basic livelihood • Community champions and advocates; and training. During project design, the project team identified the need to include on-site childcare services to support • Childcare sector structure, existing childcare pro- women’s participation in trainings, especially considering viders, and activities. that many of the potential beneficiaries are young women with children. Partnerships Main Message #2: Work with delivery The project team is contracting 10 NGOs for the delivery of partners to build on existing systems and promote the support package based on their experience of reintegra- long-term sustainable solutions tion, their context knowledge, and their capacity to engage at the community level. This plan will also allow effective When possible, project teams should look to build provision of supplementary activities such the on-site child- on existing systems and institutional structures. care by facilitating the engagement and collaboration with parents to provide this service. NGOs, in collaboration with This approach will help build long-term sustainable participating parents, identify suitable rooms or spaces for systems, as opposed to short-term project-level in- childcare within the training centers. Then, NGOs recruit and terventions. Moreover, building on existing systems train experienced caregivers. Responsibility for the provi- can also help ensure that a single project does not sion of equipment and meals is shared by NGOs and parents. become overburdened. For example, the government Pakistan (Punjab)—P155963. of Chile launched the Chile Solidario program in 2002 Sector: Finance, Competitiveness, and Innovation to build a strong national system of social protec- (FY 2016–2021) tion. Since then, it has expanded this program, in- The Punjab Jobs and Competitiveness Program for Results troducing the Chile Crece Contigo program in 2009 aims to improve Punjab’s industrial competitiveness. To ad- to include young children. Crece Contigo leveraged dress regulatory and physical constraints to women’s em- ployment in industry, the program is supporting labor law existing coordination mechanisms between the min- reforms in line with eight International Labor Organization istries of health, education, and social protection, (ILO) Conventions. including an integrated social information system (box 4.1). The project is supporting the development and upgrading of industrial infrastructure, including provision of childcare with Punjab Industrial Estates, by awarding subsidies to Partnerships Main Message #3: public-private partnerships (PPPs). Project support to PPPs Explore partnership opportunities with is conditional on improved environmental and social prac- nongovernmental organizations and the private tices, including measures to encourage women’s labor force sector participation such as childcare facilities and safe transport. Partnering with specialized NGOs and community The review found that, in many projects, partner- service providers can support service delivery, giv- ships across government entities as well as between en their close connection to communities and ben- government and nongovernmental organizations eficiaries. These actors often have a deeper under- have been instrumental to the delivery of childcare standing of local norms and can promote community services. participation and empowerment in ways government cannot. Partnerships Main Message #1: Map out existing childcare arrangements and delivery partners Operations are encouraged to engage with local NGOs and community organizations, particularly those with It is important for task teams to leverage the experi- firsthand experience providing childcare services (box ence of partners who are engaged in the delivery of 4.2). Some questions to investigate when identifying child services, particularly services for the youngest partners to support design or delivery of childcare age group (0–3 years). To identify potential partners, services include: ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 18 APPROACHES, EXPERIENCES, AND LESSONS LEARNED • How much experience does the delivery partner ties, especially to support those working in the for- have in early childhood development or education mal sector. In some countries, employer-support- activities? ed childcare is mandated, but even when it is not • What type of licensing and accreditation does the some companies are investing in childcare services delivery partner hold (if currently providing child- to increase business productivity. When employers care services)? choose to invest in childcare activities, this not only • Does the delivery partner adhere to any quality supports their employees but also generates bene- standards when providing childcare services? Do fits for the company itself (Niethammer et al. 2017). these align with the national legal and regulatory Specifically, providing childcare support can allow a framework? company to hire and retain talented people and re- • Do staff and caregivers within these organizations duce absenteeism. Low-cost private sector childcare have adequate training and qualifications? is also an increasingly important player in ECD (in- • Does the delivery partner have existing working cluding preschool) provision, as many governments relationships with government agencies, interna- lack the necessary resources to finance universal tional organizations, or other relevant stakeholders coverage. that can be leveraged? By leveraging resources for employer-supported child- Likewise, the private sector should be viewed by care, World Bank Group project teams can focus their project teams as a key partner in childcare activi- efforts on providing services to more vulnerable groups. Photo credit: Amina Semlali 19 5. Costs A range of studies show that the cost of childcare is a sociated with inputs required for the ongoing delivery key factor in parents’ decisions about whether to uti- of services and are usually recurring (for example, sal- lize care services. For example, in Kenya, high childcare aries, supplies, and rent). costs discouraged the use of formal childcare facilities and negatively impacted women’s labor force partici- Different models of service provision have different costs pation (Lokshin, Glinskaya, and Garcia 2000). In Sri Lan- (Putcha and Van der Gaag 2015). On-site childcare facili- ka, discussions with working women who had quit their ties may face higher start-up costs, but potentially have jobs found that they did so primarily because of an in- more cost-effective returns in the long run. On the other ability to get childcare support (Madurawala 2009). In hand, providing childcare subsidies or vouchers may be Turkey, a study of childcare found that although child- more cost-effective and predictable up front, but this ap- care services were available at the hours and for the proach assumes that there is an existing supply of quality ages of children that working mothers needed, take-up services and costs may fluctuate based on market rates. was low because the cost of care was perceived as too high compared to the potential earnings of mothers Unfortunately, reliable cost data on childcare services (World Bank 2015). In the United Kingdom, more than that is comparable across countries is scarce. Part of the 40 percent of surveyed mothers of children under age complexity is that early childhood development (ECD) 10 said that the cost of childcare was the biggest barri- programs tend to range widely in program objectives, er for them to work at all or work the number of hours design, intensity, quality, age of beneficiaries, and so on, they wanted to (Cory and Alakeson 2014). Across 27 compared to primary education programs, for which it is EU countries, roughly 25 percent of women who have much more straightforward to make direct comparisons young children and do not work (or work part-time) re- across settings (Elder et al. 2011). Although it is not nec- port that childcare is unavailable or unaffordable (Mills essarily comparable, some useful benchmarking data et al. 2014). High costs can act as strong deterrents for on childcare costs can be drawn from the literature. employment, especially for women (Budig and England 2001; Adema, Clarke, and Thévenon 2016). For example, a study by Araujo, López-Boo, and Puyana (2013) provides a comprehensive overview of 28 ECD pro- In OECD (Organisation for Economic Co-operation and grams in Latin America and the Caribbean, including a Development) countries, childcare costs make up an comparison of annual costs per child. Although this re- average of 15 percent of the net income of an em- search is helpful in gaining a baseline understanding of ployed single parent or dual-earner couple. In the potential costs, the wide range demonstrates the difficul- United States, costs for a single parent can account ty of generalizing about the costs of childcare services, for over half of net income, and in Ireland costs can even within the same country. More comprehensive ser- equal 42 percent. In the United Kingdom and New Zea- vices, such as including meals, higher quality standards, land, couples can spend approximately one-third of much more stringent teacher qualifications, lower teach- their income on childcare. er-to-child ratios, and increased hours of supervision can all result in higher costs per child. Costs can also be high- Less information has been collected on childcare costs er for center-based care than for community-based care. in lower- and middle-income countries. One study finds that even in lower-income countries, households This portfolio review found little evidence of projects spend a significant percentage of their income (roughly costing out childcare arrangements during project 17 percent of women’s average earnings) on childcare preparation and implementation. Projects tended not services (Clark et al. 2017). to include a specific budget allocation for childcare activities because they were considered ancillary Childcare cost categories generally include invest- services in support of the project’s main activities. ment and operational costs. Investment costs are Additionally, many project teams reported that they those associated with one-time capital investments lacked sufficient information to estimate the cost for (for example, the initial construction or rehabilitation such services during project preparation. Not includ- of childcare facilities). Operational costs are those as- ing a specific budget for childcare arrangements usually ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 20 APPROACHES, EXPERIENCES, AND LESSONS LEARNED resulted in project teams not tracking incurred costs • Reviewing different models of childcare services for childcare activities during implementation. (for example, using supply-side assessments and cost-benefit analyses) to understand the cost im- Nevertheless, lessons can be derived from the expe- plications of each approach. Building new childcare rience of a few projects that did track some level of facilities may require large capital investments, detail about their costs, either at the project design for example, whereas stipends, benefits, or direct stage or during implementation (box 5.1). financing of private sector providers may be more cost-effective where feasible. Using this analysis, Cost Main Message #1: Plan up front, conducting ad- project teams are better equipped to utilize a child- vance work to estimate costs, and consider the differ- care model that best aligns with their objectives, ences between direct and indirect provision of childcare while ensuring cost effectiveness and longer-term sustainability. The cost of childcare services varies greatly across • Exploring opportunities to build on existing provi- contexts. Project teams should plan up front and work sions (such as infrastructure and facilities) and re- to estimate expected costs prior to designing or im- sources (such as trained care providers and existing plementing such activities by: ECD curriculum) to generate cost savings. Box 5.1. Examples of Costs for Direct and Indirect Provision of Childcare Direct provision Indirect provision Liberia—P110571. Sector: Social Protection and Labor, then Dominican Republic—P147213. Sector: Social Protection and Education (FY 2008–2017) Labor (FY 2015–2019) The EPAG project (see the Analysis section for the project de- The Integrated Social Protection and Promotion Project in the scription) opted to include on-site childcare at all skills train- Dominican Republic is providing training to approximately 40,000 ing centers, to be delivered by its training partners. These young people from poor households in 14 provinces. All partici- designated childcare rooms were located near to training pants are provided with a stipend for the duration of the training classrooms (to accommodate lactating mothers) but kept sep- to address the potential exclusion of low-income participants. arate from training activities. For young mothers with children under five years old, the project is providing an additional stipend to offset the cost of childcare Project documents indicate that the total cost of childcare ser- services. The project team is working with the Office of Social vices during the four-month training period was approximately Policy Coordination (Gabinete de Coordinacion de Politicas Socia- US$17,500. The per-student cost of childcare was US$17.50 for les) to leverage existing childcare services where possible. Young the entirety of the training. The monthly cost was US$4,375, mothers with children under five years old receive an additional and the monthly per-student cost was just US$4.38. These stipend of US$0.40 per child/per day during the 45-day training costs were budgeted directly into contracts with training ser- period. The total cost for the additional stipend is US$18 per child. vice providers and included the caregiver’s stipend; supplies This amount is intended to cover food and transportation costs such as snacks, mattresses, blankets, towels, and toys; facili- to attend ECD centers, or to contribute to the cost of alternative ties such as a childcare venue rental; and basic sanitation and childcare services (for example, informal arrangements); however, first aid supplies. the project is not tracking how the stipends are used. Democratic Republic of Congo—P152903. Sector: Social, Urban, Rwanda—P162646. Sector: Social Protection and Labor (FY Rural, and Resilience (FY 2016–2020) 2018–2021) The Reinsertion and Reintegration Project in the Democrat- As mentioned earlier, the Strengthening Social Protection Project ic Republic of Congo is supporting the socioeconomic rein- in Rwanda is including access to home- or community-based child- tegration of demobilized ex-combatants and dependents care to improve participation in the public works program. The through training. The project team is contracting 10 NGOs to project is not directly responsible for the implementation of the deliver the training and is requesting the same NGOs provide childcare facilities but does contribute to the costs. The project on-site childcare services in collaboration with participat- team provides wages for those in caregiving roles. The caregivers ing parents. These partners are responsible for identifying receive the same wage as other participants in the public works suitable space for childcare provision in the training centers program, or roughly US$11 (RF10,000), to be paid for 10 workdays per and for recruiting and training experienced caretakers. The month for 12 months. In addition, the project team contributes to project team estimates a cost of US$50 per child for the six up to 30 percent of the direct non-wage costs of childcare services, months of the training. This cost would also include some including food, toys, and books for home- and community-based contribution toward the equipment for the childcare space, childcare centers, as well as minor refurbishments such as latrine depending on the quality of existing equipment in the zone construction and minor infrastructure improvements. The project of provision. is also financing the contracting of service providers, trainers, and supervisors to manage and monitor childcare activities. 5. Costs 21 Direct provision of childcare services (either on other supports as required. In other projects, teams site or contracted) give stipends only to female project participants who identify that they have children of eligible age. In the If a team chooses to provide childcare services to case of one project, the team provides stipends more beneficiaries, they can do so either by (i) developing broadly to caregivers, recognizing that it may not al- and providing the service to beneficiaries (for exam- ways be the mother who is responsible for childcare. ple, through the provision of on-site childcare) or (ii) contracting delivery partners or service providers to The review has revealed that costs for such arrange- deliver the service. ments are usually defined as salaries or benefits (amount per child/per day or per month) in the design i. If a team chooses to provide childcare services stage. While the actual number of those benefiting itself, costs would include the direct costs for from this measure could in theory be tracked at the the provision, including any capital costs for closure of the project, project teams have not usually infrastructure (such as construction of facili- tracked whether these stipends have been used for ties, upgrading of existing facilities, or rent) and childcare services. equipment (such as materials or food), wages of caretakers hired to provide the service, additional Cost Main Message #2: Consult with stakeholders costs for caretakers’ training, and so on. The range and explore cost-sharing options of costs can vary, depending on what specific ser- vices are provided to beneficiaries—for example, Engaging closely with delivery partners will help the provision of food would greatly increase daily project teams assess different options for financing operating costs. childcare services. This interaction may also give ii. In situations where childcare provision is out- project teams opportunities to partner and share sourced to an external party, a project team may costs (through public assistance, social insurance, tax face a different set of costs. Whereas the project breaks, and so on) where applicable, or to link ben- would realize cost savings from not paying capital eficiaries to existing subsidies or publicly provided costs, it may still face overhead on top of the ex- services. In some contexts, project teams may find pected costs of paying its partners, such as costs opportunities to partner with private sector entities for the development of standards and terms of that are interested in providing childcare services reference for contractors, or costs to manage or to their employees. (See Niethammer et al., 2017, for monitor the service. In certain cases, teams that for examples of private sector companies around the choose to outsource childcare activities may be world paying for or subsidizing the cost of childcare able to leverage the service providers responsible services.) for the delivery of the project services. For exam- ple, in a skills training project the cost for childcare Cost Main Message #3: Consider making caregivers a provision can be included as an add-on to the total track with a training or public works program cost paid for the training services, sometimes gen- erating savings for project teams. Many public works projects hire women from with- in the same public works program as caregivers (as Indirect provision of childcare, through stipends in the example of Rwanda in box 5.1). By integrating or cash transfers childcare and caregiving duties as a type of work stream, beneficiaries who may not be able to partic- Several projects in the portfolio review used sti- ipate in more traditional, labor-intensive activities pends to incentivize participation in skills training (because they are pregnant, elderly, or sick, for ex- activities. This approach is most effective in contexts ample) are now able to remain involved in the project where there is an existing supply of childcare service and earn wages in a more suitable or flexible capacity. providers. Project teams can work with these provid- Caregiving activities can be remunerated in the same ers—as well as other local partners—to determine an manner (that is, at the same daily or monthly rate) as appropriate stipend amount to cover childcare costs other public works activities. It is important to ensure for beneficiaries. A decision also needs to be made as that these caregivers are provided with specialized to who should receive the stipend. For example, some training. Costs associated with staffing, training, sys- projects provide stipends to all female project partici- tems, and monitoring and evaluation will vary across pants, allowing them to use it for childcare services or contexts. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 22 APPROACHES, EXPERIENCES, AND LESSONS LEARNED Cost Main Message #4: Track the costs of childcare pacity to track and report on costs. Projects that in- during implementation corporate a caregiver track in a public works program seldom report and track these costs separately. Results from this portfolio review revealed that teams often do not track cost information within their proj- Moving forward, there is an opportunity for project ects, even if they are implementing childcare services. teams to build evidence on childcare costs. Efforts This occurs more often when childcare services are to undertake costing activities or analyses should be added after a project has commenced, or if they have documented as part of a project’s accounting and re- been included on an ad-hoc or case-by-case basis. porting processes, so that there is a foundation of such Other times, project teams report not having the ca- data available to guide childcare planning in the future. Photo credit: Amina Semlali 23 6. Monitoring and Evaluation Monitoring and evaluation (M&E) of childcare activities is the results framework), they are not formally tracked critical (as it is for any project component) to examine ef- as the project progresses. Additionally, childcare ac- ficiency, effectiveness, impact, and sustainability. Child- tivities are often included in a project to support key care monitoring is especially important because child development objectives (such as female participation well-being is at stake. There is a range of potential indi- in activities or female labor market participation). cators (table 6.1) that project teams may consider when As such, project teams—particularly those facing re- monitoring and evaluating their childcare activities. source or time constraints—may not measure their impact, so long as the project’s priority objectives are The review found that projects had very little moni- being met. Teams may assume that if a project’s key toring of childcare activities. This held true across all development objectives are being met, then the child- levels described in table 6.1 (activities, outputs, and care activities are adequate and do not need to be outcomes). Many teams revealed that they had no in- modified or improved upon. formation as to whether the childcare activities laid out in the project appraisal document (PAD) were being Only a very few projects included in this review have implemented. Even basic activities and outputs such as undertaken, or are planning for, any monitoring and the number of community crèches established under a evaluation of childcare activities (box 6.1). The experi- project were often not being tracked. Only one project ences of these projects are summarized below. included an output indicator related to the childcare activities in the project results framework (box 6.1). M&E Main Message #1: Projects should improve monitoring of childcare inputs, activities, outputs, Project teams cite that this is because childcare ac- and outcomes tivities are often added to a project on an ad-hoc ba- sis, once implementation has begun (sometimes even Improving the monitoring and evaluation of childcare two or three cycles in). Because these activities have activities within the World Bank portfolio is important not been captured in the design of the program (or for ensuring the well-being of children and the satis- Table 6.1. Examples of Indicators for Childcare Activities Level Description Illustrative Indicators Activities Actions taken or work performed • ECD practitioners recruited and trained • Childcare facilities rehabilitated or established • Community orientation conducted • Curriculum developed • Quality standards developed (if necessary) Outputs The goods and services that result from an • Number of ECD practitioners trained (and demonstrating good or intervention improved skills) • Number of childcare services established (and meeting quality standards) • Number of female project beneficiaries using the childcare provision • Number of children enrolled • Percentage of beneficiaries satisfied with the childcare services Outcomes The likely or achieved short-term and medium-term • Increased female participation in project activities effects • Increased female labor force participation • Increased weekly earnings of women • More equitable attitudes toward care responsibilities • Improved child development outcomes Note: ECD = early childhood development. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 24 APPROACHES, EXPERIENCES, AND LESSONS LEARNED faction of parents, as well as for basic accountabili- Box 6.1. Examples of Good Practice in Monitoring and ty— that is, knowing how project funds are expended Evaluation and with what results. Moreover, better M&E of these activities is needed to capture knowledge and lessons and improve learning within and across projects. Liberia—P110571. Sector: Social Protection and Labor, then Education (FY 2008–2017) EPAG  provided on-site childcare at all training centers, im- For example, if the project intends to establish com- plemented by the NGO training service providers. EPAG’s munity crèches, then the project should track the in- monitoring plan required that service providers collect and puts used to create those crèches (and the costs of report data on all project activities and outputs, including those inputs), the steps or activities taken, and the the childcare activities. Attendance at the training and use of the childcare services was closely tracked. EPAG quality outputs, such as the number of crèches established. monitors made routine unannounced monitoring visits to verify the reports from the service providers. The quality In this portfolio review, only one project (in Bangla- monitors ensured that the NGOs complied with all of their desh) included a childcare-related indicator in its contractual obligations, including following the EPAG Child- results framework. Moving forward, project teams care Guidelines that set the basic quality standards. An indication of outcomes and impacts was captured through should monitor childcare activities and include met- qualitative exit poll focus group discussions, which asked rics in the results framework. Projects with more EPAG participants about their satisfaction with the childcare sophisticated M&E, including rigorous impact evalu- services and the impact it had on their abilities to partake in ation, could measure the impact of quality childcare and benefit from the project. services on child development and women’s labor Bangladesh—P156242. Sector: Finance, Competitiveness, market outcomes. and Innovation (FY 2016–2021) The additional financing (AF) Private Sector Development M&E Main Message #2: Solicit feedback from parents Support Project (PSDSP) in Bangladesh aims to facilitate pri- and the broader community to improve the quality vate investment and job creation and promote compliance with international standards in targeted economic zones of childcare services over time (EZs). The project explicitly aims to attract and retain women in jobs in the EZs, particularly in the ready-made garment Project teams should prioritize the collection and sector that tends to be dominated by female migrants who analysis of feedback from childcare users (namely, often relocate with their children. This labor influx can place parents). Putting in place mechanisms that can ade- excessive pressure on the social infrastructure around the zones. During preparation, the project identified several quately capture this type of feedback on a regular ba- interventions to relieve these pressures and improve the sis can help teams understand the experience of proj- quality of employment for women, including supporting the ect beneficiaries and make course corrections during provision of childcare facilities within or near the EZs. project implementation. Beneficiaries should also have access to the project’s grievance redress mech- The results framework includes a specific intermediate result indicator to monitor the output of this activity, including a anism (GRM) and understand that they can use the baseline and a target for the end of the project: percentage GRM to register any complaints related to the child- of new operational EZs with childcare facilities (baseline 0 care services. Parental engagement in the provision is percent; target 100 percent, or 15 EZs). This indicator is ex- also a key component to quality. Parents can enhance pected to contribute to achievement of the program devel- child outcomes by engaging in their learning and de- opment objective (PDO) indicator (outcome): percentage of jobs facilitated by PSDSP for female workers (baseline 28 velopment and advocating for higher quality services. percent; target 30 percent). The project envisions the Bangladesh Economic Zones Au- thority/Bangladesh Hi Tech Park Authority in the role of en- suring the adequate functioning and quality service of the childcare facilities and periodically monitoring the facilities to review their compliance with international standards. 25 Case Study A: Youth Employment and Skills Development in Burkina Faso Burkina Faso—P130735. Sector: Social Protection encourage stimulating activities and further enhance (FY 2013–ongoing) child development. The Ministry of National Education refined the preschool curriculum to account for chil- Background: Launched by the World Bank Group in dren ages 0–6 under the technical leadership of re- 2013, the Youth Employment and Skills Development gional ECD specialist Professor Oumar Barry. Toys were Project is working to help Burkina Faso fight poverty bought that complied with the Burkinabe standard toy and increase social stability by giving 46,000 unem- list for preschools. Lastly, given that participants may ployed and underemployed young people, who have use this childcare service for up to six months at a had little or no education, opportunities for tempo- time (given the standard work term), the project team rary work and skills training. The Labor Intensive Pub- also put in place mechanisms to (i) monitor the health lic Works (LIPW) component recruits people for six of children and follow up with mothers, (ii) vaccinate months at a time. children, (iii) provide nutritional supplements, and (iv) provide mothers with education and training on child- Childcare rationale: Although childcare provisions were care and nutrition. not originally included in the design of this project, they have been incorporated as a key component Besides increasing women’s ability to engage in public since then. During the project implementation phase, works activities, the mobile crèche pilot has also cre- the team observed that many women were bringing ated a new LIPW stream that is paid the same wages their young children to work sites and caring for them as other beneficiaries. Pregnant beneficiaries who are (often on their backs) while they worked. In other cas- unable to participate in heavy manual labor are now es, women self-organized ad-hoc arrangements (for able to provide the childcare. example, arranging for one mother to watch all the children under a nearby tree). This was identified as Progress to date: Located in Manga, the mobile crèche potentially dangerous for young children, particularly pilot has been implemented for three cohorts of proj- near construction sites. The project team therefore ects (each of them six months in duration) since June piloted a childcare solution to encourage women’s 2017, reaching 108 children (out of a potential 129 chil- participation in project activities, while also allowing dren). young mothers to have their children nearby (allowing them to nurse). This would potentially motivate moth- Insights across the five domains ers to continue working, with a guarantee that their children were being given the necessary care. Analysis: Having noticed that women were bringing their young children to work sites, the team conduct- Project design: The team piloted the concept of mobile ed a diagnostic to better understand the extent of the childcare (crèches) or “garderie ambulante” to follow situation and potential solutions. The team conduct- women as they moved from work site to work site. Full ed focus groups and interviews with project partici- coverage tents offer an environment designed specifi- pants and analyzed the results. cally for children, with added protection from the sun, dust, inclement weather, and potential accidents. ECD Quality standards: Because the project operates in developmental content was also included (with con- accordance with the concept of “Recherche Action,” tent previously developed and used in the World Bank quality standards will be developed through an iter- Group’s Burkina Faso Social Safety Nets project) to ative process consisting of open dialogue with proj- ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 26 APPROACHES, EXPERIENCES, AND LESSONS LEARNED ect participants and partners and adjusted through ners. Additional costs so far have been extremely lessons learned. The project team has already put in low because much of the provision rests on existing place mechanisms to improve the quality of the ECD public service providers from education, health, and developmental content provided to children that social protection. The Youth Employment Project has aligns with the national curriculum. Additionally, the spent about US$18,000 on activities and equipment project team is emphasizing the importance of train- in Manga. ing to strengthen the capacity of caregivers on an ongoing basis. Noting that many caregivers hold very Monitoring and evaluation: The project team is su- basic levels of education, the project team has devel- pervising the mobile childcare pilot alongside the oped a system of ongoing training and support. Pro- implementation of the overall project. Quality of the vided by a local early childhood specialist (employed childcare provisions is monitored through regular field by the government), the training teaches caregivers missions—a government-employed safeguard special- about caregiving techniques and content. ist visits work sites to ensure compliance. The project team is also considering add-ons to these visits, such Partnerships: To implement this pilot and maximize as the inclusion of local pediatricians to monitor health outcomes, the World Bank Group is working closely outcomes. Toward the end of the funding period, the with local partners such as the Ministry of Education, project team will conduct a qualitative evaluation of Ministry of Health, Ministry of Women, Social Affairs the mobile crèches. This will focus on childhood devel- and the Family, UNICEF, and NGOs. For example, child- opment outcomes as well as households’ experience care workers are trained by government specialists in with the mobile crèche, including the potential benefits curriculum and parenting content. Government part- and opportunities it offers to the participants and their ners are able to provide assistance with technical ser- children. Lessons learned from this pilot will be used to vices (such as social services, education, and health) help guide future scale-up efforts. to support in the training of caregivers and monitor- ing of activities. Additionally, local authorities (town Lessons learned: Early lessons from the mobile crèche halls) are supporting the childcare pilot with logistical pilot indicate that it can be replicated in different con- facilitation, such as creation of communal commit- texts (such as agriculture projects, refugee camps, tees to support the activities. and outdoor work sites in general). Service integra- tion can be achieved with limited financial resourc- Costs: Funding for this pilot is being provided through es. The concept has been shared, with multiple pilots the World Bank Group project budget, specifically the initiated in Cameroon in the fall of 2018. The govern- Early Learning Partnership (ELP), with logistical and ment of Madagascar also has expressed interest in organizational support being provided by local part- this model. 27 Case Study B: Addressing Gender Equality and Child Development in Rwanda’s Social Protection System Rwanda—P151279, P155024, P158698. Sector: ernment (MINALOC) identified a set of policy options Social Protection and Labor (FY 2015–2017) to improve the gender- and child-sensitivity of the program. As a first step, UNICEF Rwanda piloted the Background: Since FY 2009, the World Bank has been following options (UNICEF 2017): supporting the government of Rwanda (GoR) in the es- tablishment of a structured social protection system • A new set of expanded public works (EPWs) spe- (SPS) in collaboration with other development part- cifically targeting mothers and other primary ners. During FY 2015–2017, the World Bank supported a caregivers of children 0–36 months old, as well as series of three development policy operations (DPOs)— extremely poor households with only one work- SPS-1, SPS-2, and SPS-3—to improve the efficiency, ac- er and caring responsibilities. The new EPWs de- countability, and coverage of the SPS, including gender- manded less labor, allowed for flexible working and child-sensitive policy reforms for the Vision 2020 hours and days, and gave the participants the op- Umurenge Programme (VUP), the main social protection tion to work closer to home. In addition, the EPWs program in Rwanda, launched in 2008. The VUP has four included job opportunities in home-based ear- components: labor-intensive public works (PWs), direct ly childhood development (ECD) and as support support to the poorest households unable to supply la- workers in ECD centers. bor to PWs, financial services to facilitate investment in • For those participating in Classic Public Works (CPWs), income-generation and entrepreneurial activities, and mobile crèches were provided at public works sites sensitization and skills development. for children ages 0–24 months. • VUP public works beneficiaries were linked to other Childcare rationale: Under the sector working group national programs (such as nutrition programs). (SWG) and with World Bank support, analytical work • Training in financial literacy and income-generating was conducted to assess the gender- and child-sensi- activities was provided to participants in the EPWs. tivity considerations of VUP, especially focusing on VUP public works (first component). This study was conduct- Way forward, from a policy to an operational approach: ed in close coordination with UNICEF and with support A new World Bank Social Protection project, the from the rapid social response trust fund. In addition, Strengthening Social Protection Project, in Rwanda (IPF. the Early Learning Partnership program, in partnership P162646, FY 2018) aims to improve the effectiveness of with the Harvard School of Public Health, funded all of the VUP for targeted groups. The project design builds the development of the ECD content and home-visiting upon the results of the DPO series and the UNICEF pilot program. The assessments identified two main issues: by including options to improve the impacts of the VUP (i) some eligible households were self-selecting out of for children in extremely poor and vulnerable house- the PWs because the program did not meet their needs holds and to promote equal participation of men and or could not be combined with care responsibilities women in public works. It will include: and (ii) there were potential negative impacts on the quality of care if children were left at home with inad- • The adoption of the new EPWs model, targeting equate care or came to the work sites, which lacked 75,000 households with care responsibilities suitable facilities (Ayliffe 2015). • Parenting and childcare services for vulnerable families in targeted communities (including ECD Project design: Building on these findings, the DPO and nutrition as well as quality enhancement and series (FY 2015–2017) with the Ministry of Local Gov- supervision to community- and home-based EPWs) ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 28 APPROACHES, EXPERIENCES, AND LESSONS LEARNED • Direct support to one-worker households with maintenance, and food or toys and books for home- a child under the age of two (estimated 68,000 and community-based childcare centers. For quality households) when no maternity leave or childcare enhancement and supervision of community- and services are provided home-based EPWs childcare centers, the project will cover the costs of recruiting service providers, train- Insights across the five domains ers of trainers, and supervisors providing support to and supervision of parents at the community level Quality standards: The project is currently supporting and caregivers in each home- and community-based the GoR in setting guidelines for the implementation care setting. of the home- or community-based childcare centers under the EPWs model, including a set of minimum Monitoring and evaluation: The project will ensure su- standards for the facilities serving as childcare cen- pervision in coordination with the Ministry of Gender ters. A first draft of the guidelines includes the follow- and Family Promotion (MIGEPROF) and the Ministry ing standards for available equipment at the facilities: of Health (MINISANTE), and with the support of hired (i) a safe and clean latrine, (ii) handwashing facilities service providers and a network of part-time trainers with soap and water, (iii) drinkable water, (iv) safe and and local supervisors. In addition, the EPWs model age-appropriate play and learning equipment, and (v) will be evaluated during the implementation to draft a covered outside play area. According to the guide- lessons and inform future scale-up. lines, the EPWs model will also provide a start-up kit for childcare centers including (i) a hands-free tool for The results framework includes the following inter- handwashing; (ii) general equipment (such as crayons, mediate results indicators: notebooks, and pens); (iii) sleeping mats; (iv) kitchen equipment; (v) a tarpaulin to cover the outside play • Number of community- or home-based childcare area; (vi) an initial supply and future refurbishments PWs supervisors trained of soap, toilet paper, matches, and paper for draw- • Number of community- or home-based childcare ing; and (vii) an ongoing supply of food for nutritious groups operational meals for children. • Percent of eligible households in Ubudehe 1 with children less than two years old receiving child-sen- Partnership: The project builds on the work and re- sitive cash transfer grants (such as a nutrition sup- sults of the SWG, which has provided technical and port grant or PWs participation plus home-based financial support for the establishment and consol- childcare). idation of the social protection system in Rwanda. The project is incorporating policy options identified Lessons learned: This case study shows the impor- by the MINALOC, piloted through the support of the tance of implementing a two-pronged approach at SWG, and will ensure coordination and consultation policy and operational levels. This childcare plan among development partners for their implementa- seems to be a replicable model in other contexts, tion. In addition, the project will reinforce partnership especially for Social Protection projects where links and coordination with other development partners, with gender equality, ECD, and nutrition sectors have especially considering that the project is building on been demonstrated. Specific insights: the links between the social protection sector and the ECD, nutrition, and health sectors. In this case, the • A proper mechanism of coordination (such as the project will ensure coordination with the Ministry of SWG) is essential for integrated planning, manage- Gender and Family Promotion, the Ministry of Agricul- ment, and monitoring of the support provided and ture, and the Ministry of Health, among others. to avoid overlapping. • The two-pronged approach (policy and operational Costs: The project will cover the wages of eligible levels) may incentivize continuous feedback, allow- households employed on EPWs. All EPWs partici- ing systematic analysis and dialogue between poli- pants will be paid the same amount, regardless of the cy makers and implementing partners. type of employment. A monthly wage of about US$11 • Analytical work is crucial to identify links among (RF10,000) will be paid for 10 workdays per month for sectors. 12 months. In addition, the project will cover direct • Piloting initiatives at project level may serve as a non-wage costs of EPWs (not exceeding 30 percent first step to implement and monitor policy options of total direct costs), including goods, tools for road and successively inform policy formulation. 29 References Adema, Willem, Chris Clarke, and Olivier Thévenon. in Cambodia.” Policy Research Working Paper 6540, 2016. “Who Uses Childcare? Background Brief on In- World Bank, Washington, DC. equalities in the Use of Formal Early Childhood Edu- cation and Care (ECEC) among Very Young Children.” Budig, Michelle, and Paula England. 2001. “The Wage OECD, Paris, France. https://www.oecd.org/els/family/ Penalty for Motherhood.” American Sociological Re- Who_uses_childcare-Backgrounder_inequalities_for- view 66 (2): 204–25. mal_ECEC.pdf. Calderon, Gabriela. 2014. “The Effects of Childcare Anderson, Kate, Abbie Riakes, Sunita Kosaraju, and Provision in Mexico.” Working Paper 2014–7, Banco de Alex Solano. 2017. National Early Childhood Care and México. Education Quality Monitoring Systems. Washington, DC: Brookings Institution, UNICEF, and World Bank. Casabonne, Uusula, Bexi Francina Jiménez Mota, and Miriam Müller. 2015. Roads to Agency: Effects of En- Araujo, Maria Caridad, Florenica López-Boo, and Juan hancing Women’s Participation in Rural Roads Proj- Manuel Puyana. 2013. Overview of Early Childhood De- ects on Agency: A Comparative Assessment of Rural velopment Services in Latin America and the Caribbean. Transport Projects in Argentina, Nicaragua and Peru. Washington, DC: Inter-American Development Bank. Washington, DC: World Bank. Attansio, Orazio, and Marcos Vera-Hernandez. 2004. Clark, Shelley, Sonia Laszlo, Caroline Kabiru, and “Medium and Long Run Effects of Nutrition and Child Stella Muthuri. 2017. “Can Subsidized Early Child Care Care: Evaluation of a Community Nursery Programme Promote Women’s Employment? Evidence from a in Rural Colombia.” IFS Working Paper, Institute for Slum Settlement in Africa.” GrOW Working Paper Se- Fiscal Studies, London, UK. ries, Institute for the Study of International Develop- ment. http://grow.research.mcgill.ca/pubs/gwp-05- Ayliffe, Tamsin. 2015. Roadmap for Implementation of 2017.pdf. Child-Sensitive Public Works in the VUP Programme. Kigali, Rwanda: UNICEF. Cory, Giselle, and Vidhya Alakeson. 2014. “Careers and Carers: Childcare and Maternal Labour Supply.” Berlinski, Samuel, and Sebastian Galiani. 2007. “The Briefing Note, Resolution Foundation and Mumsnet, Effect of a Large Expansion of Pre-Primary School London. https://www.resolutionfoundation.org/app/ Facilities on Preschool Attendance and Maternal Em- uploads/2014/08/Careers-and-Carers-FINAL.pdf. ployment.” Labour Economics 14 (3): 665–80. Dang, Hai-Anh, Masako Hiraga, and Cuong Viet Nguy- Bick, Alexander. 2016. “The Quantitative Role of Child en. 2019. “Childcare and Maternal Employment: Evi- Care for Female Labor Force Participation and Fertil- dence from Vietnam.” Policy Research Working Paper ity.” Journal of the European Economic Association 14 8856, World Bank, Washington, DC. (3): 639–68. De Henau, Jérôme, Danièle Meulders, and Síle O’Dor- Bouguen, Adrien, Deon Filmer, Karen Macours, and chai. 2010. “Maybe Baby: Comparing Partnered Wom- Sophie Naudeau. 2013. “Impact Evaluation of Three en’s Employment and Child Policies in the EU-15.” Types of Early Childhood Development Interventions Feminist Economics 16 (1): 43–77. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 30 APPROACHES, EXPERIENCES, AND LESSONS LEARNED Donald, Aletheia, Francisco Moraes Campos, Julia alie Ilona Hoffmann, and Anna Kalashyan. 2017. Tackling Valant, and Maria Emilia Cucagna. 2018. “Investing Childcare: The Business Case for Employer-Supported in Childcare for Women’s Economic Empowerment.” Childcare. Washington, DC: World Bank Group. Gender Innovation Lab Policy Brief 27, World Bank, Washington, DC. http://documents.worldbank.org/cu- Pascal, Charles. 2009. Every Child, Every Opportunity: rated/en/325461534271550919/pdf/BRI-WLSMEInvest- Curriculum and Pedagogy for the Early Learning Pro- ingInChildcareBrieffinal.pdf. gram. Toronto: Queen’s Printer for Ontario. Elder, Leslie, Naoko Kataoka, Sophie Naudeau, Mi- Putcha, Vidya, and Jacques van der Gaag. 2015 . In- chelle Neuman, and Alexandria Valerio. 2011. Investing vesting in Early Childhood Development: What Is Be- in Young Children: An Early Childhood Development ing Spent, and What Does It Cost? Washington, DC: Guide for Policy Dialogue and Project Preparation. Di- Brookings Institution. https://www.brookings.edu/ rections in Development. Washington DC: World Bank. wp-content/uploads/2016/07/ECD-Costing-Paper-Fi- nal-highres.pdf. Givord, P., and C. Marbot. 2015. “Does the Cost of Child Care Affect Female Labor Market Participation? An Richter, Linda, and Marie-Louise Samuels. 2018. “The Evaluation of a French Reform of Childcare Subsidies.” South African Universal Preschool Year: A Case Study Labour Economics 36: 99–111. of Policy Development and Implementation.” Child Care Health and Development 44 (1): 12–18. Lokshin, Michael, Elena Glinskaya, and Marito Garcia. 2000. “The Effect of Early Childhood Development Samman, Emma, Elizabeth Presler-Marshall, and Nico- Programs on Women’s Labor Force Participation and la Jones. 2016. Women’s Work: Mothers, Children and Older Children’s Schooling in Kenya.” Policy Research the Global Childcare Crisis. London: Overseas Devel- Working Paper 2376, World Bank, Washington, DC. opment Institute. Madurawala, Sunimalee. 2009. “Labour Force Partic- Sanfelice, Viviane. 2018. “Universal Public Childcare ipation of Women in Child Bearing Ages.” Sri Lanka and Labor Force Participation of Mothers in Brazil.” Journal of Population Studies 11: 1–38. Working paper, https://drive.google.com/file/d/1QHh- kDaGfFLcyGVZ9-1tjICpMlEe1cqO2/view. Martinez, Sebastian, Sophie Naudeau, and Vitor Perei- ra. 2012. The Promise of Preschool in Africa: A Random- Tabbert, Falko. 2009. “Child Care and Female Labor ized Impact Evaluation of Early Childhood Development Force Participation in Developing Countries: Quasi-Ex- in Rural Mozambique. Washington, DC: World Bank. perimental Results from Togo.” Paper, Leibniz-Univer- sity, Hannover, Germany. http://www.umb.no/statisk/ Mateo Díaz, Mercedes, and Lourdes Rodriguez-Cha- ncde-2009/falko_tabbert.pdf. mussy. 2016. Cashing in on Education: Women, Child- care, and Prosperity in Latin America and the Caribbe- UNICEF (United Nations Children’s Fund). 2017. an. Latin American Development Forum. Washington, “Child-Sensitive Social Protection and Nutrition-Spe- DC: World Bank and Inter-American Development Bank. cific Interventions (CSSP) Pilot Evaluation.” Summary Report, UNICEF, Kigali, Rwanda. Mills, Melinda, Patrick Präg, Flavia Tsang, Katia Begall, James Derbyshire, Laura Kohle, Celine Miani, and Sti- World Bank. 2012. World Development Report 2012: jn Hoorens. 2014. Use of Childcare Services in the EU Gender Equality and Development. Washington, DC: Member States and Progress Towards the Barcelona World Bank. Targets. Short Statistical Report No. 1. Santa Moni- ca, CA: RAND Europe. https://www.rand.org/content/ World Bank. 2015. Supply and Demand for Childcare dam/rand/pubs/research_repor ts/RR100/RR185/ Services in Turkey: A Mixed Methods Study. Washing- RAND_RR185.pdf. ton, DC: World Bank. Niethammer, Carmen, Rudaba Nasir, Benedicte Leroy World Education Forum. 2001. Community Partner- De La Briere, Michelle Davis, Amanda Epstein Devercel- ships in Education: Dimensions, Variations and Impli- li, D.G. Gharam Alkastalani Dexter, Tazeen Hasan, Nath- cations. Paris: UNESCO. 31 Appendix A. Portfolio Review Details Across the eight years, 69 unique operations were iden- websites and available reports, and then contacting tified (additional finances are not counted separately). the trust fund managers for verification. The portfolio review was conducted by searching a After identification of the projects, key documents in database of all gender-informed1 projects between FY the operations portal were reviewed. These included 2010 and FY 2017 (including closed as well as ongoing the project appraisal documents (PADs), results frame- projects). In addition, the review has included a proj- works (RFs), operations manuals (OMs), implementation ect approved in FY 2018 (P162646) based on its rele- status and results reports (ISRs), and implementation vance for the scope of this stocktaking. The follow- completion and results reports (ICRs). Second, an inter- ing search keywords were applied: “childcare,” “child view guide was developed (appendix B) and pre-pop- care,” “day care,” “nursery,” “nurseries,” and “crèche.” ulated with the information collected in the desk re- view. Then interviews were conducted with task teams In addition, the review included a search of the fol- to verify and supplement the information collected in lowing World Bank trust funds: the Japan Social Devel- the desk review. All task teams were contacted up to opment Fund (JSDF), Development Impact Evaluation three times to schedule an interview, after which it was (DIME), the Strategic Impact Evaluation Fund (SIEF), assumed that the team was not available. Ultimately in- the Early Learning Partnership (ELP), and the Umbrel- terviews were conducted with 47 project teams. Inter- la Facility for Gender Equality (UFGE). Review of the views were conducted in person or by phone. In a few trust fund portfolios was done by first searching the cases the questions were sent to task teams via e-mail. 1 Used under IDA17, the gender flag measured whether a project met three requirements: having a gender analysis, having at least one action, and incorporating a sex-disaggregated indicator in the results framework. Although this system raised awareness of gender among World Bank task teams, it primarily captured the number of projects rated as “gender informed” rather than the quality of the intervention and the results the projects were aiming to achieve. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 32 APPROACHES, EXPERIENCES, AND LESSONS LEARNED Table A.1. Portfolio Review 1 Program Development Objective Childcare Arrangements: Project Number: P110571 To improve employment and increase incomes On-site care was provided at all training centers Project Name: Economic Empowerment of for adolescent girls and young women in Greater after the first round of training demonstrated Adolescent Girls Project Monrovia and Margibi County. that uptake of services was higher when child- care was provided on site. The designated child- Year: 2009 care rooms were near the training classrooms (to Global Practice: Social Protection accommodate lactating mothers), but not in the Region: Africa same room in which the training was conducted. Country: Liberia Approach: On-site childcare Status: Implemented and tracked 2 Program Development Objective Childcare Arrangements: Project Number: P110693 To develop an autonomous research-based Component 3.1: Designing, building, and equip- Project Name:  IPF. New Model University university to demonstrate a new policy frame- ping a new campus and its facilities. Project work on governance, financing, and quality in Convenience area: This central arcade building Vietnam’s higher education system. Year: 2010 shall provide space for a supermarket, pharmacy, medical offices, childcare, shops providing office Global Practice: Education supplies, and other facilities needed on the Region: East Asia and Pacific campus. Country: Vietnam Approach: On-site childcare Status: Not implemented 3 Program Development Objective Childcare Arrangements: Project Number: P112712 To demobilize members of armed groups of C. Social and Economic Reintegration. Project Name: ERL. Second Emergency Rwandan origin and members of the Rwandan During the training, childcare will be provided Demobilization and Defense Forces and provide socioeconomic to facilitate the active participation of female Reintegration Project reintegration support to said members following ex-combatants and spouses of male ex-combat- demobilization, with a particular focus on the Year: 2010 ants. provision of such support to female, child, and Global Practice: Social, Urban, Rural, and disabled ex-combatants. Resilience Region: Africa Country: Rwanda Approach: On-site childcare Status: Implemented; not tracked 4 Program Development Objective Childcare Arrangements: Project Number: P113036 To improve the delivery of local infrastructure Component 1: Infrastructure Service Delivery. Project Name:  SIL. North East Local Services services by local authorities (LAs) in the North- The objective of this component is to improve Improvement Project (NELSIP) ern and Eastern provinces of Sri Lanka in an the quantity and quality of public goods deliv- accountable and responsive manner. Year: 2010 ered and maintained by LAs. These may include rural roads, drains, culverts and bridges, public Global Practice: Social, Urban, Rural, and buildings, markets and fairs, waste disposal, Resilience rural water supply, parks, recreation facilities Region: South Asia and libraries, nursery schools, playgrounds, and Country: Sri Lanka dispensaries. Approach: Infrastructure upgrading Status: Implemented and tracked Appendix A. Portfolio Review Details 33 5 Program Development Objective Childcare Arrangements: Project Number: P114774 To support the efforts of the Borrower to Proposed Changes to Chile Solidario: Project Name:  TAL. The Scaling-Up of the implement Chile Solidario and lay the basis for a For those identified as vulnerable or with risk Social Protection Technical national system of social protection, now includ- factors, additional services are guaranteed, such Assistance Project ing the subsystem for young children. as home visits, childcare, a child allowance (for Year: 2010 the bottom 40 percent as identified by the proxy means instrument), as well as access to Chile Global Practice: Social Protection Solidario, with additional referrals possible for Region:  Latin America and the activities related to adult education and employ- Caribbean ment, among others. Country: Chile Approach:  Conditional cash transfers (demand side); improving public service delivery (supply side) Status: Implemented and tracked 6 Program Development Objective Childcare Arrangements: Project Number: P117666 To (i) mitigate the social cost of the economic Social Assistance: The World Bank is also Project Name:  DPL. Employment, Entre- slowdown, (ii) strengthen public finance, and (iii) supporting the preparation of the government’s preneurship and Human pursue structural reforms. plans to encourage and regulate childcare facil- Capital Development Policy ities for children under the age of 3. This collab- Program oration entails a case study of existing childcare facilities in Poland and a review of international Year: 2010 experience with policies to increase labor force Global Practice:  Macroeconomics, Trade, and participation of women through an expansion of Investment childcare facilities. Region: Europe and Central Asia Country: Poland Approach:  Analytical and advisory assistance: assessment of plans to encourage and regulate childcare facilities for children under age 3 to improve incentives for wom- en to participate in labor market Status:  Implemented; not tracked 7 Program Development Objective Childcare Arrangements: Project Number: P117440 To (i) provide temporary income support to the Component 1: Support the Design and Implemen- Project Name:  SIL. Income Support and urban vulnerable poor, (ii) improve the coverage tation of the Temporary Income. Employability Project of labor intermediation and training services to The Temporary Income Support Program (PATI) is the urban vulnerable poor, and (iii) improve the Year: 2010 implemented through subprojects at the munic- institutional capacity of the Borrower to develop ipality level that include community and training Global Practice: Social Protection an integrated social protection system. activities. Most PATI community activities would Region:  Latin America and the be related to social and community services Caribbean (such as childcare, sports and youth activities, Country: El Salvador improvement of public spaces), and would not involve any substantive infrastructure activities. Approach: Creating employment opportunities for women Status: Implemented; not tracked ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 34 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 8 Program Development Objective Childcare Arrangements: Project Number: P118036 To support the government’s anti-crisis plan to Policy Area 2c: Protecting Income of the Poor. Project Name:  DPL. Sustaining Social Gains protect the social gains made in the past decade The Temporary Income Support Program types for Economic Recovery and reinforce the framework for economic of activities: Social and community services recovery. Year: 2010 such as childcare, sports and youth activities; improvement of public spaces; and specific Global Practice: Macroeconomics, Trade, and training modules to enhance employability of Investment participants. Region:  Latin America and the Caribbean Note: Analysis of the Temporary Income Support Program or PATI Program has been captured Country: El Salvador above (P117440) Approach: Creating employment opportunities for women Status: Implemented; not tracked 9 Program Development Objective Childcare Arrangements: Project Number: P114042 To provide urban youth with income from tempo- The project will adopt measures to ensure that Project Name:  IPF. Urban Youth Employment rary employment opportunities and to increase female youth are included in the works activities. Project their employability. To encourage women to participate, in the project will permit up to 20 percent of all groups Year: 2011 to comprise women only and will provide crèches Global Practice: Social, Urban, Rural, and or childcare services at work sites. Resilience Region: East Asia and Pacific Country: Papua New Guinea Approach: On-site childcare Status: Not implemented (cost and liability reasons) 10 Program Development Objective Childcare Arrangements: Project Number: P117161 To improve active labor market programs, labor Policy Action 1: Tap New Source of Job Creation. Project Name: DPL. Employment Development intermediation, and the information base for The Ministry of Vocational Training and Employ- Policy Loan guiding employment policies. ment (MVTE), together with other concerned Year: 2011 ministries, is preparing pilot active labor market programs (ALMPs) for community childcare. The Global Practice: Social Protection pilot scheme would include 350 satellite centers Region: Middle East and North Africa (providing home-based and community-based Country: Tunisia care), reaching approximately 3,500 to 4,200 children in five poor urban areas of Tunisia Approach: Creating employment (average of 10 to 12 children per center). Poor, opportunities for women unemployed women with relevant skills would be Status: Planned; not implemented trained to provide childcare in their own child- care enterprises, and a conditional cash transfer (CCT) would help beneficiary families to cover the childcare costs. 11 Program Development Objective Childcare Arrangements: Project Number: P118112 To improve demand-driven skills development Subcomponent 3.1: Skills Development Fund. Project Name:  SIL. Ghana Skills and and increase adoption of new technologies in Potential Categories—Supportable training Technology Development selected economic sectors. programs can be categorized into the following Project broad areas: Technical Services Skills—Skills cov- Year: 2011 ered under this training area include transporta- tion, logistics-related skills, telecommunication Global Practice: Education skills, finance/banking skills, hotel/catering Region: Africa skills, travel-related skills, cleaning services, Country: Ghana marketing/sales, accounting/auditing skills, safety-related skills, healthcare, social services, Approach: Childcare training childcare, and so on. Status: Not implemented Appendix A. Portfolio Review Details 35 12 Program Development Objective Childcare Arrangements: Project Number: P120265 To improve delivery and sustainable provision The following municipal infrastructure sectors Project Name:  SIL. Urban Governance and of basic services and priority infrastructure in will be eligible for financing: Development Program: participating municipalities. • Social and community infrastructure. Examples Emerging Towns Project of possible projects include basic health care, Year: 2011 community centers, childcare centers, public toilets, green spaces, and slum upgrading. Global Practice: Social, Urban, Rural, and Resilience • Utility and urban infrastructure. Examples Region: South Asia include water, sewerage, solid waste, and munic- ipal roads. Country: Nepal • Commercial and revenue-generating infrastruc- Approach: Infrastructure upgrading ture. Examples include markets, eco-tourism Status: Not implemented parks, parking spaces, and shopping centers. 13 Program Development Objective Childcare Arrangements: Project Number: P126094 To support a set of core measures envisaged by IV. Social Sectors. Project Name:  DPL. Governance and the interim government in the areas of gover- The primary measures to be taken in this area Opportunity nance, the financial sector, employment, and so- are: Issue a circular establishing a program cial policies. The measures focus on (i) improving Year: 2011 to provide a package of social services in the transparency and accountability in a visible way health, education, and social protection sectors, Global Practice: Macroeconomics, Trade, and to respond to the aspirations of the population including a system of periodic evaluation in Investment and to signal to investors that Tunisia is creating order to overcome geographical obstacles to ac- Region: Middle East and North Africa a level playing field for private sector–led growth cess to public services (maternal and childcare, and (ii) taking immediate actions to relieve the Country: Tunisia preventive care, and regular follow-up visits plight of the unemployed and the poorest and by social workers to vulnerable families) in the Approach: Policy reform most vulnerable families. disadvantaged regions. Status: Not implemented (heavy regulation, social norms, and preferences in Tunisia) 14 Program Development Objective Childcare Arrangements: Project Number: P117764 To improve access to decentralized basic social Component 2: Pilot Safety Net Program. Project Name:  IPF. Decentralized Community services and to mainstream the community de- This pilot would test a safety net program to Driven Services Project (APL I) velopment delivery approach for such services. increase income and improve the ability to Year: 2012 cope with shocks among targeted vulnerable population groups. The program will be com- Global Practice: Social Protection posed of two elements: (i) a basic unconditional Region: Africa cash transfer to all targeted households and Country: Benin (ii) labor-intensive public works to provide the opportunity to earn an additional transfer during Approach: On-site childcare the agricultural lean season. Status: Implemented; not tracked Women are expected to make up at least 40 per- cent of public works beneficiaries. As such, child- care may be organized at the work site to facilitate participation of women with young children, and some women can be tasked with childcare and paid at the same rate as other workers. 15 Program Development Objective Childcare Arrangements: Project Number: P122764 To increase the earnings and employment of Subcomponent 3d: Impact Evaluation. Project Name: IPF. Women Entrepreneurship SME owned or partly owned by the participating Complementary quantitative or qualitative Development Project female entrepreneurs in targeted cities. studies may be conducted selectively in order to Year: 2012 investigate project components or features that are identified as having decisive influence on the Global Practice: Finance, Competitiveness, and impact of the Women Entrepreneurship Devel- Innnovation opment Project (WEDP). The research focus of Region: Africa this component will further expand to potential Country: Ethiopia pilot interventions within WEDP. Examples for such pilot interventions explicitly designed as Approach: Research studies trials may include compulsory training courses; Status: Not implemented training with sole focus on innovation, such as business idea competitions; and crèches or nurs- eries offered to full-time female entrepreneurs. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 36 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 16 Program Development Objective Childcare Arrangements: Project Number: P124905 To reduce vulnerability to soil erosion in target- Compensation under the World Bank’s Invol- Project Name:  IPF. Nigeria Erosion and ed sub-watersheds. untary Resettlement Policy (OP/BP 4.12) will Watershed Management be available exclusively to people whose land Project is taken by project interventions. Under this policy, tenants may be granted resettlement Year: 2012 entitlements along with owners or they may be Global Practice: Environment and Natural given a subsidy to find a new rental property. Resources Entitlements shall include transitional support Region: Africa such as moving expenses, assistance with food and childcare during a move, and other needed Country: Nigeria support. Approach: Resettlement provisions Status: TBD 17 Program Development Objective Childcare Arrangements: Project Number: P122735 To support the Borrower to (i) reduce flooding in Childcare provisions are captured within the Project Name:  IPF. Metro Colombo Urban the catchment of the Colombo Water Basin and project’s resettlement framework—under its Development Project (ii) strengthen the capacity of local authorities in social management framework (SMF)—to ensure the Colombo Metropolitan Area (CMA) to rehabil- social sustainability in post-resettlement sites Year: 2012 itate, improve, and maintain local infrastructure and special provisions for vulnerable groups Global Practice: Social, Urban, Rural, and and services through selected demonstration across gender and age. Resilience investments. Specific gender considerations in the SMF include Region: South Asia (i) provision of title of the alternative house in Country: Sri Lanka the joint name of spouses, and in the name of the mother in case of deceased husband; (ii) Approach: Resettlement provisions special attention to women-headed households Status: TBD with livelihood restoration support; (iii) equal provision of employment training opportunities for male and female youths; (iv) gender-sensi- tive provision of facilities in resettlement sites including women and day-care centers; and (v) ensuring women’s participation in the condo- minium management process. 18 Program Development Objective Childcare Arrangements: Project Number: P124045 To create a comprehensive, efficient, well-target- Subcomponent 1B: Labor Intensive Public Works Project Name:  IPF. Productive Social Safety ed, productive social safety net system for the Plus. Net Project (APL I) poor and vulnerable segment of the Tanzanian Childcare may also be organized at the population. Year: 2012 workplace to facilitate participation of women breastfeeding young children, and some women Global Practice: Social Protection will be tasked with childcare and paid at the Region: Africa same rate as other workers. Country: Tanzania Approach: On-site childcare Status: TBD 19 Program Development Objective Childcare Arrangements: Project Number: P126372 To expand coverage of improved early child edu- Component 1: Expand Coverage of Improved ECE Project Name:  IPF. Recife Education and cation (ECE), create conditions more conducive to and Create Conditions Conducive to Learning in Management Project learning in fundamental education, and improve Fundamental Education. municipal public management, all within the Year: 2012 Subcomponent 1(a): Rehabilitate ECE centers, in- Borrower’s territory. cluding crèches, preschools, and Municipal Early Global Practice: Education Child Education Centers (Centros Municipais de Region:  Latin America and the Educavdo Infantil [CMEls]), which combine crèche Caribbean and preschool provision. The project would Country: Brazil support emergency and priority rehabilitation of up to 75 ECE centers, representing the MOR’s Approach: Infrastructure upgrading entire ECE network, consisting of 54 crèches, 10 Status: Implemented and tracked preschools, and 11 CMEls. Appendix A. Portfolio Review Details 37 20 Program Development Objective Childcare Arrangements: Project Number: P126791 To assist the Borrower in (i) strengthening its Component 4: Support Active Labor Market Project Name:  SIL. Public and Social Sector capacity in managing public policies and public Programs (ALMPs). Transformation (PSST) Project service, (ii) improving the efficiency of social Trainee stipends and financing: The project will protection spending through an integrated mon- Year: 2013 pay each trainee a modest stipend to provide itoring and targeting system, and (iii) improving minimum income support for the trainee to Global Practice: Social Protection the income and employability of the vulnerable undertake the training and offset the cost of, for Region:  Latin America and the population through temporary employment and example, transportation and childcare, in order Caribbean training programs. to participate. During the life skills and technical Country: Antigua and Barbuda training, the stipend will be EC$20/day (equiv- alent to US$7.44/day). For the internship phase, Approach:  Stipend or benefit for all the LD will sign a contract with each beneficiary. trainees (paid directly to centers) Status: Project canceled 21 Program Development Objective Childcare Arrangements: Project Number: P126875 To strengthen the capacity of the government of Component C: Education and Skills Development. Project Name:  IPF. Energy Sector Capacity Tanzania to develop (i) the natural gas subsector The capacity-building activities under this Building Project and (ii) public-private partnerships (PPPs) for the component are expected to increase the avail- power-generation sector. Year: 2013 ability of vocational training capacity for the gas subsector of Tanzania in alignment with the Global Practice: Energy projection of employment growth in the public Region: Africa and private parts of the subsector. Country: Tanzania Although this component primarily addresses Approach: On-site childcare increasing availability of capacity-building, Status: TBD development of these programs will work to promote gender-equitable access to programs, for instance through scheduling accommoda- tions, providing childcare options, and design of scholarships for women. 22 Program Development Objective Childcare Arrangements: Project Number: P126964 To increase access of the poor to youth em- Component 2: Public Workfare Program. Project Name:  IPF. Youth Employment and ployment opportunities, social services, and The public workfare (PWF) scheme will ensure Social Support Operation strengthened safety net systems in participating that women benefit from the program with (YESSO) states. appropriate implementation guidelines and work Year: 2013 site arrangements. A minimum 40 percent quota will be earmarked for women in public works– Global Practice: Social Protection generated labor opportunities. Pregnant and Region: Africa lactating women will be given appropriately light Country: Nigeria work and their work hours will be allotted so as to not interfere with their role as caregivers Approach: On-site childcare for their children. Flexible work hours and the Status: Planned; not implemented possibility of working half-days will be offered to (delays) women. Childcare facilities will also be organized at work sites to enable women to breastfeed their babies. Some women will be given the job of providing this childcare and paid at the same rate as other workers. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 38 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 23 Program Development Objective Childcare Arrangements: Project Number: P127245 To support institutional capacity strengthening Component 2.2: Innovating in Education Service Project Name:  IPF. Strengthening Public in the municipality of Rio de Janeiro to enhance Provision. Sector Management—Technical public service delivery, including in health, edu- (c) Rio Crèche Monitoring System: SME is putting Assistance Project cation, and environmental management. in place one of the first systems in Brazil for Year: 2013 regular monitoring of the institutional quality of early childhood development (ECD) centers Global Practice: Macroeconomics, Trade, and (crèches). The program would support the design Investment of the Rio Crèche Monitoring System through Region:  Latin America and the consultant assistance for i) finalizing the instru- Caribbean ment; ii) baseline application; iii) design of the Country: Brazil template for regular feedback reports to each crèche; and iv) design and implementation of a Approach:  Quality assessment and comprehensive crèche monitoring system, which monitoring system will integrate the crèche quality assurance data Status: Planned; not implemented with system financial and human resources data. (delays) Additionally, SME will seek consultant assis- tance to develop and implement an integrated database on early childcare services provide by Rio municipality. 24a Program Development Objective Childcare Arrangements: Project Number: P129524 To provide temporary income support to ex- Component 2: Labor-Intensive Public Works. Project Name: IPF. Social Protection Project tremely poor households and to put in place the Participation of women: Projects will be imple- building blocks of a social safety net system. Year: 2013 mented taking into consideration the special needs of women. It is expected that more than Global Practice: Social Protection one in three beneficiaries will be women. Lactat- Region: Africa ing women will be given lighter jobs. The timing Country: Mozambique and location of work will also be arranged so as to not interfere with their role as caregivers, with Approach: On-site childcare such women being offered flexible working hours Status: Not implemented and the possibility of working half-days. Childcare will also be organized at the workplace to enable women who are breastfeeding young children to participate in the program. The child- care will be provided by other women working on subprojects who will be paid at the same rate as other workers. 24b Program Development Objective Childcare Arrangements: Project Number: P161351 To provide temporary income support to ex- Appraisal Summary Project Name: IPF. Social Protection Project tremely poor households and to put in place the Social Analysis. (Additional Financing to Parent building blocks of a social safety net system. Project P129524/FY13) The adoption of a new modality of public works (inclusive public works, funded by a Rapid Social Year: 2017 Response Trust Fund) substituting infrastruc- Global Practice: Social Protection ture-oriented public works by the implementa- Region: Africa tion of community services has had very good results in terms of female participation (more Country: Mozambique than 90 percent of beneficiaries were women) Approach:  Financing childcare through and services directly benefiting vulnerable public works women (community day-care centers, nutrition Status: TBD and vaccination campaigns, family planning and birth delivery in clinics, and so on). The govern- ment and the World Bank agreed to integrate this modality of inclusive public works under the restructuring, which is likely to reduce gender inequalities further. Appendix A. Portfolio Review Details 39 25 Program Development Objective Childcare Arrangements: Project Number: P130528 To improve access to basic services for the Component 1: Urban—Upgrading in the Munici- Project Name:  SIL. Urban Infrastructure poor in Bolivia’s major cities through targeted pality of La Paz. Project infrastructure investments and the provision 1C: Physical Infrastructure—The subcomponent of technical assistance to municipalities in the Year: 2013 would finance a package of demand-driven planning, expansion, and sustainability of urban local investments at the neighborhood level in Global Practice: Social, Urban, Rural, and service delivery. 24 additional neighborhoods under the Barrios Resilience y Comunidades de Verdad (BCdV) Program, Region:  Latin America and the comprising … (g) community recreation facilities Caribbean including community services and childcare. Country: Plurinational State of Bolivia Approach: Infrastructure upgrading Status: TBD 26 Program Development Objective Childcare Arrangements: Project Number: P130735 To increase access to temporary employment Labor Intensive Public Works. Project Name:  IPF. Youth Employment and and skills development opportunities for out-of- Gender Aspects: The nature of the work, often Skills Development Project school youth. with physically demanding tasks, although an Year: 2013 effective targeting instrument, may also lead to discrimination with regard to women. Work Global Practice: Social Protection sites will have amenities catering to the specific Region: Africa constraints faced by women, including arrange- Country: Burkina Faso ments to organize local childcare facilities run by senior women experienced in childcare. Approach: On-site childcare Status: Implemented and tracked 27a Program Development Objective Childcare Arrangements: Project Number: P130788 To increase income for users of rural lands and Component 4: Support to the Agricultural De- Project Name:  IPF. Third National Fadama water resources within the Fadama areas in a velopment Programs, Sponsored Research, and Development Project sustainable manner throughout the Recipient’s On-Farm Demonstrations. (FADAMA III) territory. Nutrition Education: The project will support Year: 2013 developing a nutrition module to be integrated into the extension agent training. To improve the Global Practice: Agriculture utilization and demand for nutritious foods in Region: Africa households, the project will explore opportu- Country: Nigeria nities (such as on-site mobile crèches) for farm laborers to breastfeed their babies for the first Approach: On-site childcare six months of age. Status: Implemented; not tracked 27b Program Development Objective Childcare Arrangements: Project Number: P158535 To increase the incomes for users of rural lands Subcomponent 7.5.1: Cash-for-Work. The subcom- Project Name: IPF. Second Additional and water resources in a sustainable manner and ponent will support a cash-for-work program Financing to the Third National to contribute to restoration of the livelihoods of in which the beneficiaries get cash in exchange Fadama Development Project. conflict-affected households in the selected area for labor and participation in rehabilitation of (Additional Financing to Parent in the northeast of the Recipient’s territory. community-led actions like tree planting and soil Project P096572/FY09) conservation. Year: 2016 33. The cash-for-work program under the small- scale labor-intensive repair and rehabilitation Global Practice: Agriculture works. The project would ensure active women‘s Region: Africa participation through facilitating for women Country: Nigeria to select subprojects that would reduce their burden and facilitate improvement in their Approach: On-site childcare livelihood and arrangements for taking care of Status: TBD children at the project site. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 40 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 28 Program Development Objective Childcare Arrangements: Project Number: P132500 To enable poor rural communities to benefit from Component 1: Community Block Grants. Project Name:  IPF. National Community improved access to and use of basic infrastruc- Subproject eligibility: During the first year of Driven Development Project ture and services through a people-centered operation in each township, only a “positive list” approach, and to enhance the government’s Year: 2013 of subprojects will be eligible. The project will capacity to respond promptly and effectively to focus on capacity development of the village Global Practice: Social, Urban, Rural, and an eligible crisis or emergency. implementation committees and village tract Resilience development forums as a first priority. This list Region: East Asia and Pacific will include community recreation centers (such Country: Myanmar as rehabilitation or minor extension of existing facilities, including childcare centers, telecom- Approach: Infrastructure upgrading munication centers). Status: Implemented and tracked 29 Program Development Objective Childcare Arrangements: Project Number: P130580 To reduce childcare constraints for unemployed Component 1: Improving the Quality of Early Project Name:  TAL. Early Childhood Care and or precariously employed young mothers and Child Development (ECD) Services. Development in the Poorest promote the healthy development of their chil- Improve the quality of existing municipal ECD and Most Vulnerable Urban dren in the selected districts. services, moving from a childcare service to an Districts of La Paz and El Alto integrated and comprehensive early childhood Project education for children from low-income families. Year: 2013 Component 2: Expanding Coverage of ECD Global Practice: Education Services. Region:  Latin America and the Increase coverage of ECD services in selected Caribbean districts according to the assessments carried Country: Plurinational State of Bolivia out under Component 1 through, among other things, (i) the establishment of new ECD centers Approach:  Improve and increase coverage and (ii) the remodeling of existing communal of ECD services spaces. Status: TBD Component 3: Strengthen Institutional Capacity and Community Empowerment and Participation. Strengthen fundamental support mechanisms in ECD, including young mothers, their communi- ties, and municipal governments. 30 Program Development Objective Childcare Arrangements: Project Number: P143302 To contribute to job creation by attracting in- Subcomponent 3.1: Skills Development Centers Project Name:  IPF. Competitiveness and Job vestments and improving the competitiveness of (US$2.2 million). Creation Project enterprises in the targeted industrial zones (IZ) We assume that with a limited workforce and and their linked domestic enterprises. Year: 2014 high concentration of firms, enterprises will compete for skilled workers, resulting in higher Global Practice: Finance, Competitiveness, and salaries. In addition, workplace conditions mat- Innovation ter, especially considering that 70 percent of the Region: Africa workforce are women. The project will address Country: Ethiopia this issue by providing childcare facilities. Approach: On-site childcare Status:  Planning to implement 31 Program Development Objective Childcare Arrangements: Project Number: P128628 To improve job and entrepreneurship skills for Subcomponent 1.1: Skills training, job insertion, Project Name:  IPF. Republic of Congo Skills vulnerable urban youth in order to improve their and entrepreneurship support for vulnerable Development for Employability labor market insertion and earnings. youth. Project Young women who have children prior to enter- Year: 2014 ing the program will instead be paid CFAF 2,000 per day to help offset their costs of childcare. Global Practice: Education Region: Africa Country: Republic of Congo Approach:  Differential stipend for all girls (not targeting young mothers) Status: Implementing Appendix A. Portfolio Review Details 41 32 Program Development Objective Childcare Arrangements: Project Number: P127209 To support inclusive development of the cashew Subcomponent 2.1: Launching young start-ups Project Name:  IPF. Private Sector agribusiness sector and to promote entrepre- (US$1.2 million). Rehabilitation and neurship in other sectors of the economy. Business plan training and competition Agribusiness Development (US$200,000). Year: 2014 In order to minimize the likelihood of female Global Practice: Finance, Competitiveness, and applicants dropping out of the training sessions, Innovation special coaching sessions will be offered to wom- Region: Africa en during the full process and special childcare arrangements may be offered for those needing Country: Guinea-Bissau them to participate in the business plan training Approach: On-site childcare sessions. Status: Implemented; not tracked 33 Program Development Objective Childcare Arrangements: Project Number: P132667 To improve access to employment skills and Subcomponent 1.3: Support for girls in appren- Project Name:  IPF. BJ-Youth Employment employment opportunities for underemployed ticeships (US$500,000 original project funding). youth in Benin. Year: 2014 Encouraging girls to join nontraditional trades would need to be combined with support to Global Practice: Social Protection ensure retention of girls in such apprenticeships, Region: Africa such as childcare, sensitization of masters, and Country: Benin other measures. The impact evaluation may be used to help generate the evidence needed to Approach:  Stipends or benefits for identify efficient solutions. caregivers (household members) Component 2: Developing Small Business Skills Status:  Implemented and tracked (only (US$15 million original project funding). under Component 2) Specific activities to increase female participa- tion in the program will be carried out. These may include interventions to relax some specific constraints, for example providing free childcare at the training center. 34 Program Development Objective Childcare Arrangements: Project Number: P133352 To (i) support the development of the Centre Social (including safeguards). Project Name:  IPF. HT Center and Artibonite Artibonite Loop region, primarily by enhanc- Improvements may include sanitary facilities Regional Development ing all-weather connectivity and logistics for for live and slaughtered livestock, childcare in producers and the region’s resilience to climate Year: 2014 markets, drinking water and sanitation facilities change, and (ii) support the Recipient’s capacity along the roads, and so on. Global Practice: Transport and Digital to respond promptly and effectively to an eligi- Development ble emergency, as needed. Environmental and Social (including safeguards). Region:  Latin America and the In terms of beneficial social development Caribbean impacts, the proposed project is expected to Country: Haiti provide better access to all-weather roads, bet- ter access to services and markets, better social Approach: On-site childcare conditions for vendors and customers in markets Status:  Not yet implemented (facilities through improved accessibility, provision of such as childcare centers sanitary facilities, childcare facilities. will be provided only if communities request them) ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 42 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 35 Program Development Objective Childcare Arrangements: Project Number: P143995 To improve employability and labor income of Subcomponent 1.1: Improving and expanding Project Name: IPF. Improving Employability poor youth by supporting the expansion of the the Mi Primer Empleo Digno Program (MPED) in and Labor Income of Youth skills development programs in selected cities. selected cities (IDA: US$10.6 million). Project MPED Stipends. This subcomponent will finance Year: 2014 a daily stipend equivalent to Bs 400 per ben- eficiary per month during the training phase, Global Practice: Social Protection which will be increased by Bs 100 for women with Region:  Latin America and the children less than six years old. That amount Caribbean should be sufficient to cover meals, transporta- Country: Plurinational State of Bolivia tion costs, and the day care of children during the time of training. Approach: Differential stipend Status: Planning to implement (delays) Subcomponent 1.2: Implementing the pilot Mi- cro-Entrepreneurs Skills Training and Technical Assistance Program (MESTTA) in selected cities (IDA: US$1.2 million). Micro-Entrepreneur Stipends. The proposed project will finance a daily stipend equivalent to Bs 400 per beneficiary per month during the training phase, which will be increased by Bs 100 for women with children less than six years old. That amount should be sufficient to cover meals, transportation costs, and the day care of children during the time of training. Subcomponent 1.3: Implementing the pilot Remedial Secondary Education in selected cities (IDA: US$4.0 million). Student Stipends. The proposed project will finance a daily stipend equivalent to Bs 200 per month for a maximum period of three school years (10 months per calendar year), which will be increased by Bs 75 per month for women with children less than six years old. That amount should be sufficient to cover transportation costs and the day care of children during the time of training. 36 Program Development Objective Childcare Arrangements: Project Number: P129267 To contribute to the improvement of the invest- Subcomponent 2.1: Support to enterprises (IBRD: Project Name:  IPF. Gabon Investment ment climate and to foster enterprise develop- US$1 million). Promotion and ment in the Borrower’s territory. The project will finance the following activities of Competitiveness Project the third Department of ANPI-Gabon: Year: 2014 ii) the Women’s Business Center will offer flexible Global Practice: Finance, Competitiveness, and and extended business hours for women who are Innovation otherwise employed during the day, in-house Region: Africa childcare during training and consultation sessions. Country: Gabon Approach: On-site childcare Status:  Intent to implement (no planning) Appendix A. Portfolio Review Details 43 37 Program Development Objective Childcare Arrangements: Project Number: P129920 To reduce system losses and enhance capacity VI. Appraisal Summary Project Name:  IPF. Rural Electricity in the rural distribution network of primarily the G. Gender Responsive Social Assessment. Transmission and Distribution eastern part of Bangladesh. (T&D) Project A gender responsive social assessment was con- ducted by a consultant team as part of project Year: 2014 preparation. The assessment provided various Global Practice: Energy recommendations including: Region: South Asia introducing provision for overtime allowance, Country: Bangladesh transport allowance, and day-care facilities for employees. Implementation of these Approach: On-site childcare recommendations is expected to take place in Status: TBD phases, which will be followed up during project implementation. 38 Program Development Objective Childcare Arrangements: Project Number: P127741 To empower communities in targeted municipal- Component 1: Barangay (Community) Subgrants Project Name: IPF. Philippines National ities to achieve improved access to services and for Planning and Investment. Community Driven to participate in more inclusive local planning, Second, investment grants will support com- Development Project budgeting, and implementation. munity subproject investments and activities Year: 2014 (community-based public infrastructure and ser- vices such as roads, bridges, schools, day-care Global Practice: Social, Urban, Rural, and centers) that respond to community-identified Resilience priorities. Region: East Asia and Pacific Country: Philippines Approach: Infrastructure upgrading Status: Implementing 39 Program Development Objective Childcare Arrangements: Project Number: P127463 To support the government to improve public B. Scope of PforR Program. Project Name:  PforR. Strengthen Service service delivery particularly in the areas of 1. Skills development Delivery for Growth, Poverty skills development, family assistance, and water Reduction and Environmental quality. 2. Family assistance Sustainability in the State of The construction of day-care centers, preschool Cearà facilities, and vocational training centers will be Year: 2014 dispersed evenly and it is unlikely that any single municipality will receive more than one of any Global Practice: Finance, Competitiveness, and single type of investment. Innovation Region:  Latin America and the Caribbean Country: State of Cearà, Brazil Approach: Infrastructure upgrading Status: TBD 40 Program Development Objective Childcare Arrangements: Project Number: P146243 This is the first in a series of two DPLs structured DPL1 Prior Action #6: Enact amendments to the Project Name:  DPL. First resilience and around three pillars: Law on Early Childcare to facilitate return of growth development policy parents to the labor market. (i) enhancing macroeconomic resilience by re- loan ducing the general government fiscal deficit and Amendments to the Law on Early Childcare Year: 2015 debt levels toward the medium-term objective are aimed at facilitating the creation of early (MTO) and bolstering macro-prudential over- childcare facilities to increase access and help Global Practice: Macroeconomics, Trade, and sight; (ii) strengthening labor market flexibility parents return to work. In particular, the law: (i) Investment and employment promotion; and (iii) improving provides for financial support to municipalities Region: Europe and Central Asia private sector competitiveness and innovation. to open early childcare facilities; (ii) enables pri- Country: Poland vate individuals to run early childcare facilities; and (iii) provides opportunities for joint financial, Approach: Policy reform administrative, and organizational operation of Status: TBD early childcare facilities with existing schools or other educational institutions. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 44 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 41 Program Development Objective Childcare Arrangements: Project Number: P147213 To improve access of the Borrower’s poor citizens Social Dimensions of the Integrated Social Project Name:  IPF. Integrated Social to an integrated package of social protection and Protection and Promotion Project. Protection and Promotion promotion opportunities including, in particular, Inclusive arrangements and measures were Project human capital, enhanced employability, and agreed upon to address the key potential housing improvements in selected provinces. Year: 2015 barriers linked to income and gender that were identified during preparation. Global Practice: Social Protection Region:  Latin America and the Stipends will be provided to address opportuni- Caribbean ty, including transportation and childcare costs, for low-income female participants with children Country: Dominican Republic ages 0–5 years. Approach: Differential stipend Status: Implementing 42 Program Development Objective Childcare Arrangements: Project Number: P151916 To enhance equitable access to and improve the Subcomponent 1.3: Improving the quality of ECD Project Name:  IPF. Early Childhood quality of early childhood development (ECD) services in the Plantation sector (estimated cost Development Project services. US$10.0 million). Year: 2015 As many of the mothers of young children in the Plantation community are engaged as Plantation Global Practice: Education workers, the centers in Plantations serve as Region: South Asia both childcare facilities and ECD centers. Hence, Country: Sri Lanka project support for the Plantation sector through the Plantation Human Development Trust (PHDT) Approach: On-site childcare is treated as a separate subcomponent of the Status:  Planning to implement project. 43a Program Development Objective Childcare Arrangements: Project Number: P151279 To support the government of Rwanda to im- MINALOC has developed and identified a set of Project Name:  DPO. Social Protection System prove the efficiency, accountability, and coverage policy options to increase the gender and child Support (SPS-1) of its social protection system. sensitivity of social protection programs, in line with national mandates and policies. The Year: 2015 range of (nonexclusive) options identified by the Global Practice: Social Protection government of Rwanda include … (iii) establish- Region: Africa ing mobile crèches or childcare services at public works sites to ensure the safety of children Country: Rwanda during the caregiver’s work and to make public Approach: Policy reform works more accessible for mothers. Status: Implemented 43b Program Development Objective Childcare Arrangements: Project Number: P155024 To support the government of Rwanda to im- Under SPS-1, MINALOC developed and identified a Project Name:  DPO. Second Social Protection prove the efficiency, accountability, and coverage set of policy options to increase the gender and System Operation (SPS-2) of its social protection system. child sensitivity of social protection programs, in line with national mandates and policies. The Year: 2016 range of (nonexclusive) options identified by the Global Practice: Social Protection government of Rwanda include … (iii) establish- Region: Africa ing mobile crèches or childcare services at public works sites to ensure the safety of children Country: Rwanda during the caregiver’s work and to make public Approach: Policy reform works more accessible for mothers. Status: Implemented Appendix A. Portfolio Review Details 45 43c Program Development Objective Childcare Arrangements: Project Number: P158698 To support the government of Rwanda to im- The government of Rwanda has introduced Project Name: DPO. Third Social Protection prove the efficiency, accountability, and coverage reforms that are currently being piloted to (i) System (SPS-3) of its social protection system. provide VUP public works opportunities that are more gender-sensitive, particularly less labor Year: 2017 intensive opportunities for pregnant and lactat- Global Practice: Social Protection ing women, including … (ii) establishing mobile Region: Africa crèches or childcare services at public works sites to ensure the safety of children during the Country: Rwanda caregiver’s work and to make public works more Approach: Policy reform accessible for mothers. Status: Implemented 44 Program Development Objective Childcare Arrangements: Project Number: P126507 To improve the performance and efficiency of The technical facility at Thu Thiem, moreover, Project Name:  IPF. Ho Chi Minh City Green public transport along a high-priority corridor in will be adjacent to the proposed rail station Transport Development Ho Chi Minh City. and Metro Rapid Transit (MRT) Line 2 station, Project thus generating an integration node that will positively impact accessibility. This facility will Year: 2015 also have office space and a day-care center for Global Practice: Transport and Digital children of Bus Rapid Transit (BRT) drivers and Development others associated with project implementation Region: East Asia and Pacific and operation. Country: Vietnam Approach: On-site childcare Status:  Planning to implement 45 Program Development Objective Childcare Arrangements: Project Number: P147984 To improve fiscal management and the policy The State Policy for Entrepreneurship among Project Name:  DPL. Strengthening fiscal framework for territorial planning and tailor Afro-descendants and Women (PENM) sup- management and promoting selected public services to the needs of women, ports a variety of interventions tailored to the better and more inclusive Afro-descendants, and minorities. needs of women and Afro-descendants. Apart service delivery from traditional instruments such as business training, technical assistance, facilitated access Year: 2015 to credit, and conditional productive grants, the Global Practice: Macroeconomics, Trade and policy also foresees a number of nontraditional Investment interventions, such as gender- and race- sensi- Region:  Latin America and the tive training methodology emphasizing individ- Caribbean ual and community empowerment, soft-skills training, and mobile and group-based day-care Country: Brazil to enable the participation of mothers of small Approach: Policy reform children. Status:  Implemented (no direct support to childcare) 46 Program Development Objective Childcare Arrangements: Project Number: P151844 To improve access to temporary employment and Targeting and gender aspects. Project Name:  IPF. Emergency Youth skills development opportunities for young men Particular care will be taken to include tasks that Employment and Skills and women in Côte d’Ivoire’s territory. are more suited to women’s abilities, and work Development (Additional sites will have amenities catering to the specific Financing to Parent Project constraints faced by women, including arrange- P122546/FY12) ments to organize local childcare. Year: 2015 Global Practice: Education Region: Africa Country: Côte d’Ivoire Approach: On-site childcare Status: TBD ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 46 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 47 Program Development Objective Childcare Arrangements: Project Number: P152903 To support the socioeconomic reintegration of Gender. Project Name:  IPF. Reinsertion and demobilized ex-combatants. All training and benefits granted to men will be Reintegration Project offered to women. Year: 2015 Vocational training will be sensitive to potential Global Practice: Social, Urban, Rural, and female interest and needs. In order to ensure Resilience that differentiated needs of women are ad- Region: Africa dressed, dedicated facilities and targeted activ- ities will be provided and undertaken. These will Country: Democratic Republic of Congo include childcare support during activities. Approach: On-site childcare Status: Implementing 48 Program Development Objective Childcare Arrangements: Project Number: P133129 To improve access of vulnerable youth Subcomponent 1.1: Labor orientation workshops Project Name:  IPF. Argentina Youth population to labor markets, increasing their and training courses. Employment Support Project employability by supporting the expansion Many participants will be recommended to enroll and strengthening of government employment Year: 2015 in an employability workshop (EW), a 64-hour programs. program designed to remove barriers (such as Global Practice: Social Protection lack of basic employability skills, low communi- Region:  Latin America and the cation skills, and self-esteem) and ensure access Caribbean to other benefits, such as childcare, to close gaps Country: Argentina between youth and access to the labor market. Approach: On-site childcare Status: Implemented; not tracked 49 Program Development Objective Childcare Arrangements: Project Number: P153987 To contribute to the improvement of access to D. Environment (including safeguards). Project Name:  IPF. Micro, Small, and Medium finance for micro, small, and medium enterprises The list of proposed subprojects, as well as the Enterprise Development for in Jordan. screening process and monitoring and reporting Inclusive Growth (Additional arrangements, will remain the same as the Financing to Parent Project parent project. Financed activities in the parent P132314/FY13) project included small commercial shops (selling Year: 2015 pastries and sweets, dairy products, household goods, bedding, car accessories, used female Global Practice: Finance, Competitiveness, and clothes, and fabrics), carpentry, commuter vans, Innovation child day-care centers, small-scale chocolate Region: Middle East and North Africa production, and restaurants. Country: Jordan Approach:  Finance for micro, small, and medium enterprises (including childcare centers) Status: TBD 50a Program Development Objective Childcare Arrangements: Project Number: P146883 To increase access to safety net and disaster V. Appraisal Summary Project Name:  IPF. Productive Safety Nets risk management systems and complementary B. Technical. Project 4 (PSNP 4) livelihood services and nutrition support for food-insecure households in rural Ethiopia. To improve implementation of gender and social Year: 2015 development (GSD), a Gender Action Plan has Global Practice: Social Protection been prepared for PSNP 4. It includes establish- Region: Africa ment of day-care centers at PW sites. Country: Ethiopia Approach:  On-site childcare and financing childcare through public works Status: TBD Appendix A. Portfolio Review Details 47 50b Program Development Objective Childcare Arrangements: Project Number: P163350 To increase access to effective safety net and Under PSNP 4, the government agreed to imple- Project Name:  IPF. Productive Safety Nets disaster risk management systems and com- ment a gender action plan (GAP) to ensure that Project 4 (Additional Financing plementary livelihood and nutrition services gender equity is at the fore of design and imple- to Parent Project P146883) for food-insecure households in the Recipient’s mentation. To date, implementation of the GAP rural areas. has been successful at ensuring that the focus Year: 2017 on gender is not overtaken by other priorities, Global Practice: Social Protection confirming that PSNP 4 is more systematically Region: Africa addressing gender than earlier phases of the program. Country: Ethiopia For example, an assessment of gender dynamics Approach:  On-site childcare and financing in lowland areas was undertaken to strengthen childcare through public works the design and implementation of the gen- Status: TBD der provisions in these areas, and minimum standards for temporary childcare centers were developed. 51 Program Development Objective Childcare Arrangements: Project Number: P146827 To improve access to income generation oppor- To achieve better results, the project will have Project Name:  IPF. Liberia Youth tunities for targeted youth and strengthen the the following areas of emphasis: a strong focus Opportunities Project government’s capacity to implement its cash on gender, specifically through (i) identifying and transfer program. analyzing female and male gender issues at the Year: 2016 county level; (ii) facilitating access to informal Global Practice: Social Protection childcare arrangements. Region: Africa Country: Liberia Approach: On-site childcare Status:  Planning to implement 52 Program Development Objective Childcare Arrangements: Project Number: P151712 To support the government of Ethiopia to im- Subcomponent 1.1: Conditional cash transfers. Project Name:  IPF. Urban Productive Safety prove income of targeted poor households and Public works that increase the productivity of Net Project establish urban safety net mechanisms. urban work—such as building market sheds for Year: 2016 self-employment retailers, provision of child- care, or prepared food—will be encouraged. Global Practice: Social Protection Region: Africa Subcomponent 2.2: Financial support and train- ing for livelihood development. Country: Ethiopia Under the wage employment track, livelihood Approach:  On-site childcare and financing grants can cover a stipend to attend training childcare through public works to build skills for a wage job (ETB 40 per day Status:  Planning to implement stipend; training fees will not be covered by the livelihood grant but will be paid separately by the project); an allowance to travel to job inter- views until a job is secured; and/or an allowance to travel to work or cover the ancillary costs of employment such as childcare expenses. Safety net transfer integrated with livelihoods. Some of the PWs such as the construction of market sheds and workshops and provision of childcare services will support the livelihood activities of the beneficiary households. Condi- tional transfers will require participation in PWs that could range from small-scale infrastructure to provision of beneficial services to communi- ties in urban areas including childcare. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 48 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 53 Program Development Objective Childcare Arrangements: Project Number: P151831 To increase employment and earnings opportu- Subcomponent 2.1: Support for the self-em- Project Name:  IPF. Kenya Youth Employment nities for targeted youths. ployed. and Opportunities The project will aim to provide flexibility of Year: 2016 schedules in business development services (BDS) training and include provisions for child- Global Practice: Social Protection care services (either through higher stipends for Region: Africa women with children or through direct contracts Country: Kenya with service providers). Approach: On-site childcare Status: TBD 54 Program Development Objective Childcare Arrangements: Project Number: P155097 To increase the efficiency of the social protection Payment of Stipends. Project Name:  IPF. Strengthening Social system and improve the income generation The Ministry of Social Development (MIDES) Protection and Inclusion capacity of the poor and vulnerable. will pay each training participant a stipend to System provide minimum income support for the partic- Year: 2016 ipant, facilitate participation in the training, and offset the costs related to participation, such as Global Practice: Social Protection childcare and transportation. Region:  Latin America and the Caribbean Country: Panama Approach: Differential stipend Status: Not implemented (restructuring) 55 Program Development Objective Childcare Arrangements: Project Number: P155963 To improve the investment climate and promote In establishing rating criteria for public-private Project Name:  PforR. Punjab Jobs and investments and jobs in more inclusive and partnerships (PPPs) in industrial estates, the Competitiveness Program for sustainable industrial estates in Punjab. program will support capacity-building in the Results Department of Industry (and the Punjab Industri- al Estates Development and Management Com- Year: 2016 pany/Faisalabad Industrial Estates Development Global Practice: Finance, Competitiveness, and and Management Company [PIEDMC/FIEDMC]) to Innovation promote economic, social, and environmental Region: South Asia sustainability (in addition to financial viability that the process already advocates for). These Country: Pakistan criteria will also include enabling conditions to Approach: On-site childcare encourage women’s labor force participation (for Status:  Planning to implement example, childcare facilities). 56 Program Development Objective Childcare Arrangements: Project Number: P156242 To facilitate private investment and job creation Component 3: Strengthening Skills Formation, Project Name:  IPF. Private Sector and promote compliance with international qual- Building Safety, and Sustainable Social and Development Support Project ity standards, building codes, and good social Environmental Standards. (Additional Financing to Parent and environmental practices in the economic (ii) Zone with childcare facilities to help women Project P120843/FY11) zones (EZs) supported by the Private Sector with young children to go to work. Development Support Project (PSDSP) to stress Year: 2016 the spatial focus (that is, EZs) and compliance Global Practice: Finance, Competitiveness, and with higher standards. Innovation Region: South Asia Country: Bangladesh Approach: On-site childcare Status:  Planning to implement Appendix A. Portfolio Review Details 49 57 Program Development Objective Childcare Arrangements: Project Number: P149323 To support the government in increasing the Subcomponent 1.1: Establishing a productive Project Name:  IPF. Social Safety Net Project access of extremely poor households to safety safety net program (US$14.7 million). net services and in laying the foundations for a Year: 2016 14. Direct transfers will be provided to labor-con- social protection system. strained households with no conditionalities. Global Practice: Social Protection The program aims to enroll households with Region: Africa able-bodied members to participate in labor-in- Country: Madagascar tensive cash-for-work activities. However, some very poor households may be labor constrained Approach:  On-site childcare and financing (that is, they may not have any household childcare through public works member who is able to work). This includes the Status:  Planning to implement elderly, the disabled, some female heads of households, and people with chronic illness- es. The program will offer direct transfers to these poor, labor-constrained households, and these transfers will not be conditional on their participation in the cash-for-work activities. The percentage of labor-constrained households to receive direct transfers in each of the selected communities has been fixed at 20 percent, based on the experience of previous cash-for-work activities. 58 Program Development Objective Childcare Arrangements: Project Number: P160359 To (i) improve safe and sustainable access to Component 3: Institutional Strengthening and Project Name:  IPF. Rural and Urban Access markets and services in targeted rural and urban Implementation Support (US$3.375 million). Improvement Project areas of the Recipient and (ii) in the event of This component seeks to continue building the an eligible emergency, provide immediate and Year: 2017 Ministry of Transport and Infrastructure’s (MIT’s) effective response to said eligible emergency. and Road Maintenance Fund’s (FOMAV’s) capacity, Global Practice: Transport and Digital through the following activities … (g) Provision Development of support for the enhancement of women’s Region:  Latin America and the participation in the road works (US$100,000). Caribbean This support will aim to remove barriers for Country: Nicaragua women to participate in the Community Modules of Adoquines (MCAs) through … (ii) piloting a Approach: On-site childcare model to provide childcare services for female Status:  Planning to implement employees with children. Gender-targeted activities supported under Component 3: … (iii) introduction of childcare provision to women employed by the MCAs in coordination with MIT, the Ministry of Family, and participating municipalities. 59 Program Development Objective Childcare Arrangements: Project Number: P158434 To increase commercialization of agriculture The project will help to close gender gaps in Project Name:  IPF. Malawi Agricultural value chain products selected under the project. productivity and women’s access to agriculture Commercialization Project inputs and services. It will also seek innovative ways to reduce women’s work burden (such as Year: 2017 through labor-saving technologies and childcare Global Practice: Agriculture arrangements). Region: Africa Country: Malawi Approach: TBD Status: TBD ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 50 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 60 Program Development Objective Childcare Arrangements: Project Number: P154253 To strengthen the quality of service delivery Specifically, the project will benefit at least 1,200 Project Name: IPF. Human Development in education, improve efficiency of social poor and unemployed persons in St. Vincent and Service Delivery Project protection systems, and improve effectiveness the Grenadines through improved access to skills of labor market systems in St. Vincent and the training. To support gender equity, at least half Year: 2017 Grenadines. of those receiving training are expected to be Global Practice: Social Protection women, and a supplemental childcare stipend Region:  Latin America and the will be provided to at least 400 parents of young Caribbean children to prevent dropout. Country: St. Vincent and the Grenadines Approach: Differential stipend Status: TBD 61 Program Development Objective Childcare Arrangements: Project Number: P159522 To improve economic opportunities for Jordani- In addition to addressing the business Project Name: PforR. Economic Opportunities ans and Syrian refugees. environment, other important areas that will for Jordanians and Syrian require significant improvement as part of the Refugees implementation of the compact include … (iii) transportation and childcare (core issues for Year: 2017 women’s employment). Global Practice: FCI Region: Middle East and North Africa Country: Jordan Approach: Differential stipend Status: TBD 62 Program Development Objective Childcare Arrangements: Project Number: P156479 To pilot cash transfers and cash-for-work inter- To facilitate women’s participation in the Project Name:  IPF. Chad Safety Nets Project ventions to the poor and lay the foundations of program, childcare services will be provided an adaptive safety nets system. and paid at the same rate as daily cash-for-work Year: 2017 activities. Global Practice: Social Protection Region: Africa Country: Chad Approach:  On-site childcare and financing childcare through public works Status:  Planning to implement 63a Program Development Objective Childcare Arrangements: Project Number: P159053 To provide short-term employment and access to The community contracting approach and youth Project Name: IPF. Yemen Emergency Crisis selected basic services to the most vulnerable, employment for service delivery entail design Response Project and to preserve implementation capacity of two parameters that ensure women are provided an service delivery programs. equal opportunity to benefit from the employ- Year: 2017 ment opportunities (for example, targeting Global Practice: Social Protection female-headed households, allowing flexibility Region: Middle East and North Africa in work hours, and providing on-site childcare). Country: Republic of Yemen Approach:  On-site childcare and financing childcare through public works Status: Implementing; not tracked Appendix A. Portfolio Review Details 51 63b Program Development Objective Childcare Arrangements: Project Number: P161806 To provide short-term employment and access to The component entails design parameters that Project Name:  IPF. Emergency Crisis Response selected basic services to the most vulnerable, ensure women are provided an equal opportu- Project (Additional Financing and to preserve implementation capacity of two nity to benefit from the employment opportu- to the Yemen Emergency Crisis service delivery programs. nities (for example, targeting female-headed Response Project P159053) households, allowing flexibility in work hours, and providing on-site childcare). Year: 2017 Global Practice: Social Protection Region: Middle East and North Africa Country: Republic of Yemen Approach:  On-site childcare and financing childcare through public works Status: Implementing; not tracked 64 Program Development Objective Childcare Arrangements: Project Number: P157233 To support the socioeconomic insertion of demo- All training and benefits granted to men will be Project Name:  IPF. Reinsertion of Ex- bilized ex-combatants within local communities. offered to women. Combatants Project In order to ensure that differentiated needs Year: 2017 of women are addressed, dedicated facilities and targeted activities will be provided and Global Practice: Social, Urban, Rural, and undertaken. These will include childcare support Resilience during activities. Region: Africa Country: Mali Approach: TBD Status:  Intent to implement (no planning) 65 Program Development Objective Childcare Arrangements: Project Number: P160272 To support the social and economic reintegration All training and benefits granted to men will be Project Name:  IPF. Reintegration of Ex- of demobilized ex-combatants and improve offered to women. Combatants Project access to socioeconomic infrastructure and In order to ensure that differentiated needs economic opportunities for host communities. Year: 2017 of women are addressed, dedicated facilities and targeted activities will be provided and Global Practice: Social, Urban, Rural, and undertaken. These will include childcare support Resilience during activities. Region: Africa Country: Central African Republic Approach: TBD Status:  Intent to implement (no planning) 66 Program Development Objective Childcare Arrangements: Project Number: P157395 To improve the business environment for private The workers’ centers should also provide special Project Name:  PforR. Upper Egypt Local sector development and strengthen local facilities to the women workers in the industrial Development Program government capacity for quality infrastructure zones (day-care centers for children, awareness and services delivery in select governorates in classes, and so on). These measures are meant to Year: 2017 Upper Egypt. encourage women’s participation in the jobs that Global Practice: Social, Urban, Rural, and will be created in the industrial zones. Resilience Region: Middle East and North Africa Country: Arab Republic of Egypt Approach: On-site childcare Status:  Activity not being tracked ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 52 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 67 Program Development Objective Childcare Arrangements: Project Number: P160279 To improve the delivery of quality assurance Box 7.1. Gender Considerations for Ethiopia Project Name: IPF. Ethiopia: National Quality services to enterprises in the targeted sectors. National Quality Infrastructure Development Infrastructure Development Project. Project Component 1: Strengthening Institutional Capac- Year: 2017 ity for NQI Development. Global Practice: Finance, Competitiveness, and (e) Ensure that infrastructure is gender re- Innovation sponsive—having separate men’s and women’s Region: Africa ablution points; providing crèche facilities within the NQI buildings. Country: Ethiopia Approach:  On-site childcare and Infrastructure upgrading Status:  Intent to implement (no planning) 68 Program Development Objective Childcare Arrangements: Project Number: P161306 To strengthen the capacities of the municipal Compensatory services: i) provision of on-site Project Name:  Advisory Services & Analytics. employment offices (MEOs) as well as other childcare services and ii) stipends for childcare Gender-smart interventions involved agencies to implement “gender-smart” services for young mothers and for transport in employment programs for approaches in the provision of employment ser- services for isolated participants. NEET youth vices and other interventions to youth in order to enhance their participation in the activities of Year: 2017 the Youth Employment Program, paying special Global Practice: Social Protection attention to discriminated groups (LGBTI). Region:  Latin America and the Caribbean Country: Argentina Approach:  On-site childcare and differential stipend Status: Implemented and tracked Appendix A. Portfolio Review Details 53 69 Program Development Objective Childcare Arrangements: Project Number: P162646 To improve the effectiveness of Rwanda’s social Component 1: Improving coverage, adequacy, Project Name:  IPF. Strengthening Social protection system, notably the flagship Vision and effectiveness of the Vision 2020 Umurenge Protection Project 2020 Umurenge Program (VUP), for targeted Program (VUP) cash transfers—SDR 48.51 million vulnerable groups. (US$68.5 million). Year: 2018 (c) Major extension of gender- and child-sensi- Global Practice: Social Protection tive expanded public works (EPW) model. EPW Region: Africa offers year-round, multiyear, flexible, part-time Country: Rwanda work opportunities to moderately labor-con- strained households, often single-headed Approach:  On-site childcare and financing households with caring responsibilities. childcare through public works Status:  Planning to implement Community- and home-based childcare will be launched as a new type of EPW scheme in FY2018/19: EPW participants will be employed as childcare givers and trained and supervised by appropriate cell- and sector-level staff, with resultant synergies to nutrition and early childhood development (ECD) objectives. Local Administrative Entities Development Agency (LODA) will finalize and approve this new EPW childcare model, in collaboration with all relevant social protection and ECD stakeholders, including the Ministry of Gender and Family Promotion (MIGEPROF). In addition to wages of eligible households employed on EPW, the project will cover direct non-wage costs of EPW, which will not exceed 30 percent of total direct costs and will consist mainly of goods, including tools for road main- tenance, food, and equipment. Minor refur- bishments essential to the provision of quality community- and home-based childcare (such as latrine construction and minor infrastructure improvement required according MIGEPROF’s guidelines) will also be funded but not counted as part of the 30 percent cap. Component 2: Enhancing access to human capital and economic inclusion services—SDR 4.61 million (US$6.5 million). Activities to be supported by this component will include the following: … (b) Improving parenting and childcare services for vulnerable families in targeted communities. The project will provide the following: … (ii) quality enhancement and supervision to community- and home-based EPW childcare subprojects. Substantial capaci- ty-building will be needed for this activity. Note: DPO/DPL = development policy operations/loans; ERL = economic recovery loan; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association; IPF = Investment Project Financing; PforR = Program-for-Results; SIL = specific investment loan; SME = small and medium enterprises; TAL = technical assistance loan. ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 54 APPROACHES, EXPERIENCES, AND LESSONS LEARNED Appendix B. Interview Guide for Task Team Leaders and World Bank Teams Project Profile Project number and name Global Practice Task Team Leader Country Program Development Objective Rationale and childcare arrangements Additional info (monitoring and evaluation, budget, and so on) National policies / requirements Objectives and questions 1. Understanding the rationale behind the inclusion of childcare provision a. What were incentives to bring childcare components in (for the project team, for the client)? - How are childcare components aligned with national policies and systems for provision of care? For example, Bangladesh Labour Act 2013 states that factories with more than 50 workers are required to provide suitable rooms for the use of children under the age of six years. b. What arguments/rationale were used to make the case for these activities? Appendix B. Interview Guide for Task Team Leaders and World Bank Teams 55 2. Outlining the design arrangements a. Was a needs assessment, feasibility study, childcare market and regulatory framework analysis, and a cost-benefit analysis conducted to make an informed decision about which childcare solution should be applied? - Did the project team conduct an analysis to learn about which national and international standards to adhere to?   b. Who are the stakeholders involved in the delivery of the services? - Include public, private, and community-based stakeholders. c. What are the implementation arrangements? What are the contracting arrangements (including licensing, registration, certification requirements)? d. What is the cost per beneficiary of the childcare service? What does this amount include? Start-up costs: - Personnel: salaries for staff to plan and implement start-up, fringe benefits, taxes, and so on -Contract services and consultants: subcontractors, renovations contractor, childcare consultants and mentor support, capacity-building with partners, trainings and workshops, per diem allowances, and so on - Occupancy: training venue rental, utilities, and so on - Equipment and furniture: computer, router, camera, printer, generator, tables, chairs, blackboards, and so on - Office and training supplies: office and training materials, stationery, renovation, and so on - Transportation and travel: fuel, vehicle rental, vehicle maintenance, and so on - Overhead costs: licensing, insurance, bank fees, and so on Operational costs: - Personnel: salaries for administrative and classroom staff, fringe benefits, taxes, and so on - Occupancy: rent or mortgage, utilities, building insurance, repairs, and so on - Training supplies: books, toys, art supplies, and so on - Administration supplies: telephone, printing, accident insurance, and so on - Staff development: workshops, library, and so on - Other expenses: consultants, special events, banners, and so on e. What are the financing arrangements (who pays for the service)? - Are there users’ fees? If so, how was the amount set? - Do these financing arrangements seem sustainable for the project? f. What methodology was used to identify the demand for the services and the beneficiaries? - How many beneficiaries are served (including information on the age range of children served)? - How were the selection criteria for beneficiaries set? (How many children per woman or household?) ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 56 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 3. Outlining quality standards a. How did the project team set quality standards for childcare provision (national and international standards) in terms of basic requirements? How did the project team ensure standards are applied in a country where quality and safety standards are lacking or inadequate? How did the project - team decide which standards to apply? • Suitability of site/room for the proposed facility. • Playground and floor space requirement. • Caregivers’ qualifications (training and experience) and required services. • Number of children per staff person. • Accreditations and licensing (comply with government licensing and registration procedures). • Health and safety practices. Management and administration of the facility to ensure quality. (How is the facility run: owned by employer/community-based or owned/run •  independently/NGO?) b. How did the project team set quality standards for childcare provision (national and international standards) in terms of services provided? (For example, conducting a survey of potential beneficiaries.) • Period of operation: a full-day or half-day childcare service, to suit women’s working hours. • Childcare scope of coverage: what type of care services to provide. • Procedures: describe the steps, information requirements, and approvals required. Appendix B. Interview Guide for Task Team Leaders and World Bank Teams 57 4. Understanding monitoring and evaluation (M&E) arrangements a. What are the quality assurance mechanisms? - How are the above-stated quality standards monitored? - What quality monitoring indicators are collected? How? At what frequency? b. Do you consider that the results and benefits of childcare provision are meeting or have met the expectations? - Is there any result or benefit the project team would highlight as either expected or unexpected? 4.1 Projects with indicators in a results framework (RF) - How did you decide to include that specific indicator? - What type of monitoring data is collected on childcare provision? - At what frequency is monitoring data collected? - Do you consider the M&E arrangements (indicators) appropriate to monitor outputs and results? 4.2 Projects without indicators in RF - Did you consider whether to include a specific indicator in RF? - Why did you decide to not include it? 4.3 Projects including an impact evaluation (IE) What are the key evaluation questions, methodology, treatment, comparison group, and so on? - What were the incentives to include an IE (for the project team, for the client)? - How will this IE contribute to the knowledge base on childcare (specifically, what are you testing and what do you hope to learn from this evaluation)? - What is the timeline for the evaluation (when will you have results)? ADDRESSING CHILDCARE IN THE WORLD BANK PORTFOLIO: 58 APPROACHES, EXPERIENCES, AND LESSONS LEARNED 5. Identifying lessons, challenges, and recommendations a. Is there anything the project team learned or would like to have done better in the design of the childcare provision? - Would you follow the same process and design again? b. Was the implementation in line with the design or what was planned in terms of arrangements, timeline, quality standards, services provided, or other considerations? c. What are the aspects or conditions that make childcare provision replicable or scalable? d. Any specific recommendation on how to design and include childcare in lending operations? 59 Appendix C. Portfolio Review Results: Number and Type of Projects The review identified 69 operations (see appendix A) silience (SURR) (12) and Finance, Competitiveness, that had one or more of the keywords in the project and Innovation (FCI) (10) (figure C.1). The vast majority appraisal document (PAD). Considering the spread of (47) of the projects identified by the review were in- the 69 projects across the World Bank’s Global Prac- vestment project financing (IPFs), along with 7 Devel- tices, the majority (25) came from Social Protection opment Policy Operations or Loans (DPOs or DPLs) and Labor, followed by Social, Urban, Rural, and Re- and 4 with Program-for-Results (PforR) financing. Figure C.1. Portfolio Review by Global Practice and Lending Instrument 3 Transport Social, Urban, Rural, and Resilience 12 1 21 Social Protection and Labor 2 1 Macroeconomics, Trade, and Investment 6 Finance, Competitiveness, and Innovation 7 3 2 Environment and Natural Resources 2 Energy 8 Education 3 Agriculture 0 5 10 15 20 25 PforR DPO/DPL IPF Note: DPO/DPL = development policy operations/loans; IPF = Investment Project Financing; PfoR = Program-for-Results Photo credit: EPAG Project, Liberia Ministry of Gender, Children and Social Protection worldbank.org