UPDATED ENVIRONMENTAL AND SOCIAL SYSTEMS
ASSESSMENT (ESSA)
FOR
ADDITIONAL FINANCING TO GENERAL EDUCATION QUALITY
IMPROVEMENT PROGRAM FOR EQUITY (AF TO GEQIP-E) -
P170943
July 2020
TABLE OF CONTENTS
Pages
List of Tables ..................................................................................................................................... iii
Acronyms ...........................................................................................................................................i
Executive Summary............................................................................................................................ 1
1. Introduction ................................................................................................................................ 1
1.1 Background .............................................................................................................................1
1.2 Rationale for ESSA Update .......................................................................................................1
1.3 Purpose and Objectives of ESSA Update ...................................................................................2
1.3.1 Purpose of ESSA ..................................................................................................................2
1.3.2 Objectives of ESSA ..............................................................................................................2
1.4 Scope of ESSA ..........................................................................................................................3
1.5 ESSA Update Methodology .....................................................................................................3
2.1 Proposed Additional Financing Objective .................................................................................4
2.2 AF Program boundaries and Result Areas .................................................................................4
2.3 Results Framework and DLIs changes .......................................................................................7
2.4 Proposed AF Implementation Institutional Arrangement ........................................................7
2.5 Proposed AF Program’s Environmental and Social Management System .................................8
2.6 Environmental Benefits, Risks and Impacts of the Proposed AF.................................................8
2.6.1 Environmental Benefits .......................................................................................................9
2.6.2 Negative Environmental Impacts .........................................................................................9
2.7 Social Benefits, Risks and Impacts of the Proposed AF ............................................................ 11
2.7.1 Social Benefits .................................................................................................................. 11
2.7.2 Key Social Risks ................................................................................................................. 13
3. Assessment of Ethiopia’s Environmental and Social Management System Relevant to the Proposed
AF Program ................................................................................................................................ 16
3.1 Relevant and Applicable Environmental and Social Management Systems .............................. 16
3.1.1 National environmental impact assessment and management ........................................... 16
3.1.2 National social management regulations for social impact assessment and management .. 18
3.2 Institutional Roles and Responsibilities for Environmental and Social Impact Assessment and
Management ........................................................................................................................ 26
3.3 Analysis of IAs Environmental and Social Management Practice, Performance, and Capacity .... 28
3.3.1 Environmental and Social Management Performance and Capacity ..................................... 28
3.3.2 Gender and Gender Based Violence ................................................................................... 29
3.3.3 Grievance Redress Mechanism (GRM) ................................................................................ 30
3.4 Analysis of Environmental and Social Management Systems against Core Principles of PforR
Financing ............................................................................................................................... 31
4. Environmental and Social Risk Rating and Recommended Actions of the Proposed AF Program ... 46
4.1 Environmental and Social Risk Rating ..................................................................................... 46
4.2 Recommended Mitigation Measures and Program Action Plan (PAP) ...................................... 48
5. Stakeholders Consultation and Disclosure .................................................................................. 62
5.1 Consultations ........................................................................................................................ 62
5.2 Disclosure ............................................................................................................................. 62
References and Supporting Annexes................................................................................................. 63
References ................................................................................................................................... 63
Annexes ....................................................................................................................................... 65
Annex 1: ESSA Update Methodology ......................................................................................... 65
Annex 2: Summary of Stakeholders and Community Consultation ............................................... 66
Annex 3: Gender and Gender Based Violence ............................................................................. 71
Annex 4: Vulnerable and Underserved People ............................................................................. 73
Annex 5: Children with Special Needs ........................................................................................ 74
Annex 6: Program Boundaries ................................................................................................... 78
Annex 7: Detailed budget breakdown for PAP implementation ................................................... 80
Annex 8: Key Informant Interview Checklist ................................................................................ 82
Annex 9: GEQIP –E AF ESSA Update - Public consultation participant list by region ...................... 86
Annex 10: Sample consultation photos from the ESSA update ................................................... 98
List of Tables
Table 1: Environmental and Social Risk Rating for Proposed AF Program ................................................. 46
Table 2: Recommended Program Action Plan (PAP) on Environment and Social Management ............... 52
Table 3: Number of Stakeholders and Community Consultation Participants ........................................... 65
Table 4: List of Woredas and Schools Visited ............................................................................................. 66
Table 5: Summary of Student Data by Grade Level, Region and Sex in Visited Regions ............................ 71
Table 6: Summary of Visit Schools Teacher’s Data ..................................................................................... 72
Table 7: Amhara Region’s Data on Students with Special Needs Enrolment by Grade Level in 2012EC ... 74
Table 8: Amhara Region’s Data on Students with Special Needs & Vulnerable Groups (OVC) in 2011EC . 74
Table 9: Benishangul Gumuz Data on Students with Special Needs by Type in 2011EC ............................ 75
Table 10: Monthly and Annual Entitlements for Children with Special Needs in Amhara Region ............. 75
Table 11: Number of Primary Schools with Special Needs Class in Visited Woredas of Amhara Region... 76
Acronyms
AF Additional Finance
BoFEC Bureau of Finance and Economic Cooperation
CDID Curriculum Development and Implementation Directorate
CEDAW Convention on Elimination of All Forms of Discrimination against
Women
CRC Convention on the Rights of the Child
CRPD Convention on the Rights of People with Disabilities
CSE Conservation Strategy of Ethiopia
DFID Department for International Development – United Kingdom
DHS Demographic Health Survey
DLI Disbursement-linked indicator
DP Development Partners
EFCCC Environment, Forest, and Climate Change Commission
EGRA Early Grade Reading Assessment
EIA Environmental Impact Assessment
EIAPG Environmental Impact Assessment Procedural Guideline
EMIS Education Management Information System
EOI Ethiopian Ombudsman Institute
EPE Environmental Policy of Ethiopia
E&S Environmental and Social
ESDP Education Sector Development Program
ESIA Environmental and Social Impact Assessment
ESMP Environmental and Social Management Plan
ESMSG Environmental and Social Systems Management Guideline
ESMS Environmental and Social Management System
ESSA Environment and Social Systems Assessment
FDRE Federal Democratic Republic of Ethiopia
FGM Female Genital Mutilation
GEQIP-E General Education Quality Improvement Program for Equity
GoE Government of Ethiopia
GPI Gender Parity Index
GRM Grievance Redress Mechanism
GTP II Growth and Transformation Plan Two
ICT Information Communication Technology
IDA International Development Association
IERCs Inclusive Education Resource Centers
IPF Investment Project Financing
M&E Monitoring and Evaluation
MoEFCC Ministry of Environment, Forest and Climate Changes
MoE Ministry of Education
MoFEC Ministry of Finance and Economic Cooperation
MoH Ministry of Health
MoLSA Ministry of Labor and Social Affairs
MoWCA Ministry of Women and Children’s Affairs
NEAEA National Education Assessment and Examination Agency
NLA National Learning Assessment
i
NSPS National Social Protection Strategy
OHS Occupational Health and Safety
OP/BP Operational Policy/Bank Procedures
PAD Project Appraisal Document
PAPs Project Affected Persons
PCO Program Coordination Office
PCR Physical Cultural Resources
PDOs Project Development Objectives
PforR Program-for-Results
PGHO Public Grievance Hearing Office
PTA Parent Teachers Association
REBs Regional Education Bureaus
SIP School Improvement Program
SNE Special Needs Education
SRGBV School-Related Gender-Based Violence
TA Technical Assistance
TELDD Teachers and Education Leaders Development
TLM Teaching Learning Materials
TVET Technical and Vocational Education and Training
UNFPA United Nations Population Fund
UNICEF United Nations Children’s Fund
WASH Water, Sanitation and Hygiene
WB World Bank
WEOs Woreda Education Offices
WHO World Health Organization
ii
Executive Summary
For nearly a decade, the Government of Ethiopia (GoE) has implemented the General Education Quality
Improvement Program (GEQIP) with the financial support of World Bank and other Development Partners
(DPs), with the objective to improve the quality of general education. Building on the efforts and
achievements of GEQIP I and II, GEQIP-E seeks to add greater emphasis on improving internal efficiency,
equitable access among regions, gender and social-economic groups, and quality in general education.
The World Bank proposes supporting GEQIP-E with a new Program-for-Results (PforR) financing. The PforR
aims at strengthening the government’s systems in place and institutional capacity for implementation,
with a shift from an inputs to results approach with defined accountability. As part of the preparation and
appraisal of GEQIP-E, an environmental and social systems assessment (ESSA) was prepared.
The World Bank, in collaboration with the Government of Ethiopia, is developing GEQIP-E AF in the
amount of a US$122.5 million grant from the Global Partnership for Education (GPE), as a continuation of
the Program for Result (PforR) operation of GEQIP-E AF I. The proposed AF will fill financing gaps and scale
up support for implementation of the national Education Sector Development Program to accelerate
learning and improve equity of basic education. Hence, this GEQIP-E Environmental and Social Systems
Assessment (ESSA) has been updated to by the World Bank with an objective to review the systems and
procedures followed by the Ministry of Education (MoE) and its regional implementing counterparts,
including key stakeholders to address social, environmental safety related issues of the project.
As the proposed AF has additional activities involving land acquisition, the ESSA update includes updating
the reviewed existing legal frameworks of GEQIP-E ESSA and identifies the proposed program’s potential
environmental and social benefits, risks, impacts and opportunities in the education sector. Specifically,
the ESSA update was conducted to (i) identify environmental and social benefits and risks associated with
the Program; (ii) assess the capacity of key implementing agencies of the proposed program, (iii) assess
the strengths and weaknesses of the legal and regulatory frameworks of the country; and (iii) recommend
mitigation measures or actions to strengthen capacity of implementing agencies to implement the PforR
program in an environmentally and socially sustainable manner.
In specific, the purpose of this ESSA is to: (i) review the environmental and social management rules
and procedures and institutional responsibilities that are being used by the Program; (ii) assess the
implementing agency MOE institutional capacity and performance to date to manage potential adverse
environmental and social issues; and (iii) recommend actions for improving the capacity of the main
implementing institutions for effective management of environmental, social, health and safety issues.
The ESSA update provides a comprehensive review of the government systems and procedures that
address environmental and social issues associated with the Program. It describes the extent to which
the applicable government environmental and social policies, legislations, program procedures and
institutional systems are consistent with the six ‘core principles’ of the World Bank (WB) policy on
Program for Results Financing (PforR), and recommends actions to address any gaps and to enhance
performance. It further presents a summary of findings from an assessment of the extent to which the
existing social and environmental procedures meet the applicable core principles, and recommends an
action plan to address shortfalls where they do not.
1
Scope and Methodology
An Environmental and Social Systems Assessment (ESSA) of the proposed Program was undertaken by
the World Bank (WB) to understand its environmental and social management policies and practices
on the ground, and to identify potential environmental and social benefits, risks, impacts and
opportunities in the existing Education sector. The assessment is also part of WB’s preparation in line
with the requirements of its policy on Program for Results Financing (PforR).
The ESSA was contextualized within the framework of the six core guiding principles of PforR financing
(OP/BP 9.00): (1) General Principle of Environmental and Social Management; (2) Natural Habitats and
Physical Cultural Resources; (3) Public and Workers Safety; (4) Land Acquisition and Loss of Access to
Natural Resources; (5) Indigenous Peoples and Vulnerable Groups; and (6) Social Conflict.
Data collection methods:
The following methods of data collection were applied for ESSA update: (i) Desk Review, (ii) Key
Informants’ Interviews, (iii) Community Consultations/ Group Discussions, and (iv) Institutional Analysis.
Summary of Key Findings:
This updated ESSA provides an assessment of the current conditions of environmental and social
management systems in Ethiopia and proposes measures that will be built into the Program in order to
help implementing institutions strengthen their environmental and social management. It reviewed and
evaluated the systems against these six core principles of environment and social sustainability outlined
in the WB Policy on PforR financing: Core Principle 1: General Principle of Environmental and Social
Management; Core Principle 2: Natural Habitats and Physical Cultural Resources; Core Principle 3: Public
and Worker Safety; Core Principle 4: Land Acquisition; Core Principle 5: Indigenous Peoples and Vulnerable
Groups; and Core Principle 6: Social Conflict.
The proposed AF expands support provided by the parent GEQIP-E. Under the “Improve access, equity,
and internal efficiency in general education�? priority program, the AF will include “expansion of access to
upper primary and middle school education,�? and boarding school construction for marginalized areas of
the country, building on school mapping to identify optimal areas for full-cycle primary and middle school
construction. In addition, the ICT infrastructure for teaching and learning will be included into the IPF
component of AF.
The Program’s intervention is expected to have both social and environmental benefits and risks/impacts.
The positive environmental impacts include (i) providing improved school sanitation; (ii) environmentally
friendly schools for children and school community at large; (iii) access to better facilities and classrooms
including Internet and satellite connectivity (in hard-to-reach areas). The social benefits are (i) ensure
access to education in marginalized areas; (ii) inclusion of and access to education for children with special
needs; (iii) improved transition of girls from upper primary to middle school education; (iv) improved
health and sanitation for students and teachers; (v) improve the capacity of IAs; and (v) better access to
ICT materials.
On the other hand, negative environmental and social impacts and risks include: (1) Risk of economic and
physical displacement due to land acquisition; (2) Prevalence of conflict; (3) Risk of school related Gender
Based Violence (SGBV) and Sexual Harassment; (4) Impact on biodiversity, natural habitat, and PCR (5)
Water quality deterioration or pollution and tapped water scarcity (in urban areas); (6) Accident/injury in
workers and school community (students & teachers) and COVID 19 spread at constructions sites; (7)
Depletion of air quality, health impairment in nearby community and contributing to emission of
2
Greenhouse Gases at large; and (8) Lack of proper storage, use and disposal of laboratory chemicals and
ICT waste.
The ESSA shows that the overall environmental and social risk rating for the propose AF is substantial.
This is mainly because the program involves construction activities involving land acquisition, loss of
assets, and SRGBV. The number of households to be displaced by GEQIP-E AF activities should be limited
to 20 households. The details of the specific risks and proposed mitigation measures are presented in
Section 5.
The ESSA shows the availability of the necessary legal frameworks for environmental and social
management and institutions of GoE to ensure consistency with the Core Principles of the PforR Financing.
The primary legislations that support environmental and social management in the education sector are
the Constitution, Environmental Policy of Ethiopia, Environmental Impact Assessment Proclamation No.
299/2002, Solid Waste Management Proclamation No. 513/2007; Research and Conservation of Cultural
Heritage Proclamation No. 209/2000; Environmental Impact Assessment Procedural Guideline (2003);
Environmental and Social Management Plan Preparation Guideline (2004); Expropriation of Land for
Public Purposes, Payment of Compensation and Resettlement of Displaced People Proclamation No.
1161/2019; FDRE Council of Ministers Regulation No. 135/2007; Proclamation on Rural Land
Administration and Land Use (Proc. No. 456/2005); Labor Proclamation No 377/2003; National Policies
for Equitable Access to Quality Education; National Social Protection Policy; Cultural Policy; National Policy
on Ethiopian Women; and other laws, strategies and guidelines enforcing special support for developing
regions and vulnerable.
Even though the legal bases are strong, the implementation is not consistent across regions in terms of
environmental and social impact assessment (ESIA) preparation, review and approval; Environmental and
Social Management Plan (ESMP) preparation and implementation; preparation and implementation of
safety management plan for Program activities; monitoring and enforcement of environmental and social
risks and impact management ; and stakeholder consultation at all levels. Hence, the program will have
DLIs and PAPs that will help the client fill gaps and effectively manage the environment and social risks
and impacts of the AF.
Institutional and implementation arrangements for the AF will be the same as the parent Program, except
for some changes to support the development and piloting of a sustainable model expanding full-cycle
primary and middle school education in Ethiopia.
GEQIP-E has been using the GoE’s system for Program implementation and oversight, including its
environmental and social management and reporting arrangements. The MoE holds the overall
responsibility of policy guidance and implementation oversight, and the Ministry of Finance and Economic
Cooperation (MoFEC) is responsible for GEQIP financial coordination. GEQIP Coordination Office (GCO) is
established and has a coordination responsibility among implementing agencies at all levels, i.e., from
federal to school levels. The GCO is supposed to have a functional environmental and social system with
dedicated fulltime environmental and social management expert responsible for implementation
coordination, monitoring and evaluation of proposed program action plan (PAP) in GEQIP-E ESSA.
However, an assessment of the implementing agencies (MoE and its regional Counterparts) indicated
limited environmental and social management capacity to ensure mitigation of risks and impacts
associated with the proposed Program. There is no independent responsible body for environmental and
social issues management from national to regional project coordination unit level.
3
Within the MoE, the responsibility to manage environmental and social issues rests with different
directorates from federal to Woreda level, such as Special Support, Gender, and Inclusive Education,
Curriculum Development and Implementation, and Teachers and Education Leaders’ Development
Directorates with support from an Environment and Social focal person.
However, findings of the ESSA show that the existing capacity of MoE and its regional counterparts for
effective implementation of GEQIP-E has these gaps: i) absence of an environment and social
management unit under MoE and REBs, including a dedicated specialist; and ii) inadequate awareness,
knowledge and skills to manage environmental and social issues in GEQIP activities. The analysis indicates
the six core principles of PforR financing are applicable to the proposed AF Program.
Grievance Redress Mechanism (GRM): The ESSA update shows the following major shortcomings in the
GRM system of GEQIP-E: (i) lack of functional GRM structure to deal with complaints and grievances; (ii)
lack of knowledge and awareness on the part of regional and Woreda decision maker on GRM; (iii) lack of
focus to ensure functionality of established GRM system; (iv) lack of adequate guidance on potential
GBV/SEA related complaints; and (v) absence of documentation showing the type, volume, frequency and
handling of the complaints made.
Recommended Program Actions: GEQIP-E program action plans have been updated to strengthen the
MoE’s capacity and fill the identified gaps in managing the environmental and social risks and impacts of
the proposed AF. It proposes actions to ensure that the identified risks are properly addressed to meet
the PforR financing core principles, by strengthening the environmental, social and safety management
capacity and performance of all implementing agencies. These key actions are as follows:
1. Establishing and strengthening Environmental and Social Management System (ESMS) at MoE,
regional, and Woreda levels
The existing ESMS under MoE and its regional counterparts is found to be weak. Ensuring its functionality
prior to dispersing the Program funds is required. Each beneficiary regional state needs to establish a
functioning environmental and social risk management system at different levels before receiving any
funding of the AF Program. In other words, establishment of a functional environmental and social risk
management system is a minimum access condition for any regional state to get the project funding. A
functioning E&S risk management system should entail: (i) deployment of qualified E&S risk management
specialists from operational to federal level; (ii) site-specific E&S risk management tools prepared and
implemented and reported in line with endorsed guidelines for E&S risk management; (iii) functioning
grievance redress mechanism available at regional, woreda and school levels, and relevant reports made
available to the World Bank. In addition, the MoE is expected to: (i) Update GEQIP-E ESMSG to address
identified environmental and social risks; and (i) Train technical staff at regional and Woreda levels on
environmental and social management of the program. The functionality of the E&S risk management
system will be assessed every year and any regional state that fails to maintain a functional E&S risk
management system will not be eligible for Program funding.
2. Timely consultation, compensation and resettlement of affected persons
The proposed AF program may involve land acquisition resulting in resettlement of local residents. Hence,
the IAs will conduct timely and meaningful consultations with PAPs over the program implementation
period. MoE will develop a resettlement guideline (RSG) of the affected persons, which should include a
grievance handling mechanism, protocols for voluntary land donation, mechanisms to accommodate
undocumented and informal settlers, and consultation procedures prior to disbursement of any AF fund
to regional states and Woredas (to be verified annually). The RSG will be reviewed by the World Bank and
disclosed before program commencement. The program will make all reasonable efforts to conduct
4
consultations with stakeholders through diversifying means of communication that fits the
situation of COVID 19 include online channels, such as zoom, webex, and skype, and where these
are not available, to employ TV, radio, newspaper, dedicated phone lines, public announcements,
or mail.
3. Strengthening the grievance redress system
The existing GRM system is weak and needs further improvement. A GRM committee will be established
and/or strengthened at all levels to receive, review and address complaints in line with program activities,
loss of livelihood, income or assets, compensation and gender-based violence and sexual exploitation
(GBV/SEA) issues, etc. The GRM will have a woman focal person responsible for receiving and referring
GBV/SEA related cases. In addition, the existing GRM guidelines will be updated/developed in line with
the WB standards prior to disbursement of any AF to regional states and Woredas. This will be verified
annually.
4. Preventing School Related Gender Based Violence (SRGBV) and sexual harassment
Even though SRGV is rare, there are other practices that also violate girls’ rights to education like: (i) early
marriage; (ii) female genital mutilation (FGM); and (iii) sexual harassment. The following actions are
recommended: (1) establish and/or strengthen a safe menstrual hygiene system; (2) strengthen/ support
girls’ clubs in schools; (3) conduct community and school level awareness raising campaigns to prevent
harassment, FGM, and early marriage practices; and (4) Strong messaging and Information about girl’s
rights, GBV in the school community and households will be provided to boys and girls, though mini media
during the break times and distributing brochures, as well as thorough various school clubs such including
gender club..
5. Protecting and maintaining biodiversity, Natural Habitat, and physical cultural resources
In order to minimize or avoid impacts on these resources and to protect and maintain them, all necessary
measures should be considered in the design phase, and due attention should be paid during site selection
and screening of the subprojects in consultation with local community and relevant institutions. The
following specific actions are proposed: Before site selection for school construction, conduct robust
screening to assess the status and presence of sensitive species, natural habitats and PCR in the area;
check whether vegetation clearance is very high or not within and around the construction area, and if it
is high, search for other site alternatives.
6. Maintaining surface and ground water quality, and using alternative water points to avoid
tapped water scarcity
Water, Sanitation and Hygiene investments must ensure that the water resources are not degraded or
polluted as a result of construction, and WASH facilities are designed with proper drainage systems, septic
tanks and other related remedies. Furthermore, in order to avoid scarcity of water and conflict, if the
Program depends on already existing tapped water system, alternative water points should be explored
and made functional, and efficient water utilization habits must be developed in each target school.
7. Establishing and strengthening solid waste management at school level
Solid waste management for waste should be strengthened at school-level. The following actions are
proposed: i) establish school environmental and sanitation clubs to participate and organize proper solid
management in the compound; ii) provide and place solid waste containers (bins) as appropriate; replace
indiscriminate burning of waste with segregation of solid waste that could be recycled; ensure that after
proper segregation, waste is disposed safely at the designated disposal sites.
5
8. Strengthening safety for workers and community, and controlling COVID 19 spread at
workplaces
(A). OHS: Update or adapt ESMSG to include clear guidance and procedure on community and workers
health and safety risk management. The ESMG will also provide guidelines on safe storage, use and
disposal of laboratory chemicals in schools. Ensure that measures on occupational health and public safety
are integrated within the program manuals; include worker and public safety/prevention clauses in civil
works contracts that ensure provision of continuous safety briefing and training to workers; provision of
PPE and use of safety warning signs to prevent workers and community safety.
(B). COVID 19 spread control at construction sites: GEQIP-E, at a Program level and subsidiary projects
and Site levels, should establish and implement working procedures which enhance the response for
prevention and control of spread of COVID 19 in construction sites/civil works and nearby communities.
9. Strengthening safe waste management for ICT materials and school laboratories
Clear guidelines must be developed and included in the ESMSG (or adapt GEQIP-E ESMSG) to manage safe
storage, use, and disposal of laboratory chemicals and IT equipment. Moreover the MoE should ensure
distribution and training in these guidelines at the schools covered under the Program; encourage reuse
and recycling of IT consumables and components to minimize quantity of waste generated downstream;
and provide guidance and templates to schools on sound disposal of ICT waste.
10. Inclusion of Vulnerable Groups
The Program will give due emphasis on the needs of the vulnerable and underserved groups to get
equitable access and benefit sharing mechanisms. During school and other facilities construction,
standard designs of classroom, toilet and other facilities suitable for people with disability and other
vulnerable groups will be considered.
11. Performance report, review and audit on environmental, social and safety management
To minimize and mitigate the potential environmental and social impacts anticipated during Program
preparation, an annual and biannual performance report, review and audit of environmental and social
issues and safety management activities is mandatory. The MOE shall take full responsibility of the annual
performance review and bi-annual technical review meetings conducted with the different stakeholders.
The participating stakeholders include MoE, World Bank, MoFEC, REBs, WEOs, and other development
partners as relevant. The annual performance audit and review will be conducted by an independent third
party. Every year, an independent consultant will be assigned by MoE to conduct an environmental and
social audit to ensure compliance with the ESSA, and check the proper implementation of proposed
environmental and social management measures.
6
Summary of Recommended Program Action Plan (PAP) on Environment and Social Management
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
1 Establish a i) Recruit and Percentage Federal and MoE and REBs Prior to 50,400 ESMS
functional put in place (100%) of region levels disbursement (federal) + established
Environmental environmental staff in place of any AF fund 198,000
and Social and social at National to regional (Regions) Experts in place
Management experts at the (MoE) and states and
System (ESMS) national and in REBs woredas (to
all regional be verified
GEQIP-E annually)
Coordination
Offices.
ii. As a minimum Program Woredas Wored and Prior to 792,000 Qualified
condition, an beneficiaries REBs: disbursement Environmental
officially Woreda Minimum of any AF fund and Social Focal
appointed conditions to to regional Persons in place
qualified access fund states and in each target
environmental woredas (to Woredas
and social be verified
safeguards focal annually)
person should annually)
be deployed by
each target
Woreda
iii) Update Percentage Federal MoE Prior to 15,000 An updated
GEQIP-E ESMSG (100%) of disbursement ESMSG
to address recommende of any AF fund
identified d tools and to regional
environmental guidelines states and
and social risks incorporated woredas (to
in the revised be verified
ESMSG annually)
1
Please refer the details of the budget breakdown under Annex 8
vii
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
iv) Enhance the Percentage Federal, MoE, RBs and Continuous; 259,000 Training
capacity of (100%) staff regional, WEOs throughout documents
newly recruited trained Woreda and program produced
and assigned school levels period
experts and
technical staff at
regional and
woreda levels
on
environmental
and social
management of
program via
training.
v) Update or Hired Federal MoE Prior to Part of ESMSG Resettlement
adopt guideline consultant disbursement update cost guideline
on resettlement, of AF fund to produced
to include regional
grievance states and
handling woredas
mechanism,
protocol for
voluntary land
donation
2 Timely i) Conduct Percentage Regional, MoE, REBs, Every quarter Part of
Consultation, timely and (100%) of Woreda, and WEOs, program
Compensation meaningful PAPs school Level Regional and implement-
Payment, and consultations consulted Woreda ation cost
Resettlement of with PAPs environment
PAPs protection
organizations
ii) Organize Number of Federal and MoE and REBs Two briefings Part of Consulted PAPs
briefings & briefings and Regional and program
viii
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
consultations consultations consultations implement-
for organized every year ation cost
communities
impacted by
Program’s
activities on
social, and
environmenta
l impacts and
respective
mitigation
measures
during
implementati
on
3 Strengthen the i) Establish/ GRM Federal, MoE, REBs, Prior to Part of Established
Grievance strengthen GRM committee REBs, and School disbursement Implementati effective and
redress system committee established Woreda & of any AF fund on Program efficient GRMs
to address School to regional cost
environment states and
and social Woredas (to
issues including be verified
gender based annually)
violence ii) Existing GRM GRM Federal MoE prior to Part of ESMSG GRM Guideline
guideline will be Guideline disbursement update cost Produce
updated/ of any AF fund
developed to regional
states and
Woredas
iii) Conduct Percentage Federal, MoE, REBs, Continuous; Part of Training
training on GRM (100%) of Regional, and WEOs throughout Capacity materials
staff trained Woreda & program building produced
school period
ix
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
training under
item 1 Trained staff
4 Prevent School i) Establish Percentage School level MoE, REBs Continuous; 1,188,000, Established safe
Related Gender and/or (100%) of and throughout including places
Based Violence strengthen safe safe places program strengthening
(SGBV) and well-equipped established period of girls and
sexual menstrual and environ-
harassment management strengthened mental clubs
system for & awareness
students in all campaigns
targeted schools
ii) Strengthen Percentage School level MoE, REBs Continuous; Established girls
and support (100%) of WEOs throughout clubs
girls’ clubs in girls clubs &Schools program
schools strengthened period
and
supported
iii) Conduct One Woreda, MoE, REBs, Continuous; Reduced
community and workshop or Kebele and WEOs and throughout harassment and
school level meeting per school school program SGBV including
awareness kebele/schoo period early marriage
raising to avoid l every
or minimize semester on
harassment, harassment,
FGM, and early SGBV and
marriage early
practices. marriage
5 Strengthen i) Develop/ Percentage At all levels MoE and REBs During Part of ESMSG Safe procedure
workers and adapt safety (100 percent) (National, program Update cost on workers and
community manuals comprehensi Regional, implementati community
safety/preventi (comprehensive ve safety woreda and on safety/preventi
on and control ) on safe manual school on at
spread of storage, use and documentati levels)
x
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
COVID 19 at disposal of on completed workplaces
workplaces laboratory and produced
chemicals and IT distributed to
equipment in all Program
schools (linked areas
with ESMSG)
ii) Ensure Percentage In the newly MoE, ZEO, During 165,000 (if School
availability of (100%) of constructed WEO and program Program community and
first aid kits and newly schools schools implementati equips school workers safety
fire extinguisher constructed covered on Labs)
in labs and schools under this
provide safety (Labs) program
training to equipped
relevant school with first aid
staff. kits and fire
extinguisher
iii) Ensure Percentage Newly MoE, ZEO, During design Part of Ensure safe
laboratory (100%) of the constructed WEO and and construction layout of labs
rooms are design of Schools Labs schools construction cost for students
designed with newly of Labs and teachers
emergency exits constructed
schools
(Labs) have
emergency
exit and
constructed
accordingly
xi
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
iv) Include Percentage For civil REB, ZEO and During Part of Workers and
worker and (100%) of work at WEO program contract community
public safety civil work Zonal, implementati agreement safety ensured
clauses and contracts woreda and on
sanctions for with safety school level
not clauses
implementing in added
the civil works
contracts
v) Develop Percentage For civil REB, ZEO, During Part of Spread of
establish and (100%) of work at contractors program contract COVID-19 in
implement projects Zonal, and WEO implementati agreement work places
working involved in woreda and on controlled
procedures construction school level
which enhance activity in the
the response for program are
prevention and covered in
control of this working
spread of COVID procedure
19
6 Protecting and i) Strengthen Update Federal and MoE & REBs Prior to Part of ESMSG Prevent
maintaining guidance for ESMSG regional disbursement update cost damage to
biodiversity, management consisting of of any AF fund natural habitats
Natural habitat, and management to regional and PCR.
and Physical conservation of and states and
Cultural natural habitats protection of woredas
Resources and physical natural
cultural habitats and
resources as physical
well as cultural
xii
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
procedures resource
ensuring its (PCR),
incorporation in documentati
the ESMSG. on of
guideline
completed
and
distributed to
all program
areas
ii) Follow robust Percentage WEO and Community Prior to Part of Prevent
screening (100 percent) school disbursement Program damage to
process using of community of any AF fund Implemen- natural habitats
well defined and construction to regional tation and PCR.
structured sub-projects states and
protection of under the woredas (to
natural habitats Program be verified
and PCR screened to annually)
guideline being identify
produced Natural and
PCR issues
documentati
on
requirements
7 Maintaining Prepare Percentage of Schools REBs, WEOs, During Part of Schools with
surface and appropriate (100%) and school program Implementati proper drainage
ground water drainage system schools implementat- on Program and septic tank
quality, and and septic tanks constructed ion cost
using during design have proper
alternative and drainage
water points to construction system and
septic tanks
xiii
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
avoid tapped i) Alternate Percentage Schools REBs, WEO During Part of School with
water scarcity water points (100 percent) and schools program program hand dug wells
such as hand of hand dug implement- implement- facilities
dug wells wells ation ation cost
constructed
in all target
schools with
scarce
tapped water
resources
8 Establishment i) Strengthening -Percentage Schools WEO and In school Included Safe domestic
and school (100%) of School Operation under Item 4 waste
strengthening environmental schools administration above management
of solid waste and sanitation established &environment system in
management at clubs to manage and al clubs and school
school level waste in their strengthen students
compound school clubs
-Percentage
(100%) of
schools
covered
under this
program
effectively
manage
domestic
waste in
school
compound
ii) Provision and Percentage Schools WEO and In schools 330,000 Safe school
placement of (100%) of School Operation domestic waste
solid waste schools administra- management
containers (bins) covered tion and system created
xiv
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
under this environment
program clubs and
equipped students
with solid
waste
management
containers
(bins)
iii) Avoiding Percentage WEO and School During Routine i) Safe school
indiscriminate (100%) of School administration operation of activity domestic waste
burning of schools administrati and schools management
waste, rather covered on environmental created
segregate solid under this clubs & ii) Decrease
waste that could program students GHG emission
be recycled effectively (reducing
manage random waste
wastes (no burning
random
waste
burning)
9 Inclusion of Standard Standard Region, REBs, WEOs, Throughout Part of design People with
vulnerable designs of designs Woreda and and Schools project and disability
groups classroom, toilet produced Schools implementati construction friendly schools,
and other on period cost toilets, and
facilities suitable other facilities
for people with constructed
disability
10 Annual i) Develop Prepared Federal MoE Within Three Part of Reporting
Environment, environmental environment months of Program Template
social and and social al and social program Implementati produced
safety safeguards reporting effectiveness on
management reporting template
Performance (Quarter &
xv
N Action Items Activities/ Progress Level of Responsibility Timeline Estimated Output
o Actions Indicator application cost in USD1
report, review Annual)
and audit template and
revisit the
existing ESMSG
accordingly
ii) Conduct One Federal MoE End of every 35,640 Annual
annual performance Year (June) Workshop
performance review report
review workshop per
year
iii) Undertake One audit per Federal and MoE and Months of 48,000 Annual audit
annual year as Region Regional May and June [15,000 (1 Report
environmental, necessary environmental every Year environment
social and safety organ (June) and 1 social
audit consultant) +
33,000 (for
regional
environmenta
l bodies
audit)]
iv) Deliver Reports Federal MoE Months of Part of Reports
biannual and November program
annual and June implementati
environmental every year on cost
and social
implementation
s report
Total 3,609,040
xvi
1. Introduction
1.1 Background
The population of Ethiopia is expected to reach 130 million by 2025, with an annual growth rate of 2.5
percent. More than 80% of this population lives in rural areas. The country has experienced fast economic
growth over the past decade (World Bank, 2015). Real GDP growth averaged 10.9% annually (8% per
capita) in 2004-14, according to official data, and contributed to the reduction of extreme poverty. This
strong and robust economic growth and development will necessarily have to rely on the country's human
capital.
In 2015, the Government launched its latest development strategy, the Second Growth and
Transformation Plan (GTP II), which aims to accelerate structural transformation. GTP II (2015/16 to
2019/20) aims to continue improvements in physical infrastructure through public investment projects
and to transform the country into a hub for light manufacturing. As indicated in GTP II, the central
objective of Ethiopian national strategies is to progress to a lower middle-income economy by 2025.
Since 2009, the GoE has worked to put in place elements critical to improving students' learning outcomes
and completion rates. Funded by multiple donors, a comprehensive program, General Education Quality
Improvement Program (GEQIP) has been im plemented to im prove the quality of general
educatio n. The focus of this program has been to increase the supply and deployment of qualified
teachers; provide teaching and learning materials; and disburse school grants. Student-input ratios
and the quality of inputs have improved markedly. Equally significantly, learning outcomes at the
primary level have modestly improved. Both achievements are commendable, especially given huge
increases in enrollments. Ethiopia has avoided the deteriorating education quality that often
accompanies a rapid expansion of access.
The World Bank has been supporting GEQIP-E with a new Program-for-Results (PforR) financing. PforR
basically aims at strengthening the government’s systems in place and institutional capacity for
implementation, with a shift from inputs to results with defined accountability. The Program Development
Objective of GEQIP-E is “to improve the internal efficiency, equity, and quality of general education.�? The
Program will focus on three key result areas: (i) Internal efficiency, (ii) Equity (iii) Quality.
The GoE has requested the World Bank to prepare an Additional Financing II (AF) operation (P170943) to
the General Education Quality Improvement Program for Equity (GEQIP-E) (P163050) in the amount of a
US$122.5 million grant from the Global Partnership for Education (GPE). The parent program GEQIP-E was
approved with a financing gap of approximately US$300 million. The financing gap stems largely from the
increasing number of students and teachers in the system. To fill this gap, several financing sources were
considered at appraisal, including: (i) additional financing from the GPE; (ii) IDA additional financing for
refugees; and (iii) gradual financial contributions to school grants from GoE.
The Education Technical Working Group (ETWG) endorsed the World Bank to be the Grant Agent of GPE
in January 2019. The Program Development Grant to support the preparation of AF was approved by the
GPE on May 28, 2019. In addition, a GPE multiplier fund in the amount of US$20 million is expected to be
mobilized together with IDA’s AF I to GEQIP-E for Refugee Integration. Hence, GEQIP-E ESSA is updated to
meet World Bank PforR financing operation.
1.2 Rationale for ESSA Update
The World Bank’s Procedure for Additional Financing for PforR Financing requires preparing addenda or
updating the existing ESSA. The World Bank’s Operational Policy/Bank Procedure (OP/BP 9.00 sets out
1
core principles and key planning elements intended to ensure that PforR programs are designed and
implemented in a manner that maximizes potential environmental and social benefits, while avoiding,
minimizing, or otherwise mitigating environmental or social harm.
This updated ESSA was prepared by the WB team assessing the implementing agencies’ institutional
capacity at the systems level, in terms of their capacity to plan and implement effective measures for
environmental and social impact management at federal, regional and Woreda, and school levels in line
with the proposed AF to GEQIP-E program activities. Specifically, this updated ESSA considers: (a)
promoting environmental and social sustainability in Program design, and promoting informed decision-
making relating to its environmental and social impacts; (b) avoiding, minimizing, or mitigating the
Program’s adverse impacts and risks on natural habitats and physical cultural resources; (c) protecting
public and worker safety against potential risks; (e) giving due consideration to the cultural
appropriateness of, and equitable access to, Program benefits, giving special attention to the rights and
interests of the underserved people and vulnerable groups; and (f) avoiding exacerbation of social conflict.
1.3 Purpose and Objectives of ESSA Update
1.3.1 Purpose of ESSA
This ESSA update was conducted by the WB with the overall aim to assess the key implementing agency’s
(MoE’s) existing organizational capacity and performance to achieve environmental and social objectives
against a range of environmental and social impacts and risks that may be associated with the proposed
AF Program activities. The GQIIP AF builds on the ongoing GEQIP-E which is implemented through WB’s
PforR financing instrument. This ESSA is prepared based on the current applied GEQIP-E ESSA and is
updated to meet the AF program scope and requirements.
The ESSA reviewed and examined the existing regulatory and institutional framework and performance
to date to manage environmental and social systems and stipulated supplementary measures to
strengthen and integrate into the overall Program. It provides a comprehensive review of relevant
government systems and procedures together with implementation practices that address environmental
and social issues associated with the Program. The ESSA also describes the extent to which the applicable
government environmental and social policies, legislations, procedures and institutional systems are
consistent with the six ‘core principles’ of the WB policy on PforR financing and recommends actions to
address the gaps and to enhance performance during implementation.
1.3.2 Objectives of ESSA
The ESSA aims to ensure environmental, social, and safety impacts and risks are addressed from an early
stage in the process of formulating the safeguards policy and guidelines for the proposed GEQIP AF, and
that the GEQIP AF PforR implementation is in line with the WB Policy on PforR financing. Its specific
objectives are to:
• Establish clear procedures and methodologies for environmental and social planning, review,
approval and implementation of the proposed Program;
• Evaluate institutional capacity to manage likely environmental and social effects in accordance
with the country’s own requirements under the proposed Program;
• Prescribe institutional arrangements for the identification, planning, design, preparation and
implementation of the projects under the proposed Program to adequately address
environmental and social sustainability issues;
• Specify appropriate roles and responsibilities, and outline procedures for managing, reporting and
monitoring environmental and social concerns related to the Program;
2
• Assess the consistency of the borrower’s systems with the six core principles and attributes
defined in the WB’s policy on PforR financing.
• identify the potential environmental and social impacts/risks anticipated due to the proposed
GEQIP AF interventions and recommend the respective mitigation measures;
• Establish a system to manage Program’s risks and environmental impacts and ensure that all
project activities are subjected to adequate initial screening, so that relevant mitigation measures
are identified, and the respective instruments are prepared and implemented;
• Recommend specific actions for improving counterpart capacity during implementation of the
Program to ensure that they can adequately perform their mandate;
• Describe actions to fill the gaps that will constitute input into the Program Action Plan (PAP) in
order to strengthen the Program’s performance with respect to the core principles of the PforR
instrument.
1.4 Scope of ESSA
This ESSA update examines and assesses the country’s existing environmental and social management
systems in line with the proposed AF to GEQIP-E activities. The following were carried out during the
update:
• Review of the systems and procedures currently used by the GEQIP-E against the PforR core
principles.
• Review capacity of the MoE and its regional counterparts in terms of staffing, available budgets,
and equipment, among others.
• Review the performance of the existing systems and procedures. This includes a review of the
actual operational experience, including the extent to which the monitoring and evaluation
systems for the activities are able to report on potential social impacts, and management
response.
• Review the regulatory and legal policy frameworks of the country to include relevant and
applicable proclamations and regulations concerning the environment, including cultural
heritage, and social policies; MoE’s Education Sector Development Program V (ESDP V) 2016 -
20 including the one currently under preparation ESDP VI; National Education and Training
Policy, Social Protection Policy, Ethiopia Pastoralist Area Education Strategy, and Special Needs
and Inclusive Education which consider the application of rights to certain vulnerable and
historically underserved groups.
• Conduct community and stakeholder consultations at federal, regional, Woreda, and school
levels and recommend actions required to improve the system to meet the requirements of the
PforR Core Principles for managing any social and environmental effects included in the PAPs.
1.5 ESSA Update Methodology
The ESSA update is undertaken to ensure consistency with the WB’s OP/BP 9.00 PforR financing core
principles and key planning elements for environmental and social management. To update the ESSA, the
following methods were used: (i) desk review of available and relevant secondary materials; (ii) interviews
and group discussion with the client and relevant stakeholders; (iii) consultation with the communities;
and (iv) institutional analysis. Detail issues raised during consultations and discussions as well as the
number of consultation participants is annexed (refer annex 9).
3
2. Description of Proposed Additional Financing
The proposed AF fits well into the World Bank Group’s Country Partnership Framework (CPF) for Ethiopia
FY18–FY22 and GPE goals calling for inclusive and equitable quality education for all. The proposed AF
directly supports the CPF Focus Area 2 “Building resilience and inclusiveness,�? the objective of “Improved
basic education learning outcomes.�? The AF also contributes to all three pillars of the World Bank’s
Education 2020 strategy: ‘investing smartly’ in education, ‘investing early’, and ‘investing for all’ and
World Bank’s Commitments on Disability-Inclusive Development. The proposed grant builds on the
achievements and lessons of Ethiopia’s GEQIP I and II, financed by the International Development
Association; the development partners (including U.K. Department for International Development,
Finland, Italy, Norway, the Netherlands, United Nations Children's Fund, and United States Agency for
International Development); and the GPE under a pooled funding arrangement.
2.1 Proposed Additional Financing Objective
The overall design and results areas of the original Program will remain unchanged. The PDO of the original
GEQIP-E, to assist the Government of Ethiopia in improving internal efficiency, equitable access, and
quality in general education, will be maintained since the interventions remain consistent across the
parent Program and the proposed AF. The AF will continue to focus on selected subprograms/activities in
the first three of the Government’s six priority programs, covering pre-primary, primary and secondary
education (Grades 0-12). These are: capacity development for improved management; general education
quality; and general education access, equity, and internal efficiency.
2.2 AF Program boundaries and Result Areas
Under AF, it is proposed to expand the boundaries of the original Government program, ESDP V, and
supported in ESDP VI (under preparation) and extend the existing support provided by GEQIP-E in a subset
of areas. In respect of the ESDP’s “Improve quality of general education�? priority program, a new area of
“Content development for ICT�? is proposed to be included into AF. At the same time, “ICT infrastructure
for teaching and learning�? will be included into the IPF component in light of procurement issues
encountered during implementation of GEQIP-II. The proposed AF will include “expansion of access to
full-cycle primary and middle school education,�? and boarding school construction for marginalized areas,
building on school mapping to identify optimal areas for full-cycle primary and middle school construction.
The Program boundaries will also include a “water, sanitation and hygiene�? priority program. School
infrastructure activities will build on experience and achievements of Ethiopia Urban Institutional and
Infrastructure Development Program for Results (P163452) and Ethiopia Water Supply, Sanitation and
Hygiene Project (P133591) supporting school construction and rehabilitation of institutional water and
sanitation facilities in schools in participating communities, while maintaining distinguishable results
attributable to each program. Regional authorities will be incentivized to improve their capacity and
capacity of local actors to deliver the results as demanded through the regional DLIs.2 The Proposed AF
will also look for synergies with Ethiopia Electrification Program (P160395).
2
The MoE has elaborated the scheme of incentivizing the regions to deliver on DLIs. The relevant approach will be
discussed as part of the restructuring package, currently under finalization (and will inform the AF II design).
4
AF includes the following result areas:
Results Area: Improved Internal Efficiency (Subprogram 3.2 of ESDP V) will support scaling up of the
quality O-class program in areas not covered under GEQIP-E. A comprehensive Quality Enhancement and
Assurance Program (QEAP) for O-Class will be expanded to include more schools in line with ESDP-V
targets. QEAP comprises two key components: Quality Enhancement (QE) and Quality Assurance (QA).
The QE component, which aims to improve pedagogical practices in the classroom, includes teacher
preparation and professional development, curriculum and TLM for O-Class, and training for management
and supervision. The QA component, which aims to create a quality assurance mechanism, entails the
establishment of national standards, school inspection for O-Class, and quality EMIS data collection for
pre-primary. The QEAP is initially implemented in about 2,000 schools (Phase I). AF will incentivize
expansion of the program to all O-classes of about 16,000 Phase II and Phase III schools.
Results Area: Improved Equitable Access (Subprograms 3.1, 3.2, 3.3, 3.4 and 7.7 of ESDP V) will support:
(i) improved access to primary and middle level education in disadvantaged areas; and (ii) increased
number of adequately resourced IERCs with community outreach activities and support of special needs
children in cluster schools in mainstream education. A combination of supply- and demand-side
interventions will be sought in target areas (expansion of full-cycle primary and middle schools with
attention to water sanitation and hygiene, gender-sensitive school improvement planning supported with
school grants, functioning gender clubs and safe spaces for girls, support by school leadership and school
management committees). Demand-side constraints to girls’ education will be tackled by complementary
interventions to reduce the cost of education and to provide incentives for girls to stay in schools, focusing
inter alia on severe food insecure areas in Tigray and Amhara regions (and Soquota Zone). AF will also
incentivize the scale-up of IERCs initiative: establishment of adequately resourced IERCs with community
outreach activities and support of special needs children in mainstream cluster schools. This includes
improved access to O-class preprimary program for children with special needs through development and
delivery of a training package for O-class teachers on inclusive education with school-based support and
early screening and assessment providing information on children’s development and growth.
Results Area: Improved Quality (Subprograms 2.1, 2.3, 2.4.2 and 2.5 of the ESDP V) will focus on: (i)
technology enhanced teaching in target schools; and (ii) improved teacher training programs. Digital
content will need to be designed to be relevant to the local context and closely linked to curriculum, be
accessible offline in light of connectivity issues and taking into account the expected infrastructure
challenges including absence or unstable power grid. Teachers will need to be equipped with relevant
pedagogical skills and digital competences to be in a position to enhance teaching and learning with
technologies. Engaging the EdTech Hub will help test pilot interventions under the evidence-based
approach prior to nation-wide rollout. Improved teacher training programs will cover pre-service, in-
service and continuous professional development3 with a view to improve teachers practices within the
classroom and have an impact on student learning achievements. The program will also support online
examinations for teachers and secondary school students. Measuring Early Learning Quality and
Outcomes (MELQO) will also be administered to measure children’s learning and development in O-class
program.
3 The recent 15 Edtech Research Papers and large scale Edtech initiatives globally demonstrate examples where digital approaches
are working well to address the learning crises. This is especially true when the problem is driving the solution, not the products.
They also outline that often the limiting factor for student learning, especially in low- and middle-income contexts, is adequate
and effective professional development opportunities for teachers, so that digital approaches can be utilized effectively. In
addition, the work highlights that technology has the potential to accelerate progress and increase equity, but it also can distract
and exacerbate inequality. Sources: https://edtechhub.org/2020/01/24/15-edtech-research-papers-that-we-share-all-the-time;
https://edtechhub.org/2020/01/22/18-large-scale-edtech-initiatives-on-our-radar-in-2020.
5
Results Area: System Strengthening for planning, policy formulation and reform (Subprograms 1.1, 1.2,
1.3, 2.1, 2.2 of the ESDP V) will support: (i) improvements to the student assessment system; and (ii)
improved availability, quality and use of data. Student assessment system will be strengthened to include
adaptation of EGRA for languages in Gambella, Benishangul-Gumuz, and Afar, and conduction of this
assessment in these 3 regions. To promote evidence-based decision making in the education system, the
AF will support digital data collection to simplify the data entry and ease the process of management and
transfer of data to regional and national levels, thereby supporting timely and accurate collection of valid
and reliable data and timely production of education statistics. The GPE AF will also focus on data use to
inform the decision-making, thereby adjusting different elements of the education system and
contributing to the objective of improving internal efficiency, equitable access and quality of general
education. The capacity of education stakeholders at the national and regional levels will be strengthened
to perform data analytics using rich data sources available in Ethiopia, including EGRA, EMIS, NLA etc. AF
will also support internet connectivity, vehicles, motorbikes and fuel to support monitoring, evaluation
and supervision of program activities in the regions.
A robust AF IPF Component is key to provide much needed Technical Assistance (TA) to ensure Program
performance and support implementation of new innovative solutions. Under AF IPF US$30 million will
be allocated to provide TA to the Government to ensure support to strong Program management. As
explained earlier, there have been weaknesses in the management of the Program in various aspects,
including in terms of following up on the PAP. Previous experience in Ethiopia with the MoE points to
the need for a stronger accompanying TA component that can provide capacity building at the various
national, regional and local levels to accompany the ambitious set of results achievements that are
expected through the DLIs. The IPF would focus on financing (i) program management support; (ii)
capacity building for regional and local levels including on new Environmental and Social Framework; (iii)
financing of pilot EdTech innovations; (iv) building up the longer-term resilience of the education system
to respond to COVID-like shocks and to reintegrate the IDP children into the schooling system; and (v)
management of construction and expansion of schools in a sustainable manner.
Specifically the AF will scale up Subcomponent 1.2 “ICT for Education�? (US$10.5 million) to support the
EdTech innovation pilots and interventions focusing on:
• use of assistive technologies and screening tools for vision and hearing impairments to support
education of children with disabilities and special educational needs with accommodated lessons
plans for reading and writing instruction in mother tongue languages based on the successful pilot of
Research Triangle Institute (RTI);
• support for EMIS development including Education Dashboard pilot, impact evaluation and gradual
rollout. It will focus on system development, software and hardware, digitalization of data collection,
as well as mainstreaming quality assurance in education statistics production, including specialized
technical assistance for the development of quality assurance standards and guidelines, data quality
assessment tools and validation through digital technologies;
• use of mobile phones and/or tablets to support the work of cluster supervisors and key teachers
for improved teacher instructional activities in phase 1 and 2 schools4;
4The access to this technology will be beneficial to implementation of GEQIP-E in two main ways: (i) to monitor the activity of
Results Area 3; and (ii) to assist the key teachers and supervisors in providing feedback to teachers in real time. The tablets do
not need to be on the internet when the data is collected at the school level, they will upload the data along with the GPS
coordinates of where the data was entered when the tablet is in a place with internet connectivity e.g. a town or Woreda office.
6
The proposed use of an IPF modality for these investments is due to the fact that the EdTech pilots would
benefit from prior reviews from the World Bank considering the ICT procurement challenges witnessed
under GEQIP-II including considerable delays in evaluation of bids, contract award, and contract
implementation, weak procurement oversight and lack of effective procurement complaints handling.
The AF will also scale up subcomponent 2.1 “Strategy for restoring education services in response to
disaster�? (US$5.0 million) to build up resilience of the education system and capacity of the MoE, REBs,
woredas, schools and communities to face future shocks. This includes development of alternative
approaches and audio-visual materials to support remote learning during the crisis, combining use of
digital and mass media broadcasting tools. AF will also support TA to reintegrate the most vulnerable and
marginalized groups including girls, children with disabilities and IDP children, who are more likely to
permanently leave the schooling system after disruptions in schooling (through organization of parent
and community mobilization activities, work of Asmelash committee to ensure that students return to
school, revision of the school grant composition and training to support the needy children).
The AF will significantly scale up IPF Component 3 Management and Evaluation (US$14.5 million). This
component will support capacity building in a range of areas including (i) to implement the new
Environmental and Social Framework (ESF) including preparation of effective information, education and
communication materials and an outreach campaign to ensure environmental and social compliance; (ii)
fiduciary management; (iii) digital skills and content knowledge of teachers through capacity building at
Colleges of Teacher Education (CTEs) and centers of excellence at Universities; and (iv) verification and
FM and procurement audits.
Furthermore, as new subcomponent 3.3 “Management of construction and expansion of schools�? will
be introduced to support the development of service standards and infrastructure models to enable
expansion of upper primary and middle schools in a sustainable manner and with proper supervision and
compliance to fiduciary, environmental and social standards. An experienced engineering consulting firm
will need to be contracted speedily to start facility assessments and support planning activities related to
school construction. The support will also be required for supervision of works that will help regional staff
build up more expertise in the process.
2.3 Results Framework and DLIs changes
The results framework will be modified to include the new disbursement-linked indicators (DLRs) and
associated changes to key performance indicators. The proposed AF will rely on and strengthen the
institutional arrangements of the parent Program. It will also follow the same PforR modality, disbursing
against achievement of results, as GEQIP-E. At the same time, regional DLIs will be considered to
incentivize regional authorities to improve their capacity and capacity of local actors to deliver the results
related to school infrastructure (in particular, foundational DLIs required for quality school construction
activities). Under the AF, IPF component will be used to build capacity at national, regional and local level
for delivery of results of operation.
2.4 Proposed AF Implementation Institutional Arrangement
The parent Program financing is expected to close as originally planned on July 7, 2022. Institutional and
implementation arrangements for the AF will be the same as those for the parent Program except for
some changes to support the development and piloting of a sustainable model of expanding full-cycle
primary and middle school education in Ethiopia. The proposed AF will follow the same PforR modality
7
as its parent Program, disbursing funds against achievement of results (details of the Institutional
structure is presented in GEQIP-E ESSA).
2.5 Proposed AF Program’s Environmental and Social Management System
For environmental and social management, the proposed Program will use the existing institutional
arrangement of MoE and its regional counterparts. However, the assessment shows that the existing
environment and social system (ESMS) under MoE is weak. The ESMS under MoE proposed in GEQIP-E
ESSA is not effectively implemented. To effectively address environmental and social risks and impacts
and ensure compliance with the PforR core principles, an environment and social specialist should be
hired and adequately trained, and all the necessary environmental and social management documents
such as updated ESMSG, GRM guidelines, and resettlement system guidelines (RSG) should be updated
or prepared before disbursement.
Furthermore, in order to minimizing the risk and impacts of the proposed project on the environment
and social wellbeing, program activities that are “judged to be likely to have significant adverse impacts
that are sensitive, diverse, or unprecedented on the environment and/or affected people are not eligible
for financing and are excluded from the Program,�? should be excluded as per policy.
More specifically, this program shall not support activities that involve the following:
• Cause significant physical and economic relocation (more than 20 people displaced);
• Cause large-scale physical disturbance of the site or the surroundings;
• Block access to and/or use of water points etc.;
• Located in protected areas and other ecologically sensitive ecosystems;
• Create encroachment and/or cause significant adverse impacts to critical natural habitats (e.g.,
wildlife reserves; parks or sanctuaries; protected areas; forests and forest reserves, wetlands,
national parks or game reserve; any other ecologically/environmentally sensitive areas);
• Significant impact on physical cultural resources (archaeological sites; religious monuments or
structures; natural sites with cultural values; cemeteries; graveyards; graves; and other sites of
significance);
• Have risk on and/or exclude some members of community, including vulnerable groups,
underserved peoples and ethnic minorities;
• Can instigate social tension or conflict;
• Contravene international and regional conventions on environmental and social issues.
2.6 Environmental Benefits, Risks and Impacts of the Proposed AF
The purpose of this ESSA is to update the existing ESSA for GEQIP-E AF, using existing information from
GEQIP-E, AF I for refugee integration and a field assessment based on the scope of the proposed AF
Program. Hence, the potential environmental and social impacts and proposed mitigation measures of
the parent project GEQIP-E have been considered. Accordingly, this update has also explored the
magnitude and scale of the potential environmental and social impacts and risks that could be emanated
from additional subprojects/activities of the proposed AF Program.
It is expected that the potential environmental impacts associated with the proposed AF-II will mainly be
positive. The likely positive environmental impacts of the AF-II will, among others, include improved
school sanitation and hence environmentally friendly schools. However, there are also likely negative
environmental impacts which could be emanated from activities envisaged in the AF-II and the parent
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program such as construction of full-cycle primary and middle school schools, renovation of classrooms,
construction of sanitation facilities, and equipping of laboratories.
2.6.1 Environmental Benefits
The proposed AF-II Program is expected to deliver a number of environmental benefits. Overall, the risk
assessment and screening suggest that the environmental impact of the proposed Program is likely to be
positive by providing improved school sanitation, and hence environmentally friendly schools for children
and the community at large. Other benefits include:
• Access to better facilities; and
• Access to better and accessible classrooms;
2.6.2 Negative Environmental Impacts
There are also likely negative environmental impacts which could be emanated from activities envisaged
in the AF-II, such as construction of full-cycle primary and middle schools, renovation of classrooms and
equipping of laboratories. Hence during the construction and operational activities of the proposed
programs, limited negative environmental and social impacts are anticipated to affect the nearby
biophysical and social environment. However, considering the nature and limited scale of the intended
subproject activities under GEQOP-E AF, those impacts that are expected to be generated from the
construction and operation phase will be mitigated and/or avoided through implementation of
appropriate best management practices.
The anticipated negative environmental effects of the Program are not expected to be significant,
provided that waste management, vegetation clearance, public and workers safety and other activities
are implemented in a manner consistent with the WB PforR policy’s Core Principles 1, 2, and 3. The
adverse impacts are foreseen to occur during the preconstruction, construction, and operation phase of
the program.
More specifically, the key potential adverse impacts of the Program’s subprojects/activities include: dust
and noise impacts during construction of new schools, renovation of schools, and construction of
sanitation facilities; impact on biodiversity (new sites proposed for school construction), improper
disposal of construction waste and over burdening of earthwork; impact on occupational health and
safety (workers injury) including public safety; fire hazard (laboratory exercise); disposal of used and/or
expired chemicals and laboratory wastes including laboratory chemical containers; and chemical spill
incidents in school laboratories.
• Dust and Noise
Dust and noise emanating from construction activities of new schools and renovation may disturb school
communities and nearby community. This impact will be of a temporary nature and can be minimized by
adopting appropriate mitigation measures including undertaking works during off hours, such as on
weekends. Dust during the earthwork of new school construction, removal of leftover materials and
cement, and ground diggings could affect the school communities, nearby community and the local flora
and fauna. Temporal dust could cause health related impacts in school communities and workers on the
program site. This impact will be localized and of a short duration and anticipated to be very low.
Noise prevention and mitigation measures should be applied where predicted or measured noise impacts
from a project facility or operations exceed the applicable noise level guideline at the most sensitive point
of reception. The preferred method for controlling noise from stationary sources is to implement noise
control measures at source. Methods for prevention and control of sources of noise emissions depend on
the source and proximity of receptors. Noise reduction options that should be considered include:
o Selecting equipment with lower sound power levels
o Installing suitable mufflers on engine exhausts and compressor components
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o Installing acoustic enclosures for equipment casing noise
o Limiting the hours of operation for specific pieces of equipment or operations, especially mobile
sources operating through community areas
o Re-locating noise sources to less sensitive areas to take advantage of distance and shielding
o Siting permanent facilities away from community areas if possible
o Taking advantage of the natural topography as a noise buffer during facility design
o Reducing project traffic routing through community areas wherever possible
o Developing a mechanism to record and respond to complaints
o Workers would wear ear mufflers and other safety equipment’s /PPE/. A guideline for dust and
noise minimization will be prepared during the construction stage and shared with the contractor
will also be advised to follow the guideline during construction.
Dust control methods:
o Dust suppression techniques should be implemented, such as applying water or non-toxic
chemicals to minimize dust from vehicle movements
o PPE, such as dusk masks, should be used where dust levels are excessive
o Avoid dust-generating work must be avoided on high wind days
o Provide misting water sprays sufficient to reduce airborne dusting from demolition work
o Tape all doors except those essential for access;
• Depletion and Scarcity of Water Resources
Although the anticipated impact on water quality is not significant/minimum as a result of the nature of
the subprojects, the risk of depletion of water resources raises some concern, which the ESSA identified
during site visit and consultations at local levels. Unless Water, Sanitation and Hygiene investments
proposed in the Program were addressed at an early design stage, they will be cause for local water quality
depletion/pollution and ultimately could lead to health problems in the school community. Furthermore,
if the program depends on the already existing tapped water system, it could cause water resource
scarcity for other users and become a source of conflict.
• Storage and Management of Solid Waste
Waste management at the school level shall be efficient and is required to be implemented in an
environmentally friendly manner. Indiscriminate disposal and/or storage of solid wastes including paper,
plastics, IC equipment, batteries, other used and/or damaged packages on operational phase of school
compound; and left over construction materials and cements, have the potential to generate an adverse
impact on the nearby environment and health and safety of the workers, local community and
beneficiaries. Solid waste materials during the construction include paper, scrap metal, excavated soils,
polythene, and plastic. This should be addressed promptly by following best practice methods for waste
management and disposal in and around the program site.
• Depletion of Air Quality
Even though the anticipated impact on air quality is not significant at school level, as a result of the nature
of the subprojects (small in its scale), it could be significant as cumulative impact of program level
intervention. Depletion of air quality is among some concern of the program, which the ESSA identified
during site visit and consultations that were conducted at local levels. In almost all visited schools the solid
waste management is very poor and practiced for burning of solid indiscriminately. Open burning of
paper, plastics and other wastes would contribute a potential impact on the air quality, ultimately
polluting the air and resulting in bronchial and eye disorders. The impacts can be reduced if all program
activities are implemented in an environment friendly manner with best management practices, for
example, watering of the road regularly. School community, community members and contractor’s staff
shall be advised and enforced to avoid open burning of waste that causes smoking and pollution of air.
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• School Laboratory Waste
Generally, the use of chemicals in secondary school labs has increased in recent years. The ESSA shows
that in a few schools, GEQIP II school grants were used for purchasing laboratory chemicals which would
be also true for GEQIP-E. The increase in the use of chemicals is manifested in the allocation of 50 percent
of the planned annual school grants in GEQIP II for teaching-learning purpose, which necessarily includes
the purchase of some laboratory chemicals for labs. It is therefore important to pay attention to chemical
waste management and disposal, given the rise in the use. When considering the disposal of chemical
wastes, it is necessary to implement best practice methods to avoid or minimize the potential impacts on
the nearby environment. The potential effluents associated with incident of spillage and expired/used
laboratory chemicals, though low, could contaminate the nearby biophysical environment, including
water sources that might affect the quality of the nearby water.
• Impact on Biodiversity, Natural Habitats and Physical Cultural Resources
The proposed program activities are not likely to have significant effects on cultural heritage and natural
resources. However, during the implementation period, especially during earthwork of construction, it is
important to ensure that the proposed activities do not have an effect on a place or building having
aesthetic, anthropological, archaeological, architectural, cultural, religion, historical or social significance
or special value for present and future generations.
With regard to biodiversity, clearance of vegetation (indigenous but highly threatened trees and shrubs)
may occur as a result of construction of new schools and sanitation facilities, especially in a new area
requiring access roads. Such clearance of vegetation will result in an impact on the existing fauna and flora
species and ultimately affect the biodiversity of the area. However, the anticipated potential impacts on
biodiversity are not deemed significant if proper screening and site selection is ensured prior to the
commencement of subprojects.
2.7 Social Benefits, Risks and Impacts of the Proposed AF
2.7.1 Social Benefits
In addition to the social benefits of GEQIP-E (indicated in GEQIP-E’s ESSA), i.e. (i) Equitable Access to
Education; (ii) Support to Pastoralist Access to Quality Education; (ii) Ensuring Gender Equality in General
Education; and (iv) Support to Mother Tongue Education, the proposed AF has these social benefits:
1. Ensure access to education in marginalized areas
The proposed AF under “Improve access, equity, and internal efficiency in general education�? priority
program, will include “expansion of access to full-cycle primary and middle school education�?, and
boarding school construction for marginalized areas of the country, building on school mapping to identify
optimal areas for full-cycle primary and middle school construction. This will ensure access to education
for the country’s marginalized and disadvantaged areas, particularly for girls in remote areas.
2. Inclusion of and access to education for children with special needs
The AF will develop training packages on inclusive education and deliver them to O-class teachers with
school-based support, including early childhood assessment on on children’s development and growth
(starting from inclusive education resource centers currently established with GEQIP-E support).
Additionally, the construction and design of schools will incorporate access points and facilities for
students with special needs.
3. Improved transition of girls from Upper Primary to Middle School
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The AF aims to achieve this objective through a combination of supply- and demand-side interventions in
target areas. It includes: (i) construction of full-cycle primary and middle schools in line with Ethiopia’s
School Wash Strategy, (ii) gender-sensitive school improvement planning supported with school grants,
(iii) functioning gender clubs and safe spaces for girls, and (iv) support from school leadership and school
management committees. Demand-side constraints to girls’ education will be tackled by complementary
interventions to reduce the cost of education and to provide incentives for girls to stay in schools,
particularly focusing on severe food insecure areas in Tigray and Amhara regions.
4. Improved health and sanitation for students and teachers
The Program boundaries will also include a “water, sanitation and hygiene�? priority program. The AF will
facilitate access to water, health and sanitation through construction of water points and new sanitary
facilities, as well as rehabilitation of existing water and sanitation facilities in participating schools. This
will improve health and sanitation conditions for students and teachers in targeted schools.
5. Better access to ICT materials
In the “Improve quality of general education�? priority program of ESDP, a new area of “Content
development for ICT�? is proposed to be included in the AF. At the same time, “ICT infrastructure for
teaching and learning�? will be included in the IPF component in light of procurement issues encountered
during GEQIP-II’s implementation.
6. Public and occupational health and safety (OHS)
The ESSA identified public and occupational health and safety issues as a key concern. The concern
becomes significant during program implementation periods. It will particularly arise during the
construction of schools, sanitation facilities and ramps, renovation of schools (if any) and chemical usage
in laboratories which may all have health and safety impacts on the students/teachers and workers.
During excavation works, operation of equipment and machinery, and operation and installation of
schools are a likely source of accidents, and could lead to serious injury or loss of life not only for workers
but also the community residing nearby.
All environmental and social management procedures and processes recommended to be implemented
during the implementation period are consistent with Core principle 3, which is designed to protect public
and worker safety against potential risks associated with:
• Construction and/or operations of facilities or other operational practices developed or promoted
under the Program;
• Exposure to toxic chemicals, hazardous wastes, and otherwise dangerous materials;
Specifically, to avoid these safety hazards and risks, the following measures need to be considered:
• Ensure safe handling and use of PPE.
• Ensure the availability and proper use of PPE by the program beneficiaries, contractors and workers
engaged in the Program’s construction, installation and operation activities.
• Regularly monitor the use and availability of PPE and other protective tools and materials by the
Program coordination unit in all phases.
• All workers entering construction sites must be equipped with PPE, including goggles, safety shoes,
overalls, gloves and dust masks. The PPE provided should follow international PPE standards.
• During construction, the program site should be completely sealed off and warning signs erected
informing the public to keep off the site when construction is in progress.
• Provide regular OHS induction training for staff before mobilization to work.
• Create awareness in the community residing nearby, and ensure residents’ understanding of the
potential risks and safety measures.
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During construction, the contractors and other parties may use child labor due to lack of awareness of the
negative impacts of child labor. However, contractors and other participating companies are not allowed
to use child labor at any stage of implementation. Contractors will be made aware of the national
Proclamation No. 377/2003 which states that children under the age of 14 will not be employed, and
young workers (14 to 18 years) shall not perform work that is likely to jeopardize their health or safety.
7. Improve the capacity of IAs
The proposed AF will rely on and use the existing government system. As a result, it will strengthen the
institutional arrangements of the parent Program. Regional DLI are included to incentivize regional
authorities to improve their capacity and that of of local actors to deliver the results related to school
infrastructure. In addition, the IPF component will be used to build capacity at national, regional and local
levels to deliver the targeted results.
2.7.2 Key Social Risks
The main risks associated with the proposed AF are as follows:
1. Risk of economic and physical displacement due to land acquisition
Land acquisition has been raised as a concern for the proposed AF during site visits and consultations
conducted at regional and local levels. As discussed above, under the “Improve access, equity, and internal
efficiency in general education�? priority program, the proposed AF includes “expansion of access to full-
cycle primary and middle school education,�? and boarding school construction for marginalized areas,
building on school mapping identifying optimal areas for full-cycle primary and middle school
construction.
While the scope and scale of works under the Program are not expected to cause significant negative
impacts, issues related to land take and involuntary resettlement, potential negative impacts on vulnerable
and underserved groups is considered in this program.
However, the consultations and school visits show that in some regions like Amhara, the construction of
schools may require expanding the premises of existing schools and/or building on newly acquired land
that may cause economic and physical displacement. As a result, there is a possibility of displacement by
land acquisition in the proposed AF . The Guidelines and procedures including ESMG, and RSG will be
used to screen sub projects for negative impacts that are sensitive, adverse, or unprecedented on the
environment and/or affected people. In addition to screening for significant negative impacts, works
involving physical relocation of more than 20 households will be ineligible for financing under the Program.
This is mainly because of the limited capacity of the client in addressing significant resettlement issues.
Further, the program will prepare RAPs for any sub projects that required land acquisition.
.
2. Risks of public and worker health and safety, and spread of COVID 19 in workplaces
a. Occupational Health & Safety: Operations related to the Program, particularly construction of schools
may cause accidents unless workers and employers follow the necessary safety precautions and
procedures, and adhere to GoE stipulations on building, occupational safety and health.
b. Risk of COVID 19: The occurrence of COVID-19 has made countries fall into unprecedented challenges.
Projects involving construction/civil works frequently involve a large workforce, together with suppliers
and supporting functions and services. This workforce may comprise workers from international, national,
regional and local labor markets. They may need to live in on-site accommodations, lodge within
communities close to work sites, or return to their homes after work. There may be different contractors
permanently present on site, carrying out different activities each with their own dedicated workers.
Given the complexity and the concentrated number of workers, the potential for the spread of infectious
disease in projects involving construction is extremely high, as are the implications of such a spread.
Projects may experience large numbers of the workforce becoming ill, which will strain the project’s
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health facilities, have implications for local emergency and health services and may jeopardize the
schedule and progress of the construction work. Such impacts will be exacerbated where a workforce is
large and/or the project is in remote or under-serviced areas.
3. Prevalence of conflict
The proposed program will not exacerbate social conflict, nor will it operate in a fragile state context, a
post conflict area, or areas subject to territorial disputes. The issue of civil unrest (ethnic conflict) may
pose implementation risks. This may create lack of access to some areas in the country. Even if the
situation is stabilized, local grievances regarding broad governance issues, land use and land conversions
may remain. Such disturbances are not directly related to the program and outside of the scope of its
influence. Mitigation measures include consultation, communication and enhanced transparency in
GEQIP-E supported activities.
As the proposed AF involves land acquisition for the construction of schools, minor complaints and
conflicts may occur due to compensation and eligibility criteria. In addition, conflict and complaints may
arise from communities impacted directly or indirectly by the project’s activities, and stakeholders might
have concerns regarding its operation. As a result, complaints and conflicts are expected during Program
implementation at regional, Woreda, and school levels. Effective and functional grievance redress
mechanism will be established at school, Woreda, regional and federal levels for managing grievances and
complaints in a timely and transparent manner, ensuring accessibility for the complainants.
4. Increasing risk of Gender Based Violence (GBV) in schools
The field assessment and consultations conducted during this ESSA update show the prevalence of GBV,
particularly sexual harassment, rape and early marriage at schools. Girls are the majority victims of GBV
cases in schools. The proposed AF may escalate the prevalence of GBV due to school construction
activities that would result in influx of workers. New workers will be hired for construction activities in the
schools, which could result in GBV if workers are not properly managed. Standard code-of-conduct will
be developed and all contractor’s workers (temporal and permanent) will sign the code-of-conduct. The
project will ensure that all workers are adequately trained.
5. Weak institutional capacity of Implementing Agencies to manage environmental and social
impacts and risks
During GEQIP-E and preparation of AF for refuge education ESSA, the institutional capacity and practices
of MoE and its regional counterparts to address environmental and social risks associated with the
proposed Program was found weak. MoE and the regions lack a responsible unit or experts for
environmental and social management implementation. As a result, GEQIP-E and AF for refugee education
ESSAs recommended establishing an environmental and social management system (ESMS) within three
and six months of program effectiveness, to ensure the implementing agencies’ compliance with PforR
financing principles. In this regard, the assessment identified that the existing ESMS system is still not
functional despite assigning focal persons at federal and regional levels to take responsibility for
environmental and social management of GEQIP-E.
6. Lack of resource allocation for environment and social risk management
The updated ESSA shows that most regions do not have a budget for environmental and social
management. The budget allocated to environmental and social risk mitigation during GEQIP-E
implementation for the parent project was inadequate. Hence, this ESSA recommends that the project
allocates adequate budget for environment and social risk management. A DLI is included for
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environmental and social management under the AF to ensure proper implementation of environmental
and social risk management measures.
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3. Assessment of Ethiopia’s Environmental and Social Management System Relevant to the Proposed
AF Program
3.1 Relevant and Applicable Environmental and Social Management Systems
The WB’s PforR financing policy sets out Core Principles and key planning elements to ensure that the
Program’s operations are designed and implemented in a manner that maximizes potential environmental
and social benefits, while avoiding, minimizing, or mitigating environmental and social harm. To this end,
it requires that all operations function within an adequate legal and regulatory framework to guide
environmental and social impact assessment and management. This section reviews the policies, laws,
and regulations relevant to AF implementation at the national level in Ethiopia, designed to manage
environmental and social systems; and the MoE’s environmental and social management practice and
performance. It then analyzes these environmental and social management systems against the Core
Principles of WB’s Bank’s PforR financing.
3.1.1 National environmental impact assessment and management
Applicable policies, laws and guidelines
A. The constitution
The constitution of the Federal Democratic Republic of Ethiopia (FDRE) provides the overriding principles
for all legislative frameworks in the country. The Ethiopian people’s right to a clean and healthy
environment is enshrined in the constitution under the following articles.
• Article 43. The Right to Development identifies citizens’ right to improved living standards and
sustainable development, to participate in national development, and to be consulted with
respect to policies and projects affecting their community.
• Article 44. Environmental rights stipulate that all citizens have the right to a clean and healthy
environment; and those who have been displaced or whose livelihoods have been adversely
affected as a result of state programs have a right to commensurate monetary or alternative
means of compensation, including relocation with adequate state assistance.
• Article 92. Environmental objectives are identified as the government endeavoring to ensure that
all Ethiopians live in a clean and healthy environment. The design and implementation of
programs would not damage nor destroy the environment. Citizens also have a right to full
consultation and to expression of views in the planning and implementation of environmental
policies and projects that directly affect them. Government and citizens would have a duty to
protect the environment.
The above-stated constitutional provisions are directly related to 1 - 5 Core Principles OP/BP 9.00, and
lay down the basis to issue specific rules and regulations in subsidiary legislations.
B. Relevant national policies
Environmental P olicy of Ethiopia (EPE): EPE was approved by the Council of Ministers in 1997. It is
comprised of 10 sector and 10 cross-sector components, one of which addresses Human Settlements,
Urban Environment and Environmental Health. The Policy contains elements that emphasize the
importance of mainstreaming socio-ecological dimensions in development programs and projects. Its goal
is to improve and enhance the health and quality of life of all Ethiopians, and to promote sustainable social
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and economic development through sound management of the environment and use of resources to
meet the present generation’s needs without compromising the future generations’ ability to meet theirs.
The Environmental Policy provides a number of guiding principles that require adherence to the general
principles of sustainable development.
C. National proclamations
i) Environmental Protection Organs Establishment Proclamation, No. 295/2002
The objective of this Proclamation is to define coordinated but differentiated responsibilities of
environmental protection agencies at federal and regional levels, and sector environmental units.
Thus, the Proclamation aims to lay down a system that fosters sustainable use of environmental
resources, thereby avoiding possible conflicts of interests and duplication of efforts. By Proclamation
No. 803/2013, the former Environmental Protection Authority (EPA) was upgraded to t h e M inistry
of Environment and Forest (MEF), which has now become a commission called Environment, Forest and
Climate Change Commission (EFCCC). All the duties and responsibilities of the former environmental
organs were accordingly entrusted to this Commission.
Sectoral Environmental Units: Concerned line ministries are required by Proclamation No. 295/2002
to establish or designate an environmental unit that shall be responsible for coordination and follow-
up of their activities to make sure that they are in harmony with the Proclamation and other
environmental protection requirements.
Regional Environmental Protection Agencies (REPAs): Proclamation No. 295/2002 decrees that the
national regional state shall establish an independent regional environmental agency or designate
existing agencies to ensure public participation in the decision-making process, based on the Ethiopian
Environmental Policy, and the National Conservation Strategy.
ii) Definition of powers and duties in the Executive Organs Proclamation No.916/2015
This Proclamation redefines the mandates of several federal government agencies including those
for the environment. It makes amendments to previous laws and provides expanded responsibilities to
the Ministry of Environment and Forest, adding ‘climate change’ to its title and the responsibilities
of climate change mitigation and adaptation to its mandate .
iii) Environmental Impact Assessment Proclamation No. 299/2002
Proclamation No. 299/2002 makes environmental impact assessment (EIA) a mandatory requirement for
the implementation of major development projects, programs and plans. The Proclamation is a tool for
harmonizing and integrating environmental, economic, cultural, and social considerations into decision
making processes in a manner that promotes sustainable development. The law clearly defines:
a. Why there is a need to conduct EIAs;
b. What procedure are to be followed in order to implement EIA of the project;
c. The depth of environmental impact studies;
d. Which projects require full EIA reports;
e. Which projects need partial or no EIA report; and
f. To whom the report has to be submitted.
Under the Proclamation, development projects and programs that are likely to have negative
environmental and social impacts are subject to an EIA process. With regard to development projects,
Article 3(1) of the Proclamation stipulates that no person shall commence implementing proposed
projects that are identified by a directive as requiring EIA, without first passing through an EIA process
17
and obtaining authorization from the concerned environmental agency. In line with this, Article 7 of the
Proclamation requires project proponents to carry out EIA on them and submit the report to the
concerned environmental organ, and, when implementing the project, fulfill the terms and conditions of
the EIA authorization given to them.
Furthermore, Article 3 of the Proclamation obliges licensing institutions, before issuing investment
permits or operation licenses to projects, to ensure that the relevant environmental bodies have
authorized the implementation of the projects. In addition, Article 12 requires such licensing institutions
to suspend or cancel the permit or license they have issued for projects if the concerned environmental
body has withdrawn the authorization given for the implementation of the project. These provisions are
important to ensure that project owners comply with the EIA requirements. The Proclamation also
provides for public participation in the EIA process. Articles 15 requires environmental bodies to ensure
that the comments made by the public, in particular the comments by the communities, likely to be
affected by the implementation of a project, are incorporated into the EIA study and project evaluation
reports. Moreover, the Proclamation decrees environmental bodies make EIA study reports accessible to
the public and solicit comments on them.
iv) Solid Waste Management Proclamation No. 513/2007
Proclamation 513/2007 aims to promote community participation in order to prevent adverse effects and
enhance benefits resulting from solid waste management. It provides for preparation of solid waste
management action plans by the concerned government sector and other agencies/institutions.
D. Environmental guidelines
Various environmental guidelines related and applied to this proposed program are functional at national
and regional levels. Some of these are below:
1 . Environmental Impact Assessment Procedural Guideline (2003)
2. Guideline for Social, Environmental and Ecological Impact Assessment and Environmental
Hygiene in Settlement Areas (2004)
3. Environmental and social impact assessment guidelines: The former FEPA prepared a series
of environmental and social impact assessment guidelines for the different sectors, outlining
the key issues, principles, procedures and processes to be adopted and adhered to avoid
and/or mitigate potentially negative environmental and social impacts during project
planning, implementation and operation by government, public and private entities. Some
of the guidelines are generic and are applicable in different sectors, and there are also sector
specific guidelines prepared for key environmental and social issues to adhere to during the
ESIA analysis in those specific sectors.
4. Environmental and Social Management Plan Preparation Guideline, Nov. 2004: The guideline
provides the essential components to be covered in any environmental management plan
(e.g., identified impacts, mitigation measures, monitoring, capacity building, etc.) and
structured formats for mitigation measures, monitoring and institutional arrangements.
3.1.2 National social management regulations for social impact assessment and
management
Ethiopia defines the term environmental management to cover social issues, in most cases reflected in
practice. However, some social issues require special attention and analysis since social benefits cannot
be guaranteed unless programs/projects are designed in an inclusive manner, and to ensure distribution
of benefits to all sections of the society including vulnerable groups. Therefore, the Program (and sub
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projects) must be planned, constructed, and operated in such a way that they maximize social benefits.
In order to assess the adequacy of the social management system, relevant policies, laws, and regulations
as well as role and responsibilities of related institutions are summarized below:
A. The constitution
The Ethiopian constitution recognizes the presence of different socio-cultural groups, including historically
disadvantaged and underserved communities, pastoralists, agro-pastoralists, and ethnic minorities, as
well as their rights to socioeconomic equity and justice. Article 39 of the Ethiopian Constitution recognizes
the rights of groups identified as “Nations, Nationalities and Peoples�?. The constitution depicts the rights
of these Nations, Nationalities and Peoples to: self-determination, including the right to secession; speak,
write and develop their own languages; express, develop and promote their cultures; preserve their
history; and, self-government, which includes the right to establish institutions of government in the
territory that they inhabit and equitable representation in regional states and federal governments.
The constitution also recognizes existence of “national minorities�?. Article 54 (1) states “members of the
House [of Peoples Representatives], on the basis of population and special representation of minority
Nationalities and Peoples, shall not exceed 550; of these, minority Nationalities and Peoples shall have at
least 20 seats.�? These groups have less than 100,000 members and most live in ‘Developing Regional
States.’
B. Land ownership policy in Ethiopia
Land in Ethiopia is a public property and that no individual person has the legal right of ownership, and
hence, rural or urban land could not be sold or mortgaged or transferred; citizens have usufruct right only
over land. According to Article 40.3 of the constitution, land is a public property that no individual person
has the legal right of ownership. There is no private ownership of land in Ethiopia, as per FDRE constitution
Article 40 (the Right to property) No.2, “Land is a common property of the Ethiopian Nations, Nationalities
and Peoples of Ethiopia and shall not be subject to sale or to other means of exchange.�?
Article 40, No. 8 of the constitution states that the GoE has the right to expropriate private property for
public purposes by providing the appropriate compensation. The constitution lays down the basis for the
property to be compensated in case of expropriation as a result of state programs or projects in both rural
and urban areas. Persons who have lost their land as a result of acquisition of such land for the purpose
of public projects are entitled to be compensated to a similar land plus costs arising from relocation, and
assets such as buildings, crops or fruit trees that are part of the land.
Article 40 No.7 of the constitution states the right of citizens to develop the land and to have immovable
property and make permanent improvements. “Every Ethiopian shall have the full right to the immovable
property he builds and to the permanent improvements he brings about on the land by his labor or capital.
This right shall include the right to alienate, to bequeath, and, where the right use expires, to remove his
property, transfer his title, or claim compensation for it. Particulars shall be determined by law.�?
Article 40, No. 8 states that if the land that is used by an individual is expropriated for public use, the
person is entitled for compensation: “The Government has the right to expropriate private property for
public purposes subject to payment in advance of compensation commensurate to the value of property.�?
Regarding displacement due to development projects, Article 44 (Environmental Rights) No.2 states, “All
persons who have been displaced or whose livelihoods have been adversely affected as a result of state
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programs have the right to commensurate monetary or alternative means of compensation, including
relocation with adequate state assistance.�?
Expropriation of Land for Public Purposes, Payments of Compensation and Resettlement of Displaced
People Proclamation No. 1161/2019: Ethiopia has enacted a new legislation on Expropriation of Land for
Public Purposes, Payments of Compensation and Resettlement of Displaced People Proclamation No.
1161/2019 that replace the existing legislation on Expropriation of Land and Compensation Proclamation
No 455/2005. The new Proclamation gives priority rights to develop Land for the Landholders when the
capacity of the Landholders to develop the land as per the approved land use plan; urban structural plan;
or development master plan is presented. It states: “Landholders whose holdings are within the area
prescribed to be redeveloped shall have priority rights to develop their lands according to the plan either
individually or in a group (Article 7, sub-article 1-2).�? The Proclamation states that unless that government
needs the land urgently, land holders who are to be displaced shall be consulted at least one year before
they handover their holdings on the type; benefits and general process of the project (Article 8, sub-article
1(a)).
Under Article 16 (sub-article 2) the Proclamation mandates the responsible bodies to establish a
resettlement package for the affected persons as follows: “Regional states, Addis Ababa, Dire Dawa, shall
develop resettlement packages5 that may enable displaced people to sustainably resettle.�? The
Proclamation gave the affected community the right to purchase shares from the investment under Article
16 (sub-article 4). “If the land expropriation for public purpose is for investment, people who are displaced
may own shares from the investment.�? It is made clear in the Proclamation that people who are displaced
and who lost their income shall be beneficiaries of the resettlement package if they don’t own shares
from the investment.
The decision on expropriation for public purpose will be made by the appropriate Federal Authority, or a
Regional, Addis Ababa, Dire Dawa cabinet on the basis of an approved land use plan; or master plan; or
structural plan. The proclamation further noted that “…Regional, Addis Ababa, Dire Dawa cabinets may
delegate a Woreda or City Administration to decide on land expropriation for public purpose�? (Article 5,
sub-article 5). It indicated that “the budget necessary to cover the costs of compensation and
resettlement and the responsible body that shall cover these costs shall be made clear at the time when
expropriation for public purpose is decided.�?
Regarding the Power to Clear Landholding, the Proclamation states: “The City or Woreda Administration
has the power to order evacuation and takeover the land decided to be expropriated for public purpose
…�?
According to the Proclamation, landholders who are to be displaced shall be consulted at least one year
before they handover their land on the type, benefits, and general process of the project; and shall be
paid compensation or provided substitute land before displacement (Article 8, sub-article 1).
The Proclamation also pointed out the Responsibility of the land requiring body. The Land requiring body
shall submit to the City or Woreda administration a decision that shows the size and exact location of the
land to be expropriated at least one year before the commencement of the project, and pay the money
required for compensation and resettlement to the respective City or Woreda Administration (Article 9,
sub-article 1-3).
5
The contents and detail implementation of the resettlement package shall be determined by the regulation to be
enacted following the proclamation.
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Depreciation value of the properties cannot be considered during payment of compensation. The
Proclamation states: “The amount of compensation for property on the land shall cover the cost of
replacing the property new.�? The Proclamation also noted that the minimum compensation payable to a
housing unit, may not, in any way, be less than the current cost of constructing a house per the standard
or one the basis of the objective conditions of each Regional State or City Administration. Compensation
for payment of improvement to land shall be equal to the current value of the capital and labor expended
on the land. For relocation of the property on the land the cost of removing, transporting, and erecting
the property shall be paid as compensation (Article 12, sub-articles 1-5). Valuation methods to determine
the compensation for various properties and detail prescriptions applicable thereto shall be provided for
by a Regulation.
However, in the Proclamation, it is noted that compensation for the property situated on land to be
expropriated shall be evaluated by certified private institution or individual consultant valuators on the
basis of a nationally approved valuation method (Article 17, sub-article 1). Where there is no certified
private institution, it shall be evaluated by an autonomous government organization established for this
purpose. If there is no autonomous organization, considering the location of the expropriated land,
valuation committee could be established by the relevant City or Woreda administration comprising
proper professionals (Article 17, sub-article 1-3). But, where the property is stated owned infrastructure
or utility line, the valuation shall be made by the government entity owning it (Article 17, sub-article 6).
The unit price of compensation valuation shall be revised at most every two years.
Regarding resettlement, Regional States and City administrations shall establish fund for compensation
payment and rehabilitation. It is noted that regional states and city administrations shall develop
resettlement packages that enable displaced people to sustainably resettle (Article 16, sub-article 1-2).
The content and detail implementation of the resettlement package shall be determined by a Regulation.
If a household that is to be permanently displaced gets an equivalent substitute land, one year land
holding income compensation shall be paid calculated by the current price, which is equivalent to the
highest annual income generated in the three years preceding the expropriation of the land. For
permanent land acquisition and where equivalent substitute land is not available, the land holder shall be
paid displacement compensation which is equivalent to fifteen (15) times the highest annual income
he/she generated during the last three (3) years preceding the expropriation of the land. Besides cash
compensation, according to the Proclamation, displaced people shall be compensated for the breakup of
their social ties and emotional damage that resulted from the expropriation of their land. However, the
details on compensation for social ties breakup and emotional damage shall be provided in a regulation
to be enacted to implement this Proclamation (Article 13, sub-article 1a-e).
A household whose landholding has been provisionally expropriated shall be paid displacement
compensation for lost income based on the highest annual income secured during the last three years
preceding the expropriation of the land until the repossession of the land. And the compensation paid
shall take into consideration the amount of additional time necessary for the land to regain its productivity
which shall be determined by the surrounding agricultural institution (Article 13, sub-article 2a&b). The
Proclamation also stipulated payment of compensation for Persons who lost income either permanently
or temporarily without being displaced as a consequence of land expropriation.
Landholders or their agents whose landholding is to be expropriated shall submit landholding certificates
or other proofs that shows their holding rights to the Urban or Rural Land Administration Office on the
time schedule of the office. Notifying the landholder or his agent in writing to hand over the land
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expropriated with the description of the amount of compensation the landholder to be paid; and/or the
size and location of the land or house in kind compensation. The landholder who is served with notice to
hand over his land holding shall take the compensation and replacement plot or house with in thirty (30)
days of notice. If he fails to comply with the order within the prescribed time, the compensation payment
shall be deposited in the closed bank account of the City or Woreda administration. The landholder may
be forced to hand over the land within 120 days of payment of compensation (cash or kind), or after the
cash is deposited in the bank. If no property or crop on the expropriated land, the landholder shall
handover with in thirty (30) days of notice (Article 8, sub-article 1-7). Where the land expropriated is under
illegal occupation, the occupant shall be evacuated without claim for compensation within thirty (30) days
of notice (Article, 8, sub-article 8).
The valuation method and manner of payment to permanent and temporary expropriation of communal
landholding shall be determined in directives to be issued by Regional States or City Administrations
(Article 3).
FDRE Council of Ministers Regulation No. 135/2007: This regulation sets out the methods for the
assessment of compensation, provision of land-for-land replacement and payment of displacement
compensation. FDRE Council of ministers issued a regulation on July 2007, regarding the payment of
compensation for property situated on land holdings expropriated for public purposes. The regulation
provides the basis for compensation of affected properties and to assist the displaced or affected persons
to restore their livelihood.
The methodology followed by the regulation for the assessment of compensation establishes the basis
and formula for compensation that will be made for the different types of assets and categorizes into ten
parts.
The regulation recognizes that land replacement should be made for urban and rural lands. In rural areas
if land replacement is not possible for permanently affected land, PAPs will be compensated for the
affected perennial crops ten times of the annual production. For temporary impact the amount of
compensation will be calculated by the number of years the land is occupied by the project.
Proclamation on Rural Land Administration and Land Use No. 456/2005: The objective of the
Proclamation is to conserve and develop natural resources in rural areas by promoting sustainable land
use practices. In order to encourage farmers and pastoralists to implement measures to guard against soil
erosion, the Proclamation introduces a Rural Land Holding Certificate, which provides a level of security
of tenure.
Ministry of Agriculture is charged with the responsibility of executing the Proclamation by providing
support and coordinating the activities of the regional authorities. Regional governments have an
obligation to establish a competent organization to implement the rural land administration and land use
law. The Proclamation imposes restrictions on the use of various categories of land, for example, wetland
areas, steep slopes, land dissected by gullies, etc.
Land Related Grievance Redress Mechanism: The new Proclamation No. 1161/2019 noted that Regional
States, Addis Ababa, Dire Dawa city administrations shall establish Complaint Hearing Body and Appeal
Hearing Council which shall have jurisdiction to entertain grievances arising from decisions (Article 18,
sub-article 1). In the Proclamation, any person who has compliant can file an application within 30 (thirty)
days of service of the order to the Complaint Hearing Body; and the after investigating the Complaint
22
submitted to it shall make its decisions within 30(thirty) days of the filing of the application and notify in
written to the parties thereof.
A party who is aggrieved by the decision given by Complaint Hearing Body shall file an appeal to the Appeal
Hearing Council within 30 (thirty) days of the receipt of the written notice of the decision thereof. And a
party aggrieved with the decision of the Appeal Hearing Council may file an appeal to the Regional High
Court in case of Addis Ababa and Dire Dawa city, Federal First Instant Court within 30(thirty) days of the
receipt of the decision in writing. The party who is dissatisfied with the decision has the right to continue
his claim (Article 19, sub-article 1-2).
Affected persons have the right to get legal service free of charge if they deemed so. The Proclamation
noted: “If the land holder faces economic loss due to the expropriation and is unable to file an appeal, the
government shall arrange for free legal service�? Article 20, sub-article 3). Besides, each region has its own
directives on addressing complaints related to land acquisition, which will apply to this AF program.
C. Public and worker health and safety
Article 42(2) of the constitution stipulates that ‘workers have the right to a healthy and safe work
environment,’ obliging an employer (be it government or private) to take all necessary measures to ensure
that workplace is safe, healthy and free of any danger to the wellbeing of workers. Building proclamation
No. 624/2009 and regulation no. 243/2011 serves to protect the safety of the public and workers in the
construction sector. Article 31 and 36 state the precautionary measures to be taken during construction
and necessary facilities required by persons with disabilities in public buildings.
Labor Proclamation No 377/2003: The Proclamation states that it is essential to ensure that worker-
employer relation is governed by the basic principles of rights and obligations with a view to enabling
workers and employers to maintain industrial peace and work in the spirit of harmony and cooperation
towards national development.
The Proclamation emphasizes women’s specific needs and the minimum age for employment. Specifically,
the law defines that a “young worker�? is a person who is at least 14 years of age but not over 18 years of
age. The law prohibits employing persons less than 14 years of age. It also prohibits employing young
workers in conditions that risk the life or health of the young worker performing the work. Legal provisions
also prohibit child labor. The Revised Criminal Code is a key law providing for protection of girls and
women against sexual assault, abuse, abduction and early marriages – all factors contributing to girls
dropping out of school. Proclamation No. 676/2010 ratified the UN CRPD providing protection for the
equal opportunities and full participation of people with disabilities.
The law also stipulates that normal hours of work for young workers shall not exceed seven hours a day,
and prohibits employing young workers between 10 pm and 6am, or for overtime work, on weekly rest
days, or on public holidays. Hence, child labor abuse should be avoided in line with these national legal
provisions. The 2003 Occupational Health and Safety Guideline was developed as a follow-up to the labor
Proclamation, provides guidance on occupational health and safety requirements.
D. National policies for equitable access to education
Constitutional provisions, policies and programs in Ethiopia foster the creation of an inclusive
environment for equitable access to quality education, from which regions that are lagging behind and
disadvantaged social groups can equally benefit. The Right to ‘Education For All’ is enshrined in the
constitution, which provides for a range of fundamental rights including: the right to equal and effective
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protection without discrimination (Article 25); special attention to the rights of Women guaranteeing
affirmative action to address inequality and discrimination (Article 35); and equal rights of nations and
nationalities, people within the Ethiopian state (Article 39).
The principles of state policy in relation to education are outlined under Article 90, which states: “To the
extent the country’s resources permit, all Ethiopians are guaranteed access to education in a manner that
is free from any religious influence, political partisanship or cultural prejudices.�? The rights of children are
also constitutionally protected (Article 36) against harassment and violence in schools and other
institutions responsible for the care of children. In addition, Article 39 (the Rights of Nations,
Nationalities), and article 41 (Economic, Social and Cultural Rights) protect the rights of ethnic groups
within Ethiopia in terms of their use of mother tongue, and the protection of culture and identity, and
equal representation in regional states and the federal government.
As a signatory state of the African Charter of Human Rights, Ethiopia has committed itself to protecting
the rights of all peoples to social, cultural and economic development of their choice in conformity with
their identity (Articles 20 and 21). Provision is made under Article 41(5) for the conditions of equal
opportunities and full participation of people with disabilities. Ethiopia is also a signatory state to the
Convention on the Elimination of All Forms of Discrimination against Women (CEDAW, 1979), the
Convention on the Rights of the Child (CRC, 1990) and the Convention on the Rights of People with
Disabilities (CRPD, 2006).
E. Ethiopia’s Education Sector Development Program (ESDP)
The ESDP is a 20-year education sector indicative plan that translates the 1994 Education and Training
Policy (ETP) into action through a long and medium-term planning cycles. It is a sector wide approach that
encompasses all the education and training programs of Ethiopia – spanning from pre-primary to tertiary
education. It relies on a consultative process of setting targets, its scope and priorities for action. It also
calls for a sustained public investment program through mobilization of national and international
resources.
ESDP was commended in 1997/98. The ESDP V (2015/16 – 2019/20) constitutes the government program
on which the proposed PforR Program is based. ESDP V identifies six priority programs from which the
goals for ESDP V derive: capacity development for improved management; general education quality;
general education access, equity and internal efficiency; adult and non-formal education; Technical and
Vocational Education and Training; and higher education (refer GEQIP-E ESSA for detail discussion on
pillars of ESDP V; page 5-8).
F. Regulations to support underserved and vulnerable groups
A range of policies, action plans and strategies aimed at protecting and promoting the wellbeing, life
chances and education opportunities of disadvantaged groups and developing regions are in place. Owing
to their limited access to socioeconomic development and underserved status over the decades, the
Ethiopian government has designated four of the country’s regions, namely: Afar, Somali, Benishangul-
Gumz, and Gambella as Developing Regional States (DRS). In this respect, Article 89 (2) of the Ethiopian
Constitution stipulates: “The Government has the obligation to ensure that all Ethiopians get equal
opportunity to improve their economic situations and to promote equitable distribution of wealth among
them.�? Article 89 (4) in particular states: “Nations, Nationalities and Peoples least advantaged in economic
and social development shall receive special assistance.�?
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In connection with quality, access and equity of educational opportunities, ESDP V includes special
support programs targeting the four developing regional states: Afar, Somali, Gambella and Benishangul-
Gumuz, referred to as such because of their historical marginalization and the consequent low levels of
socio-economic development relative to other regional states. As stated in the previous section, the GoE
has established a multi-sectoral special support program, in which MoE is a main actor.
As laid out in ESDP V, the special support program for developing regions offers three levels of capacity
development in a multi-sectoral approach, namely: individual, organizational and enabling environment.
In consideration of these three levels of capacity development (Individual, Organizational, and enabling
environment) strategies are integrated into the special support program of ESDP V for developing regions.
There are a number of overarching laws and additional implementation strategies/guidelines adopted by
the GoE to protect vulnerable groups including women, children and people with disabilities, and ensure
their rights to quality, access and equity of educational opportunities. Provisions requiring parents and
guardians to protect the health, education and social development of children, and respect the legal age
of 18 for the marriage as a safeguard against early marriage (Family Code 2000).
Article 41 (Economic, Social and Cultural Rights) states that every Ethiopian has the right to access publicly
funded social services. Sub-article 5 of Article 41 stipulates that the state, within available means, should
allocate resource to provide rehabilitation and assistance to physically and mentally disabled, the aged
and to children who are left without parents or guardians. Various policies and plan of action have been
formulated to protect people with disability and the elderly. The most relevant are: (i) National Plan of
Action of Persons with Disabilities (2012-2021); Proclamation No. 568/2008, Rights to Employment for
Persons with Disabilities; (iii) Building Proclamation, No. 624/2009 and Regulation243/2011.
MoE’s Special Needs Education (SNE) Program Strategy (2006) and Special Needs/ Inclusive Education
Strategy (2012) stipulate that students with special needs are entitled to participate at all education levels.
The National Social Protection Strategy of Ethiopia: Ethiopia has formulated National Social Protection
policy in 2012 with a general objective to create an enabling environment in which citizens (including
special need and other vulnerable segments) have equitable access to all social protection services that
will enhance their growth, development. Ethiopia’s social protection policy is a central public policy
component for addressing poverty, vulnerability and inequality.
The strategy has designed instruments to reach long and short term objectives including conditional and
unconditional social transfer, expansion of public works; providing technical support and financial
services; mandatory social insurance and community based health insurance; establishment of social work
system; services for PWDs, the elderly and mobility constrained persons; enhancing abuse and
exploitation prevention communications; provide protective legal and policy environment and support
for survivors of abuse and exploitation; and drop-in centers and hot lines.
Cultural Policy: One of the prime objectives of the Ethiopian Cultural Policy, adopted in 1997, is to create
an enabling environment for the equal recognition and respect of the languages, heritages, histories, fine
arts, oral traditions, and belief systems of the various nations, nationalities, and peoples of Ethiopia,
and for their preservation, conservation and transfer to future generations.
G. Regulations on gender and women’s empowerment
25
Article 43 of the constitution provides a foundation for the recognition and protection of woman’s rights
and guarantee equal right with men. The constitution stipulates providing special attention to women to
remedy the historical legacy of inequality and discrimination against Ethiopian women. Woman have the
right to full consultation, the formulation of national development policies, the designing and execution
of projects particularly those affecting the interests of women. Women’s right to acquire, administer,
control, use and transfer property; and rights to equality in employment, promotion, pay and transfer of
pension entitlements are clearly stated in the constitution. The state shall enforce the rights of women,
including to eliminate influences of harmful customs and practices that oppress or cause bodily or mental
harm to women.
The National Policy on Ethiopian Women (1993) underlines the need to establish equitable and gender
sensitive public policies that empower woman, especially in education and property rights, and engaging
them in decision making. Improving healthy working conditions, ensuring access to basic services,
protecting woman from harmful traditional practices are among the emphasized key issues.
Gender mainstreaming strategy and guideline (2010): A guideline adopted at policy, program and project
level by government and development partners to ensure the outcomes of development are shared
equally between men and women; and both men and women enjoy equal opportunities, status and
recognition.
The ratification of the Family Law and amendments made to the criminal code significantly support to
fight abuses committed against woman and children. Proclamation No, 377/2003 gives special attention
to woman and young workers. The proclamation provides protection for woman in general and pregnant
woman in particular from hard work and long hours. The law clearly states that women should not be
discriminated against as regards to employment and payment on bases of her sex.
3.2 Institutional Roles and Responsibilities for Environmental and Social Impact Assessment and
Management
1. Ministry of Education (MoE)
In accordance with Article 55 (1) of the constitution of the FDRE, Proclamation No. 916/2015 defines the
powers and duties of the executive organs of the FDRE. Accordingly, the MoE is re-established with its
powers and duties defined. The MoE is mainly responsible for implementation of policy and guidelines
that help implement general education on the basis of research and policy analysis. Its units are
responsible for setting standards; planning and assessment of the curricula, educational programs,
teachers’ training and development, syllabus preparation for textbook development, educational media,
and accreditation of educational institutions and programs. MoE is structured into regional, woreda and
school levels. The management of the education system is the collective responsibility of the MoE, the
REBs and WEOs, Universities, TTCs, and schools. Detailed discussions on the roles and responsibilities of
each of these organs are presented under GEQIP-E AF ESSA).
2. Environment, Forest, and Climate Change Commission (EFCCC)
Environment, Forest and Climate Change Commission is established under proclamation No. 916/2015 as
it was revised in Proclamation No. 1097/2018. All rights, duties and responsibility of environment
components of its predecessors EPA, MoEF and MEFCC have been transferred to this new commission.
The EFCCC is the federal institution for managing the environment. It is responsible for ensuring the
realization of the environmental rights, goals, objectives and basic principles enshrined in the constitution.
It seeks to ensure that social and economic development activities sustainably enhance human welfare
and the safety of the environment as per Article 6 of Proclamation No. 295/2002.; as well as the
26
Environment Policy of Ethiopia through coordinating appropriate measures; establishing systems, and
developing programs and mechanisms for human welfare and environmental safety.
Its mandate includes initiating and coordinating the formulation of strategies, policies, laws on managing
the environment. It is also responsible for the synergistic implementation and follow-up of international
and regional environmental agreements, including those pertaining to hazardous chemicals, industrial
wastes and anthropogenic environmental hazards to which Ethiopia is a party.
MEFCC is responsible for establishing a system for undertaking ESIA in public and private sector
projects, developing the directives that identify categories of projects likely to generate adverse impacts
and require a full ESIA, and issuing guidelines for the preparation and evaluation of Environmental
Impact Study Reports as per Proclamation No. 299/2002, Articles 5 and 8.
3. Regional Environmental Protection Organs
Proclamation No. 295/2002 requires regional states to establish or designate their own regional
environmental agencies. Regarding EIA, the Proclamation provides such agencies the responsibility to
review and approve EIA reports of projects that are licensed, executed, or supervised by regional states,
and that are not likely to generate interregional impacts. Although the Regional environmental
agencies vary from one region to other, all are responsible for monitoring, auditing and regulating the
implementation of proposed Programs and related subprojects/activities.
Sectoral Environment Units (SEUs): The other environmental organs stipulated in Proclamation No.
295/2002 are SEUs, established in some line ministries at the federal level. Such structures are not yet
in place at regional level. The SEUs are entrusted with the responsibilities of coordinating and
implementing the respective sectoral activities in line with environmental protection laws and
requirements, as per Article 14 of the Proclamation. Moreover, SEUs play an important role in ensuring
that EIA is carried out on projects initiated by their respective sectoral institutions.
The Federal Environment Protection Agency has delegated authority to sector institutions to ensure
implementation of EIAs in their sector and to undertake EIA reviews. This delegation has been
communicated to sector ministries through an official letter sent by the Federal EPA dated December
2010. However, MOE is not among these delegated institutions and the ministry does not have
environmental units for the management of environmental and social issues during program
implementation.
4. Ministry of Labor and Social Affairs (MoLSA)
MoLSA is responsible for the coordination and implementation of the Social Protection Policy. Given the
multidimensional nature of the policy implementation, a Federal Social Protection Council (FSPC) was
established consisting of members drawn from the relevant federal offices and other stakeholders. To
implement the Policy across the federal structure, institutional arrangements and accountability
mechanisms were established from regional, to zone, woreda, and kebele levels.
MoLSA also plays an overarching role in the design, amendment, implementation of and monitoring of
occasional safety and health policies, directives and guidelines, and makes sure that sector ministries and
other executive organs perform their responsibilities related to health and safety issues in their respective
mandate areas. MoSA is also responsible for organizing and coordinating support for vulnerable groups.
It is structured at regional and Woreda levels.
5. Special Support Directorate under MoE
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MoE has established a special support directorate for underserved ethnic groups, particularly in the four
emerging regions of Afar, Ethiopia Somali, Benishangul-Gumuz and Gambella regions. The directorate was
equipped with appropriate staff and has a budget allocated by GEQIP-E. It has hired experts/consultants
(about 24) to deliver technical support to the emerging regions. A total of eight vehicles were also
purchased and used by these experts to deliver regularly support down to kebele and school levels. The
different types of assistance and activities carried out by the directorate include: community mobilization,
supporting the preparation of education strategic planning, identifying gaps/challenges and providing on
spot solution for teachers, school principals, and education officers, and providing capacity building
activities.
6. Ministry of Women and Children Affairs (MoWCA)
MoWCA is responsible for follow-up of the implementation of national and international laws pertaining
to women and children; conducting research and formulating policies and guidelines; collaborating with
organizations working on women and child affairs; providing capacity building to ensure the equal
participation and benefits for women; and protection of rights and security of children. MoWCA has
bureaus in all nine regional states and the two city administrations (Addis Ababa and Dire Dawa city
administrations).
7. Ethiopian Institution of Ombudsman (EIO)
EIO was established by Proclamation No.211/2000. It is a federal institution accountable to the
Parliament, operational outside of Addis Ababa through six regional branches. The Institution’s main
objectives are to: ensure that citizens’ constitutional rights are not violated by the executive organs;
supervise the implementation of functions by the executive organs in accordance with the law; investigate
complaints received and seek remedial measures for mal-administrative practices.
8. Regional Public Grievance Hearing Offices (PGHOs)
PGHOs are regional entities accountable to regional presidents, who handle grievances, complaints and
appeals related to public services and good governance; and investigate cases, make recommendations,
or hand down decisions to redress grievances. Most regions have established their PGHOs, and have
branches at zonal, woreda, and kebele levels that are accountable to their respective administrators.
3.3 Analysis of IAs Environmental and Social Management Practice, Performance, and Capacity
3.3.1 Environmental and Social Management Performance and Capacity
The capacity and institutional performance of implementing agency (MoE) and other relevant
implementers in environmental and social management during GEQIP-E implementation was assessed. The
focus of the assessment was identifying the gaps in the MoE’s structural/institutional capacity and the
corresponding measures to improve the implementing agencies’ efficiency in implementing an
environmental and social management system.
The assessment shows that MOE and its regional counterparts have experience with the implementation
of World Bank programs like GEQIP II and GEQIP-E. As a result, staff at the implementing agencies do have
the knowledge of environmental and social management in WB supported programs. As the
implementation of the Program has continued, staff knowledge and experience in the management of
environmental and social issues has improved significantly. Overall, MoE staff members with varying
educational qualifications (14 MA/MSc, 12 BA/BSc, and two diploma level holders) have been exposed to
environmental and social management in one way or another. In addition, MoE’s regional counterparts,
REBs, also gained experience in environmental and social management during GEQIP II and GEQIP-E
implementation.
28
Though weak, a system to manage environmental and social impacts and risks is in place in the MoE at
various levels to coordinate GEQIP. The responsibilities of environmental and social risk management are
distributed among various directorates at MoE, such as gender, special support and inclusive education,
curriculum development and implementation, and teachers and education leaders’ development
directorates. The environment and social focal persons are assigned at federal and regional level within
the GEQIP-E Coordination Office (GCO), which collects relevant information about environmental and
social issues and compiles it into a consolidated report. This reort is disseminated through the institutional
structure. There are still structural gaps observed in the institutional arrangement of GEQIP-E for
environmental and social management, where a separate and dedicated unit has not been set up within
GCO with well-defined roles and responsibilities.
The gaps identified during GEQIP-E ESSA preparation are currently prevalent under MoE and its regional
counterparts. These include: (i) environmental and social specific data are not collected, analyzed, and
reported in a timely fashion to inform decisions; and (ii) the necessary competent staff as well as a
budgetary recourse have not been made available, which would have been possible in the case of a
separate environmental and social management unit.
During the preparation of GEQIP-E ESSA and updating ESSA for AF I to GEQIP-E, setting up an
environmental and social management unit under the GEQIP-E Coordination Office was recommended.
This unit would be responsible for the management of environmental and social issues within six months
of program effectiveness. Such a unit will need to be staffed with competent professionals and resourced
with adequate budget. It was also suggested that the unit is structured at REBs with relevant
environmental and social experts or focal persons as required. However, during this ESSA update mission,
the environment and social management unit was not established for different reasons.
In addition, it was recommended that besides setting up appropriate structure, it is important to consider
staff recruitments and professional development activities to enhance organizational capacity for more
effective environmental and social management. In this connection, recruiting and deploying
professionals with the appropriate profiles requires prime attention. Accordingly, in addition to assigning
appropriate and qualified staff, it is vital to consistently enhance the capacity of existing and newly
recruited personnel on environmental and social issues.
Therefore, capacity gaps persist in MoE and its regional counterparts regarding social and environmental
management. As a result, there is a strong need for capacity building activities to ensure that more
competent and capable staff are in place for efficient and effective management of environmental and
social issues before disbursement of the AF fund to regions and Woreda ( to be verified annually).
3.3.2 Gender and Gender Based Violence
There is gender disparity in primary and secondary schools. When comparing the number of girls and boys
in primary and secondary schools, their number varies from region to region. With the exception of
Amhara region, the number of girls is higher in primary schools; whereas in secondary schools it is much
lower (see the table below). In Amhara, the number of female students in secondary schools exceeds male
students, while the proportion of girls and boys is almost equal in primary schools.
MoE has demonstrated a strong commitment to the coordination, harmonization and leveraging of
resources on gender equality by establishing a Gender Directorate. Gender units have also been
established in all Regional Education Bureaus (REBs) and higher institutions. Other coordination
mechanisms include the National Gender Forum and the Girls Education Advisory Committee (GEAC). At
school level, Gender Clubs that promote gender equality in education were established.
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During consultation, it was reported that school related gender-based violence (SRGBV) is prevalent in
some regions but reported as rare in others. For instance, participants in Amhara REBs noted that in
2016/17 and 2018/19, there are about 28,000 and 10,000 GBV cases respectively. In 2019, there were 11
rape cases reported to the REB. The REB has been working on awareness raising and sensitization on GBV
in just 39 schools. Other regions do not have reports on GBV and other forms of violence against girls.
There is no a well-established formal and structured response or referral system at Woreda and school
levels for GBV survivors. There is single one-stop-service center in Amara region and Benishangul-Gumuz
region capital cities. According to consultation participants, there are some efforts by the REBs to link
survivors with the one-stop-service centers but they remain challenged by budget shortage.
On the other hand, girls clubs are functional in schools. In most schools, the clubs have weekly programs
that aim to raise awareness of students towards different types of GBV and harmful traditional practices
like early marriage, sexual harassment, abduction, rape, and female genital mutilation. In addition, the
clubs have a mission to educate girls aged 12 years and above about menstruation, and inform them of
sanitary measures. The clubs promote the establishment of safe rooms equipped with sanitary pads and
water for girls to help manage their menstrual period safely and with an aim to enable girls continuing
their education without disturbance and stress. However, the safe rooms in many visited schools have a
shortage of sanitary pads and water and are generally not well furnished. There are some NGOs
supporting gender clubs in schools in collaboration with regional and Woreda Women and Children affairs
office. For instance, in the visited Farta Woreda schools, USAID has been supporting gender clubs but
during the field visit, the project was closed (refer Annex 2 for detailed discussion on consultations during
field visits).
3.3.3 Grievance Redress Mechanism (GRM)
Effective grievance handling mechanisms plays an important role in the process of addressing complaints
and disputes arising in the course of AF to GEQIP-E implementation. For GRM to serve this purpose, it
must be developed and applied such that it meets the needs of affected people, and is cost effective,
accessible, and works on a well-defined time schedule.
GEQIP-E ESSA noted the need to build an independent grievance redress mechanism for handling
complaints and grievances in a transparent, cost-effective and time bound manner. At school level, the
GRM would be put in place as an in-built part of PTA structure to deal specifically with complaints related
to the school grant component.
In addition, in the ESSA, development of GRM guidelines was proposed. Existence of GRM should be
informed to all PAPs, including how to register grievances and concerns on program activities. The
resolution of different types of grievances is to be handled at different levels:
• The settlement of grievances related to subproject activities and impacts would be managed at
the community level, with facilitation b the kebele team, together with community PTAs to resolve
complaints and disputes to the expectation and satisfaction of the PAPs.
• Grievances related to project impacts on the cultural life of communities/groups would likewise
be approached and addressed at community level with the facilitation of subproject team.
• Grievances involving sexual abuse and violence against women would be handled by GBV
committee in consultation with relevant actors.
• The arbitration of complaints and disputes by local authorities and community leaders is highly
encouraged, and the existing GRM would be tapped into by the project.
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• PAPs are entitled to present their complaints and grievances to the Ethiopian Institute of
Ombudsman (EIO), which is an autonomous body that reports to the Parliament.
• Aggrieved parties not satisfied with the decisions of the GRM committee established at different
levels have the right to appeal their cases to the formal court system.
In addition, school grants have guidelines intended to minimize complaints and grievances arising from
the delay in grant release, the size of fund allocated, and proper grant utilization. MoE and REB informants
indicated that the regional implementing agencies at all levels are operating in compliance with the
revised school grant guidelines and reported cases of complaints have been minimal.
Informants indicated that grievances related to GEQIP-E are addressed by Ethics and Anti-corruption
Directorate. The Directorate has structured down to Woreda level, and all regions are directed to deliver
trainings to the Directorate staff in handling and reporting grievances. However, during field visits and
consultations, this Directorate was found to be not active and there was no report found on the number
of grievances registered and cases resolved. There were also no operational GEQIP-E GRM committees
established at school and community levels. Hence, the existing RM is not functional or effective.
However, in schools, grant management committees composed of school principals, PTA chairpersons
and kebele administrators handle complaints and grievances using the school grant utilization and
management guidelines.
The gaps identified during GEQIP-E preparation assessment are still prevalent. The following are the major
shortcomings in the GRM system:
• The absence of recorded and compiled data showing the type, number, and resolved and pending
cases.
• Lack of in-built and independent GRM structure for responding to complaints and grievances
arising in the implementation of GEQIP-E activities.
• Lack of knowledge and awareness among regional and Woreda IAs on a working GRM system.
• Low attention paid by the MoE to ensuring a functional GRM structure was in place to effectively
address the complaints and grievances of affected groups.
As a result, it is required that the existing GRM is strengthened through capacity building trainings and
updating the GRM guidelines.
3.4 Analysis of Environmental and Social Management Systems against Core Principles of PforR
Financing
Based on the key findings of the assessments, this section presents an analysis of the consistency of the
GoE’s environmental and social management systems with the Core Principles of PforR financing. System
consistency is analyzed against each Core Principle by adopting the SWOT approach in the context of PforR
financing instrument.
• Strengths: where the system functions effectively and efficiently and is consistent with PforR
financing.
• Weaknesses: gaps in the system with respect to the PforR financing.
• Opportunities: favorable factors for strengthening the system.
• Risks: potentially adverse/negative factors, if unaddressed, able to undermine the effective use
of opportunities for system strengthening.
Core Principle #1: Program E&S management systems are designed to (a) promote E&S sustainability in
the Program design; (b) avoid, minimize, or mitigate adverse impacts; and (c) promote informed decision-
making relating to a Program’s E&S effects.
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Program procedures will:
▪ Operate within an adequate legal and regulatory framework to guide environmental and social
impact assessments at the program level
▪ Incorporate recognized elements of environmental and social assessment good practice,
including (a) early screening of potential effects; (b) consideration of strategic, technical, and site
alternatives (including the “no action�? alternative); (c) explicit assessment of potential induced,
cumulative, and trans-boundary impacts; (d) identification of measures to mitigate adverse
environmental or social impacts that cannot be otherwise avoided or minimized; (e) clear
articulation of institutional responsibilities and resources to support implementation of plans;
and (f) responsiveness and accountability through stakeholder consultation, timely dissemination
of program information, and responsive grievance redress measures.
Applicability:
Core Principle 1 is considered in terms of environmental and social safeguard management for GEQIP-E
AF, during implementation of construction & renovation of schools; construction of sanitation facilities;
and equipping laboratories & ICT facilities, activities/subprojects of proposed program, as key
instruments to establish and strengthen the existing environment and social management systems under
the implementing agencies (MoE, REB & WEO) and lower level main actors (Schools & Community).
Although the parent program (GEQIP E) has strived to establish an environmental and social management
system, so far, a strong functional system is not in place. Hence, the analysis focused on the national
system and how it is applied in practice currently at the parent program-GEQIP-E level.
• Provision of measures to establish and strengthening the system in place for enhanced
accountability and functional mechanisms.
• The proposed program components could generate environmental and social impacts during
construction and other ancillary activities, like construction & renovation of schools;
construction of sanitation facilities; and equipping laboratories & ITC facilities; and materials and
equipment storage and transportation. The potential impacts would be haphazardly disposal of
solid wastes including laboratories waste; occupation health and safety for workers, and
students/teachers; clearance of vegetation; and also air, noise and water pollution due to
construction and operation activities.
• Therefore, the activities/subprojects of the proposed Program as per the Ethiopian EIA guideline
2000 such activities are listed under schedule 2 and 3, where depending on the scale and site of
subprojects/activities, at least limited scope environmental management plan might be
required. Therefore, all subprojects/activities mentioned above will be managed in line with the
Ethiopia EIA system and adopting the plan before the commencement of each
subprojects/activities.
• Conducting Environmental and Social Assessment and preparation and implementation of
Environmental and Social Management Plan and other E&S management instruments, including
safety management plan and waste management plan will be key instruments to
avoid/minimize/mitigate the anticipated environmental, social and safety impacts associated
with the program.
Strengths:
• The country has well defined, comprehensive and focused legal and policy framework which
stipulate and address environmental and social concerns and rights not to be jeopardized by any
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development endeavors. The Environmental Policy of the country sets out guiding principles that
require adherence to sustainable development. In particular, it underscores that Environmental
Impact Assessment considers the impacts on human and natural environments; provides for early
consideration of environmental impacts in projects and programs design; recognizes public
consultation; includes mitigation and contingency plans; provides for auditing and monitoring;
and is a legally binding requirement.
• The country has well-defined legal/regulatory systems for safeguarding environment and
ecologically significant areas from pollution, for excluding activities that are likely to have
significant adverse impacts on eco-sensitive areas, forest and hilly areas and wetlands.
• The content of the screening and analysis for EIA under the Proclamation, Directive and
Procedural Guideline are comprehensive with respect to the principles of PforR financing.
• The country’s approach in introducing reforms into education sector (ESDP I, II, II, IV, and V) has
borne fruit and has resulted in attracting support of several development partners.
• Even though not sufficient in its content, the “Environmental and Social Management System
Guideline (ESMSG)�? for GEQIP-E has been adopted, endorsed and disseminated for use (at all
level, from Federal up to School level).
• An attempt has been made to appoint Environmental & Social safeguard focal persons (at all
level); and trainings for focal persons on ESMSG were conducted (at all level).
• The School Management Committees and PTA at grassroots level are functioning well and are
taking up the responsibility of school environment improvement and management.
• Existence of GRM at MoE and REBs
Gaps:
Although policies and procedures are in place, the implementation of the overall environmental and social
management is not satisfactory at almost all level within MoE. These include Screening, ESIA and ESMP
preparation, regular and systematic inspection, monitoring and enforcement. Overall, the analysis found
that while the environmental impacts of the parent program GEQIP-E for this proposed AF-II and the
environmental & social impacts that could be emanated from subprojects/activities tend to be addressed
by the education sector, so far a system-based approach is not in place or very week system approach has
been established. Despite the fact that there is a national legal and regulatory framework for
environmental management, the education sector (and particularly MoE and REBs) has no defined system
for EIA and for collecting and managing environmental data on its impacts. However, this system is
required as per the dictates of Proclamation No 295/2002 which requires the establishment of Sectoral
Environmental Units.
The major gaps identified during the ESSA study are:
• Weak environmental and social management system with the required environmental and social
safeguard expert at national and regional implanting agencies to manage the environmental and
social risk and impacts management
• Absence of functional and officially appointing qualified environmental and social safeguards focal
persons, by each beneficiary Woreda, who is responsible to coordinate all ESIA processes,
(including Screening of Subprojects and implementation of ESMP (Mitigation and monitoring
plans)), and also as a custodian of each ES management tools and reporting documents.
• Limited institutional and technical capacity within MoE and its regional and woreda counterparts
• Inadequate resources in the MoE and its wings. This including budget, personnel, training,
technology, and equipment for EIA process to be a meaningful tool for utilization in sector-specific
development programs/projects
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• Limited capacity on environmental and social management within environmental authorities and
offices at zonal and woreda level.
• Limited experience on the preparation and supervision of E&S management instruments like ESIA
and ESMPs, which needs to be considered during implementation of the program, mainly at local
levels;
• Weak coordination among stakeholders, including MoE, Regional and local Education bureau and
respective environmental authorities and offices, and labor and social affairs on the day to day
environmental and social management activities which is applicable to the program at the
different level.
• No procedural guidelines on Waste Management Plan that especially consider the risks of
hazardous wastes management.
• Weak Environmental and social Management systems at MoE and Regional implementing
agencies including lack of functional GRM
• Lack of proper Public disclosure guidelines and low awareness of the implementing agencies on
the importance of disclosure
Opportunities
The country has experience in developing and implementing various programs funded by the World Bank.
Accordingly, vast experience and lessons on Environmental and Social Safeguard Management Systems
have been acquired and capacitated at institutional level with experts and consultants engaged in this
field. Hence, there are opportunities to strengthen the capacity for MoE and relevant offices and
bureaus, including BoLSA, universities and schools, through best practiced ToTs supported by
renowned pedagogical approaches and other interventions.
• Provide practical ToTs, which will be cascaded to lower level, on overall ESIA process, SA, GRM,
OSH, and also practices on preparation and application of all safeguard tools as required for
better implementation of safeguard requirements (tools include among others are: Screening,
ESIA and RAP preparation, ESMP & Environmental and Social Monitoring Plan, GRM, VLD, etc.)
• Establish a functional Environment, Social, Health and Safety (EHS) management unit
• Hire/assign experts with Environment, Social, Health and Safety (EHS) background at MoE and some
regional bureaus.
• Establish and strengthen coordination among national, regional and local levels of MoE, and other
sectoral institutions and environmental institutions.
• Develop and promote school level solid waste management system for non-hazardous waste
management, particularly avoiding indiscriminate burning practices.
• Identification of appropriate temporary storage facilities near the core activities area, particularly
for hazardous waste and transportation to final disposal sites, if available.
• Development of hazardous and other waste disposal management plan that works for all regions, as
per international and national policy and guidelines.
• Update and put in place GRM guidelines and procedures including compensation procedures and
timely and appropriate response to grievances.
• As applicable, strengthen awareness raising for the PAPs and stakeholders at different levels
including GRM, communicating safety measures through easily accessible media in local context of
the targets.
Risks
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The specific risks to the proposed program include:
• Potential environmental and social impacts of the GEQIO-E- AF Program are not identified,
mitigated, or monitored.
• Program’s sub-projects/activities are designed and operated without adequate attention to
existing environmental settings, related ecological and social risks and impacts.
• Appropriate mechanisms are not developed for safe and environmentally sound disposal of used
IT equipment and other hazardous waste such as batteries.
• Stakeholders’ concerns will be not considered and consistently taken into account in
environmental, social and safety issues.
• Lack of readiness or ability to capitalize on opportunities to address the gaps quickly and
effectively, leading to localized and regional environmental problems in implementation areas.
• Inadequate composition of professional staff at national, and regional levels will lead to poor
performance on handling environmental, social and safety management.
• Inadequate or no budget is allocated for environmental, social and safety management and no
environmental and social issues precaution and managements are applied.
• No efficient applications and timely response to the provisions of the MoE to address the key gaps
identified in the ESSA analysis.
• Specific actions included in the PforR Program Action Plan may not be fully designed and
implemented.
• No or limited dedicated WB implementation support is available for the MoE and the regulatory
body (EFCCC) for technical capacity support and program audit during implementation of the
Program’s E&S management requirements.
Recommended Actions
• Ensure establishment of a functional environmental and social management system with adequate
budget, skilled manpower, procedures.
• Strengthen the environmental risk and impact management system by updating the existing
GEQIP-E ESMG for the AF GEQIP-E ESMSG to address the identified environmental and social risks.
• As a minimum condition, an officially appointed qualified environmental and social safeguards
focal person should be deployed by each beneficiary Woreda as implementer of the environment
and social management tools. The tools include reporting templates, RAPs ,ESMPs and quarterly
and annual reports.
• Recruit and put in place environmental and social experts at the national and all regional GEQIP-E
coordination offices
• Enhance the capacity of newly recruited and assigned experts and technical staff at regional and
Woreda levels in environmental and social management of the program.
• Develop environmental and social safeguard reporting (Quarter & Annual) template and revisit the
existing ESMSG accordingly
• Conduct trainings at all levels in reporting based on the templates.
• Conduct annual performance reviews.
• Undertake annual environmental, social and safety audit by independent consultants.
Core Principle #2: Program E&S management systems are designed to avoid, minimize, or mitigate
adverse impacts on natural habitats and physical cultural resources resulting from the Program. Program
activities that involve the significant conversion or degradation of critical natural habitats or critical
physical cultural heritage are not eligible for PforR financing.
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As relevant, the program to be supported:
▪ Includes appropriate measures for early identification and screening of potentially important
biodiversity and cultural resource areas
▪ Supports and promotes the conservation, maintenance, and rehabilitation of natural habitats;
avoids the significant conversion or degradation of critical natural habitats, and if avoiding the
significant conversion of natural habitats is not technically feasible, includes measures to
mitigate or offset impacts or program activities
▪ Takes into account potential adverse effects on physical cultural property and, as warranted,
provides adequate measures to avoid, minimize, or mitigate such effects.
Applicability
The provisions in Core Principle 2 are considered as part of the ESIA system analyzed under Core Principle
1. The analysis confirmed that although Program investments would neither impact nor convert critical
natural habitats, they may generate limited adverse effects on some natural habitats as a result of new
school and sanitation facility construction. There is a possibility that some schools might be located nearby
natural habitats or areas rich in physical cultural heritage, and clearance of natural vegetation may also
occur during construction.
Strengths
• National proclamation and EIA procedure guidelines are consistent with the principle of
environmental protection, which is highlighted the need of assessment of environment with
consideration of cultural values in a manner that promotes sustainable development.
• The EIA proclamation is clear in its objectives to protect the environment and natural systems.
• Screening criteria for projects in national parks and areas containing endangered flora and fauna
are established.
• The National Conservation Strategy (1996) presents a coherent framework of policies and plans
for investment to promote environmental sustainability, through a holistic view of natural,
human-made and cultural resources;
• An Authority for Research and Conservation of Cultural Heritage (ARCCH) was established by
Proclamation No. 209/2000, and one of its major responsibilities is the protection of cultural
heritage against man-made and natural disasters.
• The GoE enacted the National Biodiversity Strategy and Action Plan of 2005, which will contribute
to the establishment of a national coordinating body to oversee all aspects of biodiversity and
natural habitats, as well as environmental and social management and information dissemination.
• Overall, the analysis confirmed there are no significant inconsistencies between OP/BP 9.00 and
Ethiopia’s policies, laws, and regulations related to natural habitats.
Gaps
• Although the country has well defined and structured policy and legal frameworks, the MoE
experience in the implementation of these frameworks to prevent impacts on the natural habitats
and PCRs is very limited.
• Lack of monitoring mechanisms and guidelines for environmental sound decision-making process.
• MoE and respective offices have limited capacity and tools to assess the potential impacts on the
natural habitats and physical cultural resources.
• Environmental officers are not assigned within implementing agencies (MoE & REB) to ensure
compliance to environmental standards for PCR and natural habitats.
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• No or very limited knowledge and experience in considering PCRs during the preparation and review
of EIA, and implementation of the recommended measures as stated in the EMP to safeguard both
terrestrial and aquatic habitats
• Constraints at all levels include: lack of resources, lack of enforcement level and mechanisms,
inadequate public consultations and participation, lack of environmental monitoring equipment and
tools, and lack of training and incentives.
Opportunities
Similarly, the actions identified for Core Principle 1 are also applicable to this Core Principle. The Program
will exclude projects that degrade or convert natural habitats and affect physical cultural resources. The
opportunities include:
• Develop and strengthen appropriate guidance through manuals and checklists for improved
managements of natural habitats and PCRs. This will have a major positive outcome on the national
biodiversity conservation practices and promoting the tourism with reduced impacts both on natural
resources and PCRs.
• Suitable guidelines for management and conservation of natural habitats and physical cultural
resources can be developed for implementing the proposed programs through sustainable practices
and without causing irreversible damage to the environment.
• Strengthening the capacity of MoE, EFCCC, universities and other regional and local level relevant
offices for environmental management. This will help ensure overall improvement in the bio-physical
environmental settings within and around the sub-project area.
Risks
• The risks identified for strengthening the system for Core Principle 1 are applicable to Core Principle
2.
• In addition, there is risk that natural habitat and biodiversity will be degraded or converted as result
of construction of Schools and Sanitation facilities.
• Physical cultural heritage is not well understood or listed and could be lost unintentionally
• Lack of awareness among implementing agencies on existing environmental regulations or poor
capacities of implementing agencies at the local level.
Recommended Actions
• Strengthen guidance for management and conservation of natural habitats and physical cultural
resources as well as chance find procedures by ensuring and incorporating in the ESMSG
• Follow robust screening process using well defined and structured protection of natural habitats
and PCR guidelines.
• Site selection has to be made carefully and robust screening for school construction has to be
carried out.
• Assess the status and presence of sensitive species in the area.
• Check for sensitive fauna and flora species within and around the construction area that are
affected by the program activities.
• Plan to minimize or avoid sources of impacts during designing phase.
Core Principle #3: Program E&S management systems are designed to protect public and worker safety
against the potential risks associated with (a) the construction and/or operation of facilities or other
operational practices under the Program; (b) exposure to toxic chemicals, hazardous wastes, and
37
otherwise dangerous materials under the Program; and (c) reconstruction or rehabilitation of
infrastructure located in areas prone to natural hazards
As required, the program to be supported has to:
▪ Promote community, individual, and worker safety through the safe design, construction,
operation, and maintenance of physical infrastructure, or in carrying out activities that may
be dependent on such infrastructure with safety measures, inspections, or remedial works
incorporated as needed
▪ Promote use of recognized good practice in the production, management, storage, transport,
and disposal of hazardous materials generated through program construction or operations;
and promotes use of integrated pest management practices to manage or reduce pests or
disease vectors; and provides training for workers involved in the production, procurement,
storage, transport, use, and disposal of hazardous chemicals in accordance with international
guidelines and conventions
▪ Include measures to avoid, minimize, or mitigate community, individual, and worker risks
when program activities are located within areas prone to natural hazards such as floods,
hurricanes, earthquakes, or other severe weather or climate events.
Applicability
Core Principle 3 is applicable to the Program as it finances construction activities, and the schools could
also use grants for purchase of chemicals for laboratories. Rehabilitation, construction, and operation of
subproject activities may expose the workers, public, and students to risks. The provisions in Core Principle
3 are considered as part of the ESSA process analyzed under Core Principle 1.
Strengths
Although the EIA system in Ethiopia does not comprehensively encompass public and workers’ safety,
the issue is addressed in conformity with OP/BP 9.00, through Labour and Social Affairs sector
proclamations and guidelines, namely the Labour Proclamation (No. 377/2003) and Occupational Health
and Safety Directive (2008). But also, the EIA proclamation and its regulations contain some provisions
(not inclusively) for public and worker safety, which are consistent with and aligned with the WB Core
Principle 1. The Ministry of Labor and Social Affairs and Regional bureaus of Labor and Social Affairs are
responsible for ensuring the health and safety of the public.
The above guideline enforce best practices, monitor, and enforce occupational health and safety
regulations with regard to construction works. It requires that contractors must maintain accident
registers, provide workers with protective gear and standards for construction sites, and post warning
signs visible to the public. They should also ensure workers’ awareness on requirements, use and
knowledge for personal protective equipment (PPE).
The following set of proclamations and guidelines are considered system strengths:
• Environmental Pollution Control Proclamation 300/2002.
• Labour Proclamation 377/2003.
• Occupational Health and Safety Guideline (2003).
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It is expected that occupational health and safety aspects will be important during the
construction/rehabilitation of educational facilities. In this context, the Labour and Social Affairs
proclamation and guideline require that employers should keep an accident register, ensure that
employees are not at risk, and provide all workers with the required protective equipment.
Gaps
• Safety provisions, including PPE are not always included in civil works contracts.
• Lack of experience and commitment to enforcement of safety rules such as use of PPE by
contractors and sub-contractors.
• Weak or no understanding on applying safety measures.
• Weak or no supervision on safety management.
• Lack of technical capacity , safety materials provision, and budget to conduct regular supervision
on the compliance of national and international safety standards.
• No or limited mechanisms in place to address the risks to public and worker safety in relation
to the facilities constructed by the Program in areas vulnerable to natural hazards.
• Other gaps identified in Core Principle 1 are also applicable to Core Principle 3.
Opportunities
• Incorporate aspects of occupational health and safety and natural hazards into the parent
program, GEQIP-E’s environmental management framework.
• Prepare and conduct trainings at various levels on the workplace health and safety procedures.
• Provision of adequate budget and logistic facilities and technical persons for regular supervision.
• Ensure that contracts for education facility works under GEQIP-E AF include clauses on
occupational health and safety, attached to the bid document and part of the contractors’
agreement as their responsibility.
• Provide training on early warning systems design for experts and local communities in areas
prone to hazards.
• Efficiently scaling up enforcement of standard procedures to improve health and safety
provisions during the construction and operation phase of the program.
• Develop a system for regular monitoring and inspection for timely prevention and remedial
actions.
• Improve implementation capacity of regulatory agencies to improve standards for labor safety
during construction, operation, and maintenance of physical infrastructure.
Risks
• No or limited availability of safety protection materials at work sites.
• No PPE available for workers.
• Low awareness level and carelessness by workers in properly using PPE.
• Some contractors may not be willing to provide necessary PPE in a timely manner to save costs.
• No or low awareness of safety precautions and management among staff and officials.
• Injuries and loss of life could occur if public and worker safety issues are not addressed
procedurally and systematically. In addition, the risks identified for strengthening the system for
Core Principle 1 are applicable to Core Principle 3.
Recommended Actions
• Proper use of safety protocols, including the wearing of PPE, as required
39
• Create awareness in the school community and ensure its understanding of the potential safety
and health impacts and respective measures.
• Proper design and construction of laboratories, such as proper accident gateways and
installation/placing of firefighting equipment (fire extinguisher). This is the responsibility of the
proponent and the contractor on duty.
• Provision of adequate PPE by the contractor. The agreement has to be part of the bid document
of the overall construction bid as a binding requirement.
• Monitoring of contractors during construction at all facilities.
• Strengthening school environmental and sanitation clubs to manage waste in their compounds.
• Provision and placement of solid waste containers (bins)
• Avoiding indiscriminate burning of waste, rather segregating solid waste that could be recycled.
Core Principle #4: Program E&S systems manage land acquisition and loss of access to natural resources
in a way that avoids or minimizes displacement and assists affected people in improving, or at the
minimum restoring, their livelihoods and living standards.
As relevant, the program to be supported:
• Avoids or minimizes land acquisition and related adverse impacts;
• Identifies and addresses economic and social impacts caused by land acquisition or loss of access
to natural resources, including those affecting people who may lack full legal rights to assets or
resources they use or occupy;
• Provides compensation sufficient to purchase replacement assets of equivalent value and to meet
any necessary transitional expenses, paid prior to taking of land or restricting access;
• Provides supplemental livelihood improvement or restoration measures if taking of land causes
loss of income-generating opportunity (e.g., loss of crop production or employment); and
• Restores or replaces public infrastructure and community services that may be adversely affected.
Applicability
The proposed GEQIP-E AF will include expansion of access to full-cycle primary and middle school
education and water, sanitation and hygiene priority program. These and other related activities in the
project will lead to land acquisition /resettlement and loss of assets, or loss of access to natural resources.
Since the proposed program triggers land acquisition and resettlement, the assessment found the analysis
of Core Principle 4 is applicable.
The findings of the assessment shows that most of the schools have sufficient land construction to
upgrade/expand the existing level. In this case, the risk of land acquisition and displacement is very
minimal. Where the school construction is in urban areas, the risk of land acquisition and resettlement
will be relatively high.
Strengths
• The availability of legislation (Proclamation No 455/2005) and regional proclamation on land
administration and use for most of the regional states, with clear articles that stipulate the process
of land acquisition, resettlement and compensation for public service. Most of the articles of the
legislations are consistent with the Core Principle 4 requirements
• Proclamation No 455/2005 (Article 3(1)) gives power to Woreda urban administration to
“expropriate rural or urban landholdings for public purpose where it believes that it should be
40
used for a better development, and Article 7(1) allows ‘landholders’ to be eligible for
compensation.
• Besides regional level proclamations (Regulation No. 159/2018 the Revised ANRS Rural Land
Administration and Use System Implementation, Council of Regional Government Regulation)
also provides additional provision to allow substitute dwelling, and working land shall be
identified and prepared in favor of those holders residing within the plan and administrative
boundary of any town, and be made available for displaced persons
• In addition, lawful holders displaced from their land holdings due to the development shall be
engaged in various job sectors. They will be provided with appropriate follow-up and support so
that job opportunities are furnished with credit facilities or other support services, and
appropriate support will be provided in creation of value chain integration (training and
marketing) so that their products are competitive.
• The presence of minimum standard plots of land in the proclamation for primary and secondary
school construction that align with the requirements of the MoE for schools of all grade level.
• Availability of sufficient land in most rural areas for additional construction to upgrade the
status/grade level of the school.
• Community support and unreserved contributions for school expansion and related upgrading
interventions: Most of the time, requests for school construction are initiated by the community
after consultation. Community contributions also include identifying the land for construction
(volunteer donation, use of communal land and provision of replacement land).
Gaps
• Absence of a strong environmental and social management system with the required environmental
and social safeguard expertise in national and regional implementing agencies.
Absence of proclamation for land administration and utilization in some regions like Somali, and
application of customary/traditional laws that might be inconsistent with the Core Principle
requirements.
• Limited capacity and experience of the sector in land acquisition for primary and secondary school
construction.
• The legal framework only recognizes legal titles and quasi-legal titles (such as customary rights over
land and communal land) and does not cater to citizens with no legal rights. Citizens without legal
rights to land receive “special assistance�? but not formal compensation for loss of land. Pastoralist
and agro pastoralists’ settlements where modern and customary laws are practiced simultaneously
are likely to be challenging during implementation.
Opportunities
• Availability of sufficient land in most rural schools for additional construction
• High demand and community support for school infrastructure construction and unreserved
contribution toward school expansion and upgrading interventions.
• Available experience from the Ethiopia Urban Institutional and Infrastructure Development Program
for Results (P163452) and Ethiopia Water Supply, Sanitation and Hygiene Project (P133591) in
supporting construction and rehabilitation of institutional water and sanitation facilities for schools
to capitalize upon.
Risks
• The WB policy recognizes that involuntary resettlement may cause severe long-term hardship,
41
• Impoverishment and environmental damage may be caused unless appropriate measures are
carefully planned and carried out. Failure of measures such as free, prior, informed consultation;
documenting the process; and ensuring proper compensation payment for affected people while
acquiring land will adversely affect livelihoods and living standards in the nearby communities.
Recommended Actions
• Put in place a strong and functional environmental and social risk and impact management system
with adequate budget, skilled manpower and procedures.
• The capacity of regions and woredas need to be improved to undertake and document the process of
land acquisition, particularly to improve consultation; independent valuation of assets; and
grievance redress; relevant training based on standard guideline need to be provided to the
implementers.
• Update the existing GEQIP-E ESMG for the AF.
• Develop the RSG for managing land acquisition.
• In the few instances where land acquisition, resettlement or loss of access to resources is necessary,
the MoE should ensure that RAP is prepared, PAPs receive compensation at full replacement cost
and are properly resettled before the land is expropriated and ensure that people without legal rights
to land are compensated for lost assets and provided with resettlement assistance as is stated in the
RSG.
•
• Capacity building on key environmental and social risk and impact management instruments to
enhance the technical skills of the experts in the organization.
• Strengthening capacities to enforce implementation of RAP and other Instruments
• Enhance leadership commitment among higher officials and leaders of education sector.
Core Principle #5: Program E&S systems give due consideration to the cultural appropriateness of, and
equitable access to Program benefits, giving special attention to the rights and interests of Indigenous
Peoples/Sub-Saharan African Historically Underserved Traditional Local Communities, and to the needs
or concerns of vulnerable groups.
The program:
▪ Undertakes free, prior, and informed consultations with Indigenous Peoples where they are
potentially affected (positively or negatively) to determine whether there is broad community
support for the program.
▪ Ensures that underserved and Indigenous Peoples can participate in devising opportunities to
benefit from exploitation of customary resources or indigenous knowledge, the latter
(indigenous knowledge) to include the consent of the Indigenous Peoples.
▪ Gives attention to groups vulnerable to hardship or disadvantage, including the poor, the
disabled, women and children, the elderly, or marginalized ethnic groups as relevant. If
necessary, special measures are taken to promote equitable access to program benefits.
Applicability
The Core Principle is applicable to the analysis of GEQIP-E AF. Given that the program is being
implemented in urban areas, it is unlikely there are Indigenous Peoples in the project areas. However,
there are likely to be marginalized and vulnerable groups including students with special needs and
other vulnerable children (children who have lost or are at risk of losing parental care), and female
students in underserved/marginalized communities. There is a support system for vulnerable and
underserved groups, especially for students with special needs, orphan and vulnerable groups and
42
girls/female students. The findings of the assessment on vulnerable and underserved groups indicate
that, in almost all the regions, there are efforts put by government to support needs of vulnerable
children and provide required services to address their barriers and ensure the inclusion of all students
irrespective of disability and to address the gap in gender inequality.
Given the existing practical experience of MoE and REBs in implementation of the WB’s PforR program
and the presence of support system for vulnerable and underserved groups, the application of social
impact and risk management systems of the IAs are adequate to execute the activities added in the AF.
Conversely, there are also some gaps in the consistent application of WB’s Core Principles outlined in its
PforR policy. The assessment findings of Core Principle 5 are discussed below in a detailed matrix with the
principle, gaps, opportunities/strengths and recommendations.
Strengths
• GoE’s policies, strategies and constitution clearly emphasize the rights of vulnerable individuals
and groups to have access to services equal to their peers.
• Existence of strong political commitment for the inclusion of gender issues in mainstream social
systems.
• Girls’ education strategies have been developed in order to address the critical gaps and
challenges in achieving gender equality in education and to improve gender equality outcomes
across Ethiopia’s education and training sector.
• Presence of special support and an inclusive Education Directorate under MoE to coordinate and
provide technical support to emerging regions.
• Structural arrangements are in place in MoE for gender-responsive budgeting.
• Most regional governments have made commitments to support students with special needs and
approved budget allocations for the same by regional councils.
• Existence of government commitment and initiatives to mitigate the challenges of orphaned and
vulnerable children.
• Presence of Social support systems like Community Care and Support Coalitions (CCC) at the
community and school level.
Opportunity
There are actions that seek to address barriers for students with special needs and to ensure the inclusion
of all students irrespective of disability status. A policy framework backed by political commitment is in
place to address the needs of students with disabilities, vulnerable children, and girls. While special
needs/inclusive education and girls’ education has been the subject of attention particularly starting in
ESDP III, MoE’s commitment to the issue is clearly stated in ESDP V, with specific plans to increase the
enrolment of SNE students in all levels of the country’s education system.
Gaps
• Inadequate awareness of special needs issues. There is low awareness and incorrect perceptions
on disability and special needs in general among planners, decision makers, implementers, and
the public at large.
• Limited number of schools with special need classes in the Woredas.
• Poor infrastructure/assistive devices to support students with special needs, e.g. lack of teaching
skills and absence of assistive device and technologies.
• Shortage of expertise in the area of special needs and inclusive education.
43
• Poor adherence to GoE’s standard service guidelines on care and support interventions for
vulnerable children.
• Weak coordination of support for the group, including lack of documentation of existing support
provided by different groups.
• Lack of commitment to establish gender units at Woreda level except in some regions (like Addis
Ababa).
• School inaccessibility (long distances from the villages) in rural areas.
Risks
Failure to address the gaps, applying the proposed actions and utilize the opportunities identified in the
analysis pose key challenges to equity and fairness in sharing program benefits for vulnerable groups and
underserved people. This risks the project not being able to achieve its desired social effects, and
compromises the guiding Core Principle 5 of OP/BP 9.00.
Recommended Actions
• Ensure the application of the legal frameworks designed and placed to support vulnerable and
underserved groups across the region.
• Put in place strong and comprehensive coordination system involving cross-functional
directorates of MoE to better address the diverse needs of vulnerable and underserved groups.
• Enhance the participation of vulnerable and underserved groups in decision-making on issues of
their concern (for interventions designed from planning to implementation level.
• Strengthen the system to ensure uniformity of support to vulnerable groups across all targeted
regions.
• Develop training and capacity of vulnerable groups through extensive consultations.
• Apply procedures for equitable access to program benefit included in policies and guidelines to
ensure equitable treatment of vulnerable groups who may be affected by AF GEQIP-E activities.
• Conduct awareness raising on GRM in the community to inform community members on the
procedures for accessing GRM, understanding how it functions and timelines, etc.
Core Principle #6: Program E&S systems avoid exacerbating social conflict, especially in fragile states,
post-conflict areas, or areas subject to territorial disputes.
The program:
Considers conflict risks, including distributional equity and cultural sensitivities.
Applicability
The proposed program will not exacerbate social conflict, nor will it operate in a fragile state context, a
post-conflict area or in areas subject territorial disputes. However, due to program benefit sharing and
construction activities, complaints and conflict might occur. In addition, the absence of standard and
uniform service packages and limited information/data on vulnerable and underserved groups pose
challenges to equitable access, which may result in social conflict. As a result, the assessment found the
analysis of Core Principle 4 is applicable.
Strength
• The recent effort to establish school level GRM in collaboration with education sector ethics and
anti-corruption directorate.
• Transparent budgeting (an effort to publicize the budget allocated for the school).
44
Gaps
• Absence of standard and uniform service guidelines to coordinate care and support for vulnerable
and underserved groups.
• Absence of a functional and accessible school level GRM system.
• Absence of clear and consistent data to support evidence-based budgeting for interventions
related to creating equitable access.
Opportunities
• The existence of legal frameworks that can serve as a basis to address complaints and conflicts
related to program implementation.
• The effort of establishing a school level GRM system is also an opportunity for the project to
minimize social conflict,
Risks
When schools in all Woredas do not receive appropriate school grants and/or citizens do not share
benefits equality, there could be conflict during project implementation that could post obstacles to its
sustainability.
Recommended Actions
• Put systems in place for a standard and minimum service package for vulnerable and underserved
groups.
• Ensure the presence of an active and accessible grievance redress system at school level that
involves the school community.
• Update/ develop the GRM guidelines and deliver awareness raising trainings.
• Strengthen the relationship/coordination among key stakeholders of the project implementing
agency, like the environmental protection authority and anti-corruptions agency
• Actions listed with respect to distributional equity under Core Principle 5 will apply.
45
4. Environmental and Social Risk Rating and Recommended Actions of the Proposed AF
Program
4.1 Environmental and Social Risk Rating
The identified environmental and social impacts and risks apply throughout the program life cycle. MoE
and REBs are responsible for environmental and social risk management during proposed AF program
implementation to ensure higher level environmental, social and safety quality in collaboration with WEOs
and schools at all levels and other stakeholders.
The overall environmental and social risk rating for the propose AF program is ‘substantial.’ Based on the
findings of this ESSA Update, the specific risks with their risk level and proposed mitigation measures
discussed above are presented in the Table below:
Table 1: Environmental and Social Risk Ratings for Proposed AF Program
No Risk Description Risk Management Risk Rating
1 Weak - Establish environmental and social management systems Substantial
institutional at federal and regional
capacity of MoE - Recruit and put in place environmental and social experts
and REBs for at the national and in all regional GEQIP-E Coordination
environmental Office.
and social - Update GEQIP-E ESMSG to address identified
Management environmental and social risks
- Enhance capacity of newly recruited and assigned experts
and technical staffs at regional and woreda levels on
environmental and social management of the program
through training.
2 Displacement due - As much as possible, avoid land acquisition. Moderate
to Land -If land acquisition is inevitable, then:
Acquisition (a) conduct meaningful community consultations with
affected persons
(b) Develop resettlement guidelines that include grievance
handling mechanism and protocol for voluntary land
donation
(c) Prepare RAP before taking the required land
(d) Pay appropriate compensation at replacement cost
(e) Provide livelihood restoration for those whose livelihood
is significantly impacted by the land acquisition
-The number of Households to be displaced should be
limited to 20 households.
3 Prevalence of - Ensure the functionality of established GRM at MoE and its Low
Conflict regional counterparts
- Provide capacity building trainings for Ethics and Anti-
corruption directorate responsible for handling GEQIP-E
grievances
-Develop/update GEQIP-E GRM guidelines
4 Increasing risk of -Strengthen established safe places and furnish with Moderate
SGBV, sexual sanitary pads and water in all targeted schools
46
No Risk Description Risk Management Risk Rating
harassment and -Strengthen and support girls’ clubs in schools
early marriage - Create awareness of the risks of early marriage,
harassment, and FGM practices in school community.
5 Impact on -Site selection must be made carefully and robust screening Moderate
biodiversity, for school construction has to be carried out.
natural habitat, -Assess the status and presence of sensitive species of fauna
and physical, and flora within and around the construction area affected
cultural resources by the program activities
due to school -Plan to minimize or avoid the sources of impacts during
construction design phase.
6 Water quality -The proponent of the subproject has to ensure proper Low
deterioration or design and construction of schools and WASH facilities that
pollution possess proper drainage systems and septic tank
(organic) and - Alternative for water point in target area where scarce tap
scarcity water resource is expected
7 Accident/injury in -Proper usage of safety protocols, including the wearing of Moderate
workers and PPE, as required.
school -Create awareness in the school community and ensure
community understanding of potential safety and health risks and
prevention measures.
-Proper design and construction of laboratories, such as
accident gateways and installation/placing of firefighting
equipment (fire extinguisher). This is the responsibility of the
proponent and the contractor on duty.
-Provision of adequate PPE by the contractor. The agreement
has to be part of the bid document of the overall construction
bid as binding requirements.
-Monitoring of contractors during construction all facilities.
8 Poor solid waste -Strengthen school environmental and sanitation clubs to Substantial
management & participate and organize proper solid management in their
indiscriminate compounds.
burning of waste -Provision and placement of solid waste containers as
appropriate.
-Avoiding indiscriminate burning of waste, instead
segregating solid waste that could be recycled.
- Segregate and store recyclables properly with no impacts
generated from the storage area.
10 Lack of proper - Update or adapt GEQIP-E ESMSG to manage safe storage,
storage, use and use, and disposal of laboratory chemicals and wastes. Moderate
disposal of - Prepare a guideline for handling of laboratory chemicals
laboratory and management of laboratory wastes
chemicals and ICT - Provide training and ensure distribution of the guideline to
waste can pose the schools covered under the program.
considerable -Encourage reuse and recycling of the ICT consumables and
safety risks to the components to minimize quantity of waste generated
school downstream.
47
No Risk Description Risk Management Risk Rating
community and -Provide guidance note on sound disposal of ICT waste for
the environment. schools.
Overall Risks Substantial
4.2 Recommended Mitigation Measures and Program Action Plan (PAP)
The following key actions are proposed as mitigation measures to enhance IAs’ capacity to properly meet
the requirements of the World Bank PforR financing during implementation.
1. Establish and strengthen ESMS at MoE, regional, and Woreda levels
All participating regions must demonstrate that they have established a functional system for
environmental and social management as a minimum requirement to access grant before dispersant of
funds. Participating regions will be expected to demonstrate that they have established a functional
system for ESMS and assignment of a dedicated focal person(s) for ESMS as a minimum condition to access
Program funds. This will ensure that there is a mechanism and capacity to screen environmental and social
risks for infrastructure subprojects. The region level ESMS will include procedures for due diligence;
institutional procedures for grievance management, managing resettlement/land-take processes; and an
environmental and social mitigation and monitoring plan.
The existing ESMS under MoE and its regional counterparts is found weak and requires ensuring its
functionality prior to disbursement of any AF fund to regional states and woredas (to be verified annually).
As a result, the following activities are included: (i) Recruit and put in place environmental and social
experts at the national and in all regional GEQIP-E Coordination Office; (ii) Update GEQIP-E ESMSG to
address identified environmental and social risks; iii) prepare Resettlement guideline (RSG) and (iv)
Enhance the capacity of newly recruited and assigned experts and technical staffs at regional and woreda
levels on environmental and social management of the program through training.
2. Conduct timely consultation, compensation payment, and resettlement of PAPs
The proposed AF program may involve land acquisition resulting in resettlement of PAPs. Hence, the IAs
will conduct timely and meaningful consultations with PAPs over the program implementation period.
MoE will develop a guideline on resettlement that includes grievance handling mechanism, protocol for
voluntary land donation, mechanisms to accommodate undocumented and illegal settlers and
consultation procedures before program effectiveness.
3. Strengthen the grievance redress system
The existing GRM system is not functional. During program implementation, PAPs and beneficiaries may
have complaints related to the program activities. Therefore, to receive, review and address complaints
related to environmental degradation of the surrounding and adverse social and health impacts on people
including; loss of livelihood, income or assets, compensation and gender based violence and sextual
exploitation a Grievance Redress committee needs to be in place at all levels including at schools with
members who are independent from the government and represent interest of potentially affected people.
The GRM need to have a woman focal person mainly responsible for receiving and referring Gender based
violence related grievances. The school GRM committee members will be from school administration,
Female teachers, students and a representative from parents. Serious complaints raised through the GRM,
including GBV cases (sexual exploitation and abuse, sexual harassment, rape, child marriage of a learner,
48
other types of GBV, etc.) should be addressed immediately by referring GBV survivors to support services
within the national GBV Referral Pathway.
In addition, the existing GRM guideline will be updated/ developed in line with the World Bank standards.
4. Prevent School Related Gender Based Violence and sexual harassment
Even though school based SGBV was reported as rare, other practices were found to violate girls’ rights
to education as well, such as: (i) early marriage; (ii) female genital mutilation (FGM); and (iii) sexual
harassment. The following actions are recommended: (1) Establish and/or strengthen safe places
furnished with sanitary pads and water for girls in all targeted schools(Menstrual Hygiene Management);
(2) provide separate toilets for boys and girls ;(3)strengthen and support girls’ clubs in schools; (4) conduct
community and school level awareness raising to avoid or minimize harassment, FGM, and early marriage
practices; (5) Strong messaging and Information about girl’s rights, GBV in the school community and
households will be provided to boys and girls, though mini media during the break times and distributing
brochures, as well as thorough various school clubs such including gender club.
5. Protecting and maintaining biodiversity, natural habitat, and physical cultural resources
In order to minimize or avoid impacts on these resources, all necessary measures should be considered at
the design phase. For example, due attention should be paid during site selection and screening of the
subprojects in consultation with local community and relevant institutions. These specific actions have
been proposed: Site selection should be made carefully and robust screening for schools construction
must be carried out; assess the status and presence of sensitive species, natural habitats and PCR in the
area; check whether vegetation clearance is very high or not within and around the construction area;
and if vegetation clearance is high, consider other site alternatives.
6. Maintaining surface and ground water quality, and using alternative water points to avoid
tapped water scarcity
Water, Sanitation and Hygiene investments of the proposed program must ensure that the water resource
is not degraded or polluted as a result of construction and utilization of WASH facilities. This is done by
ensuring proper design of the facilities to include drainage systems, septic tank and other related
remedies. Furthermore, in order to avoid scarcity of water resource and conflict, if the program depends
on the already tapped water system (if any), alternative water points must be explored and made
functional. Additionally, efficient water utilization habits should to be introduced in each target schools.
7. Establishment and strengthening of solid waste management at school level
At school level, solid waste management for domestic waste has to be strengthened through various
activities and facilities, which must be considered and fulfilled by the school administration with the
support of Woreda education offices. These include: Strengthening school environmental and sanitation
clubs to participate and organize proper solid management in their compound; provision and placement
of solid waste containers (bins) as appropriate; avoiding indiscriminate waste burning practices, rather
segregating solid waste that could be recycled; and after proper segregation, disposing safely at the
designated waste disposal site.
8. Strengthen workers’ and community safety and control spread of COVID 19 at workplaces
a. OHS: Develop or adapt ESMSG that promotes safe storage, use and disposal of laboratory chemicals in
schools. Ensure that measures on occupational health and public safety are integrated within the program
manuals; include worker and public safety clauses in civil works contracts that ensure provision of
49
continuous safety briefings and training to workers; provision of PPE and use of safety warning signs to
prevent injuries.
b. Control COVID-19 spread: It is recommended that GEQIP-E, at program level and subsidiary projects
and site levels, should establish and implement working procedures which ensure the prevention and
control of spread of COVID-19 in constructions/civil works and nearby communities. Addressing COVID-
19 at a project site goes beyond occupational health and safety, and is a broader project issue which will
require the involvement of different members of a project management team. In many cases, the most
effective approach will be to establish procedures first, and then to ensure that these procedures are
implemented systematically. Hence GEQIP-E is requested to follow suggestions made by ESF/Safeguards
Interim Note (guidance) on Covid-19 Considerations in Construction/Civil Works Projects (for details, refer
to Interim Note, April 7, 2020 section 4 and 5).
The the main responsibilities of the Program (PIUs) and Contractors are as follows.
• GEQIP-E (PIU) – has to develop procedures, that specifies the role and responsibility of Contactors
and Workers, to be communicated at all level of the program,
• GEQIP-E (PIU)- has to ensure the implementation and effectiveness of the procedures at all level,
• GEQIP-E (PIU)- has to make routine follow ups and communicate in written form on the
performance of contractors on implementation of the procedures (responsibilities covered by
contractors),
• The responsibilities of the contractors are as follows: (a) Assessing Workforce Characteristics; (b)
Entry/Exit to the Work Site and Checks on Commencement of Work; (c) General Hygiene; (d)
Cleaning and Waste Disposal; (e) Adjusting Work Practices; (f) Project Medical Services; (g) Local
Medical and other Services; (h) Instances or Spread of the Virus; (i) Continuity of Supplies and
Project Activities; (J) Training and Communication with Workers; and (K) Communication and
Contact with the Community.
9. Strengthening school laboratories for IT materials handling and waste management
Clear guidelines must be developed and included in the ESMSG (or adapt GEQIP-E ESMSG) to manage safe
storage, use, and disposal of laboratory chemicals and IT equipment. Moreover, the MoE must ensure
distribution of these guidelines to the schools covered by the program, and conduct training on the
guidelines. It should also encourage reuse and recycling of IT consumables and components to minimize
quantity of waste generated downstream; and provide guidance/templates on sound disposal of IT waste
to the schools.
10. Inclusion of Vulnerable Groups
The Program will give due emphasis to the needs of vulnerable and underserved groups to get equitable
access and benefit sharing mechanisms. During school and other facilities construction, standard designs
of classroom, toilet and other facilities suitable for people with disabilities and other vulnerable groups
will be considered.
11. Performance Report, Review and Audit on Environmental, Social and Safety Management
To minimize and mitigate the potential environmental and social impacts of Program preparation, an
annual and biannual performance report, review and assessment on environmental and social issues and
safety management activities are mandatory. The MoE shall take full responsibility for the annual
performance review and bi-annual technical review meetings that will be conducted with the different
stakeholders. The participating stakeholders include MoE, World Bank, MOFED, REBs, WEOs, and other
development partners as relevant. Every year, an independent body will be assigned by MOE to conduct
50
environmental and social audit to confirm the proper implementation of environmental, social and safety
measures proposed for the Program.
The next Table presents the actions which the updated ESSA that should be included in the Program Action
Plan (PAP) to improve the management of environmental, social and safety impacts and to strengthen the
capacity of IAs. The recommendations and actions on the environment and social management and safety
will be a part of Program Actions.
51
Table 2: Recommended Program Action Plan (PAP) on Environment and Social Management
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
1 Establish a i) Recruit and put Percentage Federal MoE and REBs Prior to 50,400 ESMS
functional in place (100%) of staffs and region disbursement of (federal) + established
Environment environmental in place at levels any AF fund to 198,000
al and Social and social experts National (MoE) regional states (Regions) Experts in
Management at the national and REBs and woredas (to place
System and in all regional be verified
(ESMS) GEQIP-E annually)
Coordination
Offices.
ii. As a minimum Program Woredas Wored and Prior to 792,000 Qualified
condition, an beneficiaries REBs: disbursement of Environmenta
officially Woreda minimum any AF fund to l and Social
appointed condition to regional states Focal Persons
qualified access fund and woredas (to in place in
environmental be verified each target
and social annually) Woredas
safeguards focal
person should be
deployed by each
target Woreda
iii) Update GEQIP- Percentage Federal MoE Prior to 15,000 An updated
E ESMSG to (100%) of disbursement of ESMSG
address identified recommended any AF fund to
environmental tools and regional states
and social risks guidelines and woredas (to
incorporated in be verified
the revised annually)
ESMSG
6
Please refer the details of the budget breakdown under Annex 7
52
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
iv) Enhance the Percentage Federal, MoE, RBs and Continuous; 259,000 Training
capacity of newly (100%) staffs regional, WEOs throughout documents
recruited and trained Woreda program period produced
assigned experts and school
and technical staff levels
at regional and
woreda levels on
environmental
and social
management of
Program.
v) Update or Hired consultant Federal MoE Prior to Part of Resettlement
adopt guideline disbursement of ESMSG guideline
on resettlement any AF fund to update produced
to include regional states cost
grievance and woredas (to
handling be verified
mechanism and annually)
protocol for
voluntary land
donation
2 Timely i)Conduct timely Percentage Regional, MoE, REBs, Every quarter Part of
Consultation and meaningful (100%) of PAPs Woreda, WEOs, Implement
Compensatio consultations with consulted and school Regional and ation
n Payment, PAPs using various Level Woreda Program
and mechanism that environment cost
Resettlement fits for the protection
of PAPs requirements of orgs.
COVID 19
53
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
ii)Organize Number of Federal MoE and REBs Two briefings Part of Consulted
briefings and briefings and and and consultations Implement PAPs
consultations for consultations Regional every year ation
communities organized Program
impacted by cost
Program’s social
and
environmental
impacts and
respective
mitigation
measures
throughout
implementation
period.
3 Strengthen i) Establish and GRM committee Federal, MoE, REBs, Prior to Part of Established
the grievance strengthen GRM established REBs, and School disbursement of Implement effective and
redress committee Woreda & any AF fund to ation efficient
system to School regional states Program GRMs
address and woredas (to cost
grievances be verified
including annually)
Gender ii) Existing GRM GRM Guideline Federal MoE Prior to Part of GRM
based guideline will be disbursement of ESMSG Guideline
violence and updated/ any AF fund to update Produce
sexual developed in a regional states cost
exploitation way that provides and woredas (to
related issues adequate be verified
guidance in annually)
addressing
54
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
GBV/SEA related
grievances
iii) Conduct Percentage Federal, MoE, REBs, Continuous; Part of Training
training on GRM (100%) of staffs Regional, and WEOs throughout Capacity materials
trained Woreda program period building produced
&school training
under item
1 Trained staffs
4 Prevent i) Establish and/or Percentage School MoE, REBs Continuous; 1,188,000 Established
School strengthen safe (100%) of safe level and throughout (including safe places
Related well-equipped places program period strengtheni
Gender menstrual established and ng girls and
Based management strengthened environme
Violence system for nt clubs,
(SGBV) and students in all awareness
sexual targeted schools raisings)
harassment ii) Strengthen and Percentage School MoE, REBs Continuous; Established
support girls’ (100%) of girls level WEOs throughout girls clubs
clubs in schools clubs &Schools program period
strengthened
and supported
iii) Conduct One Woreda, MoE, REBs, Continuous; Reduced
community and workshop/meeti Kebele and WEOs and throughout harassment,
school level ng conducted per school school program period SGBV and
awareness raising kebele/school early marriage
to avoid or every semester
minimize on harassment,
harassment, FGM, SGBV and early
and early marriage
marriage
practices.
55
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
5 Strengthen i) Develop or Percentage (100 At all levels MoE and REBs During program Part of Created
workers and adapt safety percent) (National, implementation ESMSG procedures on
community manuals comprehensive Regional, Update workers and
safety; (comprehensive) safety manual woreda cost community
prevention on safe storage, documentation and school safety in
and control use and disposal completed and levels) workplaces
of COVID 19 of laboratory distributed to all
at chemicals and IT Program areas
workplaces equipment in
schools (linked
with ESMSG)
ii) Ensure Percentage In newly MoE, ZEO, During program 165,000 (if School
availability of first (100%) of newly constructe WEO and implementation the community
aid kits and fire constructed d schools schools Program and workers
extinguisher in schools (Labs) covered equips safety
labs and provide equipped with under this school ensured
safety training to first aid kits and program laboratorie
relevant school fire extinguisher s)
staff.
iii) Ensure Percentage Newly MoE, ZEO, During design Part of Ensure safe
laboratory rooms (100%) of the constructe WEO and and construction constructio layout of labs
designed in such a design of newly d Schools schools of Labs n cost for students
way emergency constructed Labs and teachers
exit considered schools (Labs)
have emergency
exit and
constructed
accordingly
56
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
iv) Include worker Percentage For civil REB, ZEO and During program Part of workers and
and public safety (100%) of civil work at WEO implementation contractual community
clauses and work contracts Zonal, agreement safety
sanctions for not with safety woreda ensured
implementing in clauses added and school
the civil works level
contracts
v) Develop Percentage For civil REB, ZEO, During program Part of Spread of
establish and (100%) of work at contractors implementation contractual COVID19 at
implement projects involved Zonal, and WEO agreement workplaces
working on construction woreda controlled
procedures which activity of the and school
enhance the program covered level
response on with the
prevention and implementation
control of COVID of this working
19 procedure
6 Protecting i) Strengthen Update ESMSG Federal MoE & REBs Prior to Part of Prevent
and guidance on consisting of and disbursement of ESMSG damage to
maintaining management and management and regional any AF fund to update natural
biodiversity, conservation of protection of regional states cost habitats and
natural natural habitats natural habitats and woredas (to PCR.
habitat and and physical and physical be verified
physical cultural resources cultural resource annually)
cultural as well as ensuring (PCR), complete
resources its incorporation documentation
in the ESMSG. of guidelines and
57
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
distribute to all
program areas
ii) Follow robust Percentage (100 WEO and community Prior to Part of Prevent
screening process percent) of school disbursement of Implement damage to
using well defined construction sub- community any AF fund to ation cost natural
and structured projects under regional states habitats and
protection of the Program and woredas (to PCR.
natural habitats; screened to be verified
PCR guideline identify Natural annually)
produced and PCR issues
documentation
requirements
7 Maintain i)prepare Percentage of School REBs, WEOs, During program Part of Schools with
surface & appropriate (100%) schools and school implementation Implement proper
ground water drainage system constructed have ation cost drainage and
and septic tanks proper drainage septic tank
quality, and
during design and system and
use construction septic tanks
alternative
water points i) Alternate of Percentage (100 Sschool REBs, WEO During program Part of Hand dug
to avoid water points such percent) of hand and schools implementation Implement wells for
tapped water as hand dug wells dug wells ation cost schools
constructed in all
scarcity
target schools
with scarce
tapped water
resources
8 Establishmen i) Strengthening -Percentage Schools WEO and During school Included Safe school
t and school (100%) of schools School admin, operation under Item based
strengthenin environmental established and environment 4 above domestic
58
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
g of solid and sanitation strengthen clubs and waste
waste clubs to manage school clubs students manage-ment
manage- waste in their -Percentage enforced
ment at compound (100%) of schools
school level covered under
this program
effectively
manage
domestic waste
of school’s
compound
ii) Provision and Percentage Schools WEO and During school 330,000 Safe school
placement of solid (100%) of schools School admin, operation based
waste containers covered under environmentcl domestic
(bins) this program ubs and waste
equipped with students manage-ment
solid waste enforced
management
containers (bins)
iii) Avoid Percentage WEO and School admin, During school Routine i)Safe school
indiscriminate (100%) of schools School environment operation activity domestic
burning practice, covered under administrat clubs and waste
instead segregate this program ion students management
solid waste that effectively created
could be recycled manage wastes ii)Decrease
(not using GHG emission
random waste (reduced
burning practice) random waste
burning)
59
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
9 Inclusion of Standard designs Standard designs Region, REBs, WEOs, Throughout Part of Disabled
vulnerable of classroom, produced Woreda and Schools implementation design and friendly
groups toilet and other and of Program constructio schools,
facilities for Schools n cost toilets, and
people with other facilities
disability constructed
10 Annual i)Develop Prepared Federal MoE Prior to Part of Reporting
environment, environmental environmental disbursement of Program Template
social and and social and social any AF fund to Implement produced
safety safeguard reporting regional states ation
manage- reporting (Quarter template and woredas (to
ment & Annual) be verified
performance template and annually)
report, revisit the existing
review and ESMSG
audit accordingly
ii) Conduct annual One performance Federal MoE End of every Year 35,640 Annual
performance review workshop (June) Workshop
review per year report
iii) Undertake One audit per Federal MoE and Months of May 48,000 Annual audit
annual year as necessary and Region Regional and June every [15,000 Report
environmental, environmental Year (June) (for one
social and safety organ environme
audit nt and One
social
consultants
)+
33,000 (for
regional
60
No Action Items Activities/Actions Progress Level of Responsibility Timeline Estimated Output
Indicator application cost in
USD6
environme
ntal bodies
audit)]
iv) Deliver Reports Federal MoE Months of Part of Reports
biannual and November and Program
annual June every year Implement
environmental ation
and social
implementations
report
Total 3,609,040
61
5. Stakeholders Consultation and Disclosure
5.1 Consultations
Updating GEQIP-E ESSA for AF involves stakeholders’ consultations. For the ESSA update, WB consultants
undertook meetings and consultations in three regions, namely Amhara, Benishangul-Gumuz, and Somali
regions, MoE, Addis Ababa city administration Education Bureau, RBEs, WEOs, schools, and community
members who are likely to be impacted or benefit from it.
The stakeholder consultations were conducted with relevant institutions to ensure proper identification
of environmental and social issues and propose appropriate recommendation measures over the program
period. The stakeholder meetings and consultations have been conducted as one to one interviews, group
discussions, and consultative meetings at all levels with high level decision makers, experts, and
communities. The consultations explored the potential environmental and social impacts and risks of the
AF Program, and the capacity of implementing agencies in mitigating the risks and negative impacts. The
consultation also aimed to ensure that the priority concerns of stakeholders were taken in full account
during program implementation.
Within the social distancing and other parameters set by the national government due to CoVID
19, the Program will make all reasonable efforts to conduct consultations with stakeholders
through diversifying means of communication, including based on type and category of
stakeholders. This will include online channels, such as zoom, webex, and skype, and where these
are not available, to employ TV, radio, newspaper, dedicated phone lines, public announcements,
or mail. The channels used to undertake the stakeholder engagement will depend upon the
technological and cultural circumstances of the affected stakeholders and will provide them with
clear mechanisms to give their feedback and suggestions.
5.2 Disclosure
The final ESSA update will be publicly disclosed following the guidelines of the WB Policy on Information
Access on the WB external website and in country by MoE. National ESSA stakeholders’ consultation for
public disclosure of the ESSA is planned to be held by the end of July 2020 (virtually if possible). Attendees
will represent the MoE, REBs, MoEFC, MFCCC, MoLSA, WB, Regional Environmental and Land
Administration Authorities, development partners, civil society forum representatives, and beneficiary
representatives. Social media platforms will be widely utilized to disseminate infomration regarding the
program activities and facilitate basic and automated communication with students, parents and school
community. Further, the project will disseminate information via chatbots on WhatsApp and Viber. Official
Facebook account and telegram channel will also be used for dissemination of information related with the
project activities.
62
References and Supporting Annexes
References
Audit Services Corporation, Ministry of Education, General Education Quality Improvement Program
Phase II (GEQIP II) School Grant Audit Report (10 January 2016 – 8 April 2016), 2017
FDRE, Federal Negarit Gazeta, Environmental Impact Assessment Proclamation No. 299/2002, 9 YearNo.
11, Addis Ababa, 3 December 2002.
FDRE, Definition of Powers and Duties of the Executive Organs of the Federal Democratic Republic of
Ethiopia (Amendment) Proclamation No. 803/2013, Year 19 No. 61, Addis Ababa, 29 July 2013.
FDRE, Federal Negarit Gazeta, Epropration of Landholding for Public Purpose, Payments of Compensation
and Resettlemnt of Displaced People Proclamation No. 1161/2019.
FDRE, Federal Negarit Gazeta, Environmental Pollution Control Proclamation No. 300/2002, Year 9 No.
12, Addis Ababa, 3 December 2002.
FDRE, Federal Negarit Gazeta, Environmental Protection Organs Establishment Proclamation
No.295/2002, 9 Year No. 7, 31 October 2002.
FDRE, Federal Negarit Gazeta, Higher Education Proclamation No. 650/2009, Year 15 No. 64. Addis
Ababa, 17 September 2009.
FDRE, Federal Negarit Gazeta, Labor Proclamation No. 377/2003, Year 10 No. 12. Addis Ababa 26
February 2004.
FDRE, Federal Negarit Gazeta, Public Health Proclamation No. 200/2000, Year 6 No. 28 Addis Ababa 9
March 2000.
FDRE, Federal Negarit Gazeta, Research and Conservation of Cultural Heritage Proclamation No.
209/2000, Year 6 No. 39 Addis Ababa 27 June 2000.
Federal Environmental Protection Authority, Environmental Impact Assessment Guideline Document,
Addis Ababa May 2000.
Federal Environmental Protection Authority, Environmental Impact Assessment Procedural Guideline
Series 1, Addis Ababa (May 2003).
Federal Environmental Protection Authority, Environmental Policy of Ethiopia, Addis Ababa, April
1997.
Federal Environmental Protection Authority, Guidelines for Social, Environmental and Ecological Impact
Assessment and Environmental Guidelines on Hygiene in Settlement Areas, Addis Ababa, 2004.
Ministry of Agriculture and Rural Development, Forest Development, Conservation and Utilization Policy
and Strategy, Addis Ababa. 2007.
Ministry of Agriculture, Social Assessment of the Sustainable Land Management Project Phase II (SLMP
II), Addis Ababa. 2013.
Ministry of Agriculture. Social Assessment of the Productive Safety Net Program (PSNP 4). Addis
Ababa. 2014.
Ministry of Education, Education Sector Development Programme V (ESDP V), (2015/16-2019/20), 2015.
Ministry of Education, Gender Mainstreaming Guideline for Education and Training Sector, 2014.
Ministry of Education, Girls’ Education and Gender Equality Strategy for the Education and Training
Center, Draft Report, 2014.
Ministry of Education, Phase II General Education Quality Improvement Program (GEQIP II), Annual
Progress/Performance Report for the period July 8, 2015-July 7, 2016. Addis Ababa. 2016.
Ministry of Education, Special Needs/Inclusive Education Strategy, 2012.
Ministry of Natural Resources Development and Environmental Protection of the Transitional
Government of Ethiopia, Conservation Strategy of Ethiopia. Addis Ababa. October 1994.
63
Provisional Military Administration Council, Government Ownership of Urban Lands and Extra Urban
Houses Proclamation No. 47/1975, Negarit Gazeta No. 41. 26 July 1975.
Provisional Military Administrative Council, Public Ownership of Rural Lands Proclamation No. 31/1975,
Negarit Gazeta No. 26. 29 April 1975.
Transitional Government of Ethiopia, National Health Policy, Ministry of Health. 1993.
Transitional Government of Ethiopia, Education and Training Policy, Ministry of Education, 1994.
Transitional Government of Ethiopia, National Policy on Ethiopian Women. Addis Ababa. September
1993.
The Constitution of the Federal Democratic Republic of Ethiopia. Federal Negarit Gazeta, 1st Year, No.
1, 21 August 1995, Addis Ababa, Ethiopia
World Bank, Enhancing Shared Prosperity Through Equitable Services (ESPES), Program-For-Results
Operation, Environmental and Social Systems Assessment (ESSA). 2015.
World Bank, Environmental and Social Systems Assessment (ESSA) for GEQIP-E - P for R Program, 2017.
World Bank, ESF/Safeguards Interim Note: COVID-19 Considerations in Civil Works/Projects. Version 1:
April 7, 2020.
World Bank, Health Sector Environmental and Social Systems Assessment. Addis Ababa. 2013.
World Bank, Project Concept Note, Additional Finance II to General Education Quality Improvement
Program for Equity. 2019.
64
Annexes
Annex 1: ESSA Update Methodology
In order to review and assess the existing environmental and social management systems as well as
analyze how these systems are applied in practice, the ESSA has drawn a wide range of data to be analyzed
and highlighted the following methodologies employed to conduct the ESSA:
A. Desk Review
During desk review, secondary information on good practices and lessons related to previous
interventions, identification of existing gaps and plans for effectively dealing with limitations were
considered. The literature review has covered: (a) government policy, legal and regulatory frameworks
focusing on environmental and social issues in general, and the education sector in particular; (b) GEQIP-
E ESSA and ESMSG; (c) Social Assessments of World Bank supported programs such as like the
Development Response to Displacement Impacts Project (DRDIP); (d) GEQIP-E AF I updated ESSA and AF
draft Project Appraisal Concept Note; and (e) consultancy and academic research reports of MoE on
gender, and special needs education.
B. Interview
From Nov 11-26 /2019 Key informants were interviewed at federal, regional and Woreda levels. The
interview includes bureau heads and experts responsible for the implementation of GEQIP-E and the
proposed AF. Besides, education officers, school cluster facilitators and school directors as well as selected
community leaders were conducted. The list of consulted people is annexed in this ESSA (annex 9)
C. Consultation and Group Discussion
Stakeholder consultations and discussions were held with community members and implementers at
regional and Woreda levels to capture community members’ and implementing agencies’ concerns, views
and opinions on and to create awareness about the proposed AF. The consultations, group discussions,
and interviews were made with management bodies and professional staffs at the concerned directorates
of the REBs, WEOs, school directors, teachers, students, and members of PTAs in the selected regions,
Woredas and schools to capture their opinions and capture their concerns about the proposed AF
program and environmental and social risks and impacts. In addition discussions were conducted with
students and teachers representatives at school level. In total, consultation, group discussion, and
interview participants are 141 people for updating the ESSA report (See Table 1 below). List of discussion
and consultation participants is presented under Annex 9.
Table 3: Number of Stakeholders and Community Consultation Participants
Sex Federal (MoE) Amhara Somali Benishangul Addis Ababa Total
M 5 47 16 35 3 106
F 1 10 4 18 2 35
T 6 57 20 53 5 141
D. Field Visit and Institutional analysis
Field visit was conducted in Amhara, Benishangul-Gumuz, and Somali regions from November 10 -20,
2019 and to MoE and Addis Ababa City form November 25-26. During visits, REBs, their Woreda
counterparts and schools were visited. The visited Woredas and schools were selected in consultation
with the REBs and the schools visited are those which have upper primary that are planned by the regions
65
and Woreda administration to be upgraded to lower secondary schools. List of visited schools are
presented in the Table 2 below:
Table 4: List of Woredas and Schools Visited
No Regions Woredas Schools
1 Amhara Farta Heruyi Aba Aregay School
North Mecha Merawi primary school
2 Benishangul-Gumuz Bambasi Mutsa Yako Primary school
3 Somali Jijiga Wiil Waal Primary school
During the fieldwork the team have conducted interviews, group discussions, consultations and
observation of the school environment in all regions.
Annex 2: Summary of Stakeholders and Community Consultation
The discussion in this section focuses on the consultation results obtained during the field visit in the three
regions, one city administration and MoE. During the field visit, the team introduced the Proposed AF
activities and captured the opinion of the stakeholders, particularly the community on the program
activities, regarding school construction that could involve land acquisition issues, ICT infrastructure, and
sanitation and hygiene program components.
Opinions, Views and Concerns of stakeholders on the proposed AF Program
Regional IAs noted that the proposed AF will address their crucial bottleneck that deters providing quality
education. According to consultation participants, the community has been demanding the construction
and renovation of classrooms, rooms for laboratory and administration purposes. For instance,
informants in Amhara region indicated that the numbers of schools compared to the total population of
the region are insignificant. In the region, there are around 600 high schools to accommodate over 30
million student populations. They noted that there is a high demand for middle and secondary from the
rural areas as students are forced to travel long distance to attain their education. The challenge raised
by REBs is not only shortage of classrooms, but they reported that most schools have low quality
classrooms deterring them to deliver better education.
Consultation participants in Benishangul-Gumuz region noted that the proposed AF has targeted their
critical challenges they have been facing. They indicated that the main causes of poor-quality education
in the region include: (i) low classroom standards, (ii) lack of ICT infrastructures, (iii) poor sanitation and
hygiene conditions; and long-distance students travel to reach lower secondary schools, particularly in
rural areas. In addition, most schools lack separated toilets for female and male students and teachers
(most schools teachers’ and students’ share the same rest rooms). Consultations participants also noted
that the AF is in line with the national strategy designed to eliminate shade classrooms made of grasses
in all regions in the country.
Community consultation participants in all regions have noted that the proposed project will address their
long lasting demand for the construction of schools. They noted that students travel about fourteen (14)
kms every day to attend their grade 9 and 10 education. Most students, particularly girls, drop their
education due to the long distance they travel.
Critical shortage of ICT based education is reported all regions of Ethiopia. In Amahara region, ICT based
teaching and learning system is not commenced in all schools. Hence, according to consultation
66
participants, AF will help them solve their ICT based education challenges and the frequent demand for
ICT at school level.
REBs consultation participants in all regions indicated their experience of installing cloud, ICT and plasma
for eLearning. However, they noted that most of the eLearning instruments become damaged within short
period of time. Hence, they suggested that, besides supporting the ICT materials, the proposed AF
program should target ICT instruments maintenance and repairing skill development and transfer. They
noted, despite the huge budget invested on them, most of school plasmas and other ICT infrastructures
are dysfunctional in all regions and they did not meet their intended purpose. According to REBs
informants in Benishgul-Gumuz, the ICT management structure is weak from region down to school levels.
Structurally, there is ICT Unit at region level, and One ICT expert at zonal level and no ICT department or
expert at Woreda level that can provide support to the schools. To prevent the same problem, according
to consultation participants, studies should be conducted to identify the challenges facing the ICT
infrastructure in schools and target skill transfers.
Besides, informants noted that ICT experts employed lack the necessary skill and knowledge to maintain
the dysfunctional ICT instruments. Most experts are degree graduates but they knew the theory than
practical skills. As a result, the utilization of the ICT infrastructure like plasma remains limited and much
plasma are nonoperational. Interviewed experts revealed shortage of ICT experts with technical skills.
Experts suggested reviewing the curriculum at college and university that only teaches windows operating
system instead of more practical skills.
During the consultation, teachers and students are asked to know their awareness about GEQIP-E. The
consulted teachers and PTA members have the awareness about GEQIP-E. However, in the visited
Woredas and schools GEQIP budget or any information about GEQIP-E is not publicly posted to ensure
transparency and aware the public about the program.
The visited schools have many problems that negatively impact on the teaching learning process and
deliver quality education. According to consulted school directors, teachers and students the main
challenges are: (i) poor quality of classrooms mainly deteriorated; (ii) shortage of classrooms, chairs and
tables, (iii) high student-classroom ratio; (iv) poorly equipped laboratories, libraries and pedagogical
centers; (v) lack of water supply, poor sanitation and hygiene; (v) shortage education inputs and teaching
aids; (vi) poor quality of toilets and, in some schools, absence of differentiated toilets for girls and boys,
as well as students and teachers, (vii) lack of offices including tables and chairs for teachers and (viii) lack
ICT infrastructure; and (ix) shortage of mini medias for education and students awareness raising.
There is a concern raised in Amhara region on the AF activities. They noted that the regional education
road map is to have one high school (8-12) for five (5) to seven (7) primary schools. Hence, the modality
they follow is not upgrading the upper primary schools to lower high schools through the construction of
classrooms rather establishing a new lower high school at an average distance for five (5) to seven (7)
primary schools. However, if MoE suggests upgrading primary schools to lower high schools, regional
consultation participants noted, this will be against the road map. However, the consultation participants
indicated that they will find ways to accommodate upgrading of the primary schools as per the national
standard.
Similarly, in Benishangul-Gumuz, REBs participants noted that the proposed AF should not be in
contradiction with the national education road map. In the road map primary schools (1-6), upper primary
(7-8), lower secondary (9-10) and secondary (11-12) should be located in a different compound. Hence,
67
they noted that lower secondary school to be constructed by the AF has to in line with this national road
map. No school should be built in the existing compounds of the upper primary school.
There are also some concerns raised by consultation participants. These are:
1. Implementation guideline for GEQIP-E does not allow school construction and how this will be
aligned?
2. How One Wash Program and the proposed AF regarding school sanitation and hygiene will be
integrated? They questioned the ‘way in which the proposed AF and the One Wash program will
be implemented together?’
3. Given most school does not have access to water and most areas where schools are located there
is lack ground water, how will this problem be managed? Will the AF target provision of piped
water?
4. Will the program target all Woredas in the region or selected ones? If few Woredas will be
targeted, what criteria will be used to select the schools?
5. Most schools lack electricity but the proposed program targeted ICT? How will electric problems
be managed?
The consultation team has responded to the concerns raised by consultation participants. The team
indicated that the proposed AF will have implementation guideline and will be developed by MoE with
the support from World Bank. Regarding the issues raised on One Wash and AF, the consultation
participants are informed that the proposed AF will take best lessons learnt from One Wash program and
will target schools that are not benefited from One Wash Program. There may be possibility of
rehabilitating damaged and dysfunctional water points constructed by One Wash. Finally, participants
are informed that the arrangement will be decided by MoE and other concerned parties during program
implementation.
Regarding the schools lacking ground water, the consultation team informed that the problem will be
addressed in consultation with the REBs and WEOs. Proper solution will be sought in consultation with
the community and support from Woreda Water Office experts. Concerning the number of Woredas to
be targeted by the AF, the team replied that due to shortage of budget (122.5 UD) some selected
Woredas will be targeted based on the criteria decided by the MoE and REBs.
To address electricity problem, participants are informed that, as proposed in the proposed Program
Concept Note, the AF will work jointly with the Ethiopia Electrification Program to enable schools close to
electric grids to get priority access to electricity. In addition, in remote areas, it is proposed that digital
content will need to be designed to be accessible offline in light of connectivity issues and to adapt to
expected infrastructure challenges including absence or unstable power grid.
REBs have raised their concerns regarding the capacity of contractors who will be involved in school
constructions. Informants noted that schools have been constructed by contractors who win the bidding
process. From their past lived experiences, they indicated that most constructors lack the capacity to
construct schools and deliver them timely. As school construction is targeted in the PforR financing, it may
be difficult to finalize the construction of schools within the specified timeline and meet the DLI in the
PAD. REBs noted that contractors significant delay constructions, at least two to three years from the
completion and delivery time; which will impact the success of the proposed program. As a result, careful
attention should be given by MoE and REBs in selecting competent and capable contractors to meet the
DLIs.
68
Land Acquisition: The power for allocating land for school construction belongs to regional bureaus and
their counterparts down to Kebele level. Their naming varies from region to region. For instance in
Benishagul Gumuz-Region it is Environmental, Forest, Rural Land Administration and Investment Bureau,
in Amhara it is named as Land Administration and Use Bureau, Addis Ababa City Administration Land
Management Bureau, and in Somali Urban Development and Construction Bureau. The regional bureaus
have structure at zonal, Woreda, and kebele level. However, the zone is organized as department whereas
Woreda and kebele is organized as office. The kebele structure has only one expert that supports Kebele
Land Administration and Use Committee in charge of searching, allocating and transferring land for PAPs
as compensation.
In all regions (Except Addis Ababa) the Woreda administration is responsible to avail land for school
construction. Consultation participants noted that given the high demand for school construction and
renovations by the community, getting land will not be an issue. Most people have the willingness to
voluntarily donate their land. The land the community is willing to donate is land not suitable for farming
and other production purposes. REBs consultation participants noted that land acquisition for school
construction and other projects has been made with proper community consultation and payment of
compensation as per the national land proclamation which will also be true for the proposed AF program.
The schools visited have more land in their existing premises that could be used for the construction of
new classrooms. In addition, some school may require additional land that involves land acquisition for
the proposed AF activities. Consultation participants noted that land for school construction will be
acquired through discussion with the community and payment compensation either in kind or in cash.
Mostly the experience in Amhara region shows that land-to-and compensation is preferred by the local
administration and the community. When a private landholding is taken for public infrastructure
construction like schools, the kebele administration and the established Land Management Committee at
kebele level with the support of Rural Land Administration and Use Expert searches public land under the
government ownership and give as compensation for the affect persons. Cash compensation is the last
resort and paid based on the choice of the affected persons and when the Woreda administration has the
required budget for compensation. Sometime, when Woredas lack the capacity to pay cash
compensation, the Regional Administration pays the compensation.
Generally, there are three different types of land use in all regions in Ethiopia. These are (i) private
landholding, (ii) common landholding, and (iii) communal landholding. The communal landholding is a
type of land use arrangement where the land use right will be held by a group composed of two or more
individuals collectively used for controlled grazing. The communal landholding refers a public land that
the community as a whole use for grazing. Usually, this type of land is not managed in a controlled manner
and every community member in that locality has the right to access the land. According to community
participants the private and common landholdings are compensated whereas communal land, as it
belongs to the public and usually administered by the government, i.e., kebele administration, no
payment of compensation being made.
Consultation participants in Amhara region noted communities’ experience in other projects that has built
schools in the region. According to participants, for school construction, the community has been
contributing close to 60% of the construction cost (through labor, material support, and cash). They
indicated that they have been leading the implementation and making contribution for school
construction both in cash and in kind particularly through the supply of materials like wood, sand, stone,
labor contribution and other locally available materials. This was mainly due to the high demand the
community have for schools in their area. Besides, there are established committees at community level
69
named, Community Project Committee (CPC); a committee in charge of settling selecting sites, mobilizing
the community for contribution, making consultations and discussion with affected people, and
supervising the overall performance of the project.
In Amhara region, some consultation participants noted that land issues are highly sensitive. If land is
required for school construction, no one will oppose but the participants noted that the affected persons
need to be properly consulted and compensation should be paid either in kind or in cash before land is
taken for the construction.
In Benishangul-Gumuz and Somali Regions, community consultation participants indicated that there is
no shortage of land for school construction. School construction has been the demand of community
members and there is no community member who can oppose provision of land when compensation is
available. There are also community members who noted that they are willing to voluntarily donated land
for school construction. However, during the consultation the Bank team informed that land should not
be taken voluntarily if the amount of land does significantly affected the productivity of the farmers
(greater than 10% of his/her land as per the World Bank policy) and it should be based on free and
informed consent of the farmer with minutes of donation documented written. The same time, the team
informed the consultation participants that there should be meaningful consultation with the affected
parties and when land is acquired through compensation the land should be acquired after the
compensation is paid a per the National Law and the Bank’s PforR financing principle.
In urban areas, there are earmarked lands for the construction of public facilities like schools, health
centers, animal health centers, etc. Hence, consultation participants noted that the available lands
reserved for the public infrastructure facility development will be used for school construction.
Environmental concerns: during series consultations made with different stakeholders likely
environmental impacts of the proposed AF were reported and are summarized as follows:
1. In almost all communities consultation events, members of the community were highly excited
for coming this AF program because the demand for construction of additional schools (9-10
grade) were the question that was not answered for long time. With regard to environmental
concern they have, almost all believe that such program having Water, Sanitation, and Hygiene;
and construction of standard schools will contribute positive impact on overall environment of
the compound.
2. However taking this positive advantage of this environmental benefits, some have concerns that
should be considered in all project phases, these are:
A) Dust and noise pollution which will affect the teaching and learning process (for those
construction made within the exciting school compound)
B) Car accident will occur as a result of construction material transportation (for those
construction made within the exciting school compound)
C) Car accident on kids will occur in rural area schools’ where the site for construction of schools
is selected near to highways
D) WASH programs would not be effective unless water supply system for all purpose is
available; and the number of Toilets versus number of students is proportional. Hence the
toilets will be dirt and could be a source for disease causing organisms.
E) Past experience of some rural areas, revealed that construction of schools without
appropriate drainage and/or septic tanks will affect (pollute) their water resource for
domestic use.
70
Grievance Redress Mechanism: During consultations, REBs, WEOs and schools were asked about
existence of GRM for GEQIP-E. The finding shows existence of formed GRM committees at school level
but the GRM committees are not functional. Besides, there is no system by which the RBEs and WEOs will
track and receive reports of complaints from the schools. However, there is an attempt to handle
complaints related to GEQIP-E activities through Ethics and Anti-Corruption Unit at regional and Woreda
levels. But when asked to show complaints that are registered and the number of complaints solved, no
data is found at REBs and WEOs. However, the consultation participants indicated that there are few
complaints received from the schools concerning shortage of school grants and they addressed
establishing Ad hoc team of experts from the REBs to investigate the case and come-up with proposed
solution. It is through such an arrangement that most regions settle complaints.
During consultations, REBs indicated that each WEO and schools were informed to establish GRM
committee at Woreda and school levels. When probed to show data on the number of committees
established and reports received, no evidence is available at REBs and WEOs levels except the letter
correspondences about establishing GRM at school level. There are no regular reports produced from
WEOs or schools on GRM and this shows lack of effective and functional GRM at all levels.
At school level there are conflict redress committee established to address conflicts between students,
teachers, and even between students and teachers. The committee is composed of PTA members,
students and teachers. However, there are no committees established to address cases related to GEQIP-
E implementation in all schools visited in all regions.
Annex 3: Gender and Gender Based Violence
When comparing the number of girls and boys in primary and secondary schools, their number varies
from region to region. With the exception of Amhara region, the number of girl is higher in primary
schools; whereas in secondary schools it is much lower (see the table below). In Amhara, the number
female students in the high schools exceed their counterpart male students; which is around 1.1%. In the
same region, the proportion of girls and boys is almost equal in the primary schools.
Table 5: Summary of Student data by Grade Level, region and Sex in visited Regions
Amhara Somali Benishangul- Gumuz
Grade level
M F T M F T M F T
Lower primary
1,155,349 1,029,435 2,184,784 248,910 185,034 433,944 83,244 72,613 155,857
(G1-4)
Upper primary
940,279 952,220 1,892,499 109,125 80,634 189,759 53,953 41,931 95,884
(G5-8)
Primary total
2,095,628 1,981,655 4,077,283 358,035 265,668 623,703 137,197 114,544 251,741
(G1-8)
Lower Secondary
286,799 309,617 596,416 29,576 16,725 46310 18,098 13,041 31,139
(G9-10)
Upper secondary
129,001 130,207 259,208 15,751 8,780 24,351 3,562 2,814 6,376
(G11-12)
Secondary total
415,800 439,824 855,624 45,327 25,505 70,661 21,660 15,855 37515
(G9-12)
71
Note: The above consolidated student data for Amhara region is 2012 EFY enrollment, whereas the data
for Somali and Benishangul-Gumuz is 2011 EFY.
The data for the teachers in visited schools shows that there is high participation of female teachers in
Amhara and Somali regions. However, the participation of female teachers in Benishangul-Gumuz region
is low, i.e., 17.6% (see the detail in the table below).
Table 6: Summary of Visit Schools Teacher’s Data
Amhara Somali Benishangu-Gumuz
Hiruyi Aba Aregay Merawi Kebele Wiil Waal Primary
Grade level Mutsa Yako Primary school
School, primary school school
M F T M F T M F T M F T
primary school (G1-
15 23 38 40 62 102 34 30 64 14 3 17
8)
Female
60 % Female 60.7% 46% 17.6%
participation
MoE has demonstrated a strong commitment to the coordination, harmonization and leveraging of
resources toward gender equality, by establishing a Gender Directorate. Correspondingly, gender units
have also been established in all Regional Education Bureaus (REBs) and higher institutions. Other
coordination mechanisms include the National Gender Forum and the Girls Education Advisory
Committee (GEAC) has been established. At school level, Gender Clubs that promote gender equality in
education access and deliveries were established.
During the consultation, it is reported that school related gender-based violence (SRGBV) are prevalent in
some regions, and in other regions, it is reported as rare. For instance, participants in Amhara REBs noted
that in 2016/17 and 2018/19, there are about 28,000 and 10,000 GBV cases respectively with different
types. Last year, in 2019, there are 11 rape cases reported to the REB. The REB has been working on
provision of GBV through awareness raising and sensitization to schools only in 39 schools. Other regions
do not have reports on GBV and other forms of violence against girls.
REB and school consultation participants in all the three regions noted that the national GBV code-of-
conduct that has been distributed to all schools. In addition, sensitization and awareness raising was
conducted on GBV code-of-conduct. As per the code-of-conduct, each school is required to establish a
GBV committee. However, according to consultation participants, most school does not have such a
committee and the code-of-conduct is not practically implemented in all schools. The schools have girls’
clubs working on GBV cases including awareness raising.
There is no a well-established formal and structured response or referral system at Woreda or school
levels to survivors. There is single one-stop-service center in Amara region and Benishangul-Gumuz region
capital cities. According to consultation participants, there is a move by the REBs to link survivors with the
one-stop-service centers but challenged but shortage of budget.
As indicated above, in the schools there are functional girls club. In most schools, the clubs have weekly
programs which aim to raise awareness of students towards the different types of GBV and harmful
traditional practices like early marriage, sexual harassment, abduction, rape, and female genital
mutilation. In addition, the clubs have the mission to educate girls aged 12 years and above about
72
menstruation and inform them about precautionary measures that needs to be taken. Beside, clubs
promote the establishment of safe rooms equipped with sanitary pads and water for girls to help manage
their menstrual period safely and with the aim to enable girls attained their education without any
disturbance and stress. However, the safe rooms in many visited schools have shortage of sanitary pads,
lack water, and generally not well furnished. There are some NGOs supporting gender clubs in schools in
collaboration with regional and Woreda Women and Children affairs office. For instance, in the visited
Farta Woreda schools, it was USAID which have been supporting gender clubs but during the field visit
the project is closed and there is no NGO support them.
Girls clubs are also spaces where GBV survivors report their cases. The survivors report to club leaders
and then, the leaders refer them get the necessary medical, legal, and psychological support keeping
confidentiality. In all regions, at Woreda level, there are established GBV committees composed of
Woreda Police Department, Justice Department, Women and Children Affair Office, etc. UNICIF has been
supporting the GBV in the visited regions.
In Amhara region, in some schools, there are suggestions boxes to help students to write and drop their
opinions including GBV and sexual harassment cases freely. In addition, if the girls are forced to marry
early by their parents, they can also use the suggestion boxes and inform the school. The school, together
with the kebele and Woreda administration, could then support the girls in avoiding early marriage. The
school director in the visited schools in Amhara regularly checks the suggestion box. During the fieldwork
the Director at Heruy Aba’aregay Primary School reported a case of a girl, aged 12 years, who reported
her case of forced marriage arrangement by her family and family of the groom using the suggestion box.
On the base of the report, the marriage was canceled with the support from Kebele and Woreda
administrators.
In Benishangul-Gumuz region, the established GBV committee has a structure down to kebele levels. At
all levels, there is an assigned focal person that could take the lead in facilitating and organizing meetings
to handle and mange GBV cases. The main activities of the committee are: (i) prevention of GBV, (ii)
facilitate referral system and (ii) organize support for survivors. UNICEF supports activities aimed to
prevent GBV at school levels in all regions. UNICEF is working with established GBV committee members
at regional and Woreda level to tackle GBV cases in schools. However, not all schools are targeted by the
UNICEF project. For instance, in visited Bambasi Woreda, the GBV committee at Woreda level does not
targeted all schools. Only 14 schools (among the 34 schools) believed to have high risk of GBV are targeted
and supported by the Woreda GBV committee in the Woreda.
MoE has indicated that all schools have code-of-conduct on Prevention of School Related Gender Based
Violence in Schools that was prepared and distributed in 2014. Besides, MoE has different types of
guidelines and manuals to address SRGBV that include (i) Gender strategy for education and training
Sector (2014); (ii) Gender mainstreaming guideline for the education and training sector (2014); and (iii)
Life skill training manual for girls aged 14 years and above (2014).
Annex 4: Vulnerable and Underserved People
One objective of this ESSA update is to explore the magnitude and scale of equity and fairness on sharing
program benefits among vulnerable groups and underserved people. The assessment explored the major
bottlenecks in the education system for the vulnerable groups, the government system and structure to
address the existing gaps, coordination and responses by different partners through discussions with
students, education officials and experts, and meaningful consultations with local community members.
73
The assessment focused on students with special needs, orphans, vulnerable groups and girls in the
pastoralist community. The findings of consultations on vulnerable and underserved groups indicated that
in almost all the regions, there are efforts to address barriers for students with special needs and to ensure
inclusion of all students irrespective of disability, availability of services and social support systems to
coordinate quality need-based care, and improving the government system to better provide required
services. As a result, some of the expected outcomes for students with special needs, academic
performance of vulnerable students, and enrolment of girls, especially in primary schools, improved.
However, lack of standard and uniform service provision for all types of vulnerable groups across the
regions and absence of national level regulations/systems and framework to guide service provision
especially for children with special needs, are the key areas that need improvement. This is essential to
ensure equity and fairness in sharing program benefits among these groups.
Annex 5: Children with Special Needs
To expand access to quality education for all, particular focus is needed for marginalized and vulnerable
groups. With respect to children with special needs, ESDP V says that the exact number of children with
disability in Ethiopia is not known. According to World Health Organization (WHO), 15% of people in any
population are estimated to have disabilities. Based on official statistics, the number of school-age
children (4 to 18) is estimated at more than 33.5 million. This implies that, there are an estimated 5 million
children with special needs education in the country.
On average, boys with disabilities out number female counterparts in all grades, implying that parents
have a tendency to keep girls with disabilities at home rather than send them to school. This is
evidenced from the 2012E.C (2019) academic year students with special needs enrolment data of Amhara
region, and the previous year (2011E.C) students with special needs enrolment data of Benishangul-
Gumuz region. The table below shows the students with special needs enrolment of Amhara region 2012
E.C academic year and Benishangul-Gumuz 2011 E.C, respectively.
Table 7: Amhara region data of students with special needs enrolment by grade level in 2012EC
No Grade level M F T
1 Primary school students with special needs 8,959 7,114 16,073
2 Secondary school students with special needs 743 483 1,226
Table 8: Amhara region date for students with special needs and Vulnerable group (OVC) in 2011EC
No Vulnerability type Data of 2011 E.C
M F F
1 Student with special needs 3,346 1,993 5339
2 OVC 2,408 1,837 4245
74
Table 9: Benishangul Gumuz data of student with special need by Type in 2011EC
No Deficiency type M F T
1 Persons who have low vision 800 478 1278
2 Persons who are hard of hearing 581 343 924
3 Persons with Physical (Mobility) disability 676 368 1044
4 Persons with Intellectual disability 590 424 1014
5 Others 699 380 1079
Total 3346 1993 5339
According to a report by the Benishangul Gumuz Education Bureau special needs focal person, only the
needs of 21% of special needs children are currently addressed by the region. This is partly because of low
awareness in the community and lack of disabled-friendly infrastructure in the schools.
There are some efforts made to address the barriers of students with special needs in almost all the
regions. The actions taken targets to address the barriers students with special needs face and aimed to
ensure the inclusion of all students irrespective of disability status. Most of the identified students with
disabilities in regions visited were identified by type of disability (low vision, person who are hard of
hearing and persons with intellectual disability).
In Amhara region special entitlements have been made for students with special needs since 2006 E.C.
The Regional Council has passed a decision to support enrolled special needs children by considering their
education needs and to minimize their school dropout because of financial and economic problems.
Based on the Council’s decision, three types of students with disability receive entitlements:
Table 10: Monthly and annual entitlements for children with special needs in Amhara region
No Disability type Monthly entitlement Annual entitlement
for food steepened in for school uniform in
birr birr
1 Persons who have low vision 350 .00 600 .00
2 Persons who are hard of hearing 200 .00 400 .00
3 Persons with Intellectual disability 100 .00
Source: Amhara Regional State, 2006
Similarly, for the last four consecutive years, Benishangul-Gumuz regional state also allocated some
amount from its annual budget for special needs students. For instance, the Regional Council has allocated
more than 600,000.00 birr in 2010 EFY and 400,000.00 birr in the EFY of 2011. As a result, more than 200
students who have difficulties with sight, hearing and walking have been provided with assistive devices
such as wheel chairs.
The evidence from all visited regions (Amhara, Somali and Benishangul Gumuz) shows a small proportion
of schools who have facilities adapted to students with special needs, like ramps and inclusive education
in the classroom. However, the most school are not accessible to special needs students and inadequately
organized with required infrastructures.
75
Inclusive education is defined as the “process of addressing and responding to the diversity of needs of all
learners through increasing participation in learning, cultures and communities, and reducing exclusion
within and from education.�?7 (UNESCO, 2011) However, the arrangements in the visited schools for
inclusive education are not as per the standard and not as such inclusive. This includes lack of required
skills in the teachers and absence of assistive device and technologies.
From the visited schools, Hiruyi Aba Aregay and Merawi Kebele primary schools in Amhara region and Wiil
Waal Primary school of Somali region have classes for special need students. However, the number of
schools with special needs class is very small compared with the number of normal primary schools in the
Woredas. The following table presents the comparison of number of primary schools with special class in
the visited Woredas of Amhara region.
Table 11: Number of primary schools with special needs class in visited woredas of Amhara region
No Zone Woreda # of Primary schools with # of special
primary special needs need
schools students
1 South Gondar Farta 82 7 104
2 West Gojam North Mech 78 3 93 (39 F)
In GEQIP II and GEQIP-E, there has been a targeted support for children with special needs. For special
needs support 1% of school grant was allocated in 2016, 2% in 2017, and 4% for 2018. In GEQIP-E, 800
(the baseline is 300) resource centers are targeted for special needs students and will be constructed by
the end of the Program.
I. Orphaned andvulnerablechildren:
For several decades, Ethiopia has had a large number of children who have lost parental care or are at the
risk of losing parental care. The GoE has made a number of efforts to mitigate the problem. A legal and
policy framework has enhanced the involvement of NGOs, UN agencies, CBOs etc. in the provision of
various care and support services to vulnerable children. In spite of these positive steps however, there is
a lack of standards and uniformity in the services and support offered to a majority of vulnerable groups.
In addition to efforts by the government and other development partners, there are other social support
systems at community and school level. In Amhara region, Community Care and Support Coalitions (CCC)
was established at all levels to coordinate the community care and support effort for vulnerable groups.
Some schools also have volunteer clubs engaged in organizing resource mobilization to support vulnerable
children. The government sectors also have a committed giving coordination committee responsible for
collecting monthly contributions from the civil servants to support up to three students through their
organization. In the 2012 EC, one of the visited Woreda (Farta) of Amhara region, school volunteer clubs
collected nearly 50,000.00 birr and provided need-based support for 887 (764 F) needy students.
II. Girls and Women
ESDP V (2015/16-2019/20) reported pre- primary enrolment has increased rapidly for both boys and girls.
In primary and secondary education, there were significant strides made towards achieving gender parity.
According to the EMIS and household surveys data, once girls reach secondary level they tend to stay and
7
UNESCO, 2011
76
complete it. However, without addressing the gender disparities in grades 5-8, in particular in emerging
regions, the nation-wide targets set forth in the ESDP V are unlikely to be achieved.
The national Gender Parity Index (GPI) decreased from 0.93 in 2013/14 to 0.9 in 2017/18 in primary
education and from 0.91 to 0.89 in secondary. Afar, Ethiopia Somali and Benishangul-Gumuz lag
significantly behind other regions. Within these regions, the issue of girls dropping out is most acute
around the time they reach puberty. This can be partly explained by the gender norms, especially in
relation to early marriage, social roles and need to work. The median age of first marriage is 15.9 in
Benishangul Gumuz, 16.8 in Afar and 17.6 in Ethiopia Somali (DHS 2016). Fertility rates are high and rising
in Afar and Ethiopia Somali. GEQIP-E focuses on the enrollment and progression of girls at upper primary
level, but more needs to be done at lower secondary level8, both on the supply side (improving physical
proximity of lower secondary schools, ensuring separate latrines, safe spaces for girls, support from school
management) and the demand side (reducing the cost of education to poor households and providing
incentives for girls to stay in school). This is particularly important as women with secondary education in
Ethiopia start childbearing about 5 years later than women with primary education: 24.5 years versus 19.7
(DHS 2016).
The GPI for the first cycle of secondary education (Grades 9–10) improved from 0.80 in 2009/10 to 0.94
in 2013/14 and has remained the same (0.94) in 2015/16, while the GPI for the second cycle of secondary
education (Grades 11–12) improved from 0.57 to 0.85 over the same period, and was in(2015/16) 0.87.
Gender disparity not only deals with enrolment and completion but is also concerned with learning
outcomes. The share of females that sat the General Secondary Education Certificate Examination in
Grade 10 and scored 2.00 or above in 2015/16 remains lower than males (69.0% compared to 78.3 %).
Similarly, in the Grade 12 Higher Education Entrance Certificate Examination, while 45% of males scored
350 or above (the official pass mark), only 34% of females reached the equivalent benchmark.
Lower school enrolment of girls is closely associated with poverty and the widely prevalent custom of
early marriage in rural communities. Causes of school drop-out vary between boys and girls in rural
areas, poverty cited as the main reason for boys, and early marriage for girls (Population council/UNFPA
2010; Jennings et al, 2011). Moreover, girls’ access to school and completion rate are affected by socio-
cultural factors such as parents’ attitudes, the burden of household chores, fear of gender based
violence, low self-esteem, the predominance of male teachers, and inadequate sanitation facilities
(Jennings 2011, Population Council/UNFPA 2010).
The consulted community in Benishangul-Gumuz region mentioned that female students in the region
usually preferred to get married instead of enrolling in secondary education. This may be because of the
inaccessibility of secondary schools and parents’ desire to have their daughters settled or engaged in
economic activities. Due to inaccessibility (long distance from the village), students are supposed to travel
in insecure conditions that might expose them to harassment. This is worse for schools that teach in two
shifts (morning and afternoon) and require female students to walk long distances in late afternoon. In
addition, community perceptions of female students who continued their secondary school education in
a nearby town is another challenge for girls.
There are community efforts supported by regional governments to mitigate the challenges in girls’
education by establishing lower secondary schools at nearby distances in some Woredas through
8
For example, the gender parity index in Ethiopia Somali, Afar and Benishangul-Gumuz for grades 9-10 are the
lowest in the country at 0.69, 0.71 and 0.79 respectively.
77
community contribution. In almost all regions, most of the secondary schools have been constructed by
community initiatives. Because of this reason, most of secondary school constructed by the community
are poor quality and below the standard that strongly hinders the academic performance of the students
and limits their interest to complete their secondary education.
Annex 6: Program Boundaries
Government ESDP V Program GEQIP-E GPE AF
1 Capacity development for improved management
1.1 Develop a relevant structure with a clear distribution of mandates and
responsibilities at all levels
1.1.1 Improving the education sector’s organizational structure
1.1.2 Managing the implementation of cross-cutting programs ✓ ✓
1.2 Provide regular gathering processing and sharing of information to inform decision
making
1.2.1 Gathering and processing education performance data ✓ ✓
1.2.2 Gathering and processing financial data ✓ ✓
1.2.3 Sharing information to inform decision making ✓ ✓
1.3 Promote good coordination and communication within and across levels
1.3.1 Job specifications and operational handbook
1.3.2 Improved use of existing documentation centers and sharing platforms ✓ ✓
1.4 Ensure adequate supply of staff with the right mix of technical and leadership skills
in each post/level
1.4.1 Profiles and recruitment
1.4.2 Professional development: mentoring training and on-the-job support
1.5 Improve resources and conditions of work
2 Improve quality of general education
2.1 Strengthen teachers’ and leaders’ development
2.1.1 Transform teaching into a profession of choice ✓
2.1.2 Teachers’ training and professional development ✓ ✓
2.1.3 Leaders’ training and professional development ✓
2.2 Improve curriculum development and provide sufficient teaching and learning
materials
2.2.1 Curriculum development ✓
2.2.2 Teaching and learning materials ✓ ✓
2.3 Support schools to develop and implement School Improvement Plans (SIP) ✓
2.3.1 Community participation ✓
2.3.2 School environment ✓ ✓
2.3.3 Teaching and Learning ✓
78
Government ESDP V Program GEQIP-E GPE AF
2.3.4 School leadership
2.4 Provide ICT infrastructure facilities and resources
2.4.1 ICT infrastructure for teaching and learning
2.4.2 Content development for ICT ✓
2.5 Strengthen quality assurance systems
2.5.1 School inspection ✓ ✓
2.5.2 Teacher and school leader licensing ✓ ✓
2.5.3 Assessment and examinations ✓ ✓
3. Improve access equity and internal efficiency in general education
3.1 Increase access to pre-primary education ✓ ✓
3.2 Increase access equity and internal efficiency to primary education ✓ ✓
3.3 Expand access to secondary education
3.4 Provide special support program for the four emerging regions ✓ ✓
4. Increase participation and improve quality in adult and non-formal education (ANFE)
5. Increase access quality and relevance of TVET
6. Increase access quality and relevance of higher education
7. Cross-cutting issues
7.1 Gender ✓ ✓
7.2 Special needs and inclusive education ✓ ✓
7.3 HIV/AIDS
7.4 Education in emergencies
7.5 School health and nutrition
7.6 Drug and substance abuse prevention
7.7 Water, sanitation and hygiene ✓
79
Annex 7: Detailed budget breakdown for PAP implementation
S/N Items and Activities Unit No. Quan Unit No. Tot Total Cost
Benefi tity Cost day al
ciaries s/M yea
ont r
h
1 Recruit environmental and social experts at Pers 1 2 700.0 12 3
Federal level ons 0 50,400.00
2 Recruit environmental and social experts at Pers 11 1 500.0 12 3
Regional levels ons 0 198,000.00
3 Officially appoint qualified E&S management pers 11 100 50.00 12 2
focal persons at Woredas and support with ons 1,320,000.00
budget
4 Update GEQIP-E ESMSG to address identified Consultant 2 250.0 15 2
environmental and social risks 0 15,000.00
5 Organize ToT to Enhance the capacity of experts Consultant 2 250.0 15 2
and technical staffs at Federal & regions 0 15,000.00
6 Conduct ToT to Enhance the capacity of experts Pers 12 5 40.00 5 2
and technical staffs at Federal and regions ons 24,000.00
7 Cost for Cascading this ToT to all Targeted Pers 11 100 20.00 5 2
Woredas ons 220,000.00
8 Develop a guideline on resettlement includes No. 1 0 0.00 0 1 0.00
GRM, protocol for voluntary land donation
S. Total cost for Establishing a functional ESM
9 Conduct timely and meaningful consultations No. 1 0 0.00 0 3 0.00
with PAPs
10 Organize briefings and consultations for No. 1 0 0.00 0 3 0.00
communities impacted by the Program’s sub-
project activities.
S. Total cost for Timely Consultation, No. 1 0 0.00 0 3
Compensation Payment, and Resettlement of
PAPs
11 Establish/ strengthen GRM committee No. 1 0 0.00 0 3 0.00
12 Existing GRM guideline will be updated/ No. 1 0 0.00 0 3 0.00
developed
13 Conduct training on GRM No. 1 0 0.00 0 3 0.00
S. Total cost for Strengthen the Grievance No. 1 0 0.00 0 3 0.00
redress system
14 Establish and/or strengthen safe well-equipped No. 11 100 30.00 12 3
menstrual management system 1,188,000.00
15 strengthen and support girls’ clubs in schools No. 1 0 0.00 0 3 0.00
16 Conduct awareness raising to avoid or minimize No. 1 0 0.00 0 3 0.00
harassment, FGM, and early marriage practices.
S.Total cost to Prevent School Related Gender No. 1 0 0.00 0 3 0.00
Based Violence and sexual harassment
17 Develop/ adapt safety manuals on safe storage, No. 1 0 0.00 0 3 0.00
use and disposal of laboratory chemicals and IT
80
18 Provision of first aid kits, ABC type fire No. 11 100 150.0 1 1
extinguisher and safety training to relevant 0 165,000.00
school staff
19 Ensure laboratory rooms designed in such a No. 1 0 0.00 0 3 0.00
way emergency exit considered
20 Include worker and public safety clauses in the No. 1 0 0.00 0 3 0.00
civil works contracts
S.Total cost to strengthen worker and
community safety at workplaces
21 Strengthen guidance for management on No. 1 0 0.00 0 3 0.00
conservation of Natural habitat and PCR
22 Follow robust screening process using well No. 1 0 0.00 0 3 0.00
defined and structured protection of natural
habitats and PCR
S.Total cost to Protect and maintain No. 1 0 0.00 0 3
biodiversity, Natural habitat, and Physical
Cultural Resources
23 Strengthening school environmental and No. 1 0 0.00 0 3 0.00
sanitation clubs to manage waste in their
compound
24 Provision and placement of two solid waste No. 11 200 150.0 1 1
containers (bins) for each targeted Schools 0 330,000.00
25 avoiding indiscriminate burning practice, rather No. 1 0 0.00 0 3 0.00
segregate solid waste that could be recycled
S.Total cost to Establishment and strengthening
of solid waste management (domestic waste)
26 Introduce standard designs suitable for people No. 1 0 0.00 0 3 0.00
with disability
S.Total cost for Inclusion of vulnerable groups No. 1 0 0.00 0 3
27 Develop environmental and social safeguard No. 1 0 0.00 0 3 0.00
reporting (Quarter & Annual) template
28 Conduct trainings at all level how to make No. 1 0 0.00 0 3 0.00
reporting based on the template produced
S.Total cost for establishing effective No. 1 0 0.00 0 3
Environmental and Social Safeguard Quarterly
and annual reports
29 Audit (Consultant Fee), Federal level Pers 2 250.0 30 1
ons 0 15,000.00
30 Conduct annual performance review, Federal, Pers 11 4 270.0 1 3
Regions and Enviro Organs ons 0 35,640.00
31 Undertake annual environmental, social and No. 11 1 1000. 1 3
safety audit 00 33,000.00
S.Total cost to conduct annual Environment,
social and safety management Performance
review and audit
Grand Total Cost Covered by the Program
3,609,040.00
81
Annex 8: Key Informant Interview Checklist
E. Institution Capacity
1. What is the existing Institutional Capacity to implement, monitor and evaluate GEQIP (level and mix
of staff, procedures and guidelines; available budget, equipment, etc)
2. What policies and systems are in place to respond to the educational needs of vulnerable and
marginalized groups (women, students with disabilities, disadvantaged socio-economic groups and
lagging regions, and historically underserved peoples?
3. What is the level of existing institutional capacity to manage environmental and social issues?
F. Land Acquisition
1. Are there potential land acquisition risks in connection with the implementation of GEQIP 3?
(Expansion or relocation of schools, displacement and resettlement of affected people such as
squatters)
2. Are there possibilities of additional land requirements because of the construction of classrooms for
grades 9-10 in existing facilities? Please specify.
3. In the case of labor force requirements for the construction of schools, what the procedures for
managing public and workers safety issues?
4. What would happen if there are squatters occupying existing structure who would be displaced if
they are renovated?
G. Vulnerable Groups
1. Who are the most vulnerable ethnic/linguistic groups? What are the causes of their vulnerability?
Possible measures to mitigate the disparities in opportunity and access to benefits? Are steps already
in place to ensure that these groups equally benefit from the program?
2. Is there an overlap between emerging regions and disadvantaged ethnic groups? Is ‘lagging regions’
a proxy for areas where these groups are predominant?
3. What are the specific educational needs of pastoralists in Ethiopia? What policies and or guidelines
are in place to address the needs in pastoral areas?
4. What do you recommend towards strengthening the existing approach to addressing equity as part
of the design of the program?
5. To what extent are historically underserved and other vulnerable groups at the risk of discrimination
or reduced access to program benefits?
6. Is there an incentive scheme/package to encourage or motivate staff to serve in emerging regions?
7. Are there assessment on the education demands of emerging regions? Are steps taken in response
to the identified demands?
8. Are the responses to the educational demands culturally appropriate?
9. What measures are taken aiming at social mobilization and community participation to enhance
access to benefits by girls, students with disabilities, people with special needs and other vulnerable
groups?
10. Are there potential adverse impacts from the program?
11. In case such risks are anticipated, what systems exist for managing these (e.g. infrastructural
improvements, translation/adaptation of educational materials, making sure that textbooks do not
contain discriminatory material, the prevention of ethnic conflicts).
H. School Grants
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1. Are there procedures/formulas for allocating school grants? Are additional grant funds provided to
address the disparities in equity on the basis of vulnerability/marginalization, low socio-economic
status, disability or other indicators? Can you explain?
I. School Improvement Programs
1. Are there criteria or guidelines for School improvement Programs that take into account the especial
needs of vulnerable groups and underserved people? Please explain.
2. What technical support is provided to develop the capacity of schools in emerging regions,
particularly in pastoral areas?
3. What capacity building support is provided to respond to the educational needs of students with
disabilities and others requiring special support?
J. Especial Support and Inclusive Education
1. What are special education needs as a pedagogic concept and term? Which groups of people does
the term refer or apply to? What types of especial needs education exist? What are the approaches
to provide especial support to the different groups?
2. What specific strategies are adopted to include the special needs of students with disabilities and
others in the design of the program (Teacher training, textbooks, universal design, increased
enrollment rates? inclusion of reasonable accommodations in schools)
3. What are the inconsistencies or disparities across regions in responding to the different types of
special needs education and gender inequalities?
4. Are appropriate and positive quality teaching materials available or accessible to pastoralists and
underserved groups? If they are, to what extent are they available or in access?
K. Gender
1. What are the causes of the variation and gaps in learning outcomes between genders?
2. How can these variation and gaps be addressed in respect to Grade 2 learning outcomes in mother
tongue reading, Grade 8 learning outcome in English and Mathematics, and Grade 10 learning
outcome in English and Mathematics?
L. Other areas for social inclusion
1. In addition to developing the technical and leadership of staff, what is being done to enhance staff
diversity from a different perspective?
2. What measures are being taken to ensure that curriculum development is inclusive, non-
discriminatory and free of stereotypes?
3. What efforts are made so that School Improvement Plans take into account gender needs and
universal access design?
M. Social Conflict
1. What procedures/systems are in place to prevent elite capture of grant particularly in areas of actual
or potential social conflicts?
N. Grievance Redress Mechanisms (GRM)
What mechanisms are there at different levels of institutional structure to manage
grievances/complaints arising from problems related to quality of service, access to benefits, equity,
impacts, etc?
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K. Environmental issues and concerns
Guiding Semi-structures Interview Checklist for Federal, Regional, and Woreda IAs
I. Natural Habitats and Physical Cultural Resources
1. Since the project involves school construction, if it requires new land (having different land use), how
does the issue of natural resources depletion, degradation of natural habitats, and destruction of
physical cultural resources, addressed? What are the procedures that ensure the protection of such
resources?
2. Is there any practice of constructing new schools in areas with having different land use? If yes, what
was the procedure followed?
3. Do you have the practice of community consultation and involvement on site selection for the
proposed school construction subprojects? If yes, how do you involve community in site selection?
4. Do you have the practice of working with the regulatory body (Environmental Protection organs in
your jurisdiction) on preparation and executing such construction subprojects? If yes, how?
II. Public and Worker Safety
1. Since the project involves school construction, how is the issue of workers safety addressed and ensured
during construction phase of the proposed subproject? What are the procedures that ensure the
protection of workers from accident and health impairment?
2. Do you have the experience of working with the regulatory body (Labor and Social Affair organs in your
jurisdiction) on protection of workers from accident and health impairment during construction of
subprojects? If yes, how do you linked?
3. Since the project involves school construction, how are the issues of school communities (especially
children) safety addressed on designing of safer laboratory rooms, stares, get ways, etc.? What are the
procedures that ensure the protection school community from accident and health impairment?
Guiding questions for general discussion with community and other stakeholders
1. What does “environment & environmental protection�? mean to you?
2. Do you have involvement and practice in new school construction subproject in your locality? If yes,
to what extent you have involved?
3. If the project requires new land (having different land use) for school construction, how does the
project site selection occur?
4. Do you have involvement and practice in site selection for school construction of subprojects? If yes
how are you involved? What will be your role on site selection with regard to environmental
protection (such as: concern & issues on biodiversity, vegetation, water resources, and others)?
5. Do you know how proposed project at your locality was selected, screened and approved? If yes,
what procedures have been followed?
6. Do you know the importance of addressing environmental issues at all level of subproject cycle? If
yes, could you please mention some of them?
7. Do you have major environmental concerns, if such school construction subproject will be proposed
at your locality? If yes, please mention some major concerns.
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School visit checklist including interviews with teachers, school directors and students
I. Leading question on Environmental related Issues
1. What do “environment & environmental protection�? mean to you?
2. Is there an environmental club in your school? If yes, what roles are they performing?
3. Are you a member of this club? If yes, what efforts have you been contributing?
4. In your school, do you have water supply, sanitation and hygiene facilities? Are they comfortable
and accessible for all? If no, what should be done for the future?
5. In your school, do you have setups on solid and liquid waste management? If yes, mention these
setups, including available facilities for this purpose.
6. Do you know the importance of addressing environmental issues at all level of subproject cycle? If
yes, could you please mention some of them?
7. Do you have major environmental concerns, if new school construction subproject will be
proposed at your locality? If yes, please mention some major concerns.
II. Leading questions on health and safety at school and surrounding environment
1. Do you know safety precautionary measures? How do you relate this concept with your overall
school environment and compound?
2. Did you or your colleague was injured as a result of unsafe school construction setups (Such as
stairs not having support or sloppy, falling structures, and others)?
3. Do you have protective device when you are involved in laboratory secession? If yes, what are
these PPE?
4. Did you heard or experience of hazards related or involved in laboratory exercises? If yes, what
was the cause for happening of this hazard or accident?
5. What are you suggesting to control hazards emanated from all over setup of the school including
lab rooms?
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Annex 9: GEQIP –E AF ESSA Update - Public consultation participant list by region
1. Number of public consultation participant in MoE region (On Nov 25/2019)
No Full Name Sex Organization Position Location Mobile
1 Temesgen Kebede M MoE Gender Expert Addis Ababa
2 Mesfin Bisrat M MoE Advisor Addis Ababa
3 Hadish G/Yesus M MoE Expert Addis Ababa
4 Nigat Taye M MoE Expert Addis Ababa
5 Yetmwork Getahew F MoE Expert Addis Ababa
6 Abdisa Roba M MoE Expert Addis Ababa
1. Number of public consultation participant in Addis Ababa City Administration (On Nov 26/2019)
No Full Name Sex Organization Position Location Mobile
1 Oumer Eimam M AAREB Expert Addis Ababa
2 Danel Asrat M AAREB Expert Addis Ababa
3 Tigist Mulatu F AAREB Expert Addis Ababa
4 Tigist Berhanu F AAREB Gender Expert Addis Ababa
5 Yadgal Adgna M AAREB Expert Addis Ababa
2. Number of public consultation participant in Amhara region(from Nov 11-13/2019)
No Full Name Sex Organization Position Location Mobile
1 Tefera Feyisa M BoE D/Head Bahir Dar
2 Getachew Derseh M BoE Coordinator Bahir Dar
3 Fentahun Tesega M BoE Gender Expert Bahir Dar
4 Abebe Leyew M BoE PM&E Bahir Dar
5 Getenet Aberha M Inspector BoLSA Bahir Dar
6 Gizaw Gashaw M Expert Farta WEO Debre Tabor
7 Mulatu Endale M Group leader >> >>
8 Temesgen Desta M >> >> >>
9 Yeshiwas Girma M Office Head >> >>
10 Getachew Nigatu M EXPERT Regional Bahir Dar
Envir.Protection
11 Zerfnesh Tirualem F Teacher School Hiruy ena Aba
aregay
12 Emaway Chekol F Teacher School >>
13 Tadele Marie M Teacher School >>
14 Ashagrie Sisay M Teacher School >>
15 Belachew Dessie M teacher School >>
16 Bertukan Mhirete F Student School >>
17 Alemnat Kindie F Student School >>
18 Melkam Ameshe M Student School >>
19 Hiwot Zelalem F Student School >>
20 Beyene Teka M Supervisor Education >>
21 Eskedar Getnet F School Vi/director Education >>
22 Yalew Chanie M Principal >> >>
23 Yohaness Abebaw M Parent community >>
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24 Assmare worku M Parent community >>
25 Assmamaw Mekoya M Parent KETB/PTSA) >>
26 Aba Zelalaem Bantie M Religious leader Community >>
27 Ato Sisay Mebratie M PTSA Community >>
28 Eshetie Alebachew M Parent Community >>
29 Ato Adane Legese M Parent Community >>
30 Ato Nibretie Ayenew M Parent Community >>
31 Ato Amsalu Mazengiya M Parent Community >>
32 Ato Baye Ejigu M Parent Community >>
33 Ato Mersha Yigzaw M Parent Community >>
34 Bilata Asmamaw M Kebele Chair Kebele >>
Mekonen Person
35 Amsalu Mazengiya M Community repres Community >>
36 Ato Abere Muche M teacher School >>
37 Atinkut Andargie M Representative WEO Merawi
office head
38 Yalelet Worku M Officer WEO >>
39 Tamirat Yilkal M PMEofficer/GEQIP >> >>
focal
40 Getnet Yared M Teacher O1 school >>
41 Ato Tadessie Ayalew M PTSA chair person Community >>
42 Ato Esubalew Bayeh M Parent Community >>
43 Ato Simeneh Fente M PTSA member Community >>
44 Tesfahun Alehegne M Kebele Chair Kebele >>
person
45 Solomon Tayachew M School Director School >>
46 Ayalew Atalay M Cluster supervisor School >>
47 Chalachew Amare M Officer WEO >>
48 Takele Tarekegne M Parent Community >>
49 Mulualem Enbiale M PTSA community >>
50 Frehiwot Ferede F PTSA Community >>
51 Abeje Alemu M PTSA community >>
52 Getaneh Motbainor M Parent Community >>
53 Aleshgne Agaze F Sch. V. Director School >>
54 Samrawit Assefa F Student School >>
55 Rediet Melaku F Student School >>
56 Natniel Atinku M Student School >>
57 Abrhamu Melkamu M Student School >>
3. Number of public consultation participant in Somali region (from Nov 14-16/2019)
No Full Name Sex Organization Position Location Mobile
1 Hasen Sh Yusuf M Deputy Bureau Education Bureau Jijiga
Head
2 Zeinu Shifa M SIP –expert Education Bureau Jijiga
3 Abdulahi Macolin M WEO Head WEO Jijiga
4 Zekaeia Mahud M WEO D/ head WEO >>
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5 Abdikadir Mohamed M Deputy WEO >>
6 Hamid Abddalahi M Director WEO >>
7 Husen Muladin Hasal M Land Bureau URBAN >>
8 Abdirashid Adam M GEQIP Coor BoE >>
9 Farah Ahmed M Expert BoE >>
10 Ismael Mohamed M Expert BoE >>
Hassan
11 Abubaker Mohamed M School director School >>
12 Barud Mohamed M Parent Community >>
13 Abdulahi Mealin M Chair Man of WEO >>
Education
14 Ayuunel Ahmed M Parent Community >>
15 Yiheyis Lakew M Parent Community >>
16 Mohammed M Parent Community >>
17 Sara Roobel F Parent Community >>
18 Saladiya Jama F Teacher School >>
19 Faatuma Muse F Teacher School >>
20 Bishaaro Auecali F Parent Community >>
4. Number of public consultation participant in Benishangul Gumuz region(from Nov 17-19/2019)
No Full Name Sex Organization Position Location Mobile
1 Habtamu Alene M D/Head REB Assosa
2 Negusie Dibissa M GEQIP Coord REB Assosa
3 Mengistu Gemechu M Social safe. focal REB >>
person
4 Mohamed Abdela M Special Need >> >>
5 Krima Salsh F Gender >> >>
6 Seyum Belete M Dep/head >> >>
7 Netsanet Zeleke M Environ D/Head BoEIA >>
8 Habtam Tafer M Director BoELA >>
9 Bilata Gessisa M Curric expert WEO Bambasi
10 Hayder Hamid M Expert WEO Banbasi
11 Netsanet Admasu F Engineer WEO >>
12 Razika Hamid F Planning WEO >>
13 Ahmed Babekir M Office Head WEO >>
14 Alemnew Bahiru M School principal Musta Yako Musta Yako
primary school Kebele
15 Alkino Kumsa M PTSA Community >>
16 Mezgebu Woega M >> >> >>
17 Abiyot Ebrahim M >> >> >>
18 Yimer Hassen M >> >> >>
19 Adem Muhamed M Parent >> >>
20 Abdulaziz Ebrahim M Parent >> >>
21 Musa Sirage M >> >> >>
22 Senbeta Buna M >> >> >>
23 Muhamed Tyisa M >> >> >>
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24 Abegur Hamid M >> >> >>
25 Megersa Terfa M >> >> >>
26 Taha Ali M >> >> >>
27 Nureye Sead M >> >> >>
28 Tesfa Muhamed M >> >> >>
29 Jibril Abdulkerim M >> >> >>
30 Abdultuf Mhamed M >> >> >>
31 Jafer Kedir M >> >> >>
32 Muhamedseni Abate M >> >> >>
33 Getahun Raga M >> >> >>
34 Nesrela Muhamed M >> >> >>
35 Kedija Aragaw F >> >> >>
36 Mekonen Abate M >> >> >>
37 Zumeri Jemal F >> >> >>
38 Gete Beyene F >> >> >>
39 Bachu Hirga F >> >> >>
40 Squari Muleta F >> >> >>
41 Selamawit Bakeru F Teacher School >>
42 Bacha Abate M PTSA School >>
43 Yimer Demsie M Supervisor >> >>
44 Adem Kasaw M PTSA >> >>
45 Shafi Dishu F Parent >> >>
46 Kushumie Tafese F >> >> >>
47 Aminat Ali F >> >> >>
48 Stuna Berhanu F >> >> >>
49 Momina Shifera F Kebele women >> >>
50 Aniya Alemayehu F Parent >> >>
51 Zeniya Sheimustofa >> >> >> >>
52 Borite Dobo >> >> >> >>
53 Shumie >> >> >> >>
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Scanned signed participant sheet
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93
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95
96
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Annex 10: Sample consultation photos from the ESSA update
Photos from the Amhara region
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Photos from the Somali Region
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Photos from the Benishangul-Gumuz region
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