The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) Combined Project Information Documents / Integrated Safeguards Datasheet (PID/ISDS) Appraisal Stage | Date Prepared/Updated: 27-Nov-2019 | Report No: PIDISDSA25031 Oct 14, 2019 Page 1 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) BASIC INFORMATION OPS_TABLE_BASIC_DATA A. Basic Project Data Country Project ID Project Name Parent Project ID (if any) Mali P164032 Mali Improving Education Quality and Results for All Project (MIQRA) Region Estimated Appraisal Date Estimated Board Date Practice Area (Lead) AFRICA 13-Dec-2019 15-Jul-2020 Education Financing Instrument Borrower(s) Implementing Agency Investment Project Financing Ministry of Finance Ministry of Education Proposed Development Objective(s) The Project Development Objective is to increase learning outcomes in early primary in targeted areas, to promote girls' access to lower and upper secondary education in underserved areas, and to enhance the governance of the education system. Components Accelerating Learning through Improved Quality Building Stronger Pathways for Girls Education Success Enhancing the Governance and Resilience of the Education System Contingent Emergency Response Strengthening Monitoring and Evaluation and Project Management PROJECT FINANCING DATA (US$, Millions) SUMMARY -NewFin1 Total Project Cost 124.78 Total Financing 124.78 of which IBRD/IDA 80.00 Financing Gap 0.00 DETAILS -NewFinEnh1 World Bank Group Financing Oct 14, 2019 Page 2 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) International Development Association (IDA) 80.00 IDA Credit 30.00 IDA Grant 50.00 Non-World Bank Group Financing Trust Funds 44.78 Miscellaneous 1 44.78 Environmental Assessment Category B-Partial Assessment Decision The review did authorize the team to appraise and negotiate Other Decision (as needed) B. Introduction and Context Country Context 1. Rapid population growth is the biggest challenge in reducing poverty and improving social services in Mali. Mali is a land-locked country in the Sahel region in West Africa and has a national territory that spans 1,240,000km. The population is currently estimated at 18 million (2016), with an annual population growth rate of about 3.2 percent1. Ninety percent of the Malian population live in its five southern and central regions and particularly the capital district of Bamako, which together occupy about the third of the country. The remainder of the population is spread across the three remote and mostly rural northern regions of Timbuktu, Gao, and Kidal2 (Public Expenditure Review (PER), 2017). Mali’s population is extremely young with the median age standing at 16.2 years compared to the global average of 30 years; as many as 11.7 million Malians (66 percent of the population) are estimated to be under the age of 24 (PER, 2017). Under moderate projections, this number will reach nearly 18 million by 2030, and double by 2045. This young population will put enormous pressure on the education system and the labor market. Although sparsely populated, with only 10 percent of its people living in the north, high population growth rates and drought have fueled food insecurity, poverty, and instability. The delivery of services in such a large territory is challenging, affecting geographic equity and social cohesion. Whether the population growth will be able to generate economic growth will depend on many factors, chief among them the younger population’s foundational cognitive and non-cognitive skillsets and training levels. 1General Population Survey (2009). Recensement Général de la Population et de l’Habitant réalisé en 2009 2Ménaka and Taoudéni are now established as separate regions; the PER considered the earlier structure with three regions in the North. Oct 14, 2019 Page 3 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) 2. Despite continued and growing security concerns in the country, there is renewed hope for Mali. Presidential elections were peacefully conducted in July and August 2018, legislative elections are scheduled for end of 2019, and local government elections took place in November 2016. Peace negotiations between government and two rebel coalitions, known as the “Platform� and “Coordination� groups in the North resulted in an agreement signed on 15 May and on 20 June 2015, with the international community represented in the peace agreement implementation oversight committee. The agreement includes important provisions to strengthen decentralization and integrate former armed groups into Mali's army as well as a development zone and program of accelerated development (Programme de Développement Accéléré du Nord). It is a promising development for the country and anticipates support from development partners to identify immediate and longer-term recovery and development priorities, as well as accompany their implementation. Yet security, critical to poverty reduction and economic recovery, remains fragile, with attacks by armed groups on the UN force and the Malian army continuing, mostly in the North. 3. Mali is ranked fourth to last in the newly launched World Bank Human Capital Index (HCI, 2018). Prior to the 2012 political and security crisis, Mali had succeeded in reducing poverty. Between 2001 and 2010, the country experienced an overall drop in national poverty from 56 percent to 43 percent. In 2013, the poverty rate rebounded to 45 percent. Regional differences also persist. Poverty is much lower in urban areas, with 90 percent of all poor households living in rural areas, and concentrated in the south, an area where the population density is highest. For instance, the Sikasso area has the highest incidence of poverty (83.2 percent) . Drought (2012) and conflict (2012-2013) have only increased the incidence of poverty. The widespread poverty in Mali was exacerbated by the 2011 political crisis. Thirty (30) out of 100 Malian children are stunted and so at risk of cognitive and physical limitations that can last a lifetime. In addition to low health outcomes, only one in three Malians aged 15-24 years is literate. Today’s children who start school at age 4 are expected to complete, on average, just 5.6 years of school by their 18th birthday. Poverty, malnutrition, and a high level of morbidity disproportionally affect women, children, and the displaced. Mali is among the countries with the highest maternal mortality and an extremely high rate of adolescent fertility—with 169 children born to every 100 young women under the age of 20. A large number of girls either never enroll or quickly drop out of school to help at home or get married. According to UNICEF, more than half of Malian girls are already married by the age of 18. The HCI (2018) shows that Malians born today will only reach 32 percent of their productivity potential, due to deficiencies in human capital formation. 4. Mali’s economic performance remains relatively strong despite volatile security conditions . Mali is a vast country with a highly undiversified economy. Since 2011, real GDP grew by 1.7 percent in 2013 and 7.2 percent in 2014 (PER, 2017). The medium-term economic outlook was promising, with growth rates of 5.3 percent and 5.2 percent in 2016 and 2017, respectively. Thanks to increased agricultural production and rainfall, the primary sector growth accelerated from 6.9 percent in 2015 to 7.6 percent in 2016. Inflation is projected to be moderate for as long as agricultural production keeps food prices controlled. The tertiary sector growth has been robust (at about 6 percent since 2014) following renewed dynamism in the Information Communications Technology (ICT) sector. Economic growth is projected to stay robust at about 5 percent over the medium term, in line with Mali’s long-run potential growth rate. Agricultural growth is underpinned by favorable weather and positive effects from input subsidy reform. Services growth will continue in telecoms, transport, and trade. Yet, regardless of the 2015 peace agreements, the north is still difficult for the government to control, and insecurity has spread to the center and southern regions. Oct 14, 2019 Page 4 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) Sectoral and Institutional Context 5. In a context of high levels of poverty, insecurity, and demographic growth, Mali has made progress in improving access to education overall. Between 1999/2000 and 2015/16, the gross enrollment rate (GER) increased from 1.7 percent to 4.4 percent in pre-primary, from 57.4 percent to 77 percent in primary, from 21.5 percent to 54.2 percent in lower secondary, and from 7.4 percent to 17.7 percent in general secondary education. In addition, Mali has more than doubled access to technical secondary education, technical vocational education and training, and higher education. However, data from 2015/16 academic year clearly indicate that the current situation is still way far from universal coverage, particularly in basic education which remains compulsory for all as well as a sharp decline in performance, in comparison to GERs that were much higher before the crisis. 6. The impact of the political and security crisis continues to reverberate today. The crisis has negatively impacted the education system as a whole: firstly, the crisis has compromised access to education for thousands of school-age children, particularly in the north of the country, due to massive population displacements and school closures which continue to be a key challenge in Mali. As of March 2019, 866 schools3 (out of a total of 8421 existing schools) have closed due to conflict and insecurity, depriving 74,306 students from schooling. Since the government gave the instruction to unconditionally accommodate displaced students in the South, classes became over-populated which created enormous problems in the classroom, principally affecting the quality of instruction. The crisis has also led to the destruction of school infrastructure and equipment. In Gao and Mopti for instance, schools were occupied by the armed groups and displaced populations and used as shelters, which led to the degradation and destruction of school infrastructure and equipment. In addition, several classrooms and administrative offices have been converted into animal shelters. In most schools in the occupied areas, instructional materials were deliberately damaged, and information technology and science laboratory equipment taken away. 7. Growth in the number of school-aged children is to be the most pressing constraint on Mali’s education sector in the coming years. Even under moderate estimates, the number of youth and children between the ages of 5 and 19 is expected to increase from 7 million in 2015 to 9.4 million in 2025 (PER, 2017). Currently, approximately 3 million youth and children are enrolled at primary, lower secondary, and upper secondary schools across Mali, suggesting that participation is under 50 percent. Even if Mali were to double capacity by 2025, participation would only go up to 66 percent, which is still a dismal outcome demonstrating that increasing resources available to the sector is insufficient to improve performance. Mali needs more schools, more qualified teachers, and updated teaching materials. All of these are directly linked to the availability of robust and sustainable funding. Assuming current gross enrollment rates held steady without any improvements or deteriorations, the growth of school age population would increase new enrollments just at the basic level by 1.4 million by 2025 (PER, 2017). 8. Education remains the top priority sector of the government of Mali, continuing to be the largest source of public funding. Mali has increased funding for education since 2004. In 2015, Mali spent approximately CFA 242 billion (roughly USD 504 million) of public resources on current and capital expenditures in education (PER, 2017). Public education expenditures have accounted for an average 4.8 percent of GDP since 2010. It bears mentioning that in 2012, while the overall government expenditure declined due to the political crisis, the share of education expenditure in GDP remained relatively stable. The Malian government chose to protect education 3 These schools are located in the following regions: Koulikoro, Segou, Mopti, Gao, Menaka, Taoudeni, and Kidal. Oct 14, 2019 Page 5 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) expenditures during economic downturns and the most recent political crisis, despite cutting expenditures in other sectors even when international donors walked away. As a result, in 2012 the share of education expenditure in all government spending increased to 27 percent while in other years, public education expenditures in total public expenditure (excluding debt service) hovered around 20 percent. However, the poor performance of Mali’s education sector continues to directly relate to funding shortages and weaknesses in public management. While the government carries the bulk of the burden in funding the operating expenditures, donors still play a very important role in supporting capital investments, especially at the basic level. 9. Building on its resilience, in 2015, the Government introduced a reform of the education sector in line with the Sustainable Development Goals (SDG). This reform underlies the long-awaited education sector plan and its ten-year Education Sector Development Program Second-Generation for 2019-2028 (Programme Decennal de Développement de l’Education Deuxieme Generation, PRODEC II) with the ultimate objective of improving the quality of education delivery through a revamping of the education sector as a whole. The program covers all levels of education, from early childhood to basic education to tertiary education and aims to improve access and quality and enhance the governance of the education system. Gender is a crosscutting theme of the program and would be a key element of this project. This program is being supported by all the relevant education stakeholders, including the donor community. The level of funding needed continues to be very high compared to the government’s current capacity. 10. Despite the Government’s strong commitment and ongoing efforts, important challenges persist related to the quality of education delivery, equity, and the overall management of the sector. A sectoral assessment (2017) noted that Mali continues to have some of the lowest education indicators in the region. The key issues in the education sector remain: (i) inadequate and inequitable access to the full cycle of basic and secondary education, particularly for girls and disadvantaged populations; (ii) low education quality as shown by low learning outcomes; and (iii) weak governance of the sector. Mali needs to overcome these key challenges (as outlined below) in line with the priorities of PRODEC II which would be the central focus of the proposed Improving Education Quality and Results for All (IQRA) project. C. Proposed Development Objective(s) Development Objective(s) (From PAD) The Project Development Objective is to improve conditions for better learning outcomes, to promote girls' access to lower and upper secondary education in underserved regions, and to enhance the governance of the education system. Key Results 11. Progress towards the achievement of PDO will be measured through the following indicators: (i) Proportion of 2nd grade students who have achieved the minimum required literacy skills in the targeted areas(disaggregated by gender); (ii) Proportion of 2nd grade students who have achieved the minimum required numeracy skills in the targeted areas (disaggregated by gender); (iii) Transition rate from primary to lower secondary for girls; (iv) Transition rate from lower to upper secondary for girls; (v) Proportion of private general upper secondary schools that meet the minimum standards established; and (vi) Students benefitting from direct interventions to enhance learning (of which percentage of female) – Corporate Results Indicator (CRI). Oct 14, 2019 Page 6 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) D. Project Description 12. The project will address: (i) access to lower and upper secondary education with a focus on the most marginalized, namely girls and rural youth; (ii) quality of education through a packaged of school-level interventions and strengthened quality assurance mechanisms for both public and private secondary schools; (iii) improved provision of pre- and in-service teacher training; and (iv) institutional strengthening of education service delivery systems both at national and decentralized levels. 13. Component 1: Accelerating Learning through Improved Quality (US$56.50 million – IDA US$31.13 million and GPE US$25.37 million). The component aims to improve the quality of basic and secondary schools by directly supporting a package of activities to enhance the inadequate teaching and learning conditions. The component will consist of two subcomponents, fully responding to the Government’s request for a comprehensive approach in addressing quality of basic and general secondary education: (i) Improving Quality in Public Primary and Lower Secondary Schools (le fondamental); and (ii) Improving Quality in Upper Secondary Schools (secondaire general). 14. Subcomponent 1.1: Improving Quality in Primary and Lower Secondary Schools (GPE US$25.37 million). This subcomponent aims to address the low quality of public primary and lower secondary schools. The objective of the subcomponent will be achieved through (i) supporting the ongoing curriculum reform and acquisition of textbooks; (ii) training teachers to improve pedagogical practices in the classroom particularly focusing on new teaching methods in mathematics, science, and fostering the use of technology; and (iii) enhancing student assessment as well as the management and use student learning outcomes and results from school examinations. 15. Subcomponent 1.2: Improving Quality in Upper Secondary Schools (IDA US$31.13 million). This subcomponent aims to address the low quality and governance of upper secondary education through adequate incentives and strategic approaches targeting both public and private general upper secondary schools. This subcomponent of the project will be DLI-based. 16. Improving quality in public secondary schools. The subcomponent will support activities to (i) ensure school compliance with quality standards governing the provision of secondary education issued by the MEN; (ii) enhance school performance in national school examinations; and (iii) strengthen internal efficiency. The subcomponent will focus on various activities that are critical to improve quality at the school level including: (a) Quality standards will be operationalized so they can serve as a framework for pulling the education delivery system upward by putting every school in a position where it can perform well in terms of student success; (b) In-service teacher training will be improved, with a particular focus on mathematics and science teachers where the gap is large. The project will support various small-scale but effective activities (such as updating courses, use of digital solutions) as well as the establishment of a continuous teacher training platform based on a distance learning system; (c) Instructional materials will be made available, with a focus on science teaching and the development and availability of nationally designed booklets (fascicule); and (d) School Management Committee (Comite de Gestion Scolaire, CGS) in each secondary school will be established and School Improvement Plans (SIPs) will be prepared and implemented by each CGS, addressing the poor quality of teaching and learning conditions, while enhancing math and science teaching to ensure that the overall education system is more science and technology oriented. Oct 14, 2019 Page 7 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) 17. Improving quality in private secondary schools. The subcomponent will support the relevant unit within the MEN (Inspection generale) in charge of the design, specification, and operationalization of quality standards (cahier de charges) governing private secondary schools. The definition of quality standards will cover the key parameters that influence the performance of schools such as governance, teacher competency, qualification and aptitude of the school management personnel, adequacy of the student body, including pupil/teacher and pupil/classroom ratios, and instructional materials. The objective of the subcomponent will be achieved through two main activities: (i) improved governance framework for the management of private general secondary schools and (ii) improved teaching and learning conditions in these same private secondary schools. 18. Component 2: Building Stronger Pathways for Girls Education Success (US$38.09 million – IDA US$31.54 and GPE US$6.55). This component aims to directly respond to the unfished access agenda in basic education and address the critical challenges of the low enrollment, transition, and retention of girls in lower and upper secondary (Second cycle du Fondamental et Lycée) and the increase of the number of out-of-school youth. The component will address both supply and demand-side factors, including school feeding programs in line with the education sector’s post-crisis recovery efforts. The component will consist of two subcomponents, aligned with the Government’s priority focus areas as highlighted in the education sector plan: (i) Improving Conditions for Girls Participation and Completion of Secondary Education and (ii) Incentivizing Transition and Retention of Girls in Secondary Education. 19. Subcomponent 2.1. Improving Conditions for Girls Participation and Completion of Secondary Education (US$35.93 million – IDA US$29.38 million and GPE US$6.55 million). To address the unmet demand for lower and upper secondary education and in full complementarity with the support provided by other development partners4, this subcomponent will focus on expanding the supply of lower and upper secondary education, with a focus on areas having the most deficit in terms of girls' transition to and retention in secondary education and where early marriage is prevalent, which has been a central objective of the Government’s post-primary education reform. The objective of the subcomponent will be achieved through the construction and equipment of new schools in underserved areas, closer to the residence of beneficiary girls to increase their chances to complete secondary through facilitating their physical access. 20. Lower Secondary School Construction (Colleges de proximite). School construction activities for basic education will be limited to existing schools that have an incomplete cycle (i.e. schools that currently offer only the first cycle of basic education due to limited capacity). Based on unit costs proposed by the Ministry of Education (MEN), the project will support the construction and equipment of 450 classrooms attached to 150 existing primary schools that are facing a high unmet demand for lower secondary education. Each constructed lower secondary school (College de proximite - Fondamental 2) will be expected to have 3 classrooms fully equipped and 2 blocks of 3 separate latrines (for boys/girls and students/teachers) with full accessibility to handicapped children, an administrative office, a water well, and an energy source, where possible, solar energy. Sports equipment will also be included in the package. 21. Upper Secondary School Construction (Lycées). The project will finance the construction and equipment of 11 new upper secondary schools as well as the construction and equipment of 30 additional classrooms in existing schools that are facing a high unmet demand. Each constructed or expanded upper secondary school (Lycée) will be expected to have 12 classrooms fully equipped, 4 blocks of 3 separate latrines, 1 block of 2 4 Federation des ONGs intervenant au Mali (FONGIM) support primary school construction (Fondamental I) Oct 14, 2019 Page 8 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) laboratories, a library, a computer room, and a multifunctional playing field with full accessibility to handicapped children as well as a water point and an energy source, where possible, solar energy. Sports equipment will also be included in the package. In addition, the project will support the construction of two specialized STEM high schools (Lycées d’Excellence), the specificities of which would be developed and made available by the Ministry of Education before the start of construction activities. It will also fully equip these two STEM high schools with Information Communications Technology (ICT)-rich classrooms as a useful tool for introducing teaching and pedagogical reforms in the system. These two schools will be located in the suburbs of Bamako and Segou to facilitate the availability of high-quality teachers. Both locations also have the potential to serve several other surrounding regions. 22. Subcomponent 2.2. Incentivizing Transition and Retention of Girls in Secondary Education (IDA US$2.16 million). This subcomponent aims to improve the transition to and retention of girls in lower and upper secondary schools, with a focus on disadvantaged girls and vulnerable children living in food insecure areas. The objective of the subcomponent will be achieved though the implementation of a set of interrelated activities namely school feeding and remediation programs in support of girls’ education. In line with ongoing activities supported by the regional Sahel Women's Empowerment and Demographic Dividend Project (SWEDD) and based on global best practices on programs for girls, the project will also support sensitization and awareness raising activities through training of school management committees (SMCs), in particular les Associations des Mères Educatrices, to increase girls’ participation and retention in school. 23. Component 3: Strengthening the Governance and Resilience of the Education System (US$24.58 million – IDA US$13.71 million and GPE US$10.87 million). This component aims to strengthen decentralized education management system, institutional capacity and monitoring and evaluation (M&E) system. The component consists of two subcomponents: 24. Subcomponent 3.1. Community Innovations for Improved Resilience and Better Education Service Delivery (US$15.58 million – IDA US$4.71 million and GPE US$10.87 million). This subcomponent aims to address the issue of weak management and supervision of education services at the grassroots level through better school-based management and smart solutions to address school closure in conflict-affected areas. 25. School-based management. The subcomponent will finance, in close collaboration and complementarity with the World Bank-financed Mali Fiscal Decentralization for Better Service Delivery Project, (i) the enhanced implementation of SIPs in around 400 schools in 100 communes targeted by the above mentioned decentralization project which will support the establishment of CGSs in these schools, following the Japan International Cooperation Agency (JICA) supported model which has been tested and already implemented in more than 1,200 schools across the country and ii) the training of CGS members and school leads. In addition to the standard training provided to CGS members and school leads, the project aims to enhance the capacity of communities to be resilient in situations of crisis and ensure a safe and friendly school environment as well as address the educational needs of populations that are moving. CGS members will be trained on how to better respond to crisis situations and to keep children in school. Monitoring of school activities especially related to security, student and teacher attendance, girls’ enrollment and participation, and school canteens will be developed. At the upper secondary level, each secondary school will set up a CGS based on the existing model at the primary education level and adapting it to the reality of secondary education. 26. School closure. The subcomponent will also support innovative solutions to address school closure in areas of conflict to strengthen the resilience of the education system. To help address the issue of displaced teachers due to the crisis, the project will finance the design and implementation of appropriate measures and innovative Oct 14, 2019 Page 9 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) solutions, such as distance learning programs, that would allow children to continue schooling in crisis situations. A Hackathon will be launched to bring together technology start-ups to propose digital solutions for continuous schooling in crisis situations. In addition, the project will support the integration of peace education as a potential long-term solution to address inter-community conflicts. 27. Subcomponent 3.2. Actionable Analytics for Improved Data-Based Decision Making (IDA US$9.00 million). This subcomponent aims to address the lack of data management both at the central and decentralized levels and institutional capacity building at all levels. To this end, the project will support the following key activities: 28. Harmonized and integrated Education Management Information System (EMIS). The subcomponent will support the consolidation and integration of the different existing education management information systems (EMISs) at the central and decentralized levels for more accurate data production and improved decision making. Building on what already exists and in accordance with the newly adopted national strategy for the development of education statistics (2020-2024), the project will finance the necessary technological solutions to ensure the convergence of the multiple data systems scattered in the different departments and units within the Ministry of Education into a holistic and integrated platform. The project will explore the expansion of the Progiciel de Gestion Integree (PGI) to the basic and secondary sub-sectors. Establishing a unique identifier for each student and teacher in the entire education system will also be a game changer to address the ongoing issue of ghost students and ghost teachers hindering the education system. 29. Component 4. Contingent Emergency Response (IDA US$0 million). A contingent emergency response component, in accordance with the IDA Immediate Response Mechanism, will allow to provide an immediate response to an eligible crisis or emergency, as needed. The fund will enable the effective implementation of flexible and adaptable measures in situation of crisis in line with the needs of displaced populations. A Crises Response Manual (CRM) will be developed for activities to be financed under this fund, detailing streamlined FM, procurement, safeguards, and other implementation arrangements as necessary. 30. Component 5. Strengthening Monitoring and Evaluation and Project Management (US$5.61 million – IDA US$ 3.63 million and GPE US$1.98 million). This component aims to strengthen institutional capacity and monitoring and evaluation (M&E) systems, including compliance with agreed DLIs. It will support the necessary technical assistance and capacity building activities, carefully selected and designed to effectively address project implementation and capacity constraints. It will finance project management related activities namely: (i) the provision of goods and services, including auditing and training, and operating costs associated with project management and implementation including monitoring and evaluation (M&E); (ii) technical assistance for specific activities, such as data collection, school construction, school feeding management, etc; and (iii) specific analytical studies to generate more evidence and knowledge for the education system. 31. Geo-Enabling For Monitoring and Supervision (GEMS). Given the security context, a suitable M&E system will be designed and implemented to better monitor project activities in hard to reach beneficiary regions. The project will put in place low-cost technological solutions for real time digital data collection for improved project monitoring and supervision in close collaboration with the GEMS team. The project will use data collection tools such as KoBo Toolbox designed to work in difficult conditions. 32. Iterative Beneficiary Monitoring (IBM). The project will also integrate IBM in close collaboration with the Oct 14, 2019 Page 10 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) Poverty Global Practice (GP). This activity will monitor beneficiaries (direct, indirect and intermediaries) of the project starting at the beginning of the implementation with the objective to improve project efficiency and increase beneficiary satisfaction and beneficiary engagement. IBM will be used to collect data to identify shortcoming that can hinder implementation of the project. E. Implementation Institutional and Implementation Arrangements 33. Building on lessons learned and experience gained from the Mali Emergency Education for All Project (P123503) which was implemented from July 2013 to December 2017, the proposed project will retain the same project implementation and institutional arrangements. The Ministry of Education (Ministère de l’Education Nationale– MEN) will have overall responsibility and accountability for project coordination and implementation. It will assume both strategic coordination and technical implementation of the project including financial management (FM) and monitoring and evaluation (M&E). The project’s integration into the ministry existing administrative line is meant to build institutional capacity and ensure sustainability of project activities. 34. At the highest level, the Ministry’s General Secretary (Segal) has the overall responsibility for the oversight of the education sector program in order to streamline policy development, strategic planning and alignment with the Government’s priorities. Under his leadership, two committees are already in place to coordinate activities within the program and ensure communication within and outside of the Ministry. First, a weekly meeting of the Council of Cabinet (le Conseil de Cabinet) is held comprising all ministry directors and senior advisors led by the Segal. The Conseil de Cabinet will serve as the Project’s Steering Committee and the primary decision-making body for the project. It will examine overall program implementation issues and solutions proposed by the various implementing units of the ministry and provide guidance accordingly. The Conseil de Cabinet ensures overall technical consistency of program activities and sound communication across units of the ministry. During the Conseil de Cabinet, the project team will report on any issue that could hinder project implementation and will share good practices. The project team will take advantage of this committee to advance the project activities and seek guidance and support from all technical units within the Ministry. Secondly, a monthly meeting (Le cadre partenarial) is held to share the program implementation status with development partners, bilateral donors, the ministry technical units and other relevant stakeholders to provide strategic guidance on overall program and share areas of interventions and support by donors for better harmonization of the various interventions in the sector. The cadre partenarial is co-chaired by the Segal and the coordinating agency. In addition, the cadre partenarial approves annual work program and any substantial changes to the ministry intervention. Joint annual program reviews are organized by the cadre partenarial to assess progress made and issues that need attention. These joint reviews are used to monitor the evolution of the sectoral context and adjust the project interventions as needed. 35. At the national level, implementation arrangements have been designed to ensure a holistic education policy direction for the targeted basic and secondary sub-sectors and its effective implementation through the coordination of the relevant Directors General. The Segal who is in charge of the ministry program will be the technical project coordinator and act as MEN’s liaison officer to the World Bank. His key role will be to ensure adequate linkage of the project activities with the sector policy and institutional reforms and more specifically, to oversee overall project implementation including: (i) endorsing IQRA budget allocations and related activities and (ii) ensuring compliance with agreed guidelines. Project implementation will be carried out by existing Oct 14, 2019 Page 11 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) technical units within MEN. 36. A Project/Program Facilitating Unit (2PFU) will be set up to ensure the daily coordination and oversight of the project and its alignment with the national ESP (PRODEC II). The 2PFU will be under the direct administrative responsibility of the MEN Segal. The 2PFU will allow a more focused coordination of project activities and its strategic oversight in line with the national program (PRODEC II) implementation. . F. Project location and Salient physical characteristics relevant to the safeguard analysis (if known) This project will be implemented nationwide in both urban and rural communes in all eight administrative regions of Mali (Kayes, Koulikoro, Sikasso, Segou, Mopti, Gao, Tomboutou, Kidal) and two (2) new regions of Taoudenit and Menaka. The construction and equipping of secondary schools in underserved areas, closer to the residence of beneficiary girls to increase their chances to complete secondary through facilitating their physical access. The underserved areas will be determined throughout the regions based on girls' education needs and the geographical distribution of existing schools. Most of the constructions will be limited to existing schools and other new constructions will be undertaken. At the end of the project, each targeted lower secondary school (College) would have at least 3 classrooms fully equipped, 2 blocks of 3 separate latrines (for boys/girls and students/teachers), potable water point, an administrative office, a water well, and an energy source (solar energy if possible). Sports equipment would also be included in the package. These existing secondary schools are distributed throughout ten regions. The North of Tombouctou, Kidal and Gao regions are in the sector of the Saharan climate characterized by a low rainfall and a strong heat in dry periods. The fields are developed in the oases and floodplains of the Niger River. In these areas, families live near water points, the starting point of birth and the evolution of the city. The region of Mopti is characterized by a semi-desert climate with variable precipitation between 100 and 200 mn per year. This sector is characterized by the presence of the inner delta of the Niger River which provides fertile water resources and farmland for agricultural production, especially local rice. The regions of Kayes, Koulikoro (included Bamako city), Ségou and Sikasso are wetter than the two previous ones with rainfall of 600 to 1000 min of rainwater per year. Because of these variable climatic conditions from one region to another, classrooms must be constructed taking into account the geographical position within the existing schools, the orientation of the winds and the insolation. Also, the choice of construction materials will have to be made to guarantee good bioclimatic conditions in the classrooms. Given the potential of solar energy in most of the targeted areas, the project, should adopt to energy providing system. G. Environmental and Social Safeguards Specialists on the Team Mahamadou Ahmadou Maiga, Social Specialist Tolidji Blaise Donou, Environmental Specialist Oct 14, 2019 Page 12 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) SAFEGUARD POLICIES THAT MIGHT APPLY Safeguard Policies Triggered? Explanation (Optional) The project will finance the construction of classrooms in existing and new secondary schools. These activities will induce minor environmental and social concerns during their construction and exploitation. Further, some civils works during the construction and equipment of the two new ‘Lycees d’Excellence’ with Information Communications Technology (ICT)-rich classrooms will induce environmental and social impact in Bamako and Environmental Assessment OP/BP 4.01 Yes Segou. Therefore, the Environmental and Social Impact Assessment (ESIA) and the associated Environmental and Social Management Plans (ESMP) will be prepared and implemented for the known sites where the classrooms will be built. For unknown sites, the Ministry of Education will prepare an Environmental and Social Management Framework (ESMF). These documents will be approved and disclosed in-country and at the Bank Infoshop prior appraisal. Performance Standards for Private Sector The policy will not be triggered as the proposed No Activities OP/BP 4.03 project will not use private sector activities. The policy will not be triggered as the proposed Natural Habitats OP/BP 4.04 No project will not affect natural habitats. The policy will not be triggered as the proposed Forests OP/BP 4.36 No project will not affect forests. The policy will not be triggered as the proposed Pest Management OP 4.09 No project will not involve the use of pesticides. This policy is triggered because civil construction activities are planned under the project which may result in the earth movement. Mali is known as having a huge potential of Physical Cultural Physical Cultural Resources OP/BP 4.11 Yes Resources. As a precautionary measure, “chance finds procedures� will be included in the ESMF. These measures will be adequately embedded in civil works contractors contracts. The policy will not be triggered as there are no Indigenous Peoples OP/BP 4.10 No Indigenous Peoples expected in the project areas, as defined by OP/BP 4.10. This policy is triggered OP 4.12 to mitigate against Involuntary Resettlement OP/BP 4.12 Yes planned activities that may potentially involve Oct 14, 2019 Page 13 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) involuntary taking of land, loss of assets or access to assets, loss of income sources or means of livelihood or the voluntary restriction of access to legally designated parks and protected areas. This policy will not be triggered as the proposed project interventions are not expected to require the Safety of Dams OP/BP 4.37 No construction of dams or impoundment structures, use waters from such dams nor cause impacts to existing structures, as defined by OP/BP 4.37. This policy will not be triggered as the proposed Projects on International Waterways project interventions are not expected to result on No OP/BP 7.50 the intervention on or usage of surface and ground waters that would affect international waterways. This policy will not be triggered as the project Projects in Disputed Areas OP/BP 7.60 No interventions are not expected to be implemented in any disputed areas. KEY SAFEGUARD POLICY ISSUES AND THEIR MANAGEMENT A. Summary of Key Safeguard Issues 1. Describe any safeguard issues and impacts associated with the proposed project. Identify and describe any potential large scale, significant and/or irreversible impacts: The proposed project's civil works consist of the construction of classrooms in existing and new secondary schools. The exact location of schools where the classrooms will be constructed are not yet known and will be determined by using the criteria to be developped. The civil works will induce some impact on the environment and social during the transport of materials, excavation, air pollution, small waste production, noise, etc. As most of schools already exist, the projet should plan the work during holidays or with adequate measures under the ESMP which will be prepared before the launch of the civil works. The project will work with all relevant stakeholders such as student parents associations, civil society organizations, local education authorities, etc. The project should be citizen engagement (CE) tagged which include the frequency and large consutations of all stakeholders; enabling their fully participation in all project stages. Also, the project is considered gender tagged. To meet this objective, all relevant stakeholders should be identified and involved throughout the process. As an IPF with nationwide characteristic in remote areas in the country, the project will be submited for a GBV risk assessment which wil define the necessary mitigation measures and project response actions for GBV cases. A grievance redress mechanism (GRM) system based on project-specific implementation conditions should be well designed earlier and cover all the sites of the project. Besides all, most of the areas of the project implementation are considered in the country as insecure zone with several threats. Therefore, the project should develop specific measures to address insecurity to allow effective and timely project implementation. The project will benefit from the experience of other Bank-financed projects under implementation in these areas. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area: As most of the planned construction activities will take place in existing schools, the civil works may cause Oct 14, 2019 Page 14 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) trouble/pertubation of classes and the school agenda. Some anticipated measures should be identified to overcome these issues. Also, the agenda of the construction can be affected by the rain season; therefore the project might find a meteorology partner to help a better construction planning. 3. Describe any project alternatives (if relevant) considered to help avoid or minimize adverse impacts. No adverse impacts will be induced by the proposed project’s activities. 4. Describe measures taken by the borrower to address safeguard policy issues. Provide an assessment of borrower capacity to plan and implement the measures described. The borrower will prepare: Environmental and Social Impact Assessment (ESIA) and the associated Environmental and Social Management Plans (ESMP) for known sites; Environmental and Social Management framework (ESMF) for unknown sites; Resettlement Policy Framework (RPF) because the exact locations are unknown. These documents will be approved and disclosed in-country and at the Bank Infoshop prior to appraisal. 5. Identify the key stakeholders and describe the mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. Key stakeholders of the projet include: The Ministry of Education responsible for the sector activities and Education local authorities School Mangement committees Students/Parents association (Association des parents d’élèves) Students association Caregiver Mothers Association (Association des mères éducatives) B. Disclosure Requirements OPS_EA_DISCLOSURE_TABLE Environmental Assessment/Audit/Management Plan/Other For category A projects, date of Date of receipt by the Bank Date of submission for disclosure distributing the Executive Summary of the EA to the Executive Directors "In country" Disclosure Oct 14, 2019 Page 15 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) OPS_RA_D ISCLOSURE_T ABLE Resettlement Action Plan/Framework/Policy Process Date of receipt by the Bank Date of submission for disclosure "In country" Disclosure C. Compliance Monitoring Indicators at the Corporate Level (to be filled in when the ISDS is finalized by the project decision meeting) OPS_EA_COMP_TABLE OP/BP/GP 4.01 - Environment Assessment Does the project require a stand-alone EA (including EMP) report? Yes If yes, then did the Regional Environment Unit or Practice Manager (PM) review and approve the EA report? NA Are the cost and the accountabilities for the EMP incorporated in the credit/loan? Yes OPS_ PCR_COM P_TABLE OP/BP 4.11 - Physical Cultural Resources Does the EA include adequate measures related to cultural property? Yes Does the credit/loan incorporate mechanisms to mitigate the potential adverse impacts on cultural property? Yes OPS_IR_ COMP_TAB LE OP/BP 4.12 - Involuntary Resettlement Has a resettlement plan/abbreviated plan/policy framework/process framework (as appropriate) been prepared? No If yes, then did the Regional unit responsible for safeguards or Practice Manager review the plan? OPS_ PDI_ COMP_TAB LE The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank for disclosure? No Oct 14, 2019 Page 16 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) Have relevant documents been disclosed in-country in a public place in a form and language that are understandable and accessible to project-affected groups and local NGOs? No All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities been prepared for the implementation of measures related to safeguard policies? No Have costs related to safeguard policy measures been included in the project cost? Yes Does the Monitoring and Evaluation system of the project include the monitoring of safeguard impacts and measures related to safeguard policies? Yes Have satisfactory implementation arrangements been agreed with the borrower and the same been adequately reflected in the project legal documents? Yes CONTACT POINT World Bank Adama Ouedraogo Senior Education Specialist Borrower/Client/Recipient Ministry of Finance Implementing Agencies Ministry of Education Kinane AG Gadeda General Secretary kin959ag1@gmail.com Oct 14, 2019 Page 17 of 18 The World Bank Mali Improving Education Quality and Results for All Project (IQRA) (P164032) FOR MORE INFORMATION CONTACT The World Bank 1818 H Street, NW Washington, D.C. 20433 Telephone: (202) 473-1000 Web: http://www.worldbank.org/projects APPROVAL Task Team Leader(s): Adama Ouedraogo Approved By Safeguards Advisor: Practice Manager/Manager: Meskerem Mulatu 21-Nov-2019 Country Director: Kofi Nouve 15-Jan-2020 Oct 14, 2019 Page 18 of 18