Integrated Safeguards Data Sheet (ISDS) –
Appraisal Stage
Section I – Basic Information
Date ISDS Prepared/Updated: December 6, 2004
Report No.:AC653
A. Basic Project Data
A.1. Project Statistics
Country: Cameroon
Project ID: P075964
Project: Education Development Capacity
TTL: Mourad Ezzine
Building
Total project cost (by component):
Appraisal Date: November 30, 2004
Loan/Credit amount($m):
IDA: 15
Board Date: February 24, 2005
Other financing amounts by source:
($m.)
Managing Unit: AFTH3
Sector: General education sector (100%)
Lending Instruments: Specific Investment Loan
Is this project processed under OP 8.50 (Emergency
Yes? [ ]
No? [X ]
recovery?
Environmental Category: B
Safeguard Classification: S2
A.2. Project Objectives
The objective of the proposed project is to: (i) increase the efficiency and equity of
primary and secondary education, with a focus on the disadvantaged areas (ZEP); and to (ii)
improve the relevance of secondary and higher education to the needs of the economy.
Simulation models show that the main outcome of the Project will be an increase in the primary
completion rate from 63% to 80% by project end, which would be a significant step towards
achieving the MDGs. However, as year-to year changes in completion rates are not a reliable
indicator of efficiency gain, the following indicators have been chosen for their greater accuracy
and specificity: by the end of the Project, in 2009, the following results will be achieved: (i) a
lower degree of randomness in the allocation of teachers, from 45% to 25%; (ii) primary
repetition rates reduced from 25% to 15%; and (iii) female to male primary enrollment ratio in the
targeted areas increased from 0.58 to 0.90.
A.3. Project Description
Component 1 -- Reinforcing administrative management. The objective of this component is
to improve the administrative management of the education system through improvements in
monitoring and evaluation, administrative and personnel management, and planning functions.
These planned improvements are founded on the provisions for decentralization introduced in the
new organizational Decree of the MINEDUC. It comprises the following subcomponents:
(i)
Subcomponent 1.1 aims to reinforce the administration and management of the system
and reinforce the capacity of the internal auditing division (Inspection Générale des
Services – IGP) and the Observatoire de la Governance, with a special emphasis on
curbing corrupt practices. By 2008 the newly developed manuals and guides will be at
the disposal of all key MINEDUC officials at the central, provincial, and departmental
levels, and that those officials working within each of these will have been trained to
utilize and apply the manuals and guides.
(ii)
(iii)
(iv)
Subcomponent 1.2 aims to (i) reduce the randomness in the allocation of teachers from
currently 45% to 25% by Project end and (ii) reinforce the responsibilities related to
teacher management of the decentralized structures of the MINEDUC.
Subcomponent 1.3 aims to improve upon the performance of the planning system, both
at the national and provincial level. The outcome will be the timely publishing of annual
statistics reports and more accurate planning at the provincial level.
Subcomponent 1.4 aims to reinforce private education by developing a more transparent
and efficient allocation of public subsidies, with the aim of promoting the quality of
private education.
Component 2 -- Reinforcing pedagogic management. The objective of this component is to improve
pedagogic management in order to make the teaching and learning process more efficient. The key
outcome will be to reduce repetition from 25% to less that 15% and to improve the relevance of secondary
education. It has the following subcomponents:
(i)
Subcomponent 2.1 aims to reduce repetition rates through (a) building national consensus on the
elimination of repetition of SIL/Class One, CE1/Class Two and CM1/Class Five and reducing
them between sub-cycles I, II and III, (b) developing new assessment and exam procedures.
Subcomponent 2.2 aims to implement new structures and streams for secondary education. The
outcome will be that all schools, both Anglophone and Francophone, will have implemented the
new structures and introduced the new curricula.
Subcomponent 2.3 aims to improve the health status of school children by developing curricula
material on health and life skills, with a special focus in secondary education on improving the
teachers’ and students’ awareness of the HIV/AIDS pandemic and the behavioral changes it
requires.
(ii)
(iii)
Component 3 –
This
component aims at increasing the demand for primary education and promoting gender equity in
the Adamaoua, Far-North, and North provinces. The main outcome of this component is to
increase Gross Enrolment Rate (GER) from 84.4% to 100% and the Gender Parity Index from
0.58 to 0.90 in the target areas.
Activities will include: (a) advocacy and mobilization
campaigns targeting parents and communities at large; (b) the funding of micro-projects that help
communities build latrines and wells and provide learning materials including textbooks, teachers
guides, desks and benches, and blackboards to the schools they oversee; (c) training to reinforce
the planning and managerial capacities of key school council members; (d) studies to assess the
determinants of the demand for education in those areas and improve the system’s ability to deal
with them.
Supporting enrollment and reducing the gender inequity in the ZEP.
Component 4 – Building the Capacity of the higher education institutions The objective of
this component is to raise the overall quality and relevance of teaching and research by improving
the system’s ability to internally generate a critical mass of high quality academics, researchers
and professionals, particularly in disciplines critical to the country’s development. This will be
achieved by:
(i)
(ii)
(iii)
Subcomponent 4.1 : establishing a special fund to support increased academic
research and professional development;
Subcomponent 4.2 : building and developing an inter-university information and
telecommunications center (Centre Inter-Universitaire des Technologies de
l’Information, CITI) to enable improved access to information and global knowledge
resources and development of capacity for ICT-enhanced distance education;
Subcomponent 4.1 : strengthening a fledgling research and documentation center,
(Centre Inter-Universitaire de Recherche et de Documentation, CIRD), and
(iv)
Subcomponent 4.4 : establishing a Global Development Learning Network Center
(GDLN).
A.4. Project Location and salient physical characteristics relevant to the safeguard analysis:
The project will include (i) the construction of the Centre inter-universitaire de Technologie et
d'Information (CITI) as part of the university of Yaoundé to house the Global Development
Learning Network (GDLN) which will be established under the project; and (ii) the construction
of water points and latrines in the Priority Education Zones (ZEP), Adamaona, Far North, and
North Provinces.
B. Check Environmental Category A [ ], B [X ], C [], FI [ ]
Comments: The project has been categorized as a B due to the potential environmental and social
impacts related to the construction of the CITI and the provision of water supply and sanitation.
C. Safeguard Policies Triggered
Environmental Assessment (OP/BP/GP 4.01)
Natural Habitats (OP/BP 4.04)
Pest Management (OP 4.09)
Cultural Property (draft OP 4.11 - OPN 11.03-)
Involuntary Resettlement (OP/BP 4.12)
Indigenous Peoples (OD 4.20)
Forests (OP/BP 4.36)
Safety of Dams (OP/BP 4.37)
Projects in Disputed Areas (OP/BP/GP 7.60)*
Projects on International Waterways (OP/BP/GP
7.50)
*
Yes
[X ]
[]
[]
[]
[]
[]
[]
[]
[]
No
[]
[X ]
[X ]
[X ]
[X ]
[X ]
[X ]
[X ]
[X ]
[]
[X ]
By supporting the proposed project, the Bank does not intend to prejudice the final determination of the parties'
claims on the disputed areas
Section II – Key Safeguard Issues and Their Management
D. Summary of Key Safeguard Issues.
D.1. Describe any safeguard issues and impacts associated with the proposed project. Identify and
describe any potential large scale, significant and/or irreversible impacts.
Due to construction activities under project component 3 (water wells and latrines) and
component 4 (Centre Inter universitaire de Technologie et d'Information (CITI), environmental
and social impacts are likely to include the loss of vegetation, soil erosion, water and soil
pollution, air pollution, noise, and some crop losses, as well as potentially negative impacts on the
public's health as a result of improper operation and maintenance of water wells and latrines. The
project has prepared an Environmental Mitigation Plan (EMP) which will assist project
implementers in addressing these potential impacts.
D.2 Describe any potential indirect and/or long term impacts due to anticipated future activities in
the project area.
Potential indirect and/or long-term impacts due to project activities are not anticipated.
D.3. Describe the treatment of alternatives (if relevant)
The discussion of alternatives was not deemed relevant in light of the project’s development
objectives.
D.4. Describe measures taken by the borrower to address safeguard issues. Provide an assessment
of borrower capacity to plan and implement the measures described.
As mentioned above, the Borrower has prepared an EMP. For component 3, the EMP provides
(i) environmental guidelines for contractors to be included in bidding documents (Annex 2); and
(ii) environmental guidelines for qualified members of the school councils (Annex 3) to ensure
that the water wells and latrines are operated and managed in an environmentally and socially
sustainable manner. Since these activities will take place within the compounds of existing,
active schools, there will be no social impacts due to land acquisition. The EMP also includes
provisions for environmental training and monitoring indicators to ensure effective environmental
management of these investments.
As regards component 4, the EMP draws on information and recommendations provided in the
environmental and social assessment report prepared by the Borrower in January 2004 (Annex 5).
This report discusses the potential environmental and social impacts due to the construction of the
Centre inter-universitaire de Technologie et d'Information (CITI). It recommends, among other
things, that individuals who had been using the land for vegetable production be compensated for
crop losses. This has been done, and on June 10, 2004, the Ministry of Justice confirmed that the
compensation process had been completed to the satisfaction of the affected individuals, and the
relevant documentation has been provided to the Bank.
D.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 include university students, faculty members, the Ministry of Education, the
population living in the vicinity of the university and persons affected by the construction of the
CITI. These affected persons have been consulted and informed about the purpose and
construction of the CITI and steps have been taken to compensate them for crop losses. This
process was completed on June 10, 2004, as confirmed by the Ministry of Justice. The EMP has
been disclosed in-country on November 19, 2004 and in the Bank’s Infoshop prior on November
22, 2004.
F. Disclosure Requirements
Date
Environmental Assessment/Audit/Management Plan/Other:
Date of receipt by the Bank
11/22/2004
Date of “in-country” disclosure
11/19/2004
Date of submission to InfoShop
11/22/2004
For category A projects, date of distributing the Executive Summary of the EA to the Executive
Directors
Not Applicable
Resettlement Action Plan/Framework/Policy Process:
Date of receipt by the Bank
Not Applicable
Date of “in-country” disclosure
Not Applicable
Date of submission to InfoShop
Not Applicable
Indigenous Peoples Development Plan/Framework:
Date of receipt by the Bank
Not Applicable
Date of “in-country” disclosure
Not Applicable
Date of submission to InfoShop
Not Applicable
Pest Management Plan:
Date of receipt by the Bank
Not Applicable
Date of “in-country” disclosure
Not Applicable
Date of submission to InfoShop
Not Applicable
Dam Safety Management Plan:
Date of receipt by the Bank
Not Applicable
Date of “in-country” disclosure
Not Applicable
Date of submission to InfoShop
Not Applicable
If in-country disclosure of any of the above documents is not expected, please explain why.
Section III – Compliance Monitoring Indicators at the Corporate Level
(To be filled in when the ISDS is finalized by the project decision meeting)
OP/BP 4.01 - Environment Assessment:
Does the project require a stand-alone EA (including EMP) report?
If yes, then did the Regional Environment Unit review and approve the EA
report?
Are the cost and the accountabilities for the EMP incorporated in the
credit/loan?
OP/BP 4.04 - Natural Habitats:
Would the project result in any significant conversion or degradation of
Yes
X
No
X
X
Yes
No
N/A
critical natural habitats?
If the project would result in significant conversion or degradation of other
(non-critical) natural habitats, does the project include mitigation measures
acceptable to the Bank?
OP 4.09 - Pest Management:
Does the EA adequately address the pest management issues?
Is a separate PMP required?
If yes, are PMP requirements included in project design?
Draft OP 4.11 (OPN 11.03) - Cultural Property:
Does the EA include adequate measures?
Does the credit/loan incorporate mechanisms to mitigate the potential adverse
impacts on physical cultural resources?
OD 4.20 - Indigenous Peoples:
Has a separate indigenous people development plan been prepared in
consultation with the Indigenous People?
If yes, then did the Regional Social Development Unit review and approve the
plan?
If the whole project is designed to benefit IP, has the design been reviewed
and approved by the Regional Social Development Unit?
OP/BP 4.12 - Involuntary Resettlement:
Has a resettlement action plan, policy framework or policy process been
prepared?
If yes, then did the Regional Social Development Unit review and approve the
plan / policy framework / policy process?
OP/BP 4.36 – Forests:
Has the sector-wide analysis of policy and institutional issues and constraints
been carried out?
Does the project design include satisfactory measures to overcome these
constraints?
Does the project finance commercial harvesting, and if so, does it include
provisions for certification system?
OP/BP 4.37 - Safety of Dams:
Have dam safety plans been prepared?
Have the TORs as well as composition for the independent Panel of Experts
(POE) been reviewed and approved by the Bank?
Has an Emergency Preparedness Plan (EPP) been prepared and arrangements
been made for public awareness and training?
OP 7.50 - Projects on International Waterways:
Have the other riparians been notified of the project?
If the project falls under one of the exceptions to the notification requirement,
then has this been cleared with the Legal Department, and the memo to the
RVP prepared and sent?
What are the reasons for the exception?
Please explain:
Has the RVP approved such an exception?
Yes
No
N/A
Yes
No
N/A
Yes
No
N/A
Yes
No
N/A
Yes
No
N/A
Yes
No
N/A
Yes
No
N/A
OP 7.60 - Projects in Disputed Areas:
Has the memo conveying all pertinent information on the international aspects
of the project, including the procedures to be followed, and the
recommendations for dealing with the issue, been prepared, cleared with the
Legal Department and sent to the RVP?
Does the PAD/MOP include the standard disclaimer referred to in the OP?
BP 17.50 - Public Disclosure:
Have relevant safeguard policies documents been sent to the World Bank's
Infoshop?
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?
All Safeguard Policies:
Have satisfactory calendar, budget and clear institutional responsibilities been
prepared for the implementation of the safeguard measures?
Have safeguard measures costs been included in project cost?
Will the safeguard measures costs be funded as part of project implementation?
Does the Monitoring and Evaluation system of the project include the
monitoring of safeguard impacts and measures?
Have satisfactory implementation arrangements been agreed with the borrower
and the same been adequately reflected in the project legal documents?
Signed and submitted by:
Name
Task Team Leader:
Mourad Ezzine
Project Safeguards Specialist
Edeltraut Gilgan-Hunt
1:
Project Safeguards Specialist
Mohamed Arbi Ben-Achour
2:
Project Safeguards Specialist
3:
Approved by:
Name
Regional Safeguards
Thomas E. Walton
Coordinator:
Comments:
Sector Manager:
Laura Frigenti
Comments:
Yes
No
N/A
Yes
No
X
X
Yes
No
X
X
X
X
Date
12/06/04
12/06/04
12/06/04
Date
12/06/04
12/06/04