PROJECT INFORMATION DOCUMENT (PID)
APPRAISAL STAGE
Report No.: AB1218
Project Name
Region
Sector
Project ID
Borrower(s)
Implementing Agency
Montenegro Education Project
EUROPE AND CENTRAL ASIA
General education sector (100%)
P084597
GOVERNMENT OF SERBIA & MONTENEGRO
Ministry of Education and Science of Montenegro
Serbia and Montenegro
Environment Category
Safeguard Classification
Date PID Prepared
Date of Appraisal
Authorization
Date of Board Approval
[ ] A [ ] B [X] C [ ] FI [ ] TBD (to be determined)
[ ] S1 [ ] S2 [ ] S3 [ ] SF [ ] TBD (to be determined)
January 18, 2005
January 31, 2005
March 31, 2005
1. Country and Sector Background
The Country Assistance Strategy (CAS) (Report 30426-YU) covering FY05-07 and developed
jointly with the International Finance Corporation (IFC) was approved by the Board in
December 2004. The proposed Education Project is included in the base case.
Political Developments. A new constitutional State Union of Serbia and Montenegro was
formed in February 2003, which clarified the responsibilities of the two constitutive Republics
and recognized that Serbia and Montenegro have been functioning almost as independent states
from 1997. Education is entirely a Republic responsibility. Montenegro has a population of
618,000 compared to Serbia’s 8 million.
Both Serbian and Montenegrin leaders have placed a high priority on seeking early accession to
the European Union and, in general, the EU has promoted the harmonization of the two
economic systems. In autumn 2004, the EU agreed to introduce a more flexible path to
accession, allowing the majority of accession issues, including those on economics and trade, to
be lead at the republican level within the context of a single stabilization and association
agreement on the union level. Montenegro’s ruling coalition garnered a large majority in the
2002 elections, but there have been delays to various important items of legislation, for many
reasons including lack of political will. The opposition has not taken its seats in Parliament. The
next election is due in November 2006.
Economic Developments. The effects of poor economic management, compounded by
international sanctions and conflict (1992–1996 and 1998-2000) lead to per capita GDP in 2002
falling to about one-half of its 1989 level. SAM had accumulated large domestic and external
debts, with the latter reaching around 131 percent of GDP in 2000 before declining to 76 percent
at end-2002. GDP per capita is now approximately $1,400.
The Montenegrin government adopted an extensive ‘economic reform agenda’ which covers a
wide range of sectors, including making the labor market more flexible and improving the
business environment. Real GDP is estimated to have grown at about 4 percent in 2000 and
about 2 percent annually in the past 3 years. Recent growth has been mainly in tourism sector as
well as in transport and construction.
Poverty. According to national poverty lines (€3.50 a day in Montenegro), around 10 percent of
the population was living in absolute poverty in 2002. Growth is expected to reduce the
incidence of absolute poverty by a half by 2010. However, widening income inequality and
growing regional disparities are likely to pose a challenge to poverty reduction. Moreover,
vulnerability to even small shocks remains high. Poverty among refugees and Internally
Displaced Persons (IDPs) is significantly higher than within the local populations.
Unemployment is particularly high in Montenegro, reaching one of the highest levels in the
region. More than 20 percent of the labor force is unemployed (Household survey, based on a
methodology close to the ILO definition).
Poverty is closely linked to education attainment. According to the Poverty Reduction
Strategy Paper (PRSP), about 17 percent of households whose family heads did not attend
secondary school have a three times higher rate of poverty in comparison with families whose
heads have completed secondary education. Around 4.7 percent of young adults in Montenegro
can be considered “educationally poor”, meaning that they are not attending school or have never
attended secondary school (16-24 year olds).
The PRSP for Serbia and Montenegro aims to reduce poverty while supporting the present
market-economy developmental orientation. Priorities are education, employment and small
and medium enterprise (SME) development, health and social protection. The PRSP is
considered in general sensible, if overly ambitious. The total costs are estimated at €439.8
million for the three-year period from 2004–2006. These figures do not include all the proposed
projects directed at poverty reduction, but only those which represent high priority incremental
Development and Poverty Reduction Strategy (DPRS) expenditures. It is assumed that 40
percent of these costs would be met by the Government.
Public and total education expenditures are high, but financially unsustainable. Education
spending represents 7 percent of GDP or 21 percent of total government spending, being
comparable as such to wealthier countries (as compared to 5.5 percent of GDP in the United
Kingdom, 7.4 percent in Estonia, and an average in OECD countries of 6.1 percent). However,
efficiency problems are evident in the sector. Arrears are very high (approximately 10 percent of
the education budget) and there is little money for quality-enhancing inputs like teacher training
or educational materials. Pupil-teacher ratios, at 1:12.9 at pre-school, 1:15.8 at elementary
school and 1:15.6 at secondary school level, are close to international averages (OECD mean of
16.6:1 in primary and 13.6:1 in secondary). Since 1999, the number of pupils in primary schools
has fallen by about 2 percent per year. The MOE reported that approximately 700 teaching posts
had been cut as pupil numbers continue to fall, and in the school year 2004/5 new stricter norms
for non-teaching staff are being implemented.
There are serious deficiencies in infrastructure, with almost all the schools operating in
double shifts and some, principally in the cities, in triple shifts. There has been little upgrading
of buildings or equipment in the last ten years, with includes economic crises. Due to the
process of internal immigration to bigger cities, the number of pupils has decreased in the poor
rural areas in the north of the Republic, creating a problem of maintaining relatively large
number of facilities for very small numbers of children. The MOES uses 612 school facilities,
but has a further 153 facilities in poor rural areas, where teaching is not taking place anymore
due to the lack of students. There are 10 institutions in the country with less than ten pupils.
Access to learning opportunities is generally good. The percentage of participation in preschool education in Montenegro is relatively low (22 percent) (compared to 73 percent in
Romania, 75 percent in Slovenia, and an OECD average of 68 percent) due to poor services and
insufficient number of facilities. The enrolment rate in primary school (children between 7-14
years of age) was almost 97 percent in 2002. The Millennium Development Goal (MDG) 2
(‘achieve universal basic education’) is therefore expected to be met, as is the education MDG 3
(‘gender equality in elementary and secondary education’) as girls represent 49.6 percent of
pupils in compulsory education).
In secondary education, overall enrolment rate is between 85 and 90 percent. However, a very
high proportion of students (approximately 75 percent) are in vocational or technical education
programs. This is likely to be the main explanation for the poor labor market outcomes. In fact,
secondary education graduates have higher levels of unemployment than primary education
graduates.
There are around 11,000 students enrolled in tertiary education at the various autonomous
Faculties of the University of Montenegro. There is no official data on the enrolment rate, but it
is estimated to be around 40 percent. Females account for 56 percent of total enrolments.
The enrolment rate is much lower in ethnic minority groups, especially among the Roma,
Ashkaelia and Egyptian (RAE) ethnic group which forms 3.3 percent of the total population in
Montenegro. It is generally accepted that there is a high dropout of Roma following initial entry
into primary education, though no hard data. The rate of illiteracy among the adult RAE
population is 76 percent, while the illiteracy among the general adult population amounts to only
6 percent.
Labor market outcomes are poor and low quality inputs suggests that student learning
outcomes are poor, although reliable measures of student achievement do not exist. Inputs into
the learning process are of generally poor quality. Teachers, the key input, are paid somewhat
better than in other countries in the region but salaries are very low in relation to the living
expenses especially in urban areas. The average monthly salary of a teacher is €240, while a
teacher at the University of Montenegro earns an average of €350 per month. However, a
consumer basket consisting of basic food staff for family of four was €254 in September 2004.
Teacher salaries do not correspond to teacher's performance. Learning materials and equipment
are of poor quality, and information and communication technology (ICT) is available in only
few schools (though hard data is not available).
Approaches to teaching and learning are outdated, with no effective professional
development system to address these deficiencies. Teacher pre-service education does not
include modern teaching methods and contains no teaching practice - the teacher students only
observe the teaching delivered at few training schools in Cetinje, Niksic and Podgrorica.
Training programmes/courses like Active Learning and Step by Step have been carried out in
previous years with international funding (UNICEF, FOSI, Save the Children UK).
The Government of Montenegro initiated a major education reform in mid-1999, which has
since been formulated into a ‘Book of Changes’ in 2001. This reform agenda has drawn
extensively on international experience and is well-designed (though there are some issues about
its cost, see below). The general aim of the reform is to provide education that promotes
development, supports inclusiveness and participation, meets individual needs, provides
individuals with the opportunities for freedom of thought, and provides a basis of the
development of youth and adults who respect human rights, the legal state, democracy and
tolerance. The Government has also developed Action Plans for Children and for Roma, which
have a central role for education and which include clear and measurable indicators (built around
the MDGs).
The aim is also to increase enrolment to 100 percent by the year 2010, amongst other things, by
improving educational opportunities of the children of poor families, ethnic groups and children
with special needs. There are also comprehensive plans to introduce ICT into schools in
Montenegro for which the Government has taken out a commercial loan.
New legislation for the reform has been approved and implementation is underway. The new
curricula for all levels up to the university have been drafted and the majority of these curricula
for the new first grade of elementary school have been approved. The plans include the
extension of compulsory primary education to nine years by including six-year olds into primary
education and to reform curricula at all levels of education. The reforms, including the
implementation of the new curricula, were started in 20 pilot elementary schools from all over
the Republic (there are 161 main elementary schools in Montenegro, with 322 satellite units).
These schools will start with the new first grade curricula at the beginning of school year
2004/2005. It is envisaged that 30 additional schools will be selected for next school year. The
Bureau for Education Services has also developed plans for evaluating the reform.
However, the Government’s reform is threatened by several factors.
First, the
Government’s intention to partly decentralize educational financing, but without a broader
restructuring of education functions, is not likely to be effective. Under the Government’s
proposals, which were consulted on in 2004, teachers’ salaries and part of the expenses for
materials would be provided from the state budget. The remaining part of the funding for the
material expenses of schools as well as part of maintenance and investments in school facilities
will be provided from the budgets of the local governments. However, the municipalities
objected to taking on an additional burden for which they consider they do not have adequate
resources. These proposals are currently being reconsidered within the government because of
the (adverse) comments received during the consultations.
In addition, educational
decentralization to municipalities can be effective where they have sufficient schools, and
therefore sufficient budget, combined with the technical knowledge to support schools in
improving educational quality. Equitable and transparent financing arrangements are also
needed between the central and local administration. Given the small number of schools in
Montenegro and that there are 21 municipalities, it is not clear that these conditions can be
fulfilled. This is not to deny that some form of decentralization, for example, by giving schools
greater control over their budgets, might not be beneficial. These issues are not yet part of the
public debate, however.
Second, the capacity for strategic planning, budgeting, managing and monitoring the system
remains weak and so is the capability to implement the ambitious reform. The challenge is
to turn reform principles and new legislation into strategies and action plans. The reform calls
for a significant capacity building of current staff at educational institutions at the central level,
local governments and schools. As importantly, the high level of arrears and lack of non-salary
expenditure makes any reform fragile and unlikely to be sustained; but the Government’s reform
agenda does not tackle these issues head on. In particular, the current cost of reform schools
means that expansion of the reform to all schools within the Government’s proposed timetable
requires tackling the budget structure.
At the central level, institutional re-organization has been initiated. The Ministry of Education
and Science (MOES) has been restructured to perform roles mainly related to policy-making, coordination, financing and international co-operation in education. Two central institutions have
been formed: one for general education (the Bureau of Education Services – BES) and one for
vocational education (the Centre for Vocational Education). Many employees who were in the
education inspectorate have transferred from the MOES to these institutions. BES still hosts an
examination centre, which is planned to become independent in 2005 pending government
approval and budget allocation. These central professional organizations are considered to be of
key importance in the implementation of the reform and in the quality assessment and assurance
of education in the future. For example, it is envisaged that the BES would take a leading role in
developing and organizing teacher in-service education in the future. In 2004 BES organized
training on new first year curricula for the 20 pilot schools. However, their experience is limited
and significant capacity building is needed. In addition, three advisory Councils have been
formed: for General Education, for Vocational Education and Training, and for Adult Education.
Third, the current structure of secondary education, with its very high proportion of
students in vocational and technical courses, needs a significant overhaul. This means not
only modernizing VET courses and teaching practices, but also shifting more students into
general education, to promote improvements in relevance and affordability. These trends are
observed across the European Union. As yet, however, the Government has not planned to
tackle this issue. The European Agency for Reconstruction (EAR) has just awarded a contract
for a project in VET, but this does not tackle the overall balance in secondary education.
A number of other donors and international agencies are becoming active in the education
sector. The Governments of Finland and Canada have expressed an interest in teacher education
and capacity building of the central agencies and Ministry, areas where UNICEF, UNDP and
Foundation for the Open Society Institute (FOSI-ROM) are active. The Government of Finland
would also be interested in inclusive education.
2. Rationale for Bank involvement
The Bank’s value-added would be its considerable experience in other countries of the former
Yugoslavia, its focus on quality improvement and fiscal sustainability, and from its ability to
bring together the other donor agencies, most of whom are currently defining their support. The
links to the forthcoming Structural Adjustment Credit (FY07) will be used to ensure difficult but
necessary steps on the path to budget and reform sustainability are taken.
3. Higher level objectives to which the project contributes
The proposed Project is included in the 2005-2007 CAS, and would support the first and third
pillars: viz, on creating a smaller, more sustainable, more efficient public sector and on reducing
poverty levels, and improving social protection and access to public services.
PROJECT DESCRIPTION
4. Lending instrument
This Project is expected to be a $5 million IDA Specific Investment Credit, implemented over
four years.
5. Project development objective and key indicators
The objective of the proposed Project would be to build the capacity of the education system to
make continuous improvements, especially in the area of the quality of teaching and learning in
schools and the efficient use of budgetary resources. The target beneficiaries are therefore
teachers, principals and central ministry/agency staff. Changes in their behavior during the
project will lead to improvements in services provided to students and, in due course, increases
in learning outcomes.
Key indicators will be:

Teachers engaging in behavior known to lead to increases in student learning and
students using new learning materials in the classroom (measured through classroom
observations under the new school quality assurance model and periodic surveys).

Reduction in education arrears and increases in non-salary current expenditure as a
proportion of the government budget on primary and secondary education (measured
through figures from the Ministry of Finance).
6. Project components
The Project has two components which target key priorities for effectively implementing the
Government’s education reform program and which are complementary to activities supported
by other donors.
Component 1: Reform Implementation (approximately $3.4 million from the Credit).
Under this component, support would be provided to extend the number of primary and general
secondary schools included in the Government’s reform program. About 50 additional schools,
additional to those being funded by the Government, would be supported from the Credit. The
Project would pay for the various parts of the package of interventions that reform schools
receive, such as textbooks and learning materials, staff professional development, school
equipment, and minor renovations. The existing institutions would be used: the BES would be
used to organize teacher and school director training, the MOES would be responsible for
determining and meeting the equipment and renovation needs of schools, the Textbook
Department would oversee textbook development and, when established, the Examination Centre
would develop the assessments.
It was agreed that each year, a selection of schools that represents the diversity of Montenegrin
schools will be included. The schools to be included from September 2005 will also be
geographically distributed and include two schools with large Albanian populations. Each year
after that, at least two schools with significant minority populations would be included.
Minor Repairs and School Equipment. Schools will need to carry out minor repairs, such as
repairing windows, painting, making rooms more secure, etc. A grant of $5,000 per school will
be provided for this purpose, with larger contracts procured centrally as necessary. A standard
package of school furniture and equipment, based on the number of pupils, will be developed
and centrally procured for those schools involved. This package will include learning materials
not provided through the textbook part of the Project, to include such things as reference
materials, atlases, posters and so on.
Textbooks and Learning Materials. The Project would support the development costs of
textbooks and other learning materials for the new general education curriculum, including in
minority languages and for children with special needs. The process would be managed by the
MOES Textbook Department but using the procedures of the Bank’s Textbook Policy. The
Project would finance the printing and distribution costs to the most disadvantaged groups; the
Government would finance these costs for others. It is estimated that 50,000 books would be
needed for disadvantaged groups to cover all curriculum subjects and grades. The Project would
ensure that books are available in minority languages and for disadvantaged groups, either
through direct purchasing of books for parents, a book rental scheme, promoting a used book
market, and/or supplying school libraries with books.
School Staff Professional Development. Priority for training would be given to teachers and
directors in schools implementing the new curriculum. Credit funds would train teachers in
reform schools, but since the Government intends all schools to become reform schools by the
end of the Project, all teachers in Montenegro would have been trained within the next four
years. The Project would support a sustainable approach to continuous professional
development aimed toward creation of school-based approach and based on clearly defined
standards. The focus of professional development among school staff would include improving
the schools’ capacities to operate as communities of learners. The Project would prepare experts
capable of working with and in schools to lead their development processes. Training would
also be provided for the effective use of ICT in education in those schools receiving computers
under the Government-funded programme. The training would be organized by the BES.
In addition, the MOES wishes to pilot a ‘promoted posts’ scheme, to recognize the extra skills
and knowledge of expert teachers.
National Assessments and Evaluation. The Project will build the capacity of the new
Examination Centre to develop and carry out grade 6 assessments in mathematics and mother
tongue. This will enable reliable data to be gathered about student achievements and to compare
the performance of students in reform and non-reform schools. The Examination Centre has
developed a Strategic Plan, which will need to be converted into more detailed annual work
plans; the Project will assist with this process and then help implement it.
Credit proceeds would pay for consultant services (for textbook development, implementation of
the textbook rental scheme, teacher training system design, trainer fees, evaluation of reform,
national assessment development, and for the promoted posts pilot). Credit proceeds would also
pay for printing and distribution of textbooks, learning materials, and assessment materials, for
license fees for foreign learning materials, for office equipment, for logistical costs of training
and for training/workshops for teachers involved in material development. There would also be
provision for study tours for key technical staff.
Retroactive financing would pay for the development and printing costs of textbooks prepared
for the start of the 2004-2005 school year.
Component 2. Education Planning and Finance (approximately $1.1 million from the Credit).
The Project would:
a. Build capacity to prepare, execute and monitor a program budget;
b. Promote the collection and use of up-do-date data, by making the school management
information system electronic, and by creating a Strategy and Planning Unit which
would use this data as part of policy analysis and planning;
c. Support the rationalization of the school network and staffing levels to restructure the
budget; and
d. Assist the Government to determine and implement an effective plan for
decentralization of education finance.
A new Strategy and Planning Unit has been created and would be the focus of capacity building
efforts. This Unit consists of key staff from the MOES, BES, the Examination Centre, the VET
Centre, and the Textbooks Department. The staff in this unit would be civil servants and could
receive supplemental salaries in accordance with Montenegrin law and with the agreement of the
Bank.
An institutional assessment of this Unit and the various agencies is being conducted in January
2005 to identify the capacity building needs. This assessment is being carried out jointly by the
Government, the Bank, CIDA and the Ministry of Foreign Affairs in Finland. An initial task of
this Unit will be to develop a two-year strategy for the MOES. These activities will enable an
action plan to be developed, which incorporates the following four considerations: (i) conducting
the analytical work that is currently lacking but essential for future reforms; (ii) reinforcing
institutions (new and old) in physical and technical terms; (iii) developing and implementing
concrete policies and reforms as a means for institutional capacity building; and (iv) tracing a
truly systemic reform that could be incorporated into the social sector adjustment effort that will
be developed.
Budget Issues. In the first year of the Project, emphasis would be on helping the MOES and BES
become more effective at meeting the Government’s new programme budgeting and the Medium
Term Expenditure Framework requirements and to develop a medium term action plan for
eliminating arrears in education (as part of the preparation of the forthcoming Structural
Adjustment Credit). As part of the State budget preparation cycle, the MOES and BES would
prepare a plan for implementation of the reform and agency capacity building. This plan would
include activities to be funded from the Credit in the following year, with benchmarks for
implementation progress. This plan would be agreed with the Bank and the Government would
update the procurement plan accordingly.
Education Management Information System. The MOES has recently enhanced its collection of
data from schools. The Project would purchase the computers needed by schools to enter the
data and submit to the MOES, as well as use the data for school management purposes.
Education Finance Decentralization. Support to the MOES, the Ministry of Finance and
municipalities to identify the options, pilot, and then implement decentralization in the education
sector to schools and municipalities. The exact shape of this decentralization is not clear, but the
Government is committed to pursuing decentralization of some form. Training would be
provided to staff in schools, to budget staff in the MOES and in each of the 21 municipalities.
Credit proceeds will pay for equipment for schools, training, and study tours for central
government and municipality staff. Consultant services would be procured for: software
development for the Education Management Information System (EMIS) module and technical
assistance on decentralization.
Unallocated. In addition to these planned project components, approximately $0.5 million of the
Credit will be unallocated to be able to respond to new needs that arise during the
implementation of the reform that cannot now be anticipated. These funds would be allocated
during the annual project planning process.
7.
Financing
Source:
BORROWER/RECIPIENT
INTERNATIONAL DEVELOPMENT ASSOCIATION
Total
8.
Implementation
($m.)
.5
5
5.5
It has been agreed with the other international agencies active in the education sector that the
MOES will hold a review of education progress every six months to provide an opportunity to
review progress and for collective agreement on reform priorities for the following year. The
agencies have agreed to use a single report which will include all the actions to be carried out,
and supported by the donors, in the next period.
The Governments of Finland and Canada have discussed with the Government of Montenegro
supporting capacity building of the MOES and the BES. The MFA for Finland has discussed
placing its international advisor in the new MOES Strategy and Planning Unit, with a remit
beyond inclusive education to include broader strategic management skills, and using the same
implementation arrangements as the Project, i.e., no separate project management unit (see
below). These arrangements will be finalized at Appraisal. CIDA has agreed to coordinate a
joint assessment of capacity building needs (currently underway and to be completed prior to
appraisal) and then ensure its contractor (already selected) carries out complementary activities
to those supported by the Bank and the MFA for Finland.
The MOES will be the implementing agency for the project. It was agreed that there was no
need for a separate Project Management Unit. Rather, the new Strategy and Planning Unit
(SPU) (name to be agreed) will be established in the Ministry (prior to Project Negotiations) that
will have overall responsibility for planning, budgeting, and monitoring and evaluation, as well
as for coordinating donor projects and will have responsibility for reporting to the Bank on
project progress.
The GOM recently established a central Technical Services Unit (TSU), responsible for carrying
out core procurement and financial management functions for all Bank-financed projects, and
potentially for other donor-supported projects. The TSU, which is currently managing
transaction processing for the Health System Improvement Project and the Pensions System
Administration Investment Project, has TORs that clearly define its duties and its interactions
with other members of the implementation team. The TSU has a Director, Senior Procurement
Officer, and Finance Officer. The majority of disbursement processing and accounting will
utilize, and rely upon, existing MOES, BES and Treasury systems and, hence, the TSU’s
involvement adds an additional layer of fiduciary assurance.
9.
Sustainability
The legislative framework for the reform agenda has been passed, with the exception of the
delegation of some financing functions to municipalities; however, failure to pass these
legislative changes would not endanger project objectives since the project would instead support
the more effective performance of financing functions in existing agencies.
The Project is designed around building the capacity of key agencies and education system
personnel, in a sustainable way. In particular, the focus on strengthening the capacity of the
MOES to implement program budgeting and reducing its arrears, is intended to create a
sustainable source of funding for quality improvement activities at the school level. This will be
a key element of ensuring the progress of the reform can be maintained. Currently, parents pay
for textbooks and this provides a reliable source of funding for a key input; the Project will
ensure that this remains sustainable while ensuring that textbooks are available for those families
who cannot afford to pay.
10.
Lessons Learned from Past Operations in the Country/Sector
The Government’s reform agenda is fully in line with international good practice for improving
learning outcomes: it focuses on key issues for improving student learning and access for
currently excluded groups, such as curriculum development, assessment, and staff training.
Moreover, the reform is being phased in, with only a small number of schools being included in
the first year, and this phase being evaluated as the number of reform schools expands. The
Project therefore supports the implementation of this reform. However, the Government’s plans
do not currently address some critical issues, such as capacity building, education finance, and
decentralization, which the Project will therefore also support.
Given the size of Montenegro, it is important to build local capacity without duplicating
functions and to realize that there are limits to the competition among suppliers of services to
schools (e.g., for training). It also means that key quality and equity functions will have to be
performed at the republic level. The project design therefore focuses on building the capacity of
central institutions in a sustainable way, and the project management functions will be performed
by the MOES rather than a separate unit outside which would take skills and knowledge out of
the Ministry. Finally, while there are significant needs in many parts of the education and
training system, it is important to keep the project as simple and focused as possible.
11.
Safeguard Policies (including public consultation)
Safeguard Policies Triggered by the Project
Environmental Assessment (OP/BP/GP 4.01)
Natural Habitats (OP/BP 4.04)
Pest Management (OP 4.09)
Cultural Property (OPN 11.03, being revised as OP 4.11)
Involuntary Resettlement (OP/BP 4.12)
Indigenous Peoples (OD 4.20, being revised as OP 4.10)
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]
It is expected that the credit will be for technical assistance, goods and services. Some minor
works may be necessary, e.g., to secure classrooms for modern equipment, but no civil works.
12.
List of Factual Technical Documents
a.
Montenegro National Action Plan for Children. Government of Montenegro, September
2004.
*
By supporting the proposed project, the Bank does not intend to prejudice the final determination of the parties' claims on the
disputed areas
b.
Reviews of National Policies for Education South Eastern Europe: Volume 2: FYROM,
Moldova, Montenegro, Romania, Serbia. OECD, September 2003. ISBN: 9264104828.
13.
Contact point
Contact: Toby Linden
Title: Senior Education Spec.
Tel: (202) 473-3566
Fax: (202) 614-1141
Email: tlinden@worldbank.org
14.
For more information contact:
The InfoShop
The World Bank
1818 H Street, NW
Washington, D.C. 20433
Telephone: (202) 458-5454
Fax: (202) 522-1500
Web: http://www.worldbank.org/infoshop