integrated safeguards datasheet - Documents & Reports

I. Basic Information
Date prepared/updated: 08/02/2010
Report No.: AC5275
1. Basic Project Data
Country: Lebanon
Project ID: P118187
Project Name: Second Education Development Project
Task Team Leader: Juan Manuel Moreno Olmedilla
Estimated Appraisal Date: July 21, 2010
Estimated Board Date: November 30, 2010
Managing Unit: MNSHD
Lending Instrument: Specific Investment
Sector: Pre-primary education (30%);Secondary education (30%);General education
sector (20%);Primary education (20%)
Theme: Education for the knowledge economy (50%);Education for all (50%)
IBRD Amount (US$m.):
IDA Amount (US$m.):
GEF Amount (US$m.):
PCF Amount (US$m.):
Other financing amounts by source:
Environmental Category: B - Partial Assessment
Simplified Processing
Simple []
Repeater []
Is this project processed under OP 8.50 (Emergency Recovery)
Yes [ ]
No [X]
or OP 8.00 (Rapid Response to Crises and Emergencies)
2. Project Objectives
The Project was previously called the "Education Sector for Quality Schools Project"
(ERQS). It was renamed during Project Appraisal the "Second Education Development
Project" (EDP II).
The development objectives of EDP II are to: (i) improve teaching quality and the
learning environment in general education and in preschool; and (ii) increase governance
and managerial capacity of MEHE and schools.
3. Project Description
Component 1: Early Childhood Education (ECE). The main objectives of the national
ECE program are to increase the percentage of children enrolled in public preschools
between the ages of 3 and 5 and to provide greater opportunities for preschool services to
children in disadvantaged areas of the country through: (i) increasing capacity of the
physical infrastructure of the system; (ii) enhancing learning resource materials for
preschool education, (iii) initiating a program of professional development for preschool
teachers that aims at increasing the percentage of qualified and adequately trained staff,
(iv) evaluating child-at-risk detection and family participation programs in ECE; and (v)
assisting MEHE to utilize, monitor and analyze a tool(s) for assessing school readiness
Component 2: Supporting Improvements of Quality of Education. The overall
objective of this component is to support quality learning for growth by focusing on the
school-level factors and teacher-related characteristics which lead to better learning
outcomes. Moreover, the component aims at creating the policy environment and
institutional conditions at the school level to successfully implement all the planned
reforms related to education quality financed by the Government itself and by other
interested donors in the context of the Education Sector Development Plan. This
Component will have two subcomponents: (i) School-based development through
enhanced education leadership; and (ii) Teacher Professional Development.
Component 3: Education Sector Policy Development and Management. The overall
objective is to continue to build the capacity of the MEHE, Regional Directorates and
Schools to improve the quality of education. This Component will have three
subcomponents: (i) Institutional Capacity Development and Efficiency; (iii) Information
for Planning; and (iv) Sector Development Management and Monitoring and Evaluation.
4. Project Location and salient physical characteristics relevant to the safeguard
Urban areas
5. Environmental and Social Safeguards Specialists
Mr Alaa Ahmed Sarhan (MNSEN)
6. Safeguard Policies Triggered
Environmental Assessment (OP/BP 4.01)
Natural Habitats (OP/BP 4.04)
Forests (OP/BP 4.36)
Pest Management (OP 4.09)
Physical Cultural Resources (OP/BP 4.11)
Indigenous Peoples (OP/BP 4.10)
Involuntary Resettlement (OP/BP 4.12)
Safety of Dams (OP/BP 4.37)
Projects on International Waterways (OP/BP 7.50)
Projects in Disputed Areas (OP/BP 7.60)
II. 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:
Component 1 (ECE) will finance the refurbishing, furnishing and equipment of
classrooms in a selection of existing schools that do not have kindergarten sections and in
schools that have kindergartens of substandard quality. 110 schools in remote and is
disadvantaged areas and over populated poverty rings around main cities have been
chosen after a careful identification and selection process in view of available project
As no additional land will be required for the refurbishing, furnishing and
equipment of preschool classrooms, and as the rehabilitation will not entail any
modification in the existing physical perimeter of participating schools, the World Bank
policy on involuntary resettlement OP 4.12 will not apply.
2. Describe any potential indirect and/or long term impacts due to anticipated future
activities in the project area:
3. Describe any project alternatives (if relevant) considered to help avoid or minimize
adverse impacts.
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.
It is not expected that the project will have any significant negative environmental
impacts. However, an environmental assessment framework (i.e., EMP) has been
prepared with the objective of ensuring that the activities under component 1 are
consistent with the Bank environmental policies and procedures as well as meet the
national and local environmental legislation.
The EMP includes the environmental impacts of the typical activities to be carried
out by the project and the corresponding mitigation measures. These mitigation measures
have been adopted to address potential negative environmental impacts in case the project
activities generate such impacts. The monitoring and supervision activities have also
been outlined in the EMP. The costs of implementing the EMP, including training and
capacity building activities, will be borne by the Ministry of Education and Higher
Education (MEHE). In addition, the EMP includes the Terms of Reference for the
supervision engineers in order to ensure that the requirements set forth in the EMP are
actually embedded in the task descriptions for the supervision engineer. The EMP also
has an annex listing the technical specifications that will be included in the bidding
documents/contract for the contractors.
The Education Sector Development Secretariat (ESDS) in the MEHE will
coordinate the overall implementation process and will be in charge of monitoring and
evaluation, providing progress reports at critical phases. It is envisaged that MEHE
Engineering Coordination Unit will be responsible for supervising the implementation of
the EMP.
5. Identify the key stakeholders and describe the mechanisms for consultation and
disclosure on safeguard policies, with an emphasis on potentially affected people.
The upgrading of KG/preschool facilities in underserved areas and population segments
carries an important positive social distributional effect and has therefore been consulted
with affected groups at the local/community level. In addition to the overall national
consultation process across political lines on The Education Sector Development Plan
and its various components, the MEHE has engaged with stakeholder groups in the
education sector including parents and interested civil society groups on the selection
criteria as well as the actual selection of schools to be targeted for upgrading. This
consultation and school identification process was carried out between February and May
B. Disclosure Requirements Date
Environmental Assessment/Audit/Management Plan/Other:
Was the document disclosed prior to appraisal?
Date of receipt by the Bank
Date of "in-country" disclosure
Date of submission to InfoShop
For category A projects, date of distributing the Executive
Summary of the EA to the Executive Directors
Resettlement Action Plan/Framework/Policy Process:
Was the document disclosed prior to appraisal?
Date of receipt by the Bank
Date of "in-country" disclosure
Date of submission to InfoShop
Indigenous Peoples Plan/Planning Framework:
Was the document disclosed prior to appraisal?
Date of receipt by the Bank
Date of "in-country" disclosure
Date of submission to InfoShop
Pest Management Plan:
Was the document disclosed prior to appraisal?
Date of receipt by the Bank
Date of "in-country" disclosure
Date of submission to InfoShop
* If the project triggers the Pest Management and/or Physical Cultural Resources,
the respective issues are to be addressed and disclosed as part of the Environmental
Assessment/Audit/or EMP.
If in-country disclosure of any of the above documents is not expected, please
explain why:
C. Compliance Monitoring Indicators at the Corporate Level (to be filled in when the
ISDS is finalized by the project decision meeting)
OP/BP/GP 4.01 - Environment Assessment
Does the project require a stand-alone EA (including EMP) report?
If yes, then did the Regional Environment Unit or Sector Manager (SM)
review and approve the EA report?
Are the cost and the accountabilities for the EMP incorporated in the
The World Bank Policy on Disclosure of Information
Have relevant safeguard policies documents been sent to the World Bank's
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 measures related to safeguard
Have costs related to safeguard policy measures been included in the project
Does the Monitoring and Evaluation system of the project include the
monitoring of safeguard impacts and measures related to safeguard policies?
Have satisfactory implementation arrangements been agreed with the
borrower and the same been adequately reflected in the project legal
D. Approvals
Signed and submitted by:
Task Team Leader:
Environmental Specialist:
Social Development Specialist
Additional Environmental and/or
Social Development Specialist(s):
Mr Juan Manuel Moreno Olmedilla
Mr Maged Mahmoud Hamed
Mr Colin S. Scott
Mr Hocine Chalal
Ms Akiko Maeda
Approved by:
Regional Safeguards Coordinator:
Sector Manager: