The World Bank Sudan Primary Education Emergency Support Project (P504621) Appraisal Environmental and Social Review Summary Appraisal Stage (ESRS Appraisal Stage) Public Disclosure Date Prepared/Updated: 01/31/2024 | Report No: ESRSA03255 Jan 17, 2025 Page 1 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) I. BASIC INFORMATION A. Basic Operation Data Operation ID Product Operation Acronym Approval Fiscal Year P504621 Investment Project Financing (IPF) Sudan Education 2025 Operation Name Sudan Primary Education Emergency Support Project Country/Region Code Beneficiary country/countries Region Practice Area (Lead) (borrower, recipient) Sudan Sudan EASTERN AND Education SOUTHERN AFRICA Borrower(s) Implementing Agency(ies) Estimated Appraisal Date Estimated Board Date UNICEF UNICEF 05-Mar-2024 19-Nov-2024 Estimated Decision Total Project Cost Review Date Public Disclosure 11-Jan-2024 41,900,000.00 Proposed Development Objective To support reopened schools in target states and learning continuity in the Republic of the Sudan. B. Is the operation being prepared in a Situation of Urgent Need of Assistance or Capacity Constraints, as per Bank IPF Policy, para. 12? Yes C. Summary Description of Proposed Project Activities Sudan went through a promising phase when the country started reconnecting with the international community in 2019. However, this optimism was abruptly cut short in October 2021 due to a military takeover, putting Sudan in profound economic and social instability. This event led the World Bank to trigger its Operational Policy (OP) 7.30 – Dealing with De Facto Governments, which paused disbursements to the government in all World Bank operations and processing of new operations in Sudan, effective October 27, 2021. The recent conflict that erupted in mid-April 2023 between Sudan's military (Sudanese Armed Forces) and a paramilitary group (Rapid Support Forces) further exacerbated the country’s economic and social instability and disrupted daily life and basic services, including education. The project will be financed by the Global Partnership for Education (GPE) in the amount of US$41.9 million Jan 17, 2025 Page 2 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) with UNICEF as a recipient and implementing entity. The project development objective (PDO) is to support reopened schools in target states and learning continuity in the Republic of the Sudan. The project, an Investment Project Financing, consists of three components with implementation led by the UNICEF: (i) Provision of School Grants; (ii) Facilitating Learning Continuity; and (iii) Project Management, Coordination, Technical Assistance, and Monitoring and Evaluation. The project will finance activities to keep schools open in relatively secure areas, establish safe learning environments, and ensure schools have the minimum package for daily operation. The project will also provide learning materials and expand distance and digital learning program to ensure learning continuity of children. The implementation period for the Project is about 2 years with the closing date of December 31, 2026. The direct beneficiaries are primary school-age children. Approximately 2.4 million students in 3,000 public primary schools which are reopened or in the process of reopening in relatively more secure states will benefit from school grants. Approximately 200,000 students, including at least 50 percent girls, in 3,000 targeted public primary schools will benefit from the project through provision of remedial learning, socio-emotional, and safe learning and support. About 6,000 facilitators/teachers will be trained in intensive remedial education interventions. In states with active conflict, approximately 1.5 million primary school-age children not in school will benefit from the provision of learning materials. The project will also support school stakeholders and local experts in building their capacity and promoting ownership and accountability. UNICEF will be the recipient and implementing entity of the Project, working together with implementing partners (nongovernmental organizations [NGOs] and civil society organizations [CSOs]). UNICEF has been selected through a competitive process and considered to be the most suitable partner for the World Bank to implement the Project based on: (a) their significant experience in managing complex projects in FCV environments; (b) their experience specifically in implementation of World Bank funded projects in other similar contexts including the Yemen Restoring Education and Learning Emergency Project (P175036); (c) their proven track record in education Public Disclosure activities such as school grants, e-learning program, project management, procurement, and financial management; (d) strong presence on the ground, have proven that they are very well equipped to work in most conflict-affected and difficult to access areas in Sudan, and have the capacity to reach out to the most vulnerable beneficiaries; and (e) the ability to quickly scale up project activities. Currently, there is no Country Partnership Framework (CPF) for Sudan, but the proposed project is aligned with the World Bank’s Country Engagement Note (CEN) for Sudan for FY2021–2022 (currently extended). It will contribute to Focus Area 1, Objective 2.3 of the CEN: “Strengthening service delivery and resilience”. Additionally, the project is well aligned with the World Bank Africa Strategy for 2019–2023 and the World Bank Strategy for Fragility, Conflict, and Violence (FCV) 2020–2025 and builds on World Bank’s support for the education sector in Sudan at the federal and state levels through a range of programs implemented over the last two decades. The Education Sector Strategic Plan (ESSP) 2018-2022 has expired in December 2022, but the overall challenges and priorities in the sector remain the same. These include addressing access, equity, and learning. The project will complement and leverage other relevant ongoing projects supported by the World Bank and other development partners, including the World Bank-assisted Sudan Somoud Enhancing Community Resilience Project (P181490, US$160 million) which is under preparation and will be financed by the Sudan Transition and Recovery Support (STARS) Multi-Donor Trust Fund. D. Environmental and Social Overview D.1 Overview of Environmental and Social Project Settings The project is designed to address needs in primary education in the Republic of the Sudan. The project aims to support the operation of the reopened schools and learning continuity in the country. It will be implemented in non-hotspot states (namely Blue Nile, Gadarif, Gezira, Kassala, Northern, Red Sea, River Nile, Sennar, West and North Kordofan, and Jan 17, 2025 Page 3 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) White Nile) and Hotspot areas/states (including Central, East, North, and South Darfur, Khartoum, South and West Darfur). With OP 7.30 in effect, UNICEF will implement the project as a third-party implementing agency. Sudan is a country affected by fragility, conflict, and violence (FCV) with interdependent drivers of fragility, namely (i) regional imbalances and social exclusion; (ii) dysfunctional economy; (iii) the securitization of governance; (iv) natural disasters; and (v) weak institutional capacity. The country has a weak economic performance characterized by a high prevalence of poverty and unemployment. During the last ten years, Sudan’s average GDP growth rate has been below 3% with negative growth rates in 2018 (-2.3 percent) and 2019 (-2.6 percent). Sudan’s unemployment rate in 2019 was 12 percent with youth unemployment at 26.7 percent. Poverty in Sudan has increased consistently in recent years. Inflation reached 220.7 percent in April 2022, by far the highest in the East Africa region. High inflation, particularly food price inflation, has likely pushed many urban households deeper into poverty, as these households rely on markets for their essential needs to a greater extent than rural households. Food insecurity has worsened in Sudan in recent years, from 2.8 million in April 2017 to 9.8 million affected people in May 2021. This is driven by a plummeting economy, poor harvests, and conflict. The poor harvest in the 2021/22 agricultural season has led to decreased cereal production, which was 30 percent below the five-year average. The current poverty incidence in Sudan is not known. Sudan’s economic and food security situation has continued to deteriorate due to the war in the country. After the October 2021 overthrow of the civilian government by the military, political objections and street protests have continued unabated, which, according to several accounts, have been met with excessive force, varying forms of GBV, and extra-judicial detainments. Public Disclosure Currently, the situation escalated further into open violent conflict, when two factions within the military council – the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) – started open battles in Khartoum in April 2023. The frequent interruption of schooling in recent years has exacerbated the learning crisis. Education of an estimated 12.6 million primary and secondary school-age children has been disrupted because of the civil war, leaving Sudan on the verge of “the worst education crisis in the world.” Teachers have gone unpaid and young people out of school have been exposed to physical and mental threats, including recruitment into armed groups. Universities and government educational offices have been destroyed or used as defense positions, and at least 171 schools have been turned into emergency shelters for displaced people. If this war continues, with no efforts to mitigate the education crisis, the damage to the education system may be irreparable. The project aims to help keep schools open in relatively secure areas, provide children with socioemotional support, and ensure schools have the minimum package for daily operation. The project will also support children in both hotspot areas and relatively secure areas providing learning materials and expand distance learning program to ensure learning continuity. D.2 Overview of Borrower’s Institutional Capacity for Managing Environmental and Social Risks and Impacts Sudan has weak institutional capacity, driven by prolonged instability, a legacy of non-transparent institutions, and widespread capture by vested interests. World Bank’s Operational Policy (OP) 7.30 was triggered on October 25, 2021, when the military took control over Sudan’s government. Following this, disbursement is halted to the Sudanese Government in all World Bank operations and preventing the processing of new operations. The proposed Project implementation will be carried out in collaboration with UNICEF as a Third-Party Implementing agency. UNICEF will establish a dedicated technical team (project implementation Unit [PIU]) who will be responsible for the implementation of the project and for carrying out day-to-day management of the project. Jan 17, 2025 Page 4 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) UNICEF will be the Third-Party Implementing Partner for the World Bank-supported Sudan Somoud Enhancing Community Resilience Project (P181490, US$160 million), Part One (Community Driven Basic Service Delivery), which is currently under preparation. UNICEF has gained experience over the past three years in preparing and implementing environmental and social (E&S) risk management (ESRM) instruments in accordance with the World Bank ESF requirements for projects, specifically those in emergency and FCV contexts. This includes three projects in Yemen related to human capital, social protection, and education, two projects in South Sudan on provision of essential health services, COVID-19 response and health systems preparedness, and two projects in Afghanistan to support the provision of essential health services and education. At country level, UNICEF Sudan has capacity to support and inform the implementation of the ESF. This includes systems and expertise in Social and Behavioral Change, Accountability to Affected Populations (AAP), Outreach and Communication, Gender, GBV, Prevention of Sexual Exploitation and Abuse (SEA), Security Management, Planning and Monitoring, as well as expertise in Health, Nutrition, Education & Learning, Child Protection, Social Policy, and WASH sectors. The UNICEF Sudan Climate Taskforce is composed of technical experts from all UNICEF to ensure adaptation and mitigation efforts are integrated in each sector and in operations. UNICEF’s AAP approach supports community feedback mechanisms; community/beneficiary empowerment and participation; engagement, with a focus on youth, women, and IDPs; and strengthening local capacity on governance and accountability. In addition to its in-country presence, UNICEF leverages expertise from its headquarters and regional offices and may hire dedicated staff to support ESRM for the project, as required. Public Disclosure UNICEF has a draft Policy on Environmental and Social Safeguards and Sustainability, which is broadly aligned to the World Bank ESF, and will be rolled-out in 2024. UNICEF has also standard contracting documents for implementing partners and contractors, where E&S requirements and codes of conduct (COC) are included as part of the contract bidding processes to ensure E&S risks are addressed at all levels. UNICEF will apply the World Bank’s ESF for the Sudan Emergency Education Project. This project requires the preparation of the following ESRM instruments considering the project scope, characteristics, and risks, including the Environment and Social Commitment Plan (ESCP), Stakeholder Engagement Plan (SEP), Social Assessment and Social Risk Management Framework (SA/SRMF), Labour Management Procedures (LMP), Sexual Exploitation, Abuse and Sexual Harassment (SEA/SH) Risk Assessment and Action Plan, and Security Management Framework (SMF). II. SUMMARY OF ENVIRONMENTAL AND SOCIAL (ES) RISKS AND IMPACTS A. Environmental and Social Risk Classification (ESRC) High A.1 Environmental Risk Rating Moderate The environmental risk of the project is Moderate. Project activities are not anticipated to cause conversion of natural habitats, or generation of large-scale pollutants given the small-scale nature of the rehabilitation and installation activities which will be limited within the compound of existing education facilities. The potential environmental risks would come from the school grant for classroom and furniture repairs and the installation of WASH facilities. These Jan 17, 2025 Page 5 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) activities, though small, could cause noise, air and water pollution, and increase project workers and communities’ exposure to health and safety impacts. Potential occupational health and safety (OHS) risks may also result from activities related to the rehabilitation of classrooms and installation of WASH facilities. There are also potential environmental, health, and safety risks from the printing and distribution of education materials. If suitable facilities for handling and management of waste are not available, it could be indiscriminately discharged into the environment and cause damage to communities and the ecosystem. No technical assistance causing downstream E&S risks is anticipated in this project. However, any capacity building activities as well as training will be undertaken in compliance with the requirements of the World Bank Technical Assistance Guidance Note. High A.2 Social Risk Rating The proposed Project has social benefits for the local communities including school reopening and learning continuity for primary school-age children in both conflict hotspot and non-hotspot areas, increased access to education for children of IDPs, enhanced capacity of the Teachers and Parent Teachers Associations (PTAs), and develop the capacity of school management. The social risk of the project is considered ‘high’ mainly due to the FCV context of the country and the ongoing conflict. Other social risks include: (i) exclusion of vulnerable school children and women teachers from project benefits and decision-making structures; (ii) security risks and illegal activities, such as violence, extortion, theft, armed assault, looting, and vandalism of project materials and properties as well as risks related to Unexploded Ordinances; (iii) SEA/SH risks; (iv) weak community participation and engagement during project implementation; and (iv) social tensions or conflict between the IDPs and host communities over project benefits. The project will be implemented in conflict affected areas and IDP hosting regions, which are volatile and highly prone to instability and conflict situation. As a result, there will be security risks for project staff deployed to provide services Public Disclosure for the conflict affected communities. In addition, there might be possibility of tensions or conflicts between the IDPs and the host communities that bring risks during project implementation. There might be a possibility of weak consultation and participation of beneficiaries among conflict-affected communities, including IDPs and host communities. The social risks will likely be exacerbated by dispersion, remoteness, institutional challenges, and contextual security risks. The project may face operational risks, including inadequate monitoring, supervision, and timely redress of complaints due to the prevailing conflict and fragility of the country. The conflict and violence emerging in different states and related grievances could potentially impact project implementation. B. Environment and Social Standards (ESS) that Apply to the Activities Being Considered B.1 Relevance of Environmental and Social Standards ESS1 - Assessment and Management of Environmental and Social Risks and Impacts Relevant Improvements in education facilities could have positive environmental, health and safety outcomes to the wider community, and especially to conflict affected communities. However, the repair of classrooms and installation of WASH facilities may have small scale site-specific adverse environmental impacts which should be avoided, reduced or mitigated as appropriate. The risks may include: (i) pollution risks such as air emissions, dust, and noise; (ii) solid wastes and their disposal (iii) extraction of materials for rehabilitation/installation activities; and (vi) health and safety risks to the public and the workers at project sites during construction and operation phases. Technical assistance (TA) that will have downstream environmental and social risks such as feasibility studies, design, preparation of strategic studies, etc. is not anticipated under this project. However, any capacity building activities as well as training Jan 17, 2025 Page 6 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) shall be undertaken in compliance with the requirements of the Bank’s Guidance note on TA activities based on the terms of reference (ToR) to be developed before commencement of such activities. The Project has developed Environmental and Social Commitment Plan (ESCP). The ESCP includes the material measures and actions required for the project to meet the requirements of the relevant ESSs over a specified timeframe and commitments to undertake the required assessments and develop the necessary E&S instruments for the project. Relevant capacity building measures are included in the ESCP and can be updated as required. The project will have positive social benefits as well as the following potential social risks and impacts including (i) exclusion of vulnerable school children and women teachers from project benefits and decision-making structures; (ii) security risks and illegal activities, such as violence, extortion, theft, armed assault, looting, and vandalism of project materials and properties as well as risks related to Unexploded Ordinances; (iii) SEA/SH risks; (iv) weak community participation and engagement during project implementation; and (iv) social tensions or conflict between the IDPs and host communities over project benefits. The social risks will likely be exacerbated by contextual security risks including dispersion, remoteness, and institutional challenges. The project may face operational risks, including inadequate monitoring, supervision, and timely redress of complaints due to the prevailing conflict and fragility of the country. To manage the environmental and social risks and impacts of the project, UNICEF shall develop the following ESRM instruments: (i) Environment and Social Commitment Plan (ESCP), (ii) Stakeholder Engagement Plan (SEP), (iii) Social Assessment and Social Risk Management Framework (SA/SRMF), (iv) Labour Management Procedures (LMP), (v) Sexual Exploitation, Abuse and Sexual Harassment (SEA/SH) Risk Assessment and Action Plan, and(vi) Management Framework (SRMF). An Environmental and Social Commitment Plan (ESCP) will be signed for the project with UNICEF, outlining the detailed commitments for compliance with the environmental, social, health, safety and security standards, and disclosed before appraisal. A Social Assessment and Social Risk Management Framework that will include a social development Public Disclosure plan shall be prepared to ensure indigenous people, vulnerable school children, and ethnic and sexual minorities, can share equitable project benefits. UNICEF will prepare the SA/SRMF prior to disbursement, capturing ESS7 requirements. The implementing entity have developed a Stakeholder Engagement Plan (SEP). The draft SEP shall be disclosed prior to appraisal and will be updated reflecting any adjustment in the project activities and actors and the changing situation of the country. The SEP shall ensure a robust stakeholder engagement, inclusion for marginalized and minority members of the targeted communities and information disclosure procedures. UNICEF shall conduct a SEA/SH risk assessment to prepare a relevant action plan. UNICEF will prepare a SMF prior to disbursement, proportionate to the scope of project risks and impacts. The SMF will inform on the nature of security personnel that will be required to oversee the implementation of security measures and be guided by the principles of proportionality and the applicable law, in relation to hiring, rules of conduct, training, equipping, and monitoring of such personnel. If hiring of private security contractors will be envisaged, then the SMF will include a reference on good practice note ( https://www.ifc.org/en/insights-reports/2017/publications-handbook-securityforces) for risk assessment and management. Overall, the implementing entity and partners will implement the project activities in line with the provisions outlined in the ESRM instruments. UNICEF will prepare the LMP, SMF, and SEA/SH action plan prior to disbursement. ESS10 - Stakeholder Engagement and Information Disclosure Relevant The proposed project will be implemented under a third-party implementation arrangement and UNICEF will be the implementing partner. As noted above, the project will be implemented in non-hotspot states as well as seven Hotspot areas/states. These non-hotspot states feature, among others, large numbers of IDPs, integrating surrounding rural areas, as well as high population density supporting both host communities and IDPs. The hotspot Jan 17, 2025 Page 7 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) areas are conflict affected areas and are highly fragile. The schoolteachers, students, and the surrounding communities including the host communities and IDPs are the primary stakeholders of the project. It will be important to address their diversity, focus on the most vulnerable groups, elderly, traditional local leaders, community-based organizations, CSOs and NGOs. Other key stakeholders include UNICEF, implementing partners, states, State Ministry of Education (SMoE), Education Cluster/Sector Working Groups, and Development Partners that will be actively involved in the design and implementation of the Project. UNICEF, along with their local implementing partners, will ensure clear communication and sensitization activities in communities, covering the project’s objectives and activities, and the roles and responsibilities of stakeholders. Moreover, UNICEF will conduct consultations to aware the schools and local communities regarding the project’s E&S risks and impacts including the proposed mitigation measures. UNICEF shall prepare and disclose a SEP prior to appraisal. The SEP will account for the details of relevant stakeholder groups, as well as timing and methods of engagement throughout the life of the project, appropriate to the different population groups including the vulnerable and disadvantaged groups, consistent with the requirements of ESS10. Stakeholder consultation will be conducted during school improvement plan (SIP), preparation, subproject implementation, and preparation of the necessary ESRM instruments like the SA/SRMF, LMP, SMF and SEA/SH plan in line with the SEP. UNICEF shall ensure that vulnerable groups and IPs/SSAHUTLCs are included in the project. The draft SEP will be updated after two months of the project having been fully operational, if required, and will be updated regularly as needed over the project lifetime. UNICEF, and their implementing partners will implement the SEP along the other ESRM instruments prepared for the project, including ensuring adequate consultation throughout the implementation period. UNICEF and its implementing partners will establish a project- level Grievance Redress Mechanism (GRM) including GBV sensitive structures in different states and localities targeted by the project. The GRM will be implemented by UNICEF and the implementing partners to provide avenue Public Disclosure for complaints project activities and other operational matters. The GRM will include mobile phone-based applications, SMS, and in person centers for complaint registration and resolution, as well as free hotlines. The GRM will address each area of the feedback value chain: (i) uptake, (ii) sort and process, (iii) acknowledge and follow up, (iv) verify, investigate, and act, (v) monitor and evaluate, and (vi) provide feedback to the complainant as well as to project management. UNICEF has an established Grievance and Redress Mechanism, known as the Complaints and feedback mechanisms (CFM), will be available to all project stakeholders. The UNICEF CFM is consistent with the World Bank GRM system as their system provides safe, appropriate, equitable and inclusive access for affected population and stakeholders to the transparent two-ways of communication, allowing them to: Have safe access to life-saving information, as well as information on people’s rights and entitlements and how to exercise them. Provide feedback, inputs and complaints about their experiences and perspectives on the quality and effectiveness of programmes and their relationship with people and organizations providing services for them including sensitive issues like GBV, Protection, Safety and Security and PSEA. The established CFM supports different communication channels including phone surveys, automated SMS, Chatbots and online confidential survey with a focus on: Information sharing and sensitization on the programme aspects, timeframe, access and relevant details. Enabling full opportunities to all stakeholder groups, including vulnerable groups, to participate in decisions affecting them, including how to define their needs and capacities. Prioritization of the interventions and determining the most appropriate means of delivery of services in the emergency context. Resources will be allocated for the GRM as part of the project budget. Project beneficiary communities and other interested stakeholders will be sensitized by the implementing agencies and their partners regarding operational procedures including how to submit, timing for resolution of grievances, and clear steps. The overall project E&S quarterly and annual progress report will have a Jan 17, 2025 Page 8 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) separate section on GRM, including the complaints recorded, resolved, and referred to the formal court system, as well as the causes of complaints. ESS2 - Labor and Working Conditions Relevant ESS2 is relevant. There are potential risks for project workers anticipated to include the three categories: direct workers, contracted workers, and primary supply workers. The inclusion/relevance of the primary supply workers will be evaluated when the project LMP will be prepared. The number of project workers to be involved cannot be determined at this point but will be estimated in the LMP. Potential labor risks include child and forced labor, risks related to inappropriate working conditions and Occupational Health and Safety (OHS), and discrimination. UNICEF will prepare LMP to identify the main labor requirements and labor risks associated with the prosed project based on the requirements of ESS2 and their labor regulations. The LMP will be no objected by the World Bank and disclosed prior to disbursement as outlined in the ESCP. It will summarize procedures to address labor issues including, but not limited to: (i) child labor and forced labor; (ii) contracts of employment and terms and conditions of employment, (iii) protection of wages including fair treatment, non-discrimination, and equal opportunity of project workers, (iv) applicable OHS issues; (v) risks associated with SEA/SH; (vi) security provisions for workers; (vii) project workers’ code of conduct; and (viii) GRM for workers with accessible means to raise workplace concerns. ESS3 - Resource Efficiency and Pollution Prevention and Management Relevant The project rehabilitation/installation activities, though small-scale, may raise the issue of resource efficiency and pollution. Air pollution from rehabilitation activities such as dust and vehicle emissions and noise from construction Public Disclosure equipment are anticipated. WASH installation and classroom rehabilitation activities can generate construction wastes from excavation work, and the printing and ditribution of education materials may entail isssues related to solid waste generation and disposal. The project will make sure that material sources are accredited and have the necessary permits, and will include requirements for adequate sourcing and transportation of construction materials. The project will implement resource efficiency measures including efficient use of energy, water and raw materials. These include indicative mitigation measures for different resource efficiency and pollution prevention concerns which will be further developed during the project implementation. The ESCP will also include requirements for a generic waste management guidance on the collection and safe disposal of solid wastes. Furthermore, training will be organized on management of wastes that may be generated during implementation of the project activities which can help to address capacity gaps. ESS4 - Community Health and Safety Relevant ESS4 is relevant. Community health and safety risks are anticipated include (i) SEA/SH risk related to project workers, and (ii) security risks including risks of unexploded ordinates. Ensuring security for project operations, including protection of project workers and beneficiaries will be a challenge specifically in remote and conflict prone areas. UNICEF shall conduct SEA/SH risk assessment and will prepare SEA/SH action plan to manage SEA/SH risks prior to project disbursement. The SEA/SH action plan shall include a Code of Conduct (COC) as outlined in the ESCP. The plan will include mitigation measures such as regular consultations with school girls on project-related risks, signing of the COC for all project staff with specific clauses on SEA/SH, a GRM sensitive to SEA/SH complaints with an accountability framework including referrals for survivors to GBV services, an awareness raising strategy targeting workers and community members on the COC, reporting mechanisms in case of related incidences, and a response protocol to Jan 17, 2025 Page 9 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) ensure survivors are referred to quality GBV services in a timely and ethical manner. The project will target reopened public primary schools in the relatively secure states (non-hotspot areas) as well as primary school-age children in hotspot areas (most conflict-affected states) focusing on areas of high population density supporting both host communities and IDPs, which will present security concerns to the project workers and communities. UNICEF will carry out an SRA and prepare an SMP to understand the risk of conflict and insecurity on the community and the project in conflict-affected regions. A conflict sensitive approach to overall project implementation will be applied, and the SMF will include a protocol to address any potential security risks for the project and a regular oversight and monitoring mechanism. Impacts on the health, safety and well-being of workers and project-affected communities and schools can also stem from transmission of communicable diseases during consultations and public gatherings, capacity building workshops, and trainings. ESS5 - Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant ESS5 is not considered relevant at this stage ESS6 - Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources ESS6 is not considered relevant at this stage ESS7 - Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Relevant Local Communities Public Disclosure ESS7 is considered relevant. The people who meet the ESS7 requirements under the project are pastoralist and agro- pastoralists, who constitute about 13 percent of the Sudanese population. According to the International Fund for Agricultural Development (IFAD), there are over 500 ethnic groups in Sudan speaking over 400 languages, though it is difficult to highlight marked differences. The World Bank has not conducted a screening of people meeting the requirements of ESS7 in Sudan. However, ethnic groups the following states, including, among others, people living in West, Central, North, South, and East Darfur, North, South, and West Kordofan, Bule Nile, and Gadarif meet the requirements of ESS7. Specifically, in these states, there is a broad recognition of the Beja, Fur, Nuba and Fallata, who could meet the requirements. The project will be implemented in eleven non-hotspot states namely Blue Nile, Gadarif, Gezira, Kassala, Northern, Red Sea, River Nile, Sennar, West and North Kordofan, and White Nile as well as seven Hotspot areas/states including Central, East, North, and South Darfur, Khartoum, South and West Darfur states. A comprehensive Social Assessment (SA) will be conducted by UNICEF to address risks of exclusion of ethnic minorities and vulnerable groups and ensure that the project activities account for and are inclusive of the needs and aspirations of IPs/SSAHUTLCs. The SA will include a Social Development Plan (SDP) and shall be submitted to World Bank for review, approval, and disclosure prior to disbursement as outlined in the ESCP. For communities categorized as IPs/SSAHUTLC, it is important to conduct meaningful, timely, and appropriate consultations and needs to be conducted throughout project implementation with IDPs and host communities to enhance their project benefits sharing. The SA/SRMF will ensure that IPs/SSAHUTLC are appropriately informed and will put in place inclusive and culturally appropriate mechanisms to share the benefits. It is important to ensure use of culturally appropriate forms of meaningful consultations and respective adaptation of interventions to minority groups’ specific needs, as per the nature and scope of the proposed project components. No situations that would require Free, Prior and Informed Consent (FPIC) are foreseen as the project does not; (i) have adverse impacts on land and natural resources subject to Jan 17, 2025 Page 10 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) traditional ownership or under customary use or occupation, (ii) cause relocation of Indigenous Peoples/ Sub-Saharan African Historically Underserved Traditional Local Communities from land and natural resources subject to traditional ownership or under customary use or occupation, and (iii) have significant impacts on Indigenous Peoples/Sub- Saharan African Historically Underserved Traditional Local Communities’ cultural heritage. ESS8 - Cultural Heritage Not Currently Relevant ESS8 is not relevant. ESS9 - Financial Intermediaries Not Currently Relevant ESS8 is not relevant. B.2 Legal Operational Policies that Apply OP 7.50 Operations on International Waterways No OP 7.60 Operations in Disputed Areas No B.3 Other Salient Features Use of Borrower Framework In Part UNICEF Security Management Framework will be used. Public Disclosure Use of Common Approach No Common approach is not used. C. Overview of Required Environmental and Social Risk Management Activities C.1 What Borrower environmental and social analyses, instruments, plans and/or frameworks are planned or required by implementation? The project has prepared and consulted upon draft ESF instruments including ESCP and SEP. UNICEF will prepare, consult on, and disclose LMP, Social Assessment and Social Risk Management Framework, SMF, and SEA/SH action plan to address potential environmental and social risks and impacts. The ESCP aims to ensure that the required material measures and actions and the ESF instruments are in place as part of the project design and will be implemented throughout the project period to address and mitigate risks and impacts identified under relevant ESSs. Also, site- specific environmental and social mitigation measures will be implemented to manage environmental and social impacts during WASH facility installation and school maintenance and the site-specific environmental and social mitigation measures will be reflected in the Project Implementation Manual (PIM). III. CONTACT POINT Jan 17, 2025 Page 11 of 12 The World Bank Sudan Primary Education Emergency Support Project (P504621) World Bank Task Team Leader: Mari Shojo Title: Senior Education Specialist Email: mshojo@worldbank.org TTL Contact: Ruth Karimi Charo Job Title: Senior Education Specialist Email: rcharo@worldbank.org IV. FOR MORE INFORMATION CONTACT The World Bank 1818 H Street, NW Washington, D.C. 20433 Telephone: (202) 473-1000 Web: http://www.worldbank.org/projects V. APPROVAL Task Team Leader(s): Mari Shojo, Ruth Karimi Charo Public Disclosure ADM Environmental Specialist: Tamene Tiruneh Matebe ADM Social Specialist: Moges Woyessa Bowuso Jan 17, 2025 Page 12 of 12