FOR OFFICIAL USE ONLY Report No: PADHI01062 INTERNATIONAL DEVELOPMENT ASSOCIATION PROJECT APPRAISAL DOCUMENT ON A PROPOSED CREDIT IN THE AMOUNT OF 129.6 MILLION EURO (US$140.0 MILLION EQUIVALENT) OF WHICH US$10 MILLION EQUIVALENT FROM THE WINDOW FOR HOST COMMUNITIES AND REFUGEES AND A PROPOSED GRANT IN THE AMOUNT OF SDR 7.6 MILLION (US$10.0 MILLION EQUIVALENT) FROM THE WINDOW FOR HOST COMMUNITIES AND REFUGEES AND A GRANT IN THE AMOUNT OF US$53.1 MILLION FROM THE GLOBAL PARTNERSHIP FOR EDUCATION FUND TO BURKINA FASO FOR A RESTORING EDUCATION SYSTEM PERFORMANCE AND IMPROVING RESILIENCE PROJECT APRIL 14, 2025 Education Global Practice Western and Central Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective March 31, 2025) EURO Currency Unit = SPECIAL DRAWING RIGHTS (SDR) US$1 = 0.924 EURO US$1 = 0.753 SDR FISCAL YEAR January 1 - December 31 Regional Vice President: Ousmane Diagana Regional Practice Director: Trina S. Haque Division Director: Clara Ana Coutinho De Sousa Practice Manager: Waly Wane Task Team Leader: Kaliope Azzi-Huck ABBREVIATIONS AND ACRONYMS ACLED Armed Conflict Location and Event Data AM Accountability Mechanism National Environmental Management Agency (L'Agence Nationale des Évaluations ANEVE Environnementales) CEP Certificate in Primary Studies (Certificat d'Etudes Primaires) Conference of Ministers of Education of the States and Governments of the Francophonie CONFEMEN (Conférence des Ministres de l'Éducation des États et Gouvernements de la Francophonie) General Directorate for the Improvement of Teaching Conditions and Life at School DGACEVS (Direction Générale de l'Amélioration des Conditions d'Enseignement et de la Vie Scolaire) General Direction of Access to For Preschool and Primary Education ( Direction Générale de DGAEP l'Accès à l'Education Préscolaire et Primaire) General Directorate for Exams and Contests for Preschool, Primary and non-Formal DGEC-EPPNF- Education (Direction Générale des Examens et Concours de l'Education Préscolaire, Primaire et Non Formelle) General Directorate for non-Formal Education (Direction Générale de l'Education Non DGENF Formelle) General Direction for Sectoral Studies and Statistics (Direction Générale des Etudes et des DGESS Statistiques Sectorielles) DGQEP General Direction of Quality for Preschool and Primary Education (Direction Générale de la Qualité de l'Éducation Préscolaire et Primaire) Direction for Information and Communication Technologies (Direction des Technologies de DTICE l’Information et de la Communication pour l’Education) EAS Assessment of educational achievements (Evaluation des Acquis Scolaires) EES Eligibles Expenditure Statement EFW Education Finance Watch Harmonized Survey on Households Living Standards (Enquête Harmonisée Sur Les EHCVM Conditions de Vie des Ménages) ESMP Environmental and Social Management Plan ESRS Environmental and Social Review Summary ESS Environmental and Social Standards FM Financial Management GDP Gross Domestic Product GPE Global Partnership for Education GRS Grievance Redress Service IBRD International Bank for Reconstruction and Development IDA International Development Association IDP Internally Displaced Person IFR Interim Financial Report Presidential Initiative for Quality Education (Initiative Présidentielle pour une Education de IPEQ Qualité pour Tous) IPF Investment Project Financing IRR Internal Rate of Return M&E Monitoring and Evaluation Ministry of Basic Education, Literacy and Promotion of National Languages MEBAPLN (Ministère de l’Enseignement de Base, de l'Alphabétisation et de la Promotion des Langues Nationales) NAP National Adaptation Plan NDC Nationally Determined Contribution NPV Net Present Value Educational Systems Analysis Program of CONFEMEN (Programme d’Analyse des Systèmes PASEC Educatifs de la CONFEMEN) PBCs Performance-Based Conditions PDO Proposed Development Objective PIU Project Implementation Unit POM Project Operations Manual PPA Project Preparation Advance Strategic plan for the Development of Basic and Secondary Education (Plan Stratégique de PSDEBS Développement de l'Education de Base et de l'Enseignement Secondaire ) Territorial Development and Resilience Emergency Project (Projet d'Urgence de PUDTR Développement Territorial et de Résilience) SC Steering Committee SEA/SH Sexual Exploitation and Abuse and Sexual Harassment SSA/P Accelerated Schooling Strategy/Gateway (Stratégie de Scolarisation Accélérée /Passerelles) Technical Secretariat for Education in Emergencies (Secrétariat Technique de l'Education en ST-ESU Situation d'Urgence) UNHCR United Nations High Commission for Refugees UNICEF United Nations International Children's Emergency Fund WAEMU West African Economic and Monetary Union WASH Water, Sanitation, and Hygiene WB World Bank WHR Window for Host Communities and Refugees The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) TABLE OF CONTENTS DATASHEET ........................................................................................................................... 1 I. STRATEGIC CONTEXT ...................................................................................................... 7 A. Project Strategic Context .................................................................................................................. 7 B. Sectoral and Institutional Context .................................................................................................... 8 II. PROJECT DESCRIPTION ................................................................................................. 10 A. Project Development Objective ...................................................................................................... 10 B. Theory of Change and PDO Indicators ............................................................................................ 11 C. Project Beneficiaries........................................................................................................................ 11 D. Project Components ....................................................................................................................... 12 E. Role of Partners ............................................................................................................................... 18 F. Lessons Learned and Reflected in the Project Design ..................................................................... 18 III. PROJECT IMPLEMENTATION ......................................................................................... 19 A. Institutional and Implementation Arrangements .......................................................................... 19 B. Results Monitoring, Evaluation, and Verification Arrangements ................................................... 21 C. Disbursement Arrangements .......................................................................................................... 21 IV. PROJECT APPRAISAL SUMMARY ................................................................................... 22 A. Technical, Economic and Financial Analysis.................................................................................... 22 B. Fiduciary .......................................................................................................................................... 26 C. Procurement: .................................................................................................................................. 27 D. Environmental, Social and Legal Operational Policies .................................................................... 28 V. KEY RISKS ..................................................................................................................... 30 ANNEX 1. RESULTS FRAMEWORK; MONITORING and EVALUATION PLAN, and VERIFICATION PROTOCOL ............................................................................................................... 33 ANNEX 2: SUPPLEMENTAL INFORMATION ON REFUGEES AND CONFLICT RISK IN BURKINA FASO (ACLED 2024) ............................................................................................................ 43 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) @#&OPS~Doctype~OPS^dynamics@padbasicinformation#doctemplate DATASHEET BASIC INFORMATION Project Operation Name Beneficiary(ies) Burkina Faso Restoring Education System Performance and Improving Resilience Project Environmental and Social Risk Operation ID Financing Instrument Classification Investment Project P502472 Moderate Financing (IPF) @#&OPS~Doctype~OPS^dynamics@padprocessing#doctemplate Financing & Implementation Modalities [ ] Multiphase Programmatic Approach (MPA) [ ] Contingent Emergency Response Component (CERC) [ ] Series of Projects (SOP) [✓] Fragile State(s) [✓] Performance-Based Conditions (PBCs) [ ] Small State(s) [ ] Financial Intermediaries (FI) [ ] Fragile within a non-fragile Country [ ] Project-Based Guarantee [✓] Conflict [ ] Deferred Drawdown [ ] Responding to Natural or Man-made Disaster [ ] Alternative Procurement Arrangements (APA) [ ] Hands-on Expanded Implementation Support (HEIS) Expected Approval Date Expected Closing Date 05-May-2025 28-Dec-2029 Bank/IFC Collaboration No Proposed Development Objective(s) The development objectives of the project are to: (i) expand access to pre-primary and primary education in selected areas; (ii) improve learning in supported schools; and (iii) strengthen education services. Components Page 1 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Component Name Cost (US$) Component 1: Expanding access to safe, modern and resilient educational 118,000,000.00 infrastructure Component 2: Supporting education in emergencies and ensuring inclusion 30,000,000.00 Component 3: Improving foundational learning 42,700,000.00 Component 4. Strengthening institutional capacity 12,400,000.00 @#&OPS~Doctype~OPS^dynamics@padborrower#doctemplate Organizations Borrower: Burkina Faso Contact Title Telephone No. Email Implementing Agency: Ministry of Basic Education, Literacy and Promotion of National Languages (Ministère de l'Enseignement de Base, de l'Alphabetisation et de la Promotion des Langues Nationales - MEBAPLN) Contact Title Telephone No. Email Wendemmi Sylvain Director - DGESS 226 66 17 35 05 owendsyl@yahoo.fr OUEDRAOGO Séni OUEDRAOGO Permanent 22674392571 ouedseni@yahoo.fr Secretary/PSDEBS @#&OPS~Doctype~OPS^dynamics@padfinancingsummary#doctemplate PROJECT FINANCING DATA (US$, Millions) Maximizing Finance for Development Is this an MFD-Enabling Project (MFD-EP)? No Is this project Private Capital Enabling (PCE)? No SUMMARY Total Operation Cost 203.10 Total Financing 203.10 of which IBRD/IDA 150.00 Financing Gap 0.00 Page 2 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) DETAILS World Bank Group Financing International Development Association (IDA) 150.00 IDA Credit 100.70 IDA Grant 10.00 IDA Shorter Maturity Loan (SML) 39.30 Non-World Bank Group Financing Trust Funds 53.10 Global Partnership for Education Fund 53.10 IDA Resources (US$, Millions) Guarantee Credit Amount Grant Amount SML Amount Total Amount Amount National Performance-Based 90.70 0.00 39.30 0.00 130.00 Allocations (PBA) Window for Host Communities and 10.00 10.00 0.00 0.00 20.00 Refugees (WHR) Total 100.70 10.00 39.30 0.00 150.00 @#&OPS~Doctype~OPS^dynamics@paddisbursementprojection#doctemplate Expected Disbursements (US$, Millions) WB Fiscal Year 2025 2026 2027 2028 2029 2030 Annual 0.50 2.30 42.00 49.00 26.00 30.20 Cumulative 0.50 2.80 44.80 93.80 119.80 150.00 @#&OPS~Doctype~OPS^dynamics@padclimatechange#doctemplate PRACTICE AREA(S) Page 3 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Practice Area (Lead) Contributing Practice Areas Digital Development; Fragile, Conflict & Violence; Education Governance; Health, Nutrition & Population CLIMATE Climate Change and Disaster Screening Yes, it has been screened and the results are discussed in the Operation Document @#&OPS~Doctype~OPS^dynamics@padrisk#doctemplate SYSTEMATIC OPERATIONS RISK- RATING TOOL (SORT) Risk Category Rating 1. Political and Governance ⚫ Substantial 2. Macroeconomic ⚫ Substantial 3. Sector Strategies and Policies ⚫ Moderate 4. Technical Design of Project or Program ⚫ Substantial 5. Institutional Capacity for Implementation and Sustainability ⚫ Substantial 6. Fiduciary ⚫ Substantial 7. Environment and Social ⚫ Moderate 8. Stakeholders ⚫ Moderate 9. Other ⚫ Substantial 10. Overall ⚫ Substantial @#&OPS~Doctype~OPS^dynamics@padcompliance#doctemplate POLICY COMPLIANCE Policy Does the project depart from the CPF in content or in other significant respects? [ ] Yes [✓] No Does the project require any waivers of Bank policies? [ ] Yes [✓] No Page 4 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) ENVIRONMENTAL AND SOCIAL Environmental and Social Standards Relevance Given its Context at the Time of Appraisal E & S Standards Relevance ESS 1: Assessment and Management of Environmental and Social Risks and Relevant Impacts ESS 10: Stakeholder Engagement and Information Disclosure Relevant ESS 2: Labor and Working Conditions Relevant ESS 3: Resource Efficiency and Pollution Prevention and Management Relevant ESS 4: Community Health and Safety Relevant ESS 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Relevant ESS 6: Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources ESS 7: Indigenous Peoples/Sub-Saharan African Historically Underserved Not Currently Relevant Traditional Local Communities ESS 8: Cultural Heritage Relevant ESS 9: Financial Intermediaries Not Currently Relevant NOTE: For further information regarding the World Bank’s due diligence assessment of the Project’s potential environmental and social risks and impacts, please refer to the Project’s Appraisal Environmental and Social Review Summary (ESRS). @#&OPS~Doctype~OPS^dynamics@padlegalcovenants#doctemplate LEGAL Legal Covenants Sections and Description Financing Agreement: Schedule 2, Section I.C. No later than one (1) month after the Effective Date, or such later date as agreed by the Association,the PIU will prepare and furnish and annual workplan with corresponding budget (WAPB) to the Bank. Financing Agreement: Schedule 2, Section I.A.2. No later than three (3) months after the Effective Date, or such later date as agreed by the Association, the Recipient shall establish and thereafter maintain and operate a steering committee for the Project (“Steering Committee”) chaired by the head of budget program No. 061 “Steering and support for formal and non-formal education services” of the Recipient’s ministry responsible for education. Financing Agreement: Schedule 2, Section I.A(3). No later than three (3) months after the Effective Date, or such later date as agreed by the Association, the Recipient shall acquire an accounting software to track and record project expenses. Page 5 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Financing Agreement: Schedule 2, Section I.A.3(c). No later than three (3) months after the Effective Date, or such later date as agreed by the Association, the Recipient shall recruit or appoint, and thereafter maintain throughout Project implementation, a civil engineer, a procurement assistant, an environmental specialist, and a social development specialist, all with terms of reference, and with qualification and experience acceptable to the Association. Financing Agreement: Schedule 2, Section I.D. No later than six (6) months after the Effective Date, or such later date as agreed by the Association, the Recipient shall recruit an independent verification agent that is acceptable to the Association, as determined in the Project Operations Manual (POM). Environmental and Social Commitment Plan: Action 10.2: Project Grievance Mechanism. No later than six (6) months after the Effective Date, or such later date as agreed by the Association, the Recipient shall establish, disclose, maintain and operate an accessible grievance mechanism to receive and facilitate resolution of Project-related complaints and grievances in a prompt and efficient, transparent, culturally appropriate and readily accessible manner to all Project- affected parties, without charge or retribution, including complaints and grievances filed anonymously, in accordance with ESS10. Environmental and Social Commitment Plan: Section A: Organizational Structure. No later than six (6) months after the Effective Date, or such later date as agreed by the Association, the Recipient (MEBAPLN) will enter into a collaboration agreement with the National Agency for Environmental Assessment (ANEVE) to manage environmental and social risks and impacts. Environmental and Social Commitment Plan: Action 4.3: SEA/SH Risk. No later than one (1) yearafter Effective Date, or such date as agreed by the Association, the Recipient shall prepare the Sexual Exploitation and Abuse (SEA) and Sexual Harassment (SH) Action Plan and thereafter implement the SEA/SH Action Plan throughout Project implementation. @#&OPS~Doctype~OPS^dynamics@padconditions#doctemplate Conditions Type Citation Description Financing Source The Project Implementation Unit has Financing Agreement: been established in Effectiveness IBRD/IDA, Trust Funds Article V, Section 5.01(a) accordance with Section I.A.3 of Schedule 2 to this Agreement. The Recipient has prepared and adopted a Project Financing Agreement: Operations Manual, in Effectiveness IBRD/IDA, Trust Funds Article V, Section 5.01(b) accordance with Section I.B.1 of Schedule 2 to the Financing Agreement The Association is satisfied Financing Agreement: that the Recipient has an Effectiveness IBRD/IDA, Trust Funds Article V, Section 5.01(c) adequate refugee protection framework. Grant Agreement: Article V, The execution and delivery Effectiveness Trust Funds Section 5.01(a) of the Grant Agreement on Page 6 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) behalf of the Recipient have been duly authorized or ratified by all necessary governmental action. The financing agreement, between the Recipient and the Association, providing financing in support of the Project (“Financing Agreement”), has been executed and delivered and Grant Agreement: Article V, Effectiveness all conditions precedent to Trust Funds Section 5.01(b) its effectiveness or to the right of the Recipient to make withdrawals under it (other than the effectiveness of this Agreement) have been fulfilled. I. STRATEGIC CONTEXT A. Project Strategic Context 1. The Restoring Education System Performance and Improving Resilience Project (P502472) aims to address critical challenges in Burkina Faso's education sector by expanding access to pre-primary and primary education, improving learning outcomes, and strengthening education services with community support. The project focuses on constructing climate-resilient educational infrastructure, supporting emergency education for displaced and vulnerable children, improving foundational learning through better teaching and learning materials, and enhancing institutional capacity for data-driven decision-making and governance. 2. REPAIR is highly relevant for Burkina Faso’s development. Despite its rich cultural heritage and resilient population, the country faces significant challenges that have impacted its economy and development efforts. With low levels of human capital (0.38)1, characterized by limited access to quality education2 and healthcare, Burkina Faso has struggled to build the foundation needed for sustainable prosperity. Adding to these complexities are the ongoing security crisis, climate vulnerabilities, and challenges in delivering quality education. Over 818,000 students have been affected by school closures due to insecurity. Overall, the project seeks to mitigate these disruptions while also 1 Human Capital Country Brief Burkina Faso, World Bank, October 2022. 2 Western and Central Africa Education Strategy. From school to jobs: A journey for the young people of Western and Central Africa. World Bank, 2022. Page 7 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) improving access and learning, addressing gender disparities, climate vulnerability and supporting the inclusion of displaced and refugee students, host communities, and students with disabilities. With funding from the International Development Association (IDA) and the Global Partnership for Education (GPE), the project will contribute to the execution of the Government Education Strategy, and the long-term resilience of Burkina Faso's education system. The project is aligned with the last Country Partnership Framework (CPF, Report No. 123712) for the period 2018-2023 as well as the subsequent Performance and Learning Review (Report No. 166080BF) aimed at improving access and quality of education, especially for vulnerable and conflict-affected populations, and strengthening institutional capacity to deliver services more effectively. B. Sectoral and Institutional Context 3. Burkina Faso’s education sector has made significant strides in expanding access, with notable investments in infrastructure, teacher recruitment, and policy reforms increasing the gross enrollment ratio in primary to 90.7 percent in 2018.3 The government’s commitment is evident in its allocation of 5.3 percent of Gross Domestic Product (GDP) and 22 percent of the national budget to education in 2022, surpassing the regional average. As a result, the primary school gross enrollment rate (GER) had been increasing, with girls’ enrollment seeing a notable improvement due to targeted interventions such as school fee waivers and conditional incentives. Despite these gains, the sector faces critical historical and unprecedented challenges. The education system is grappling with low infrastructure and capacity challenges, institutional change, climate change, and insecurity that hinder the effective delivery of services to bring about higher learning outcomes. With over 5,300 schools shut down as of March 2024, more than 818,000 students have been impacted. As a result, primary school GER, which had reached 90.7 percent in 2018, dropped to 74.4 percent in 2023 and only rose slightly in 2024 to 78.2 percent.4 Similarly, middle school enrollment dropped 10 percentage points from 50.6 percent in 2018 to 40.6 percent in 2024. This, despite major government efforts to support re-enrollment and re-opening of schools. (Table 1). Table 1: Burkina Faso Gross Enrollment Rates, 2016-2024 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Pre-primary 3.5 4.1 5.2 6.0 6.2 6.6 6.6 6.9 Primary 88.5 90.7 88.8 86.6 86.1 85.8 74.4 78.2 Middle 49.0 52.0 50.6 49.3 47.3 45.2 40.9 40.6 Secondary 16.2 17.7 21.6 21.9 22.3 21.6 20.7 19 Source: Ministry of Basic Education, Literacy and Promotion of National Languages (Ministère de l’Enseignement de Base, de l'Alphabétisation et de la Promotion des Langues Nationales, MEBAPLN), 2023-2024, Annual Primary Education Statistics Handbook). 4. To date, the country’s education infrastructure remains inadequate in some areas, with overcrowded and under-resourced classrooms, unsafe learning environments and temporary structures vulnerable to extreme climate conditions that impact the ability of the education system to deliver basic services. The security situation has displaced two million people and disrupted education services. Thus, many students lack stable schooling options, and emergency response mechanisms for education remain weak. Furthermore, children with disabilities, Internally 3 World Bank data. 4 MEBAPLN Annual Statistics Yearbook 2023-2024. Page 8 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Displaced Persons (IDPs), and refugee students face additional barriers to education, including inadequate support services. 5. Access to pre-primary education, an essential element in building the foundation for learning is rare, with a GER of less than 7 percent in 2024. Supply is limited, with an insufficient number of preschool classrooms to meet a growing demand, particularly in urban and peri urban areas. Where public services are not available, demand is low among households, largely due to cost and limited choices offered by often unregulated private services. 6. Learning poverty is high, with only 25 percent of 10-year-olds able to read a simple text, according to 2019 data.5 In Burkina Faso, similar to other settings across West Africa, lack of learning materials contributes to this poor performance. Despite significant government investments in educational materials, a substantial portion of textbooks do not always reach students or reach them late, leading schools to hold-back textbooks instead of distributing them to students and resulting in stagnant student performance.6 7. Historically disadvantaged, girls now outperform boys at primary level in terms of retention, completion, and exam success rates. As of 2024, the Annual Primary Education Statistics Handbook (Annuaire statistique primaire) reported the primary GER for girls stood at 80 percent compared to 76.6 percent for boys. While the differences are not stark, the trend is concerning as it signals a shift for boys away from schooling at a time when Burkina Faso is actively engaged in building its human capital. Data on the specific drivers of boys’ lower participation and performance on the end-of-primary exam is scarce, but generalizations point to unsupportive classroom environments and the pressure to contribute to household income. These explanations are certainly relevant but a deeper investigation to uncover underlying causes and inform context-specific solutions is much needed. 8. Systemically, the education sector struggles with limited data for decision-making and under-capacitated monitoring systems, which hinder effective planning and policy implementation. Additionally, there is a lack of sufficient resources, or the infrastructure needed to allow for the use of innovative approaches and the benefits of low- tech digital tools. 9. Burkina Faso is highly vulnerable to climate change but has extremely low levels of adaptation readiness, ranking 162 out of 187 countries in the world in terms of climate vulnerability and adaptation readiness7. Situated in the center of the Sudanian-Sahelian zone of West Africa, Burkina Faso is expected to experience more extreme temperatures and longer-lasting heat waves, coinciding with the planting season, and negatively impacting crops. Temperatures are expected to rise by 1.7 degrees by 2050 and 3 to 4 degrees by the end of the century contributing to more unpredictable rainfall patterns and increasing the risk and intensity of climate disasters, in particular floods and droughts.8 More intense climate events are also expected to further disrupt education service delivery by damaging schools, hampering accessibility due to road closures/floodings and diverting resources away from education to finance disaster recovery efforts. 5 World Bank, UNESCO. Burkina Faso - Learning Poverty Brief - 2021 (English). Learning Poverty Brief Washington, D.C. : World Bank Group. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/285041624888945221 6 The Permanent Input Hypothesis: The Case of Textbooks and (No) Student Learning in Sierra Leone; World Bank Learning Paper Series 7021. 7 Notre Dame Global Adaptive Initiative country index (2022). 8 Country Climate and Development Report: G5 Sahel https://openknowledge.worldbank.org/server/api/core/bitstreams/197f07e0-d3ec-48bc- 9d52-38d551d5d312/content. Page 9 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) 10. Refugees and IDPs add to the challenges. Displaced by climate change, political conflict, and other factors, Burkina Faso has absorbed 41,641 refugees.9 Supporting refugee populations in country remains a challenge, particularly due to security concerns and internal displacement affecting both refugees and host communities. The provision of basic social services to internally displaced students is limited. While refugee children enjoy the same rights to education in Burkina Faso as host communities, they and host communities are heavily disadvantaged. According to government data, the majority of refugee students and host communities are in the Sahel region, where the average gross primary enrollment rate is 26.7 percent, far below the national average at 78.4 percent.10 (See Annex 2: Additional information on refugees for more details on context). 11. Nonetheless, Burkina Faso has demonstrated resilience through strong policy responses . The Presidential Initiative for Quality Education for All (Initiative Présidentielle pour une Education de Qualité -IPEQ), launched in 2024, sets a comprehensive agenda for education reform, emphasizing infrastructure development, teacher training, technical and vocational education, and inclusive education for marginalized groups. Additionally, the MEBAPLN’s Technical Secretariat for Emergency Education (Secretariat Technique de l’Education en Situation d’Urgence - ST-ESU) has played a crucial role in addressing the learning needs of IDPs and vulnerable communities, ensuring continued learning despite ongoing crises. II. PROJECT DESCRIPTION 12. The REPAIR Project is designed for a low-income, fragility, conflict and violence-affected setting to address the country's specific challenges. It is structured into four key components, each with targeted actions to address infrastructure, emergency response and inclusion, quality, and education system strengthening. The project’s four components (access, emergency response and inclusion, quality improvement, and institutional strengthening) are strongly aligned with government initiatives specifically IPEQ, and the partner framework (Pacte de Partenariat). The project will use a performance-based condition (PBC) in Component 3 to enhance project accountability, focus on outcomes, and ensure that funds are effectively driving progress toward development objectives. The project is co- financed from IDA through a credit of US$140 million equivalent (including US$10 million from the Window for Host Communities and Refugees (WHR)), and a grant of US$10 million equivalent from the WHR. Additionally, the project is supported with a grant from the GPE in the amount of US$53.1 million.11 A. Project Development Objective 13. The Project Development Objectives (PDOs) of the project are to: (i) expand access to pre-primary and primary education in selected areas; (ii) improve learning in supported schools; and (iii) strengthen education services . 9 UNHCR Statistics for Refugees and Asylum Seekers Burkina Faso, November 2024. 10 MEBPALN Annual Primary Education Statistics Handbook (2023-2024). 11 The amount of US$53,912,000 (80 percent of the overall amount allocated to Burkina Faso) was approved by the GPE Board in September 2023. The project has been designed to account for $53,100,000 – the amount exclusive of the 1.5% grant agent fee. A decision on the project design is expected during the May, 2025 board meeting. In case the design is not approved, the project will be restructured to scale down the GPE financing. Page 10 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) B. Theory of Change and PDO Indicators Table 2: PDO-level Outcome Indicators PDO Indicators Unit Baseline Target (Jan 2025) (Dec 2029) 1. Students supported with better education, in primary school Number 0 2,200,000 (disaggregated by gender, refugees, host communities) 2. Students age 10 who can read and understand a simple text Percentage 25 40 3. Learning assessment system benefiting from an annual evaluation of Number 0 4 literacy and mathematics in grade 4 Figure 1: Theory of Change C. Project Beneficiaries 14. Over two million students and approximately 40,000 teachers are expected to benefit from project interventions, including 5,000 refugees and 25,000 members of host communities. Specifically, 120,000 students are expected to benefit from construction investments under Component 1.12 This figure includes approximately 60,000 female students, 13,500 IDP students, 10,000 host communities’ students and at least 2,500 refugee students. Under Component 2, at least 85,000 students are expected to benefit from emergency education and inclusion activities supported by the project, including 1,500 refugees and 3,000 host community members. Quality improvement activities 12There is a long-term flow for beneficiaries for construction. A single primary school with only six classrooms might benefit 300 children each year, and 3,000 students over 60 years. For simplicity, this project will count only those who benefit from a newly constructed or rehabilitated learning space in its first year of operation. Page 11 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) including the distribution of textbooks and teacher guides are expected to benefit more than 2.2 million students and 40,000 teachers as part of Component 3. Component 4 is expected to benefit the education system under MEBAPLN as a whole and individual government staff who receive training and capacity strengthening, but individual students will not be counted as direct beneficiaries. D. Project Components Component 1: Expanding access to safe, modern and resilient education infrastructure (US$118.0 million IDA equivalent, of which US$10.0 million equivalent from IDA-WHR) 15. The government’s National Action Plan for School Modernization and Construction outlines its commitment to building modern, adaptable, and high-quality public educational facilities13. Under the project, new and renovated infrastructure will be designed for long-term durability, enhanced accessibility for all learners, and efficient use of space to support diverse educational needs. Additionally, the approach emphasizes community engagement and administrative support to ensure the sustainability and effective use of new and improved schools and classrooms. 16. Subcomponent 1.1 New construction: MEBAPLN aims to construct 20 metropolitan multi-level school complexes, 400 three-classroom blocks with related amenities, and 40 preschools integrated into existing primary schools for a total cost of US$102million in new construction. Planned investments include adding three-classroom blocks to existing primary schools to integrate pre-primary education, expanding primary schools with modernized facilities, and constructing multi-level education complexes in densely populated urban areas to serve students from pre-primary through secondary education. Building on consultations done during preparation, MEBAPLN aims to implement efficient, sustainable and extreme weather-resistant construction methods that prioritize locally sourced materials, durable infrastructure, and active community involvement, emitting 27 percent less carbon emissions at construction completion.14 The specific design elements such as natural ventilation, elevated structures to address flooding, and lighter outside-paint to decrease heat absorption represent US$25 million of construction costs and will reduce long- term energy needs for lighting, cooling, ventilation and water management. School buildings will be designed to maximize space, ensure accessibility, and support long-term sustainability and use. The multi-level school complexes will also be green building certified (e.g., EDGE)15, representing US$33.9 million under this component (see Table 3). 17. Subcomponent 1.2 Rehabilitation: This component aims to rehabilitate and upgrade approximately 150 dilapidated schools and replace temporary structures with permanent, safe, and learning-conducive environments where demand is most needed and security permits. The project will prioritize schools with structural deficiencies, overcrowding, and inadequate facilities, ensuring that renovations meet modern safety and accessibility standards for a total cost of US$5.25 million. An additional US$10.75million dollars in variable cost has been added to accommodate for shifts in construction costs.. 18. Improved access will be achieved by supporting a range of key inputs for education service delivery. In addition to classrooms, the project will support Water, Sanitation, and Hygiene (WASH) facilities including wells where needed, 13 National Action Plan. p. 64 and 91. 14 Source for calculations: Le Soleil dans la Main, 2024 report. 15 EDGE is a green building certification system focused on making buildings more resource-efficient. Please see: https://edge.gbci.org/ Page 12 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) administrative blocks comprising the school director's office, a teacher’s room, and perimeter fences around the school buildings to ensure a safe and conducive learning environment. In order to ensure necessary staff are present, the MEBAPLN Human Resources department will support recruitment of new teachers and assignment of existing teachers to constructed schools. 19. Given Burkina Faso’s geographic location and vulnerability to climate change, increasingly manifested through extreme droughts and intense heat, key measures such as water conservation and management will be an integral part of school construction and upgrading of renovated structures, all in line with the government’s national climate change adaptation plan.16 The creation of safe zones for teachers and students through fencing, as well as green spaces to support green and agricultural education will also be supported. Table 3: Summary of adaptation and mitigation measures and estimated costs Adaptation Cost Mitigation Cost Rainwater management systems, 25 percent of all new Use of local building materials such as 15 percent of all new thicker or double-panel walls, construction excluding multi- compressed earth, reduction in use of construction, equivalent extended rooflines, elevated roofs, level complexes, equivalent to cement to US$15 million out of shade trees US$16.78 million, out of US$101 million. US$67.1 million. Raising awareness of climate change n.a. Use of recycled paper; raising 10 percent or US$3.7 challenges and solutions in line with awareness of climate change million the revised curriculum challenges and solutions in line with the revised curriculum Training on new curriculum, which Ten percent of training costs or Use of distance coaching rather than 40 percent or US$1.1 includes climate-change content US$500,000 travel to schools million EDGE or similar certification of multi- US$33.9 million (100 percent of level school complexes construction cost of multi-level complexes) Climate-sensitive indicator: Students attending newly constructed classrooms built using a climate resilient approach (disaggregated by gender, primary vs pre-primary, refugee, and host community) (Number) 20. Community engagement in monitoring and equitable criteria for selection of schools The project will involve local communities not only in the identification of sites but also in the execution and follow-up phases of school construction and rehabilitation to foster ownership, sustainability and on-time delivery of quality infrastructure. Specifically, at the school level, the beneficiary communities will support the monitoring of construction operations- this approach, referred to as citizen monitoring, is expected to contribute to the continued quality assurance as the infrastructure is being built. In locations hosting displaced populations, members of both refugee and host communities will be actively engaged and representatively included in the planning, implementation, and monitoring of project interventions. Dedicated consultation sessions and community feedback mechanisms will be established to ensure their perspectives inform key decisions and that investments equitably address their needs. 21. To address equity and expand access, multiple selection criteria will be used, with various weights to accommodate for security and feasibility of service delivery, in targeted communities and locations . 16 https://unfccc.int/sites/default/files/resource/NAP_Burkina_Faso_2015_EN.pdf Page 13 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Table 4: Targeting criteria for school infrastructure improvements Distance Student/classroom 17 < 3 Distance Distance > Number of OOSC18 aged CEP pass BEPC % of households in Q1 Region ratio km 3-5 km 5km 6-15 rate pass rate (Poorest) Boucle du Mouhoun 54 94,38 4,79 0,83 375,152 76,07 44,3 21.8 Cascades 46 88,80 9,76 1,44 101,918 78,90 49,0 5.4 Centre 63 95,55 4,04 0,41 105,627 84,65 49,6 1.7 Centre-Est 48 94,13 5,29 0,57 211,967 88,38 48,7 9.3 Centre-Nord 61 95,78 3,97 0,24 368,909 81,29 42,1 14.0 Centre-Ouest 50 94,07 5,27 0,67 122,099 78,03 46,1 11.5 Centre-Sud 45 92,62 6,43 0,95 48,134 88,25 50,9 10.8 Est 49 89,42 9,04 1,53 503,807 84,30 45,3 20.0 Hauts-Bassins 56 92,25 6,38 1,37 190,468 78,61 44,5 9.0 Nord 51 95,05 4,40 0,55 213,306 83,26 46,4 27.7 Plateau central 45 91,88 7,25 0,87 70,893 83,95 51,2 9.9 Sahel 66 97,76 1,59 0,65 282,880 81,66 47,7 29.4 Sud-Ouest 36 89,42 8,36 2,22 100,664 80,22 44,9 10.9 Source: Annuaires Statistiques MEBAPLN 2023-2024, Education Information and Management System (Système d'Information et de Gestion de l'Education, SIGE) 2023, Household survey (EHCVM 2021-2022). Component 2: Supporting education in emergencies and ensuring inclusion (US$30.0 million equivalent, of which US$5.0 million equivalent IDA-WHR and US$25.0 million GPE) 22. Subcomponent 2.1 Supporting education emergency responses: Through this component, the project will increase MEBAPLN’s capacity to ensure delivery of pre-primary, primary, and non-formal education in emergency contexts, including climate-related disasters. Project funds will support MEBAPLN to respond rapidly to displaced students by pre-positioning materials such as desks, benches and learning materials to support displaced students and emergency education services. The project will help operationalize framework contracts with private providers to construct temporary learning spaces, prefabricated classes and semi-finished classrooms and enhance transport capacity. Specific support is envisioned to strengthen digital data entry systems to allow accessibility during emergencies (armed conflict, floods, extreme heat, etc.) to safeguard against loss of key data and information currently stored mainly as hard copies. Additional psychosocial support for students and teachers suffering from different traumas will be provided to ensure that students and teachers receive the necessary support. Through these measures, the education response mechanisms will be strengthened to ensure continuity of learning for refugee students as well as their host communities. 17 The columns (< 3km, 3-5km, > 5km) refer to the distance from a student’s home to a public primary school. E.g., in the region of Boucle du Mouhoun, 94.38 percent students commute less than 3 km to go to a public primary school; 4.79 percent commute between 3 and 5 km to go to a public primary school; and 0.83 percent commute more than 5 km to go to a public primary school. 18 OOSC: Out-of school children. Page 14 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) 23. Subcomponent 2.2 Supporting return to schooling: Restarting education in Burkina Faso’s fragile context for the estimated 1.6 million children not enrolled19 is essential to avoiding the loss of human capital for an entire generation. This subcomponent will support the expansion of accelerated learning programs targeting vulnerable groups that include children fleeing conflict zones, natural disasters, girls, and the poorest. Through these programs, children will have access to a condensed curriculum that covers essential literacy and numeracy skills, with a weekly volume of 34 hours spread over six days. In line with MEBAPLN policy, the approach will use bilingual education, starting with national languages to facilitate the rapid acquisition of basic skills. 24. Subcomponent 2.3 Facilitating accessibility to education for vulnerable children: Three approaches will be supported: (i) expansion of school health visits and identification of vulnerable and at-risk students to appropriate services with help of teachers, and civil society support for medical follow up; (ii) provision of learning and development tools for children with disabilities (e.g. glasses, hearing aids, wheelchairs, braille tablets); and (iii) training and support of teachers and school management community structures on inclusive education particularly for children with disabilities and exceptional hardship. The training will largely be administered through communities of practice and the revised support to inspectors or encadreurs (pedagogical coaches, described in more detail in Component 3). This effort will ensure that target communities and schools will also strengthen their capacity to accommodate refugee students. 25. Subcomponent 2.4 Narrowing gender disparities at the primary level: Through this subcomponent, the project will support interventions aimed at reducing gender disparities in completion at primary level, notably the sitting for and the passing of primary exam Certificate in Primary Studies (Certificat d’Etudes Primaires, CEP). It will do this by raising the achievement levels of boys while not diminishing the recent progress of girls. The project will use multiple approaches in the first two years of implementation, with the aim of mainstreaming those with highest impact by the end of implementation. Two interventions are proposed: (a) An intervention focused on improving foundational literacy and numeracy skills among students who are at risk of falling behind or dropping out of school, particularly boys at primary level. The inputs will include structured remedial and accelerated learning classes, flexible, community-based sessions that accommodate balancing schooling with work obligations. The approach will also incorporate interactive, game-based, and competition- driven learning strategies that have shown to be effective, especially among boys, in other settings (e.g., Dragonbox)20. Using lessons of projects in similar settings, community volunteers will be mobilized as learning facilitators to extend outreach. (b) Piloting gendered mentorship and peer support networks, remedial education, and gender-relevant incentivized school attendance (special learning opportunities, flexible learning arrangements, recognition and awards). 26. Both pilot interventions will be monitored and evaluated for process and impact, using baseline and endline assessments to track literacy and numeracy gains, school retention, and student engagement. Based on the measured impacts of these activities and their feasibility to implement at scale, one or more will be scaled up through the project. Component 3: Improving foundational learning (US$42.7 million equivalent, of which US$17.7 million equivalent IDA, including US$5.0 million equivalent IDA-WHR and US$25.0 million GPE) 19 World Bank data. 20 https://www.wired.com/2012/06/dragonbox/ Page 15 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) 27. Subcomponent 3.1: Ensuring students’ access to high quality learning materials: Through this performance- based subcomponent, the project aims to ensure that students in Burkina Faso have the resources and support available to them in the classroom to improve their foundational learning capabilities. These resources will encompass learning materials, delivered on time and accessible for use in the classroom, as well as teaching materials available to teachers. The materials will be congruent with the new curriculum and delivered in both traditional and digital solutions. Special emphasis is placed on reaching marginalized groups, including displaced children and children with disabilities and students in high-security zones, through innovative mobile and radio-based learning tools. 28. Through this incentivized condition, the project will enhance student learning and educational equity by ensuring all children have access to effective educational materials that support their development and education . Notably, in bilingual education, early-grade students will achieve stronger literacy and foundational skills by learning in their mother tongue, improving comprehension and long-term academic performance. In French-language education, enhanced textbooks for grades 1-6 will equip students with improved writing, reading and mathematics skills, leveraging science-based teaching methods to boost learning outcomes. In non-formal education, targeted literacy and numeracy resources will enable out-of-school children and youth to acquire essential skills, increasing their chances of reintegration into formal education or accessing better livelihood opportunities. In pre-primary education, the provision of structured learning materials will support teachers to foster early childhood development, ensuring young learners build the cognitive and socio-emotional foundations needed for lifelong success. 29. Updated foundational learning tools deliver results beyond the academics. Students will have the tools and support to develop the skills and knowledge necessary to navigate beyond academics, raising awareness and adaptability to one of Burkina Faso’s inherent challenges – climate change and extreme weather. By integrating climate awareness and adaptation strategies across subjects, students will gain a deeper understanding of local environmental risks and become active participants in addressing them. At primary level, they will be able to analyze and map climate risks, learn about, and implement water and soil conservation techniques, and advocate for sustainable practices such as drought-resistant agriculture. They will complete primary school as climate-conscious citizens equipped with the agency to drive local adaptation efforts and demonstrate long-term resilience for themselves and their communities. Table 5: Subcomponent 3.1 will disburse on PBCs: PBC Title PBC Description PBC Amount PBC1: Schools PBC1: Students will be observed in the classroom actively using learning materials. Learning US$37,063,763 where at least 80 materials will be defined as textbooks and workbooks assigned by the national curriculum, percent of the and in use by at least 80 percent of students. Teaching materials will be defined as teacher Unit cost: required guides available to teachers in the classroom at a ratio of 1:1. To be counted as having met US$4,118.20 per textbooks, the achievement target, a school must show evidence that 80 percent of students have the school. workbooks and assigned textbooks as per the national curriculum and are observed using them; Final details teacher guides are of the verification protocol will be included in the Project Operations Manual (POM). Total schools for in use by students Overall target: 9,000 schools. Schools to be defined as public primary, public pre-primary, and GPE: 6,070 for a and teachers in community pre-primary and non-formal education centers Accelerated Schooling total of classrooms Strategy/Gateway (Stratégie de Scolarisation Accélérée /Passerelles (SSA/P). US$24,997,449 (number) Period: The targets will be scalable and not timebound. Verification methodology: (1) Report on school visits from encadreurs verifying use. Plus Total schools for verification of schoolson sample-basis by independent verification agent. Schools may be IDA: 2,930 for a visited multiple times until they receive a positive verification. total of US$12,066,314 Page 16 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) 30. Subcomponent 3.2: Strengthening in-service teacher professional development: This subcomponent will, through the newly reformed role of encadreurs as pedagogical coaches, support the provision of pedagogical guidance, administrative oversight, and capacity-building and training for teachers and school staff nationwide while at the same time improving existing tools for monitoring educational quality and ensuring that learning environments are effective and well-managed. Moving away from days and weeks-long training, teachers will be supported by encadreurs who will provide ongoing professional development, coaching, and feedback, particularly in rural or under-resourced areas. The project will support teacher training both in-person and virtually through digital platforms. 31. Subcomponent 3.3: Implementing a student management and monitoring module: The project will support the design and deployment of a centralized digital platform as a key step in the process of complete digitization of student records. The platform will optimize administrative, pedagogical, and communication workflows in educational institutions while fostering stronger engagement among stakeholders, including school administrators, teachers, encadreurs, students, and parents, and will constitute the “student management module” of the Education Management Information System. To respond to diverse needs at different levels, the platform will offer a smartphone- based application to facilitate data collection and simplified reports at school level as well as a web-based interface for central administration. Component 4: Strengthening Institutional Capacity (US$12.4 million equivalent, of which US$9.3 million equivalent IDA, and US$3.1 million GPE) 32. Subcomponent 4.1: Strengthening data collection platforms and the link between evaluations and policy reforms. The project will develop a shared digital platform that centralizes educational data, enabling stakeholders to access critical information on examinations, student and learner assessments, and performance trends. This system will streamline education data management, ensuring that policy decisions are informed by reliable, real-time insights. Emphasis will be placed on expanding the use of criteria-based assessments to measure foundational skills such as reading and mathematics. Additionally, the test item bank will be enhanced and stored in the cloud, ensuring data security and standardized access to educational resources for consistent and comparative assessments across schools. The first year of the project could be devoted to setting up the item bank and other tools needed for the evaluation. 33. Beyond assessments, the subcomponent seeks to improve institutional capacity for comprehensive data collection and analysis. This includes tracking textbook availability, student learning levels, teacher instructional practices, and gender-disaggregated data, with periodic data collection at various intervals. The annual assessment of the learning outcomes of students in CP2, CE1 and CE2 grades based on a representative sample will provide a broader view of national trends in education. Furthermore, monthly monitoring data for project implementation in selected schools will allow tracking of key interventions (such as training and textbook distribution). 34. Subcomponent 4.2: Strengthening institutional capacity and efficiency in project management. To support the effective management and execution of project interventions, this subcomponent will provide the tools and infrastructure to teams to ensure they can efficiently oversee project activities and address challenges as they arise. A key activity under this subcomponent is the establishment of a coordination and management team for the project. Additionally, the project will focus on building institutional capabilities for monitoring and evaluation (M&E), providing training and resources to ensure systematic tracking of project milestones and outputs, through administrative structures and with input from communities. Under this subcomponent, the MEBAPLN will engage the communities of Page 17 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) target schools to strengthen their role in monitoring education service delivery. A key tool will be the introduction of a community scorecard, enabling parents, and other stakeholders to assess school conditions and provide structured feedback E. Role of Partners Name of Partners and Nature of Involvement /Description Global Partnership for Education (GPE): The GPE is a multi-stakeholder partnership and funding platform that works to strengthen education systems in developing countries, with a focus on improving access, equity, and learning outcomes. Its goal is to build stronger, more resilient education systems that can deliver equitable learning opportunities and contribute to sustainable development. The GPE mobilizes financial and technical support to help governments address education challenges, while emphasizing collaboration among governments, civil society, international organizations, and the private sector. In September 2023, the GPE Board confirmed 80 percent of the initial allocation (US$53,912,000) and recommended a supplementary allocation of 20 percent (US$13,478,000), subject to the achievement of two results: (1) 60 percent of education expenditure, excluding salaries and externally funded projects, is implemented at decentralized levels by FY2025; and (2) By 2025, 85 percent of affected students or learners are re-enrolled in the education system. These funds (when eligible) would be added through an additional financing. Cadre Partenarial: This is a framework for dialogue between the government and partners involved in the education sector, namely technical and financial partners, civil society organizations, NGOs, and social partners. Through a Partnership Pact for Education established in 2023, the “Cadre Partenarial” supports the Government of Burkina Faso in implementing and managing the Strategic Plan for the Development of Basic and Secondary Education (Plan Stratégique de Développement de l'Éducation de Base et de l’Enseignement Secondaire – PSDEBS). This national initiative outlines the government's strategy for expanding and improving basic education across the country, aligning with Burkina Faso’s broader educational and development goals. F. Lessons Learned and Reflected in the Project Design 35. Successful experience of previous World Bank investments such as the Education Access and Quality Improvement Project (P148062) has shown that one way to advance a large number of school construction projects is to apply the provisions of Decree 2023-0966/PRES-TRANS/PM/MEFP of August 09, 2023 on the modalities of public procurement in the context of the implementation of specific projects. It is envisaged that REPAIR would benefit from the same special status. For the inclusion efforts targeting children with disabilities, the project will benefit from the lessons of the Burkina Faso Improving Education of Children with Disabilities Project (P166596) in terms of community involvement. In that project, the strong community approach was a key factor for the sustainability and impact, as parents and community members played a key role in the education of children living with disabilities. In addition, this experience has raised the importance of combining health visits when working to include children living with disabilities into education. 36. The REPAIR Project will benefit from the work of key partners in the sector . Notably, it will leverage United Nations International Children's Emergency Fund (UNICEF)’s expertise in emergency response interventions, and Education Cannot Wait’s efforts in addressing the needs of children affected by crises. In addition, Save the Children has shared essential information on an innovative approach to expanding non-formal education and catch-up clubs which the project will consider as well. Throughout the project design process, multiple engagements have taken place with these and other partners to share insights, align strategies, and ensure a coordinated response that addresses both immediate and long-term challenges in the education sector. Page 18 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) 37. Finally, consultations with teams working with WHR financed operations that have published Implementation Completion Report (e.g., Bangladesh) revealed a common lesson learned: ambitions need to be realistic in refugee contexts particularly in regard to refugee community involvement and engagement. The project will consider the social and political economy of the position of refugees as a part of implementation to ensure genuine and realistic levels of engagement while supporting increased enrollment. A recent World Bank guidance note on refugee inclusion in education systems also notes the increased risks refugee children face, for example of exploitation, and provides evidence that enrollment in school can lower this risk.21 The project has incorporated relevant safeguards measures to mitigate this risk. III. PROJECT IMPLEMENTATION A. Institutional and Implementation Arrangements I. General implementation 38. MEBAPLN is responsible for the three sectors impacted by the project (preschool, primary and, to a much lesser extent, non-formal education). Thus, MEBAPLN will have primary responsibility for implementing REPAIR. It will do so by establishing a Project Implementation Unit (PIU) by the effectiveness deadline and delegating day-to-day operations to the PIU team. Additionally, a Technical Committee established by ministerial order on February 8, 2024 for preparation of the REPAIR Project will use the Project Preparation Advance (PPA) to recruit the PIU staff, aided by the Territorial Development and Resilience Emergency Project (Projet d'Urgence de Développement Territorial et de Résilience, PUDTR) team – the team designated by the government as the PIU of the PPA and in charge of managing the PPA funds. The PIU will be responsible for day-to-day management and coordination of the activities and must therefore recruit or appoint a project coordinator, a procurement specialist, a financial management (FM) specialist, an accountant, and an M&E specialist. No later than three months after project effectiveness, the PIU will also add a civil engineer, a procurement assistant, an environmental specialist, and a social development specialist. It will also acquire an accounting software to track and record the project expenses. An internal controller will be assigned to the project by the Ministry of Economy and Finance, and the internal audit function will be provided by the IGF. 39. In coordinating the outputs of the different components, the PIU will work with multiple directorates of MEBAPLN (see Table 6, below, for details). In addition, school- or community-level management committees will be involved in the monitoring of construction activities based. 40. Steering Committee (SC). Project oversight will be the responsibility of a SC that will be set up to ensure that the objectives of the project are achieved for the benefit of the development of the education system. The SC will (i) provide overall guidance to the PIU for project implementation; (ii) review and approve the annual budgeted work plan prepared by the PIU; (iii) ensure agreed performance targets and timelines for proposed activities under the different components are met; and (iv) facilitate project implementation by addressing any issues that may arise. As this is a Category II project per the government designation of investment programs, the SC will be chaired by the person designated in charge of the related budget program per Decree 2021-1383/PRES/PM/MEFP of December 31, 2021 on the general regulation of development projects and programs carried out in Burkina Faso. The members will be 21 Evidence Note on Refugees and Education, Dsouza, R. 2025, World Bank. Page 19 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) identified and appointed by MEBAPLN ministerial decree. The SC will meet twice a year in ordinary session and in extraordinary session whenever necessary. 41. The project will apply the provisions of Decree 2023-0966/PRES-TRANS/PM/MEFP of August 09, 2023 on the modalities of public procurement in the context of the implementation of specific projects. This will allow the project to move faster with procurement of construction activities. More detailed procedures for the implementation of the project activities will be described in the POM. II. Implementation by component 42. The table below highlights the coordinating role of the PIU and the entities leading the various project interventions. Table 6: Component activities and affiliated department leads Subcomponent Lead Department Supporting Department Component 1: Expanding access to safe, modern and resilient education infrastructure 1.1 New construction DGESS* DPPSE; M&E 1.2 Rehabilitation Component 2: Supporting education in emergencies and ensuring inclusion 2.1 Supporting Education Emergency Responses ST-ESU Various directorates including: DGAEP, DGQEP, DGACEVS, DGENF DGEC-EPPNF, and other decentralized affiliations of MEBAPLN 2.2 Supporting the Return to Schooling: DGENF Direction de la Stratégie de Scolarisation Accélérée /Passerelles DSSA/P, and decentralized affiliations of MEBAPLN 2.3 Facilitating accessibility to education for vulnerable DGACEVS DPEIEFG, DAMSSE children 2.4 Narrowing Gender Disparities at the Primary Level Component 3: Improving foundational learning 3.1 Ensuring students’ access to high quality learning DGQEP DTICE, DGEC, EPPNF, DEPFIC, DGESS, decentralized materials affiliates of MEBAPLN 3.2 Strengthening in-service Teacher Professional Development (Training) 3.3 Implementing a Student Management and Monitoring DSI DTICE, EPPNF, DGESS Module Component 4: Strengthening Institutional Capacity 4.1 Strengthening data collection platforms and the link DGESS DSSE between evaluations and policy reforms 4.2 Strengthening Capacity and efficiency in project PIU and DGESS General Secretariat of the MEBAPLN ; MEBAPLN’ management Minister’s Cabinet; DPPSE, Planification, M&E * Acronyms spelled out in the Abbreviations and Acronyms list of this document. 43. To enhance community ownership and transparency, the project will work with the Government to define the role of school management committee and establish civic engagement mechanisms through them to provide feedback on the quality of education services received. A feedback mechanism will be implemented to capture perceptions from parents, students, and community members through the committees. Feedback will be structured as a scorecard and cover access, quality of infrastructure, teaching, and textbook availability. The data will inform course corrections and be discussed with local stakeholders as part of school-level accountability forums. Page 20 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) B. Results Monitoring, Evaluation, and Verification Arrangements 44. MEBAPLN will implement all interventions and lead the monitoring of results expected from the REPAIR Project. The PIU, in collaboration with DGESS, will handle regular project reports, including updates to the results framework, PBCs, disbursements, and FM. The main elements of tracking results will include the already-established annual survey and the bi-annual the Assessment of Educational Achievements (Evaluation des Acquis Scolaires –EAS), which provide regularly updated data on enrollment and the state of education. United Nations High Commission for Refugees (UNHCR) has agreed to provide monitoring data on the number of refugee student beneficiaries for WHR financing targets. This data will be part of their annual data collection conducted in collaboration with the National Commission for Refugees. Additionally, results from EAS 2024 will offer key baseline and endline data. To strengthen these existing mechanisms, the project will support the expansion of the EAS and implementation research by MEBAPLN, as described in Component 4. The World Bank will provide technical support to ministry counterparts in enhancing their capacity to evaluate impacts – namely by providing education technical expertise as well as research and evaluation expertise. 45. PBC target achievement will be verified by independent experts with deep knowledge of Burkina Faso and education systems. The PBC achievement verification entity and protocols will be defined in the POM. The PBC will be scalable and not limited in time. C. Disbursement Arrangements 46. Disbursements for the IPF elements of the project will be made in accordance with the World Bank Disbursement Guidelines for IPF, updated February, 2017. Withdrawal application requests will be prepared by the project’s FM specialist, signed by an authorized signatory (or signatories) designated in a letter signed by the Minister of Finance, and submitted to the World Bank for processing. Applications will be submitted electronically through the World Bank’s Client Connection web-based portal. The Authorized Signatory Letter, signed by the government, will grant designated signatories’ authority to obtain Secure Identification Credentials from the World Bank for submitting applications electronically. Disbursements of funds for IPF activities will be expenditure-based (SOE). Upon the effectiveness of the financing, an initial advance will be deposited into respective Designated Accounts (DAs) based on a cash forecast to cover project expenditures for the first quarter. Three DAs will be established: DA-A will be managed by the PIU and designated for categories of IDA funds that are not related to the PBC; DA-C will be managed by the PIU and designated for all categories of GPE funds. Lastly, DA-B will channel resources from IDA for PBC reimbursements. DA-A and DA-C will be replenished monthly using SOEs, while DA-B will use the “summary of PBC reported and achieved, and PBC related eligible expenditures” as well as additional information as stipulated in the Disbursement and Financial Information Letter. Other disbursement methods, such as reimbursement, direct payment, and special commitment, will also be available. Detailed instructions on the withdrawal of funds will be outlined in the Disbursement and Financial Information Letter, and operational details for the DAs will be provided in the project’s Financial and Accounting Manual which will accompany the POM. 47. Disbursement arrangements for the PBC (Subcomponent 3.1) will be into a separate DA-B that will be opened at the Central Bank of West African States (Banque Centrale des États de l’Afrique de l’Ouest) to manage World Bank advances or reimbursements related to the PBC. These funds will then be transferred to accounts of PBC recipients, as advised by the government. Disbursements under this component will primarily use the reimbursement method, Page 21 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) triggered by documentation of eligible expenditures. The eligible expenditures which may be reimbursed include works, goods, non-consulting services, and consulting services that are needed to achieve the identified results and consistent with the project scope. Recurrent expenses, such as salary, are not eligible. An Eligibles Expenditure Statement (EES)- and evidence of PBC achievements must be submitted for reimbursement. Advance payments will also be available under this arrangement. 48. The PBC will be verified by an Independent Verification Agent (or agents), to be contracted by the PIU . The verification protocol is outlined in Annex 1 of this document and will be further detailed in the POM. Eligible Expenditures will be reported to the World Bank through unaudited interim financial reports (IFRs). For each PBC targets submitted as “achieved,” the amount to be disbursed will be the lower of the EES incurred or the amount allocated to achieve the PBC targets. If the total amount of incurred eligible expenditures is less than the assigned PBC value, the World Bank will reimburse only the incurred EES. IV. PROJECT APPRAISAL SUMMARY A. Technical, Economic and Financial Analysis 49. Component 1: Expanding access to safe, modern and resilient education infrastructure is aligned with Priority Area 1 of IPEQ as it emphasizes construction, renovation, and security to ensure accessibility and equity in education. The climate-resilient construction approach aligns with the government’s focus on sustainability and adaptation. In the effort to expand classroom capacity for pre-primary and primary levels, it will address a significant historical infrastructure deficit that has recently been exacerbated by insecurity. The project will support climate-resilient designs that ensure long-term usability, mitigating risks from flooding and extreme weather. Additionally, its focus on disability- accessible classrooms and WASH facilities promotes inclusivity and improve health outcomes, critical for vulnerable populations. Lastly, community involvement in construction fosters ownership, sustainability, and equity in service delivery. 50. Component 2: Supporting education in emergencies and ensuring inclusion is also with IPEQ’s emergency response goals and outlined in the National Emergency Education Strategy. It reinforces the commitment to equitable access by prioritizing displaced and vulnerable populations. Its expected impact is expected to come through the rapid support offered to displaced students through temporary learning spaces and logistical enhancements, minimizing disruptions in education. Additionally, the inclusion mechanisms, such as school health visits and support for children with disabilities, address systemic barriers to education. This component will also support gender-focused initiatives to challenge restrictive social norms, reduce disparities, and improve learning outcomes for both boys and girls alike. Lastly, through this component, the project will extend psychosocial support for students and teachers to protect and enhance well-being in conflict-affected areas, improving retention. 51. Component 3: Improving Foundational Learning addresses Priority Area 2 of the IPEQ, responding to the need to focus on quality education and teacher professional development The IPEQ and the “Pacte de Partenariat” (2023) both identify improvements in quality as a priority, while available evidence from national exams as well as international data such as Educational Systems Analysis Program of CONFEMEN (Programme d’Analyse des Systèmes Educatifs de la CONFEMEN, PASEC 2019) demonstrate the need for improved levels of learning in both literacy and mathematics in Page 22 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) primary grades. Through this component the project aims to support improvements in early-grade literacy and numeracy, using learning materials to be available in classic (i.e., french-based) curriculum, bilingual curriculum, non- formal education and preschool education. Additionally, digitized resources and interactive mobile applications are intended to increase accessibility and adaptability, particularly for remote and conflict-affected areas. The support to the training reform, and use of encadreurs to ensure pedagogical monitoring and teacher training, is a move away from traditional training that has shown to be less effective. Research indicates that on-site, embedded professional development for teachers is often more effective than traditional training workshops.22 52. Pedagogic Encadreurs: MEBAPLN recently reformed pedagogical practices of the 57,000 pre-primary and primary teachers, as well the role of the 5,777 inspectors for primary. The Framework for continuing training and pedagogical supervision (Cadre d'orientation de la formation continue et de l'encadrement pédagogique), currently under development, will provide guidance on the new approach. Inspectors will play the role of encadreurs and will be assigned to support between 15 (in remote areas) and 40 (in metropolitan areas) pre-primary and primary teachers/education for an average of 20-25 teachers per encadreurs pedagogiques. Under the new role, they provide ongoing professional development, coaching, and feedback to teachers. They also visit schools regularly to monitor teaching quality, student performance, and the overall learning environment. They assess whether educational policies and reforms are being implemented effectively. Where applicable, they will ensure that schools are following national education guidelines, maintaining accurate records, and adhering to standards set by the MEBAPLN. 53. An observation tool, using tablets and offline/online content and monitoring processes, will be developed and tested under the project to support monitoring and communicating with teachers at a distance, given the current security challenges. 54. Component 4: Strengthening Institutional Capacity is a key enabler for implementing the education strategy effectively. It specifically focuses on evidence-based decision-making through robust M&E systems. The establishment of item banks in a shared platform with authorized access improves the resilience of assessment systems while enhancing accountability and adaptability. In the same regard, integrated data collection and evaluation frameworks enable targeted interventions and scalable solutions for improving learning outcomes. The end result should be an increased capacity of the MEBAPLN to enable its administration to manage large-scale projects and adapt to the evolving needs of the education sector. 55. The proposed digital platform will optimize administrative, pedagogical, and communication workflows in educational institutions while fostering stronger engagement among stakeholders, including school administrators, teachers, students, and parents. Key features will include automated administrative management for tasks such as enrollment, fee payments, and scheduling; personalized student tracking for grades, attendance, and behavior; enhanced communication channels between teachers, students, and parents. This platform will build on the ministry’s current unique student identification system. 56. Paris Alignment: Taking into account the adaptation and mitigation measures outlined in this document, the project is aligned with the Paris Agreement and does not hinder progress towards Burkina Faso's climate goals. The project supports Burkina Faso's climate strategies as detailed in the Nationally Determined Contribution (NDC) and the 22 Successful Teachers, Successful Students. Beteille, T. and Evans, D., 2019 (World Bank). Page 23 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) National Adaptation Plan (NAP). Specifically, the project includes climate-smart construction of educational infrastructure detailed in Table 3, which aligns with the NDC's mitigation goals of reducing greenhouse gas emissions through sustainable practices and the NAP's adaptation goals of enhancing resilience to climate impacts. The project's focus on improving foundational learning and institutional capacity building also supports the country's long-term climate strategies by fostering a more educated and resilient population. 57. Assessment and reduction of adaptation risks: Resilience measures have been incorporated across all components to address any climate risks, such as extreme heat and flooding. Activities have been developed to build resilience of the system, processes, and outputs. The construction and rehabilitation of schools will build on already- tested ecological construction methods23 and incorporate adaptive architectural and structural designs to ensure the infrastructure can withstand climate hazards such as extreme heat and flooding (i.e., double ceilings to facilitate natural ventilation, elevated structures to guard against flooding). The project also emphasizes inclusive education and support for vulnerable groups, including internally displaced persons and refugees. The project has also been designed to support continuity of education in emergency contexts, including climate-related emergencies. Therefore, adaptation risks have been reduced to an acceptable level. 58. Assessment and reduction of mitigation risks: Project activities, except the construction/rehabilitation activities, are considered universally aligned – such as activities related to education emergency response, return to schooling, accessibility, foundational learning, and training. Construction and rehabilitation of physical infrastructure have been designed to reduce the risk of carbon lock-in and will prioritize architectural designs and use of energy-efficient equipment (solar panels, LED lights), local non-carbon intensive building material such as locally sourced clay bricks, as well as energy-efficient layouts, such as window and door placement, and key elements that increase natural light and ventilation. The multi-level school complexes will also be certified green buildings (e.g., EDGE). School perimeters will be fenced in using locally sourced permanent materials and/or delimited by green fences, such as trees and shrubs. Therefore, mitigation risks have been reduced to a low level. Economic analysis: 59. Learning poverty is high in Burkina Faso: three out of every four ten-year-old children cannot read a simple text with understanding.24 The cost of the global learning crisis in terms of lost social welfare is estimated at US$129 billion in the developing world25. In Burkina Faso, the labor market signals higher education return rates and better employment opportunities for more educated people, including refugees26. One additional year of schooling is associated with an 11 percent increase in wages per year27, slightly below the average returns to education in the Sub- Saharan Africa region of 12.3 percent.28 The private rate of return to schooling is higher for women (13 percent) 23 Borràs, Èlia. "‘We Don’t Need Air Con’: How Burkina Faso Builds Schools That Stay Cool in 40C Heat." The Guardian, February 29, 2024. 24 Banque mondiale. Burkina Faso - Learning Poverty Brief - 2024 (English). Learning Poverty Brief Washington, D.C. : Groupe de la Banque mondiale. http://documents.worldbank.org/curated/en/099062524153028152/P179209145477c03a1a0231307fe2bffb24. 25 Angrist, N., & Meager, R. (2023). Implementation matters: Generalizing treatment effects in education. Blavatnik School of Government, University of Oxford. 26 Country Summary, UNHCR (2023) notes that the national legal framework including the Constitution, 2008 Law on Refugee Status, and the Labor code provide everyone the right to work without discrimination, while in practice nationals have better access to employment. This situation is not unique to Burkina Faso. 27 Author estimate using Burkina Faso harmonized household survey data EHCVM 2021-22. 28 Patrinos, H. A. (2024). Estimating the return to schooling using the Mincer equation. IZA World of Labor. Page 24 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) compared to men (11 percent). Urban workers with primary education earn slightly higher wages (6.4 percent) than workers with primary education in rural areas. Educated men are more likely to earn increased wages than educated women. For instance, men who completed primary education and work 40 hours per week earn 59,831 CFA francs (approximately US$95.73) per month on average, while women with the same level of education and employment earn only 37,915 CFA francs (about US$60.66) per month on average. This gap of 36.6 percent indicates significant earning inequalities in the Burkinabe labor market. 60. Despite a significant commitment to education spending in Burkina Faso over the last decade, learning outcomes remain low. Government education spending grew from 3.5 to 5.3 percent of GDP between 2010 and 2022, corresponding to a 51 percent increase over the period29. In 2022, Burkina Faso ranked second within the West African Economic and Monetary Union (WAEMU) countries in terms of the share of government spending as a percentage of GDP ( the highest was Senegal at 5.6 percent). The same pattern holds for government education spending per child, which nearly tripled over the past decade from US$99 in 2010 to US$267 in 2022, as shown in Figure 2 below. Only Senegal (US$525), Côte d’Ivoire (US$498), and Benin (US$274) allocated more resources per child than Burkina Faso in 2022 (Figure 1). Since the school-age population in Burkina Faso is projected to increase by 25 percent in the next decade, more and more-effective spending in education is essential, with the expectation that much of this additional financing should come from external sources, as national investments in education are already a high proportion of the national budget. Figure 2: Government education spending per capita (PPP 2022 US dollars) in the WAEMU countries, 2010-2022 Source: World Bank estimates using the Education Finance Watch (EFW) database 2024. 61. Between 2014 and 2019, households in Burkina Faso also increased the share of their budget allocated to education, indicating sustained effort to support children’s education. The share of education in household consumption grew from 1.9 percent in 2014 to 2.3 percent in 201930. Urban households allocated more resources to 29 Author estimate using the Education Finance Watch (EFW) 2024 database. 30 Education Finance Watch (EFW) 2023. Page 25 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) education in 2019, around 3.5 percent of their budget, relative to rural households (1.7 percent). Primary and secondary education accounted for 96 percent of households’ education spending. 62. The project will generate both quantifiable and non-quantifiable benefits; 85 percent of the project budget will be allocated to the quantifiable Components (1, 2, and 3) while the remaining 15 percent will be allocated to the non- quantifiable Component (4) as it primarily focused on ensuring smooth project implementation, evaluation, and learning across activities. 63. For the purposes of this analysis, the cost-benefit of each component is calculated separately and then combined to obtain the overall cost-benefit estimates. The analysis relies on the following assumptions: (a) earnings: the wage distribution for individuals with different levels of education and ages based on the latest harmonized household survey data (Enquête Harmonisée Sur les Conditions de Vie des Ménages EHCVM 2021-22) has been used to determine the difference in lifetime earnings; (b) years in the labor market: the retirement age is 60 in Burkina Faso, students who benefit from the project can enter the workforce from 18 years old; (c) returns to education: using the harmonized household survey data (EHCVM 2021-22), the education return rate is estimated at 11 percent; (d) discount rate: 4 percent discount rate is used; exchange rate effective December 20, 2024 (US$1 = 629 CFA F) (e) legally, refugees are not excluded from any specific sectors of employment, so the benefit calculations apply to refugees as well as host communities. 64. Table 7 below presents the results of the cost-benefit analysis. Both internal rates of return and net present value (NPV) of expected costs and benefits for all components indicate that the project is economically viable, with benefits outweighing costs by almost 300 percent. The NPV of the project is estimated at US$693 million. The internal rate of return (IRR) associated with this NPV is 10 percent. The benefit-cost ratio is 2.9, meaning that every dollar invested is expected to generate approximately three dollars in return. Thus, although some benefits are not quantifiable, the NPV of quantified benefits is larger than the NPV of costs, confirming the strong economic rationale of investments undertaken under the proposed project. Table 7: Cost-Benefit Analysis Internal Rate of Return (IRR) 10% Discounted cost (present value of costs) US$364 million Present value of incremental benefits US$1,058 million Net Present Value (NPV) US$693 million Benefit-Cost ratio 2.9 Source: World Bank estimates using harmonized household survey data EHCVM 2021-2022, costs by component, and project beneficiaries' data. B. Fiduciary 65. A Financial Management (FM) assessment was undertaken to evaluate and recommend the appropriate FM arrangements for the project. The objective of the assessment was to determine: (a) whether the proposed PIU structure has adequate FM arrangements in place (planning, budgeting, accounting, internal control, funds flow, financial reporting, and auditing arrangements) to ensure that project funds will be used for the purposes they are intended for and in an efficient and economical way; (b) that project financial reports will be prepared in an accurate, Page 26 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) reliable and timely manner; and (c) that the project’s assets will be safeguarded. An FM assessment report has been prepared as part of project preparation. It is included as a supplemental technical note. 66. The FM assessment was conducted in accordance with the World Bank Guidance “FM Manual for World Bank IPF Operations” that became effective on March 1, 2010, and was re-issued on September 7, 2021; the Bank Directive “Financial Management in World Bank-Financed Operations and Other Operational Matters”, issued on September 7, 2021; and the World Bank Guidance on IPF with PBC issued on January 29, 2020. 67. The assessment noted that this will be a new PIU so the required FM arrangements will have to be established. The assessment raised the following needs essential to ensure safe FM: (i) a manual of procedures to guide the implementation of the new project activities; (ii) an FM specialist and an accountant; (iii) an accounting software; and (iv) an internal auditor or institution in charge of the internal audit function within the new PIU. In addition, the assessment noted the following weaknesses associated with a new PIU: (i) no experience with the PBC management; (ii) no experience with recruitment of external auditor or the production of financial statements for audit purpose; and (iii) delays of payments with the public treasury in the country. 68. The specific measures needed to strengthen the PIU FM’s capacity are: (i) the acquisition of an accounting software to ensure that project’s operations will adequately be tracked and recorded; (ii) the preparation of a Financial and Accounting Manual that include administrative, accounting and financial procedures; (iii) the recruitment of an FM specialist and an accountant; (iv) the involvement of the General Inspectorate of Finance (Inspection General des Finances, IGF) in the role of internal auditor; (v) the semester submission of unaudited IFRs and PBC updates by the PIU to the World Bank; (vi) the verification of PBCs by an Independent Verification Agent, to be contracted by the PIU; (vii) the project’s annual accounts audited by an independent external auditor to be recruited in compliance with terms of reference acceptable to the World Bank; and (viii) advances to DAs that will be limited to three (3) months maximum and a minimum value of applications for Reimbursement, Direct Payment and Special Commitment at US$100,000 equivalent. 69. Based on the assessment summarized above, the FM initial risk is considered high. However, after the implementation of the mitigating actions noted here, the residual FM risk of the project is rated as Substantial. C. Procurement: 70. Procurement under the proposed project will be carried out in accordance with: (i) the World Bank Procurement Regulations (PRs) for IPF Borrowers, dated February 2025; and (ii) ‘Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants’, dated October 15, 2006 (revised January 2011 and as of July 1, 2016). 71. Procurement responsibilities: The PIU will be responsible for the coordination and quality control of all procurement-related activities funded by the proposed project. An experienced procurement specialist will be part of the PIU key personnel and will be responsible for the procurement activities. 72. Procurement capacity assessment: A procurement assessment has been done for the PIU by the World Bank’s procurement specialist during preparation, in accordance with the World Bank Procurement Risk Assessment and Page 27 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Management System (PRAMS). It is noted that during project implementation, the procurement specialist will work with the Directorate of Public Procurement and the tender committee members. Since the tender committee members are not trained in the World Bank’s new procurement procedures, this may cause time delays in the procurement process. An additional risk at the country level is the high insecurity of the areas in which project activities will be conducted. 73. Project Procurement Strategy for Development (PPSD) and draft Procurement Plans. A PPSD and a Procurement Plan detailing the first 18 months of implementation were prepared and approved during appraisal. During implementation, the Procurement Plans will be updated as required and at least annually, to reflect actual program implementation needs and improvements in institutional capacity. 74. Systematic Tracking of Exchanges in Procurement (STEP). The project will be implemented using STEP, a planning and tracking system, in accordance with clause 5.9 of the PRs. Procurement Plans, their updates, and requests for prior review will be sent to the World Bank for clearance through STEP. Procurement activities not requiring World Bank prior review will be recorded in STEP as well. 75. Based on the assessment carried out, overall procurement risk is Substantial, but after implementation of the proposed mitigation measures, the residual risk will be Moderate. The proposed mitigation measures include: (i) a PPSD approved by the World Bank; (ii) retaining of a procurement specialist experienced and familiar with World Bank procurement procedures and policies, to be part of the PIU; (iii) training all project staff involved in procurement on the PRs; (iv) developing a section on procurement procedures as part of the POM including roles of each team member involved in the procurement process, the maximum delay for each procurement stage (specifically with regard to review and approval systems and the signing of contracts), as well as definition of measures to fast-track procurement; (v) developing contract management plans for prior-review contracts; and (vi) maintaining a filing system that is in compliance with the World Bank procurement filing manual. D. Environmental, Social and Legal Operational Policies @#&OPS~Doctype~OPS^dynamics@padlegalpolicy#doctemplate Legal Operational Policies Triggered? Projects on International Waterways OP 7.50 No Projects in Disputed Area OP 7.60 No 76. The environmental risk is rated as moderate. The relevant Environmental and Social Standards (ESS) are marked in the Datasheet of this document. 77. The Goverrnment has prepared and disclosed an Environmental and Social Commitment Plan (ESCP)31 as well as a Stakeholder Engagement Plan (SEP) 32 as part of project preparation. The key potential environmental risks and 31 ESCP: https://pudtr.bf/wp-content/uploads/2025/02/PEES-Projet-REPAIR-VP-27-02-2025_-Clean.pdf 32 SEP: https://pudtr.bf/wp-content/uploads/2025/02/Plan-de-Mobilisation-des-Parties-Prenantes_REPAIR_Clean.pdf Page 28 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) impacts associated with the project’s activities have been identified as: (i) resource efficiency and pollution prevention and management due to construction and rehabilitation of schools, WASH facilities, administrative blocks, and fencing as well as, sourcing of raw materials for civil works, water and energy use, dust, noise, potential contamination of water sources due to construction waste management (hazardous and non-hazardous); and (ii) occupational and community health and safety. However, the potential risks and impacts associated with these civil works activities are expected to be limited and reversible with appropriate mitigation measures, which will be put in place through Environmental and Social Manapement Plan (ESMP) implementation. 78. The key potential social risks and impacts are moderate, and largely related to labor and working conditions, Sexual Exploitation and Abuse/Sexual Harrassment (SEA/SH), health and social conflict due to the lack of communication on project benefits, economic and/or physical displacement etc. To address these risks, especially SEA/SH, the project will support the design/adapt teaching and learning materials that also tackle negative social/gender norms and help advocate for the prevention and response to violence against children and SEA/SH in and around schools. Teacher training would include sensitization to recognize and address gender inequalities/biases in the classroom as well as strengthening gender-based violence protection and accountability measures at the school level (gender sensitive pedagogy). Finally the project will contribute to on-going portfolio-level efforts to consolidate the mapping of gender-based violence prevention service providers and a referral protocol, thus contributing to a better contextualization of SEA/SH risk management. 79. Some planned activities could lead to potential (albeit limited) land acquisition, land use or involuntary resettlement issues. The context of insecurity could also adversely affect the execution of project activities, particularly regarding consultations with key stakeholders, social inclusion, engagement of vulnerable groups, and data collection. These risks would be mitigated by improving communication and good implementation of the Stakeholder Engagement Plan. Overall, the project design reduces the risk of these exclusions and mitigates negative social impacts in particular through targeted training, awareness raising activities and capacity building embedded within each component, as well as adaptive technology to benefit students with disabilities, refugees and host communities, or IDPs. Finally, compliance and remediation would be ensured through a project-specific grievance redress mechanism. 80. In addition, the project plans to take into account the environmental, social, and occupational health and safety clauses in tender documents. A price related to these clauses will be reflected in the Price Schedule. Companies shall be asked to prepare C-ESMPs for the implementation of environmental, social, health and safety measures. Contractors and supervising firms may be required to employ full-time environmental/Occupational Health and Safety specialists to monitor the implementation of C-ESMPs. Supervising firms shall ensure the supevision of the implmention of evnvironmental and social measures of the project. 81. The PIU will carry out the environmental and social monitoring, in collaboration with the National Agency for Environmental Management (Agence nationale des Évaluations environnementales - ANEVE) who will carry out external monitoring. The PIU will enter into a collaboration agreement with ANEVE to manage environmental and social risks and impacts of the project six months after project effectiveness. In addition, the project is expected to follow the approach employed by other World Bank-financed projects where land for construction is donated rather than purchased, as documented under ESS5. Page 29 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Grievance Redress Services: 82. Grievance Redress. Communities and individuals who believe that they are adversely affected by a project supported by the World Bank may submit complaints to existing project-level grievance mechanisms or the Bank’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed in order to address project-related concerns. Project affected communities and individuals may submit their complaint to the Bank’s independent Accountability Mechanism (AM). The AM houses the Inspection Panel, which determines whether harm occurred, or could occur, as a result of Bank non-compliance with its policies and procedures, and the Dispute Resolution Service, which provides communities and borrowers with the opportunity to address complaints through dispute resolution. Complaints may be submitted to the AM at any time after concerns have been brought directly to the attention of Bank Management and after Management has been given an opportunity to respond. For information on how to submit complaints to the Bank’s Grievance Redress Service (GRS), visit http://www.worldbank.org/GRS. For information on how to submit complaints to the Bank’s Accountability Mechanism, visit https://accountability.worldbank.org. V. KEY RISKS The overall risk to the achievement of the PDO is rated “substantial.” 83. The political and governance risks are “substantial,” largely due to recent institutional changes and the overall security situation in some parts of the country. Thus, mitigating risks to project implementation and PDO achievement are critical. One measure is the collective ownership of the project by government and partners (a requirement of GPE) that will drive collaboration on achieving results. Additionally, the project will work with multiple stakeholders to foster their ownership of the initiative while also building their capacity (e.g., working with the school management committees). Finally, the project has been designed with a flexible approach that allows for adjustments based on shifting conditions (e.g., adding security risks to location selection criteria). 84. Macroeconomic risks are also considered “substantial” given uncertainties around gold and agriculture production, which may affect government revenues, which is essential to achieving the PDO. To address this, the project investments are multi-faceted and include school construction, teacher training, and the provision of books which collectively Burkina Faso’s education system’s resilience. While not a mitigating measure, the project in itself will support the strengthening of human capital, which in turn will enhance workforce productivity and long-term economic growth, reducing vulnerability to fiscal shocks. 85. Sector strategies and policies risk is “moderate.” Burkina Faso has consistently prioritized education as a key pillar of its national development strategy, committing substantial financial and institutional resources to expand access and improve quality. In 2022, the government allocated 5.3 percent of its GDP and 22.0 percent of its national budget to education—far exceeding the Sub-Saharan Africa average of 14.5 percent—demonstrating a strong commitment to its citizens’ education. Mitigation measures to ensure as stronger sector are currently in place, e.g., the government has taken significant institutional steps, including the establishment of ST-ESU in 2019 to address educational disruptions caused by insecurity and ensure continuous access to education despite security challenges. The Page 30 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Presidential Initiative for Quality Education for All (IPEQ) introduced in 2024 encompasses seven strategic components including expanding access and improving quality, to underscore a commitment to education as a means of fostering human capital development and national resilience. 86. The technical design risk is assessed as “substantial.” In a low-capacity environment marked by exogenous shocks and complex challenges, ensuring that any technical design will have a significant impact on learning outcomes is inherently difficult. Recognizing these constraints, the project has incorporated targeted technical assistance to address capacity gaps, particularly in school construction, where expertise and oversight are crucial for quality and efficiency. Additionally, the project includes robust budgeting mechanisms, comprehensive capacity-building initiatives, and strong implementation support to reinforce local capabilities and ensure effective execution. These measures are designed to enhance project sustainability and maximize its potential impact despite the challenging operational context. 87. Institutional Capacity and Sustainability is “substantial.” The project will work on strengthening implementation capacity. Specifically, it will focus on targeted capacity-building initiatives to improve the efficiency of fund utilization and project delivery. It will emphasize clear implementation arrangements regarding roles and responsibilities, streamlining coordination among key stakeholders (see Table 6 in Section III “Project Implementation”. Additionally, the POM will outline further specific mitigation measures, including technical assistance, training, and monitoring mechanisms needed to address capacity constraints. 88. The fiduciary risk is rated “high” at the onset, but with mitigation measures, is expected to be “substantial.” The government will recruit a qualified FM specialist and accountant to oversee budgeting, financial reporting, and internal controls. To address potential weaknesses in financial oversight, an internal financial controller will be designated, with the IGF providing additional oversight. Furthermore, the PIU will acquire and implement an accounting software system to ensure efficient tracking of expenditures and financial reporting. It is expected that stringent internal control measures, including clear segregation of duties and approval protocols for disbursements, will be enforced to minimize the risk of fund mismanagement. For procurement, there is likely to be delays due to a lack of familiarity with procedures, inadequate capacity to handle complex procurement activities such as school construction, and potential risks of fraud, collusion, and mismanagement in the bidding processes. To mitigate these risks, the project will recruit a procurement specialist with experience in World Bank-financed projects. Procurement procedures will be clearly outlined in the POM. Lastly, the PIU will receive training on procurement best practices, including contract management and monitoring, to enhance efficiency and reduce delays 89. The environmental and social risk for the project is rated as “moderate” as discussed above. To address the security risks in select regions, the project will prepare and implement a Security Risk Assessment (SRA) and a Security Management Plan (SMP) to address potential security risks associated with project activities, particularly in these insecure areas. These instruments will identify and mitigate threats to project personnel, assets, and communities, in line with the requirements of ESS4. The SRA and SMP will be developed prior to the start of physical works and updated as needed throughout project implementation. 90. Risks for Refugees in education. Refugees in Burkina Faso face significant barriers to education, including security threats, displacement, overcrowded classrooms, and lack of documentation, which may hinder enrollment and Page 31 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) retention. Many struggle with financial hardships, thereby increasing their risk of dropping out or missing foundational learning opportunities. Additionally, limited psychosocial support leaves refugee students vulnerable to trauma-related learning difficulties, further exacerbating their exclusion from the education system. To mitigate these risks, MEBAPLN will expand access to emergency education services, including accelerated learning programs for out-of-school refugee children and host communities. Schools in high-refugee areas (also in overpopulated areas) will receive increased resources, such as new schools, additional classrooms, learning materials, and trained teachers, to accommodate displaced students and host communities. Furthermore, the project will integrate psychosocial support and community engagement initiatives, ensuring refugee learners receive the necessary emotional and academic support. Page 32 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) ANNEX 1. RESULTS FRAMEWORK; MONITORING and EVALUATION PLAN, and VERIFICATION PROTOCOL @#&OPS~Doctype~OPS^dynamics@padannexresultframework#doctemplate PDO Indicators by PDO Outcomes Baseline Period 1 Closing Period Expand access to pre-primary and primary education in selected areas Students supported with better education, in primary school (Number of people) CRI Apr/2025 Dec/2027 Dec/2029 0 1,000,000 2,200,000 ➢Students supported with better education, in primary school - Female (Number of people) CRI Apr/2025 Dec/2027 Dec/2029 0 550,000 1,100,000 ➢Students supported with better education, in primary school - refugees (Number) Apr/2025 Dec/2027 Dec/2029 0 1,250 2,500 ➢Students supported with better education, in primary school-host communities (Number) Apr/2025 Dec/2027 Dec/2029 0 5,000 10,000 Improve learning in supported schools Students age 10 who can read and understand a simple text (Percentage) Apr/2025 Dec/2027 Dec/2029 25 30 40 ➢Students age 10 who can read and understand a simple text-female (Number) Apr/2025 Dec/2029 25 40 Strengthen education services Learning assessment system benefiting from an annual evaluation of literacy and mathematics in grade 4 (Number) Apr/2025 Dec/2027 Dec/2029 0 2 4 Page 33 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Intermediate Indicators by Components Baseline Period 1 Period 2 Closing Period Component 1: Expanding access to safe, modern and resilient educational infrastructure Students attending newly constructed classrooms built using a climate resilient approach (Number) Apr/2025 Dec/2027 Dec/2029 0 30,000 70,770 ➢Students attending newly constructed classrooms built using a climate resilient approach-female (Number) Apr/2025 Dec/2027 Dec/2029 0 15,000 35,365 ➢Students attending newly constructed classrooms built using a climate resilient approach-refugees (Number) Apr/2025 Dec/2027 Dec/2029 0 1,200 2,500 ➢Students attending newly constructed classrooms built using a climate resilient approach - host communities (Number) Apr/2025 Dec/2027 Dec/2029 0 4,000 10,000 Classrooms rehabilitated using project funds (pre-primary) (Number) Apr/2025 Dec/2027 Dec/2029 0 20 40 classrooms rehabilitated using project funds (primary) (Number) Apr/2025 Dec/2027 Dec/2029 0 300 750 Component 2: Supporting education in emergencies and ensuring inclusion Students benefitting from emergency education response supported by the project (Number) Apr/2025 Dec/2027 Dec/2029 0 20,000 50,000 ➢Students benefitting from emergency education response supported by the project-female (Number) Apr/2025 Dec/2027 Dec/2029 0 15,000 25,000 ➢Students benefitting from emergency education response supported by the project-refugees (Number) Apr/2025 Dec/2027 Dec/2029 0 650 1,500 Page 34 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) ➢Students benefitting from emergency education response supported by the project-host communities (Number) Apr/2025 Dec/2027 Dec/2029 0 1,000 3,000 Students benefitting from remedial education programs supported by the project (Number) Apr/2025 Dec/2027 Dec/2029 0 14,500 28,500 ➢Students benefitting from remedial education programs supported by the project-female (Number) Apr/2025 Dec/2027 Dec/2029 0 7,250 14,500 Students benefitting from learning aids (eyeglasses, hearing aids, wheelchairs etc) supported by the project (Number) Apr/2025 Dec/2027 Dec/2029 0 3,000 6,500 Increased gender parity for participation in the end of primary exam (“CEP”) (Number) Apr/2025 Dec/2027 1.24 1.14 Component 3: Improving foundational learning Students supported with better education, in early childhood education (Number of people) CRI Apr/2025 Dec/2027 Dec/2029 0 20,000 52,000 ➢Students supported with better education, in early childhood education - Female (Number of people) CRI Apr/2025 Dec/2027 Dec/2029 0 10,000 26,000 Students in primary schools benefiting from teaching and learning materials available in the classroom, provided by the project (Number) Apr/2025 Dec/2027 Dec/2029 0 1,000,000 2,200,000 ➢Students in primary schools benefiting from teaching and learning materials available in the classroom, provided by the project - female (Number) Apr/2025 Dec/2027 Dec/2029 0 550,000 1,100,000 ➢Students in primary schools benefiting from teaching and learning materials available in the classroom, provided by the project - refugees (Number) Apr/2025 Dec/2027 Dec/2029 0 2,000 5,000 ➢Students in primary schools benefiting from teaching and learning materials available in the classroom, provided by the project-host communities (Number) Apr/2025 Dec/2027 Dec/2029 Page 35 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) 0 10,000 25,000 Teachers receiving support from "encadreurs" each year (Number) Apr/2025 Dec/2027 Dec/2029 0 12,000 32,000 Public primary schools using national languages for student instruction (Number) Apr/2025 Dec/2027 Dec/2029 267 650 2,000 Schools where at least 80% of the required textbooks, workbooks and teacher guides are in use by students and teachers in classrooms (Number) PBC Apr/2025 Dec/2027 Dec/2029 0 4,000 9,000 Component 4. Strengthening institutional capacity Dissemination of improved test results at school and regional levels (Yes/No) Apr/2025 Dec/2027 Dec/2029 NO NO YES Implementation of quality improvement activity, based on research, at least once per academic year (Yes/No) Apr/2025 Dec/2027 Dec/2028 Dec/2029 NO YES YES YES Share of established school management committees submitting structured feedback on project interventions using a standardized scorecard tool (Percentage) Apr/2025 Dec/2026 Dec/2028 Dec/2029 0 30 50 70 Performance-based Conditions (PBC) Period Period Definition Period 1 scalable; not time bound Baseline Period 1 1:Schools where at least 80% of the required textbooks, workbooks and teacher guides are in use by students and teachers in classrooms (Number ) 0 9,000 0.00 37,063,763.00 PBC allocation 37,063,763.00 As a % of Total PBC Allocation 100% Page 36 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Monitoring & Evaluation Plan: PDO Indicators by PDO Outcomes PDO 1 - Expand access to pre-primary and primary education in selected areas Students supported with better education, in primary school (Number)CRI Disaggregated by gender, refugees, and host communities Number of students benefitting from improved education (students receiving teaching and learning Description materials financed by the project, students utilizing classrooms constructed or updated using project funds, students benefitting from emergency education support). Frequency Yearly Data source MEBAPLN (DGESS) Methodology for Data Collection School reports aggregated at the regional level Responsibility for Data Collection MEBAPLN PDO 2 - Improve learning in supported schools Students age 10 who can read and understand a simple text (Number) The percentage of students enrolled in grade 4 who can read and understand a simple written text in Description French or another language in schools benefitting from project support. Frequency Yearly Data source DGESS Methodology for Data Collection DGESS school reports until assessment system is expanded Responsibility for Data Collection MEBAPLN PDO 3 - Strengthen education services Learning assessment system benefiting from an annual evaluation of literacy and mathematics in grade 4 Yearly evaluation of a nationally representative sample of 4th grade students, including foundational Description learning questions (e.g., ability to recognize letters and numbers, ability to read and understand a simple text) in grade 4. Frequency Every year Data source DGESS Methodology for Data Collection Verify if (i) EAS has been conducted each year, and (ii) if foundational learning questions were included. Responsibility for Data Collection MEBAPLN (DGESS) Monitoring & Evaluation Plan: Intermediate Results Indicators by Components Component 1: Expanding access to safe, modern and resilient educational infrastructure Students attending newly constructed classrooms built using a climate resilient approach (Number) Number of students attending multi-level school complexes built with sustainable and climate resistant Description methods Frequency Annual Data source MEBAPLN Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students attending newly constructed classrooms built using a climate resilient approach-female (Number) Number of female students attending multi-level school complexes build with sustainable and climate Description resistant methods Frequency Annual Page 37 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Data source MEBAPLN Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students attending newly constructed classrooms built using a climate resilient approach-refugees (Number) Number of refugees students attending multi-level school complexes build with sustainable and climate Description resistant methods Frequency Annual Data source MEBAPLN Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students attending newly constructed classrooms built using a climate resilient approach - host communities (Number) Number of host communities' students attending newly multi-level school complexes build with Description sustainable and climate resistant methods Frequency Annual Data source MEBAPLN Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Classrooms rehabilitated using project funds (pre-primary) (Number) Description Number of pre-primary classrooms upgraded or rehabilitated Frequency Annual Data source MEBAPLN Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Classrooms rehabilitated using project funds (primary) (Number) Description Number of primary classrooms upgraded or rehabilitated Frequency Annual Data source MEBAPLN Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Component 2: Supporting education in emergencies and ensuring inclusion Students benefitting from emergency education response supported by the project (Number) Description Number of students who benefit from MEBAPLN rapid response support to education emergencies Frequency Annual Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students benefitting from emergency education response supported by the project-female (Number) Number of female students who benefit from MEBAPLN rapid response support to education Description emergencies Frequency Annual Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students benefitting from emergency education response supported by the project-refugees (Number) Page 38 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Number of refugees students who benefit from MEBAPLN rapid response support to education Description emergencies Frequency Annual Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students benefitting from emergency education response supported by the project-host communities (Number) Number of host communities' students who benefit from MEBAPLN rapid response support to education Description emergencies Frequency Annual Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students benefitting from remedial education programs supported by the project (Number) Number of students benefitting from structured remedial and accelerated learning programs covering Description essential literacy and numeracy skills Frequency Annual Data source National learning assessment reports; Non-formal education center reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students benefitting from remedial education programs supported by the project-female (Number) Number of female students benefitting from structured remedial and accelerated learning programs Description covering essential literacy and numeracy skills Frequency Annual Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Students benefitting from learning aids (eyeglasses, hearing aids, wheelchairs etc) supported by the project (Number) Description Number of students receiving learning aids from school health programs Frequency Annual Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Increased gender parity for participation in the end of primary exam (“CEP”) (Number) This indicator measures the reduction in gender disparities in exam participation at the end of primary as Description a result of project interventions that target boys to increase boys’ participation in the exam. Frequency Annual Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Component 3: Improving foundational learning PBC Students benefiting from teaching and learning materials available in the classroom, provided by the project (Number) Number of students who receive resources and support in the classroom to improve learning levels in Description primary education Frequency Annual Page 39 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Data source School-based evaluation Methodology for Data Collection EMIS system Responsibility for Data Collection Independent verification entity Students benefiting from teaching and learning materials available in the classroom, provided by the project - female (Number) PBC Number of female students who receive resources and support in the classroom to improve learning Description levels in primary education Frequency Annual Data source School-based evaluation Methodology for Data Collection EMIS system Responsibility for Data Collection Independent verification entity Students benefiting from teaching and learning materials available in the classroom, provided by the project - refugees (Number) PBC Number of refugees students who receive resources and support in the classroom to improve learning Description levels in primary education Frequency Annual Data source School-based evaluation Methodology for Data Collection EMIS system Responsibility for Data Collection Independent verification entity Students benefiting from teaching and learning materials available in the classroom, provided by the project-host communities (Number) PBC Number of host communities’ students who receive resources and support in the classroom to improve Description learning levels in primary education Frequency Annual Data source School-based evaluation Methodology for Data Collection EMIS system Responsibility for Data Collection Independent verification entity Teachers receiving support from encadreurs each year (Number) Number of teachers who receive pedagogical guidance, administrative oversight, and capacity-building Description from encadreurs Frequency Annual Data source School-based evaluation Methodology for Data Collection EMIS system Responsibility for Data Collection Independent verification entity Public primary schools using national languages for student instruction (Number) This indicator measures the number of public primary schools using national languages for student Description instruction Frequency Annual Data source School-based evaluation Methodology for Data Collection EMIS system Responsibility for Data Collection Independent verification entity Component 4. Strengthening institutional capacity Dissemination of improved test results at school and regional levels (Yes/No) This indicator measures whether the dissemination of results from improved test at school and regional Description levels has been carried out Frequency Bi-annual Page 40 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) Data source National learning assessment reports Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Implementation of quality improvement activity, based on research, at least once per academic year (Yes/No) This indicator measures whether implementation of a quality improvement activity, based on research, Description has been carried out Frequency Annual Data source DGESS report Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Share of established school management committees submissing structured feedback on project interventions using a standardized scorecard tool This indicator measures the percentage of established school management committees that submit Description completed scorecards assessing the state of school infrastructure, availability of learning materials, and other project-supported inputs. Frequency Annual Data source DGESS report Methodology for Data Collection Project M&E systems Responsibility for Data Collection MEBAPLN Verification Protocol: Performance Based Conditions Schools where at least 80 percent of the required textbooks, workbooks and teacher guides in use by students and teachers in classrooms (number) The targets will be scalable and not timebound. Total number of schools 9,000 schools or 90 percent of: 9,045 public primary+ 275 public pre-primary + 298 community Formula pre-primary + 382 non-formal education centers Total PBC payment value = US$37,063,763 (IDA + GPE) Per school = US$37,063,763 divided by 9,000 schools = $4,118.20 per school Students will be observed in the classroom actively using learning materials. Students will be observed in the classroom actively using learning materials. Learning materials will be defined as textbooks and workbooks assigned by the national curriculum, and in use by at least 80 percent of students. Teaching materials will be defined as teacher guides available to teachers in the classroom at a ratio of 1:1. To be counted as having met this criteria, a school must show evidence (verified by independent verification agent) that 80 percent of students have the assigned textbooks as per the national curriculum and are observed using them; Final details of the verification protocol will be included in POM. Description Reporting: Report on school visits from encadreurs indicating number of students benefitting from learning and teaching materials financed under the project. School definition = public primary, public pre-primary, community pre-primary and non-formal education centers. The eligible expenditures which may be reimbursed include works, goods, non-consulting services, and consulting services that are needed to achieve the identified results and consistent with the project scope. Recurrent expenses, such as salary, are not eligible. MEBAPLN: (1) reports from encadreurs on school visits, that are verified on sample-basis by independent verification Data source/ Agency Agent Verification Entity Independent verification agent Page 41 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) The disbursements for the related subcomponent will be made against the achievement of the PBC target. An amount of US$37,063,763 has been allocated to this PBC, referred to as the PBC price, which is the amount that the designated beneficiaries’ entities contributing to the envisaged reforms can claim as disbursements if the PBCs have been achieved Procedure and verified, and evidence of eligible expenditures provided. Disbursement against indicators will be made based on periodical reports prepared and submitted to the independent verification agent with necessary documentation assuring that disbursement conditions have been satisfied Page 42 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) ANNEX 2: SUPPLEMENTAL INFORMATION ON REFUGEES AND CONFLICT RISK IN BURKINA FASO (ACLED 2024) 1. The World Bank, in consultation with the UNHCR, confirms that the Figure 2.1: Refugee population across Burkina Faso (UNHCR, 2024) protection framework for refugees continues to be adequate in Burkina Faso. In accordance with national legislation, refugee pupils and students are currently provided with the same education rights as nationals. For example, during academic year 2023- 2024, about 3,000 refugee students enrolled in public schools benefited from free education and school canteens and 10,712 received school kits. In addition, civil status certificates and identity certificates were issued free of charge to refugee children to enable them to enroll in schools and universities and to participate in school examinations. These efforts reflect the government’s commitment to ensure that refugee children have access to education. This policy environment and institutional commitment underscores Burkina Faso’s conducive refugee policy framework, which supports the continued access of refugees to quality education alongside their national peers. 2. The needs of refugees and host communities are different in their extent. For example, refugees are enrolled in primary at lower levels than the national average, while host communities in the Sahel region have higher rates of enrollment than the refugee population, these levels are lower than the national average. The project’s investment in emergency education under Component 2 will specifically target refugees as a part of its activities to improve enrollment and decrease dropout in this especially vulnerable category of child. 3. MEBAPLN will work closely with UNHCR and the National Commission for Refugees (Commission Nationale pour les Réfugiés, CONAREF) to ensure refugee and host community beneficiaries are identified, engaged and monitored to ensure that they will effectively access services financed by the project. For example, refugee and host communities will be informed of new school construction in nearby locations to improve enrollment rates. Special outreach activities are planned to help engage these vulnerable communities. Textbooks and other teaching and learning materials will benefit all children attending public schools in the country and monitored by MEBAPLN, with confirmation of refugee and host beneficiary numbers by UNHCR. In terms of identifying where project interventions will be focused, please see Table 2.1. 4. The most recent available data identifies close collaboration with government, particularly CONAREF, and UNHCR, along with the current legal framework as major positive areas. In terms of challenges and risks, the challenges/risks Page 43 The World Bank Restoring Education System Performance and Improving Resilience Project (P502472) identified at eligibility remain valid and current. Foremost among them is insecurity, which limits the free flow of goods and people in certain areas of the country which has a negative impact on access to public services, humanitarian assistance and employment. The one major policy change since initial eligibility for WHR is that Burkina Faso has closed all refugee camps for security reasons, encouraging integration of refugee populations with host communities. Table 2.1: Refugee and Host Community Beneficiary Component Refugee Beneficiaries Host Community Beneficiaries 1 2,500 10,000 2 1,500 3,000 3 5,000 25,000 Figure 2.2: Active and completed World Bank-financed education construction activities and conflict risk Page 44