The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) Integrated Safeguards Data Sheet Restructuring Stage Restructuring Stage | Date ISDS Prepared/Updated: 13-Jun-2018| Report No: ISDSR25081 Regional Vice President: Hafez M. H. Ghanem Country Director: Paul Noumba Um Senior Global Practice Director: Jaime Saavedra Chanduvi Practice Manager/Manager: Halil Dundar Task Team Leader: Harisoa Danielle Rasolonjatovo Andriamihamina The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) Note to Task Teams: The following sections are system generated and can only be edited online in the Portal. . I. BASIC INFORMATION 1. BASIC PROJECT DATA Project ID Project Name P156001 Lesotho Education Quality for Equality Project Task Team Leader(s) Country Harisoa Danielle Rasolonjatovo Andriamihamina Lesotho Approval Date Environmental Category 26-May-2016 Not Required (C) Managing Unit Is this a Repeater project? GED13 PROJECT FINANCING DATA (US$, Millions) SUMMARY -NewFin1 Total Project Cost 25.00 Total Financing 25.00 Financing Gap 0.00 DETAILS -NewFinEnh1 World Bank Group Financing International Development Association (IDA) 25.00 IDA Credit 25.00 2. PROJECT INFORMATION The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) Current Project Development Objective The Project Development Objective (PDO) is to improve basic education service delivery and student retention in targeted schools. . Note to Task Teams: End of system generated content, document is editable from here. 1. PROJECT DESCRIPTION 1. The Lesotho Education Quality for Equality Project (LEQEP) was approved by the World Bank Board of Directors on May 26, 2016 and became effective on July 8, 2016, following the signing of the Financing Agreement by the Lesotho Minister of Finance and the World Bank Country Representative on June 10, 2016. After 2.5 years of implementation, the project progresses is moderately satisfactorily. A. Project Beneficiaries 2. The project is expected to benefit approximately 86,500 beneficiaries by 2021. This includes students from 312 primary schools, students in 65 junior secondary schools in the same catchment areas as primary; primary teachers; junior secondary teachers; district resource teachers (DRTs), subject advisors, and inspectors; and 377 school boards. B. PDO Level Results Indicators 3. The proposed PDO Level Results Indicators include the following: (a) Improvement in teacher content knowledge in targeted primary and junior secondary schools (%) (b) Reduction in the dropout rate (Grade 1–Grade 6) in targeted primary schools (%) (c) Reduction in the dropout rate (Grade 8–Grade 9) in targeted junior secondary schools (%) C. Project Components Component 1: Improving the Teaching and Learning Environment in Targeted Primary and Junior Secondary Schools (US$11.39 million) 4. The objective of this component is to raise the quality of classroom service delivery at both the primary and junior secondary school levels to help create a youth population with strong foundations in literacy, numeracy, and reasoning skills. Subcomponent 1a: Strengthening Primary School Teaching and Learning The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) 5. This subcomponent addresses the low levels of early grade numeracy and literacy and limited teacher content knowledge and pedagogical skills in targeted schools through the provision of training to Grades 1–4 teachers, DRTs/other support staff, and the provision of associated student learning resources. Subcomponent 1b: Implementing a New Math and Science Curriculum and Assessment Support in Junior Secondary Schools 6. This subcomponent assists with implementing of the new junior secondary math and science curriculum developed by the MoET in the targeted junior secondary schools from 2017 to 2019. It will include the provision of training to Grade 8–10 teachers and it will also provide the math and science textbooks related to the new curriculum. At the secondary level, the support network includes experienced teachers at the same school or in clusters of other nearby schools, subject heads, principals, subject advisors and inspectors, and Subject Associations. The schools will have discretion to identify what support would be the most effective for their context. In addition, this subcomponent will include the provision of training to support officers who will also receive supervision kits. Subcomponent 1c: Demonstrating the Progressive Mathematics Initiative (PMI) and Progressive Science Initiative (PSI) and Development of the New Lesotho model for Teaching Math and Science at Junior Secondary School Level 7. This subcomponent improves the quality of math and science in targeted junior secondary schools through the provision of training to math and science teachers and subject advisors in a new approach and the provision of related learning resources. The MoET is demonstrating the PMI and PSI approaches developed by the New Jersey Center for Teaching and Learning (NJCTL) in about 20 targeted junior secondary schools from 2017 to 2020.1 Component 2: Strengthening School Accountability for Student Learning and Retention in Targeted Schools (US$4.78 million) 8. This component aims to empower key actors at the school level—school boards—to collectively deliberate on and carry out actions that contribute to retaining students and enabling them to learn. Subcomponent 2a: School Improvement Planning 9. Each school, guided by a detailed Operations Manual (referred to as SIP Manual) developed at the start of project implementation and with the support of a facilitator, are developing a SIP aimed at increasing school performance with regard to quality, retention, and equity of access. Subcomponent 2b: Provision of School Grants. 10. Upon submission of the SIP and its approval by the Inspectorate, the school receives 50 percent of a grant of about US$3,500–US$4,5002 to finance eligible activities.3 These activities, to be carried out over three years, include among others, short-term training for principals in school management (human resources and financial management [FM] in particular), minor repairs to physical assets of the school, and purchase of materials to enrich student learning. Subcomponent 2c: Strengthening the Capacity for Reporting, Monitoring of Results, and Oversight Mechanisms 1 The 20 targeted schools include combined schools which have primary schools attached to them. 2 Small primary schools (with fewer than 300 students) will receive a grant amount of US$3,500; large primary schools (with 300 to 800 students) will receive US$4,500; and junior secondary schools will receive US$4,500. 3 The SIP Manual will include guidelines for schools regarding the amount of the grant and the eligible uses of the grants. The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) 11. The provision of school grants for financing the SIPs will be accompanied by strengthened mechanisms at the school level to monitor school performance in general and the progress on SIP implementation in particular. For this purpose, support will be provided for the development of a reporting tool—a school report card—that promotes transparency, timely collection of information, and the use of information to facilitate both participatory school management as well as enhanced oversight by district education officers, DRTs, and inspectors. Component 3: Strengthening Institutional Capacity and Project Management (US$4.50 million) 12. This component focuses on strengthening and developing the capacity of the MoET, particularly the Department of Planning (DoP), to deliver its agenda, support project implementation activities, and for project management. Specifically, this component will include analytical work to support quality education service delivery at the national and decentralized levels, project coordination, procurement, FM, and monitoring and evaluation activities. Essential capacity building and technical and advisory support related to the Government’s education strategy, especially in NFE and for school construction, will be provided. The project will also support a series of studies; TA for the MoET, specifically key implementing departments; and support for the project management. Component 4 School Construction – US $4.334 million, - NEW COMPONENT 13. This new component will address urgent education access demands through construction of minimum infrastructure including furnished classrooms, separate latrines, and low-cost multi-purpose playgrounds in the schools targeted by this project. Out of a prioritized list of 63 schools in project target areas, 20 schools have been identified as part of the first group of schools to be constructed. Each one of the 20 schools will be provided with furnished additional 2 to 4 classrooms accessible to children with limited mobility, separated latrines for boys (3 blocks), girls (5 blocks) and teachers (2 blocks, male and female). A total of 63 disability friendly classrooms and 57 gender and disability friendly latrine blocks will be constructed as additional project activities.4 In addition, the following combined 5 schools; Mosiroe, Mokhoro, Masaleng, Makintane and Amohelang shall each be provided with low cost multipurpose playgrounds to support improving school retention at both primary and junior secondary in few combined schools. The playground could include soccer basketball, netball, and volleyball. The number of facilities currently proposed are based on the cost estimates of schools constructed by contractors. There is an expectation of savings using community construction as opposed to working with contractors. The Environmental and Safeguard category is changed from C to B. 2. INSTITUTIONAL AND IMPLEMENTATION ARRANGEMENTS 14. Implementation. The overall organization of the project implementation and monitoring comprises a Coordination Committee, the ministerial departments including the DoP, and the PFU. The Coordination Committee, chaired by the Principal Secretary (PS), will provide overall guidance for effective project implementation, facilitate coordination of activities, and review progress reports. The DoP, under the leadership of the director of planning (DP), will oversee the activities of the project in general with the support of the PFU. 15. Under the supervision of the DP, the PFU will be responsible for day-to-day coordination of project activities and reporting on the project performance. Each component (or subcomponent) will be implemented by the MoET departments as follows: (a) Component 1: Curriculum and Assessment (specifically National Curriculum Development Center [NCDC], Examinations Council of Lesotho [ECoL], and School Supply Unit [SSU]), and Inspectorate, led by the CEO, Curriculum and Assessment; (b) Component 2: Inspectorate, Teaching Services, and Planning, led by the CEO, 4 The distribution of classrooms and latrines per school may change based on the actual need during the on-the site assessment. The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) Inspectorate; (c) Component 3: Planning, the EMIS, Education Facility Unit (EFU), Curriculum and Assessment including the HIV and AIDS Coordination Unit, Teaching Services, Inspectorate, and Technical and Vocational Department (TVD), led by the DP; (d) Component 4: Education Facility Unit (EFU), Planning, community construction committees at school level, led by EFU (Cf. Section below). These departments will lead the activities with close support from the PFU. This arrangement will continue enhancing the capacity of the MoET in project management, implementation, and planning/monitoring. The existing Project Implementation Manual that clarifies the roles and responsibilities of the parties involved in project implementation will be updated to include the additional activities on school construction under Component 4. 16. Overall coordination. The project activities will be reviewed on at least a six-month basis by a Coordination Committee chaired by the PS and attended by the Chief Education Officers (CEOs) of the ministry, with participation from the Ministry of Finance (MoF), and the Ministry of Development Planning (MDP). The DP will present the progress of the project in a report prepared by the PFU highlighting performance and issues to be tackled, and corrective actions will be decided as appropriate. The Project Implementation Manual clarifies the roles and responsibilities of the Coordination Committee, CEOs, DP, and PFU and the form of reporting to the committee. 17. Additional implementation arrangement. Additional implementation arrangements are needed to support the addition of the new activities under school construction. Since this is a new component and also a new of managing construction through the community based approach, the following activities need to happen before construction begins: (i) recruitment of a technical firm to review, update and improve the designs, drawings and specifications for classrooms, latrines and other associated works, surveying school sites and producing site specific topographic and building drawings, undertake site surveys and supervise construction, develop a construction manual; (ii) development of financial and procurement manuals to guide the rollout of this component; (iii) capacitating school boards that must be trained on both financial management and procurement aspects of community based construction; (iv) study tours to capacitate implementing agencies like EFU, Department of Planning, Procurement Unit, and Inspectorate to manage the new the community approach. The following units/teams will also be established and empowered to manage the new component: (a) The Education Facilities Unit (EFU) 18. The EFU shall be responsible for managing the new component and supervising the construction activities with support from the technical firm. (b) Community Construction Committee (CCC) 19. The Community Construction Committee shall be established and will be responsible for confirming the proposed school needs (e.g. number of classrooms, number of latrine blocks, and playgrounds) and availability of land for construction purposes, identifying and assembling members of the Community Construction Team (CCT), sign individual contracts with the members of the CCT , mobilize the CCT for commencement of construction works and appoint a Foreman among them and monitor CCT through the foreman and with the assistance of the consultant’s clerk of works. All these activities would be conducted under the guidance of a site supervisor who will be provided by the consultant. The committee shall be the School Board established under Education Act of 2010 as the school governing body. It is constituted as follows: 1) Two (2) Proprietor Representatives (One of them as Chairperson) 2) Three (3) Parents Representatives (One of them as Deputy Chairperson) 3) School Principal (Secretary), 4) Teachers’ Representative, 5) Village Chief and 6) Councilor. The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) (c) Community Construction Team (CCT) 20. A team of artisans and laborers shall be identified and appointed by the CCC with the assistance of EFU and the Consultant for each site. As a minimum, the team shall consist of: bricklayer, steel-fixer, carpenter and laborers. The required caliber and numbers per each category per site shall be prescribed by the Consultant and approved by EFU. Generally, the responsibility of the CCT shall be to carry out construction works in accordance with the approved drawings and specifications. Note to Task Teams: The following sections are system generated and can only be edited online in the Portal. . 1. PROJECT LOCATION AND SALIENT PHYSICAL CHARACTERISTICS RELEVANT TO THE SAFEGUARD ANALYSIS (IF KNOWN) The LEQEP restructuring will be implemented in approximately 20 beneficiary schools, these schools are located in already existing school premises. Lesotho is predominantly mountainous, with the highlands and mountain zones covering approximately 59% of the total land area. This land is mostly characterized by steep slopes with fragile soil formations which are extensively degraded. The highlands cover approximately 15% of the country, while the lowlands and Senqu (Orange) River Valley make up approximately 17% and 9% of the country, respectively. In terms of physical characteristics, the topography of the beneficiary schools is mainly mountainous, inaccessible and remote. The proposed sports facilities, toilets, addition/expansion of classrooms will likely increase enrollment and student retention. The additional facilities are expected to be built within the existing beneficiary of schools, within existing school perimeters, where land is already allocated to the school and there is no encroachment. The envisaged construction activities are however, expected to have minimal environmental and social impacts that are site specific, limited in scope, and can be readily addressed through mitigation measures contained in the prepared ESMP. The ESMP was prepared in line with the World Bank policy on environmental assessment OP4.01. The ESMP includes impacts, mitigations and monitoring measures, cost implications, capacity needs, and training requirements associated with the planned civil works. The Involuntary Resettlement Policy (OP/BP 4.12) was not triggered for this project, owing to the fact that the rehabilitations and refurbishments will be within the perimeters already set as under the ownership of schools and it has been determined that land is not being used or occupied and that there are no encroachers. For this reason, a separate Resettlement Policy Framework is not required. 2. ENVIRONMENTAL AND SOCIAL SAFEGUARDS SPECIALISTS ON THE TEAM Kisa Mfalila, Environmental Specialist M. Yaa Pokua Afriyie Oppong, Social Specialist Mantsebo Moipone Amelia Ndlovu, Social Specialist Ntaoleng Celestina Mochaba, Environmental Specialist The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) SAFEGUARD_TABLE 3. SAFEGUARD POLICIES TRIGGERED Safeguard Policies Triggered Explanation There will be construction of additional classrooms and or latrines and/or sport fields in about 20 existing targeted schools under the proposed restructuring. The Project’s Operational Manual will be updated to include the construction sub- component. Environmental Assessment (OP) (BP 4.01) Yes Due to the anticipated potential environmental and social impacts that may result form the implementation of the above project activities, OP/BP 4.01 is triggered. An Environmental and Social Management Plan (ESMP) has been developed. Performance Standards for Private Sector No Activities OP/BP 4.03 The project will not finance activities in or in vicinity Natural Habitats (OP) (BP 4.04) No of natural habitats and no impacts are foreseen on natural habitats as a result of this project. The civil works of the project are within the existing Forests (OP) (BP 4.36) No primary and lower secondary schools and will not affect forests. The project will not finance activities involving the Pest Management (OP 4.09) No purchase, storage or use of pesticides. The project activities will not be carried out in historical areas or areas with Physical Cultural Physical Cultural Resources (OP) (BP 4.11) No Resources. However, the ESMP will include Chance Find Procedures for construction contracts. The are no indigenous people in the project Indigenous Peoples (OP) (BP 4.10) No implementation areas. The project activities will be implemented on existing primary and lower secondary schools on land that is owned by school owners. It has been Involuntary Resettlement (OP) (BP 4.12) No determined that land is not being used or occupied and that there are no encroachers.Therefore, the project activities will not entail land acquisition or involuntary resettlement of people. The project will not support the construction of Safety of Dams (OP) (BP 4.37) No new dams or entail rehabilitation of existing dams. The project will not support activities located on Projects on International Waterways (OP) international waterways or that entail withdrawal No (BP 7.50) of substantial quantity of water or affect the quality of such waterways. The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) Projects in Disputed Areas (OP) (BP 7.60) No The project is not located in disputed areas. KEY_POLICY_TABLE I. KEY SAFEGUARD POLICY ISSUES AND THEIR MANAGEMENT A. SUMMARY OF KEY SAFEGUARD ISSUES 1. Describe any safeguard issues and impacts associated with the Restructured project. Identify and describe any potential large scale, significant and/or irreversible impacts. With the proposed restructuring, there will be some minimal environmental and social impacts resulting from the construction activities.The proposed works will be minor, and it is anticipated that the impacts will be temporary, site specific and can be managed through preparation of a generic Environmental and Social Management Plan (ESMP). Therefore, an ESMP has been developed to address these risks and will focus on mitigation measures, monitoring frameworks, training & capacity building, management, and contingency planning. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area. Given the nature of activities under the project, the team does not expect any potential indirect and/or long term impacts due to anticipated future activities in the project area. 3. Describe any potential alternatives (if relevant) considered to help avoid or minimize adverse impacts. It was determined that the environmental and social screening process as outlined in the Environmental and Social Management Plan (ESMP) will adequately address any potential negative impacts of future rehabilitation activities, and therefore, project alternatives did not have to be considered. 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. To address the safeguards issues identified under the project, the government has prepared an Environmental and Social Management Plan (ESMP). Implementation of the ESMP will be the responsibility of MoET which through its Project facilitation unit and the EFU will ensure that relevant program staff is given adequate training on safeguards issues. The borrower has the capacity to plan and implement the measures described in the ESMP. The Department of EFU coordinates and monitors the school construction including the social and environmental safeguard aspects. The unit is supported by a firm which will provide technical assistance to the communities throughout the implementation stage. In addition, the team is supported by an M&E expert who is also the focal person for all social and environmental safeguard related issues. The M&E expert has been trained on the Bank's safeguards policies. 5. Identify the key stakeholders and describe the mechanism for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. Key stakeholders are the implementing entities within the MoET and local community at school level. The project will involve the staff of MoET in relevant training and awareness-raising. The ESMP has been prepared in consultation with the relevant stakeholders, government relevant ministries, NGOs, communities and the general public. Consultations with the local communities will continue throughout the project implementation. They welcomed the proposed rehabilitation activities as these would contribute to a better learning environment and thus attract more The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) students. The ESMP would be disclosed in Lesotho on March 29, 2019 and at the Bank’s external website on April 5, 2019. DISCLOSURE_TABLE B. DISCLOSURE REQUIREMENTS ENV_TABLE Environmental Assessment/Audit/Management Plan/Other Date of receipt by the Bank Date of submission for disclosure 19-Mar-2019 29-Mar-2019 For Category ‘A’ projects, date of distributing the Executive Summary of the EA to the Executive Directors “In country� Disclosure Country Date of Disclosure Lesotho 29-Mar-2019 Comments COMPLIANCE_TABLE C. COMPLIANCE MONITORING INDICATORS AT THE CORPORATE LEVEL EA_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 Yes and approve the EA report? Are the cost and the accountabilities for the EMP incorporated in the credit/loan? Yes PDI_TABLE The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank for Yes disclosure? The World Bank RESTRUCTURING ISDS Lesotho Education Quality for Equality Project (P156001) 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 No and local NGOs? ALL_TABLE All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities been Yes prepared for the implementation of measures related to safeguard policies? Have costs related to safeguard policy measures been included in the project Yes cost? Does the Monitoring and Evaluation system of the project include the monitoring Yes of safeguard impacts and measures related to safeguard policies? Have satisfactory implementation arrangements been agreed with the borrower Yes and the same been adequately reflected in the project legal documents? II. APPROVALS Task Team Leader(s) Harisoa Danielle Rasolonjatovo Andriamihamina Approved By Practice Manager/Manager . Note to Task Teams: End of system generated content