The World Bank Expanding Opportunities For Learning (P166059) Additional Financing Appraisal Environmental and Social Review Summary Appraisal Stage (AF ESRS Appraisal Stage) Public Disclosure Date Prepared/Updated: 03/10/2025 | Report No: ESRSAFA976 Mar 10, 2025 Page 1 of 10 The World Bank Expanding Opportunities For Learning (P166059) I. BASIC INFORMATION A. Basic Operation Data Operation ID Product Operation Acronym Approval Fiscal Year P166059 Investment Project Financing (IPF) DJ: Expanding 2020 Opportunities for Learning Operation Name Expanding Opportunities for Learning Country/Region Code Beneficiary country/countries Region Practice Area (Lead) (borrower, recipient) Djibouti Djibouti MIDDLE EAST AND Education NORTH AFRICA Borrower(s) Implementing Agency(ies) Estimated Appraisal Date Estimated Board Date Republic of Djibouti Ministry of Education and Vocational 12-Mar-2025 28-Mar-2025 Training Public Disclosure Estimated Decision Total Project Cost Review Date 04-Mar-2025 41,700,000.00 Proposed Development Objective The project development objective is to increase equitable access to basic education, improve teaching practices, and strengthen MENFOP's management capacity. B. Is the operation being prepared in a Situation of Urgent Need of Assistance or Capacity Constraints, as per Bank IPF Policy, para. 12? No C. Summary Description of Proposed Project Activities The project aims to address the following key sectoral challenges: (a) Early childhood education (ECE) provision is limited and, where available, at a nascent stage of development. It is constrained by a lack of classroom space and dedicated or qualified preschool teachers. Therefore, the project proposes to support the regulatory and quality aspects of ECE provision, teacher professional development and materials provision and establishment of dedicated pre-school classrooms (through construction or repurposing of existing spaces); (b) access and retention: the shortage of Mar 10, 2025 Page 2 of 10 The World Bank Expanding Opportunities For Learning (P166059) infrastructure in urban areas results in the curtailing of enrollments at the beginning of each school year, large class sizes and double shifting. Out-of-school rates are much higher in rural areas than in Djibouti-ville due in part to insufficient numbers of schools. Distance from school, poverty, and opportunity costs deter young children from attending, especially for girls wanting to attend lower secondary education. As a result, the project proposes to construct new or expand existing schools in strategic locations and explore innovative ways to provide educational services to rural areas, with a particular focus on girls’ access to education opportunities; (c) learning and assessing: The quality of education is a central concern as shortages of key quality inputs (learning materials, teacher guides, and development opportunities) impede education quality and teachers need to develop more appropriate pedagogical practices but also receive sufficient professional in-school support. Also, the introduction of Information and Communication Technologies (ICT) into the classroom requires guidance. Another challenge is the lack of data especially related to student performance and teacher pedagogical and content knowledge skills that would allow providing targeted corrective measures. The project aims to improve teacher professional development and build on the government’s current system of centralized training to a decentralized and continued support/mentoring approach. It will also explore ways to strengthen the existing assessments (year 2 and 5 national exams – OTI) and provide capacity building for ministry staff from central to school levels to be able to interpret data and act on it. D. Environmental and Social Overview D.1 Overview of Environmental and Social Project Settings The Additional Financing Project will be implemented in urban centers and rural areas nationwide, focusing on regions not included in the initial project. The beneficiaries include (a) pre-primary, primary, and lower secondary students, particularly those in vulnerable groups such as refugees, rural students, girls, and special needs students; and indirectly, Public Disclosure their families; and (b) teachers, school leaders, Pedagogical Advisors (PAs), inspectors, and teacher trainers who will receive professional development. This project is being carried out by the Ministry of National Education and Vocational Training (MENFOP). Education access disparities exist due to region, gender, and income. Vulnerable groups include out-of-school children, those in remote areas, refugees, and children with special needs. Gender gaps remain significant, with lower enrollment rates for girls. Refugees, including Somalis, Yemenis, Ethiopians, and Eritreans, face educational challenges, with low attendance rates among refugee children. MENFOP has developed programs to support special needs students and addressed challenges from COVID-19 through distance learning and e-Learning platforms. The World Bank supports MENFOP with projects like PRODA, the Education COVID-19 Emergency Project, and additional financing. These initiatives aim to improve education quality, access, and retention, focusing on vulnerable groups and enhancing MENFOP's capacity. PRODA finances construction and rehabilitation of schools, sanitation facilities, and cafeterias, and provides curriculum development for special needs students. It also funds meal programs and outreach activities. Current implementation includes civil works at about 50 sites. The first Additional financing supports IT equipment, consultancy services, and minor civil works. This second Additional Financing is partially funded by the GPE. It will support, for example, the construction and rehabilitation of classrooms, efforts to bring out-of-school children into education, assistance for children with special needs and vulnerable groups, provision of learning support to improve outcomes, and enhancement of local supervision for teachers and teacher trainees. D.2 Overview of Borrower’s Institutional Capacity for Managing Environmental and Social Risks and Impacts Mar 10, 2025 Page 3 of 10 The World Bank Expanding Opportunities For Learning (P166059) The Ministry of Education (MENFOP) will implement the project. MENFOP has experience with bank-financed projects, currently managing the PRODA and SKILLS projects. The PIU has an environmental consultant and a gender focus person handling E&S risks. MENFOP handled project preparation and implementation, including World Bank projects like PRODA (P166059) and its Additional Financing (P175464). Despite strengthening its DGA and PSU, MENFOP's regional capacity to manage environmental and social risks remains limited, with moderate performance on current projects, particularly the weak GRM mechanism. MENFOP hired a part-time E&S expert in 2020 and plans further training and hires. With two existing projects, this new project will add social assistant to support the implementation of the Stakeholder Engagement Plan, grievance mechanisms. Additionally E&S focal points will be designated among regional inspection teams and beneficiary schools, as well as within CIPREN and CFEEF offices due to planned rehabilitation works. These focal points will help monitor the implementation of the E&S instruments, ensure COVID-19 protocol compliance, operate grievance mechanisms, and enforce anti-violence measures in schools. II. SUMMARY OF ENVIRONMENTAL AND SOCIAL (ES) RISKS AND IMPACTS A. Environmental and Social Risk Classification (ESRC) Moderate A.1 Environmental Risk Rating Moderate Public Disclosure The project will the expand and continue on the ongoing activities . The key environmental risks/impacts of the project remain temporary, of low magnitude and site-specific thus rated as moderate. It will mainly involve small scale rehabilitation and new construction that could result in dust, noise, vibrations and the generation of solid waste and occupational health and safety issues typically associated with construction. The project will also generate small quantities of electronic waste related to the procurement of IT equipment . Overall, it is unlikely to be significant and can be easily mitigated predictably. Additionally, there is an opportunity to build resilient and self-sufficient schools in isolated areas. Moderate A.2 Social Risk Rating Key social risks contributing to the above risk rating of project intended to be financed by the additional financing include: Labor-related risks, Insufficient stakeholder engagement, Risks related to land access and potential resettlement, Possibility of accidental discoveries (chance finds), Exclusion of beneficiaries, particularly vulnerable groups (persons with disabilities, refugees, minorities, etc.), especially where preschool enrollment capacity is limited and Non-functional grievance mechanisms. Additionally, there is a risk of sexual exploitation, abuse, and harassment (SEAH) by project workers who may interact with school communities, including children. Risks related to labor conditions, such as child and forced labor, and occupational health and safety for those involved in construction are also prevalent. Measures aimed at mitigating these risks described in the Stakeholder Engagement Plan (SEP), Environmental and Social Management Framework (ESMF), Resettlement Framework, Environmental and Social Management Plans (ESMPs), and Labor Management Procedures will apply to the AF activities. B. Environment and Social Standards (ESS) that Apply to the Activities Being Considered Mar 10, 2025 Page 4 of 10 The World Bank Expanding Opportunities For Learning (P166059) B.1 Relevance of Environmental and Social Standards ESS1 - Assessment and Management of Environmental and Social Risks and Impacts Relevant The environmental and social risk rating of the Additional Financing (AF) remains Moderate, aligning with the parent project. The ESMF will be continue to apply to with relevant instruments updated as needed to reflect new activities and risks. The AF will finance similar activities to those under the parent project including equipment purchase for preschool classrooms, construction and furnishing of additional classrooms, community awareness campaigns, school canteens, strategies for children with special needs, psychological support for teachers and students, establishment and capacity-building of General Directorates, training for teachers, and a performance contractor mechanism for schools. Expected positive impacts include improved early childhood education quality, increased enrollment, access in remote areas, and climate-resilient infrastructure. Environmental risks remain minor and primarily related to civil works, including health and safety, noise, dust, and construction waste management. Social risks comprise labor issues, stakeholder engagement, land access, resettlement, accidental discoveries, exclusion of vulnerable groups, and non-functional grievance mechanisms. Risks related to Sexual Exploitation, Abuse, and Harassment (SEAH) due to project workers’ interaction with school communities must be managed, along with child and forced labor concerns. To mitigate these risks, the AF will continue to apply the Stakeholder Engagement Plan (SEP), Resettlement Framework (RF), Environmental and Social Management Framework (ESMF), and Labor Management Procedures (LMP) from the parent project, all of which will be updated as necessary. The existing Grievance Redress Mechanism (GRM) will extend to the AF,ensuring coverage of GBV-related cases and appropriate response protocols.The Stakeholder Engagement Plan of the parent project, including the GBV Action Plan, will be implemented throughout the project's duration. This plan aims to keep local communities and other stakeholders informed about the project's Public Disclosure activities and specifically address issues related to gender-based violence (GBV). Additional measures will be implemented if necessary and will be reflected in the POM and Environmental and Social Commitment Plan (ESCP). All instruments will be disclosed and applied to both the parent project and the AF, ensuring inclusive communication and risk management to support project objectives while minimizing adverse impacts. ESS10 - Stakeholder Engagement and Information Disclosure Relevant Key project stakeholders include beneficiary students and their parents, MENFOP officials, teachers, administrative staff, and project workers. Vulnerable stakeholders comprise the refugee student population, female students (particularly in rural areas), students at risk of dropping out, and those with special needs. Other interested parties include representatives from civil society, Citizens, and other ministries, such as the Ministry of Health. A Stakeholder Engagement Plan (SEP) under the Parent Project PRODA (P166059) was disclosed on MENFOP’s and the World Bank’s websites in May 2019. An exhaustive consultation process took place between August and October 2020 in the three communes of Djibouti-ville and in the capitals of all five regions. The consultations involved the participation of the Mayor of Djibouti, the presidents of regional councils, the Prefects and their Deputies, the presidents of the communes, local elected officials, representatives of the neighborhood council, representatives of parent associations, and school directors. Furthermore, despite the availability of a phone number and email address for receiving grievances related to the project, no grievances or requests for information have been received. Consultations on the first additional financing (AF) and the updated ESF instruments were conducted on March 2, 2021, with approximately 50 stakeholders representing local governments, parent associations, school administration, and teachers’ representatives in attendance. A subsequent consultation on the second additional financing has been conducted on December 19, 2024, at the meeting room of MENFOP. This consultation included Mar 10, 2025 Page 5 of 10 The World Bank Expanding Opportunities For Learning (P166059) numerous stakeholders such as the presidents of regional councils, prefects, presidents of Djibouti-City Municipalities, regional inspectors of education, Djibouti-City district inspectors of education, administrative officials, civil society representatives, and associations of students' parents. The primary objective of this consultation was to inform stakeholders about the activities to be funded by the additional finance, the environmental and social risks associated with these activities, and the proposed measures to mitigate these risks. During the consultation, the Director of the Project Implementation Unit outlined the objectives of the projects and activities to be funded via AF and solicited feedback from stakeholders. The Environmental and Social Expert briefed stakeholders on the associated environmental and social risks, mitigation instruments, and the grievance mechanism (GRM), including the GRM for SEA/SH. It was emphasized that GRM is accessible on project sites and the process to handle and resolve complaints was detailed. Concerns raised by participants were addressed by MENFOP officials, who highlighted that consultations would continue periodically throughout the project implementation phase. MENFOP has updated the Stakeholders Engagement Plan (SEP) to incorporate activities to be funded by the second additional financing. Various awareness-raising and training activities will be undertaken during project implementation, including training of E&S focal points within education structures, training of contractors on E&S management for activities, and awareness-raising to prevent sexual harassment and abuse, with the implementation of the prevention protocol in schools. The updated SEP encompasses the dissemination of the GRM's existence and an enhanced channel for addressing sensitive grievances, such as those related to sexual harassment or abuse. The updated SEP will be disclosed prior to appraisal and implemented throughout the project's life cycle. As part of the Environmental and Social Commitment Plan (ESCP), MENFOP is required to hire or assign a social development specialist to support the implementation of public consultations and operationalization of the grievance mechanism, including GBV measures outlined above and the updated SEP. Public Disclosure ESS2 - Labor and Working Conditions Relevant The Labor Management Procedures (LMP) from the parent project, part of the ESMF, will also continue to apply to the AF. The implementation of the LMP under the parent project has been satisfactory, as confirmed in the latest Implementation Status and Results Report (ISR). Compliance with labor requirements, including the signing of the Code of Conduct by workers, has been maintained, and there have been no reported incidents under the parent project. There are several categories of project workers in this project including direct workers from the project implementation unit, contracted workers engaged in construction activities , civil servants in schools involved in project-supported activities , and primary supply workers. Primary suppliers will be both national (e.g. construction material) and international (e.g. IT suppliers). Community workers, such as teachers and administrative personnel under MENFOP or other public/private agencies who are associated with the project but not directly engaged through contractual agreements with the PIU. These workers receive regular salaries and benefits from their respective employers and are not volunteers. Labor risks associated with construction and other project activities will require robust labor management measures, including OHS systems , Worker grievance mechanisms (GRM), Codes of Conduct and training to mitigate risks, including those related to SEAH. Strict monitoring of contractors to prevent the use of child labor, informal labor (without contracts), and forced labor will also be necessary The current LMP remains relevant for the AF. However, any gaps or weaknesses observed during implementation of the parent project will be addressed through enhanced management measures incorporated into the ESCP and later Project Operational Manual (POM). Opportunities to leverage the Borrower’s Framework for labor management will be explored, ensuring that any gaps are addressed in alignment with the Environmental and Social Framework (ESF), ESS2, and international good practices. Mar 10, 2025 Page 6 of 10 The World Bank Expanding Opportunities For Learning (P166059) ESS3 - Resource Efficiency and Pollution Prevention and Management Relevant This standard is relevant. During construction or rehabilitation, typical construction-related waste, dust, noise, and vibrations are expected. A large amount of water is not anticipated to be necessary for construction.. The project primarily supports rural schools, which are expected to generate minimal operational waste. Additionally, some electronic materials may be procured to upgrade school administration in the capital city. While this represents a small-scale waste stream, proper management of replacement materials will be necessary. The Waste Management Plan (WMP) is incorporated under the parent project ESMF and will be further detailed in site-specific ESMPs for new construction activities. Waste-related measures already included in the parent project’s ESMF will continue to apply. to mitigate resource use and pollution risks, the project will continue to promote efficient water use and favor renewable energy solutions, adopt recycling and waste reduction measures, ensure safe waste and wastewater treatment before disposal, implement dust control measures and manage solid waste responsibly. These measures will be maintained and monitored to minimize environmental impacts while ensuring compliance with ESS3. ESS4 - Community Health and Safety Relevant Community exposure risks also include dust, noise, odors, and water/air quality impacts, along with chemical, road accidents and increased traffic from construction activities encroachment to community water wells. Given the presence of project workers in schools, the project activities include SEA/SH risks, especially in remote areas where client capacity to monitor such risks is limited. These risks will be managed through site-specific ESMPs and the SEA/SH Action Plan, ensuring that mitigation measures are effectively implemented.. Such risks will be addressed in ESMPs and in the SEA/SH Action Plan. Additionally, to enhance child health and safety, the project will incorporate Public Disclosure food and water safety measures in school canteens, proper handwashing facilities in schools, training for school personnel on hygiene and food safety best practices ESS5 - Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Relevant A Resettlement Action Plan (RAP) was not prepared under the parent project, as no land acquisition or physical displacement occurred. Instead, a Resettlement Policy Framework (RPF) was developed to guide potential resettlement-related risks. For the AF, the the RF from the parent project will be updated alongside the ESMF, as the the specific locations for the construction activities under the AF are t yet determined. Consequently, ESS5 remains applicable to AF activities. If land acquisition or economic displacement becomes necessary, a Resettlement Action Plan (RAP) will be developed in accordance with ESS5 to ensure adequate mitigation measures and compensation for affected persons. These updates will ensure that any land-related risks are managed in alignment with the ESF and best practices, minimizing potential adverse impacts. ESS6 - Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources This standard is not relevant. The project involves small-scale rehabilitation, and construction works that are not anticipated to impact biodiversity or natural resources. The project will avoid interventions in natural habitats or using natural resource commodities from areas with adverse impacts on critical habitats or protected areas. Mar 10, 2025 Page 7 of 10 The World Bank Expanding Opportunities For Learning (P166059) ESS7 - Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Not Currently Relevant Local Communities This standard is not relevant ESS8 - Cultural Heritage Relevant Since the civil works are not well defined yet, this standard applies. The ESMPs will include chance finds procedures and works contracts will require contractors to halt construction if cultural heritage is found. MENFOP must notify and coordinate with relevant authorities for salvaging and restoring any such discoveries ESS9 - Financial Intermediaries Not Currently Relevant This standard 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 Public Disclosure Use of Borrower Framework In Part Djibouti has established a comprehensive legal framework that substantially aligns with international labor standards and the requirements of the World Bank's ESS2. As a member of the International Labour Organization (ILO), Djibouti has ratified 68 conventions and one protocol, including 8 of the 10 fundamental conventions, demonstrating its commitment to internationally recognized labor principles. This commitment is reflected in the national Labor Code (Law No. 133/AN/05/5th), which incorporates key provisions on non-discrimination, occupational health and safety, prohibition of forced labor, and freedom of association. While the national legislation provides a strong foundation for worker protection, the gap analysis conducted as part of the Labor Management Plan identified specific areas where complementary measures are needed to fully meet international standards, particularly regarding grievance mechanisms and prevention of workplace harassment. Djibouti's legal framework provides specific protections for vulnerable workers, with particular attention to minors, women, and persons with disabilities. The Labor Code sets the minimum working age at 16 years and establishes special regulations for workers between 16 and 18 years, including prohibition from domestic work and employment in drinking establishments, and limiting their work to a maximum of 12 consecutive daytime hours including mandatory rest periods. For women, the law guarantees maternity leave and prohibits dismissal during pregnancy and maternity periods, even for faults committed before pregnancy. The framework is strengthened by Law No. 207/AN/17/7th L, which specifically addresses the rights of persons with special needs, ensuring their protection from discrimination in the workplace. These provisions collectively create a protective environment for vulnerable workers, although the Labor Management Plan identifies areas where these protections can be further enhanced through project-specific measures, particularly regarding the prevention of workplace harassment and violence. Mar 10, 2025 Page 8 of 10 The World Bank Expanding Opportunities For Learning (P166059) For the most part, the project will follow the existing mitigation measures in national laws, protocols, guidelines, and plans for workers. Moreover, as previously mentioned, the "civil servants" and "other workers indirectly associated with the project" categories will remain subject to the terms and conditions of their existing employment contracts. However, with regard to occupational health and safety risks, the measures in the Labor Management Plan (LMP) will continue apply to all categories of workers (including civil servants). With the objective of complying with international standards as well as the World Bank's Environmental and Social Management Framework, the LMP also proposes complementary mitigation measures. Proposed complementary mitigation measures in the LMP are as follows: 1-Introduction of environmental and social clauses in companies' personnel management procedures, which include a Code of Conduct for workers prohibiting sexual harassment 2-Prohibition of recruiting workers under 18 years of age for hazardous work 3-Dissemination and implementation of the grievance mechanism, 4-Training and awareness-raising on national protocols and guidelines and complementary measures, 5-Implementation of the protocol relating to the prevention and protection against violence in school settings. Use of Common Approach No NA Public Disclosure 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 AF will continue to use the parent project’s instruments (The ESMF, RF, GRM including GRM of SEA/SH and LMP), with addition made to the POM, if deemed necessary prior to Effectiveness, III. CONTACT POINT World Bank Task Team Leader: Ryoko Tomita Title: Senior Education Specialist Email: rtomita@worldbank.org TTL Contact: Abdo Said Abdo Job Title: Education Specialist Email: aabdo@worldbank.org IV. FOR MORE INFORMATION CONTACT Mar 10, 2025 Page 9 of 10 The World Bank Expanding Opportunities For Learning (P166059) 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): Ryoko Tomita, Abdo Said Abdo ADM Environmental Specialist: Fadoumo Ali Malow ADM Social Specialist: Dirieh Farah Souldan Public Disclosure Mar 10, 2025 Page 10 of 10