INTEGRATED SAFEGUARDS DATASHEET APPRAISAL STAGE 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 Loan 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$m.): 40.00 IDA Amount (US$m.): 0.00 GEF Amount (US$m.): 0.00 PCF Amount (US$m.): 0.00 Other financing amounts by source: Borrower 2.60 2.60 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 analysis 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) Yes X No X X X X X X X X X 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: 1. 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 resources. 2. 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: NA 3. Describe any project alternatives (if relevant) considered to help avoid or minimize adverse impacts. NA 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. 1. 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. 2. 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. 3. 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 2010. B. Disclosure Requirements Date Environmental Assessment/Audit/Management Plan/Other: Was the document disclosed prior to appraisal? Yes Date of receipt by the Bank 07/15/2010 Date of "in-country" disclosure 07/20/2010 Date of submission to InfoShop 07/20/2010 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 credit/loan? The World Bank Policy on Disclosure of Information 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 measures related to safeguard policies? Have costs related to safeguard policy measures been included in the project cost? 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 documents? Yes Yes Yes Yes Yes Yes Yes Yes Yes D. Approvals Signed and submitted by: Task Team Leader: Environmental Specialist: Social Development Specialist Additional Environmental and/or Social Development Specialist(s): Name Date Mr Juan Manuel Moreno Olmedilla Mr Maged Mahmoud Hamed Mr Colin S. Scott 08/02/2010 08/02/2010 08/02/2010 Mr Hocine Chalal 08/02/2010 Ms Akiko Maeda 08/02/2010 Approved by: Regional Safeguards Coordinator: Comments: Sector Manager: Comments: