Note de couverture de la requête d’un financement accéléré COVID-19
CONTEXTE
Pays : Tchad
Agent (s) partenaire(s) : Banque mondiale Agence Française de Développement Agence(s) de coordination : AFD) CHAD COVID-19 Education Emergency Intitulé du programme : Response GPE Project
Montant total du financement accéléré COVID-19 : 6,8 millions dollar E.U Commissions de l’agent partenaire (en supplément du montant total du financement accéléré COVID-19 122.500 dollar E.U demandé)1 : Commissions de l’agent partenaire en % du montant total du 1,75% financement accéléré demandé : Date de soumission de la requête pour un financement 13 août 2020 accéléré COVID-19 : Date estimée de démarrage du financement accéléré 30 septembre 2020 COVID-19 : Date estimée de clôture du financement accéléré COVID- 19 (doit correspondre au dernier jour du mois, par exemple : 31 mars 2022 le 30 juin 2021) : Date prévue pour la remise du rapport de fin d’exécution (au 30 juillet 2022 maximum 6 mois après la date de clôture du programme) :
Fonds commun sectoriel Modalités du financement - (mettre un ‘X’) Fonds commun de projet / Cofinancement X Projet autonome
1 Commissions de l’agent partenaire : Les commissions générales de l’agent partenaire s’ajoutent à l’AMP et sont déterminées selon les règles internes de l’agent partenaire. Réglées au siège de l’agent partenaire, elles correspondent à des frais généraux et contribuent généralement au défraiement des frais administratifs et autres charges encourues au titre de la gestion et de l’administration des fonds transférés. Ces commissions sont prédéterminées dans l’accord sur les procédures financières conclu entre l’agent partenaire et l’administrateur fiduciaire du PME.
Note à l’attention de l’utilisateur
Vérification de l’éligibilité :
➔ Avant de soumettre une requête de financement accéléré COVID-19, le Gouvernement ou l’Agence de coordination informe le Secrétariat de l’intention du pays de présenter une requête et fournit un calendrier pour la soumission de la requête auprès du Secrétariat.
Lignes directrices pour le financement accéléré :
➔ Les candidats doivent lire directive relatives au dépôt d'une requête d’un financement accéléré COVID-19, qui explique le processus d’élaboration de la requête, y compris le calendrier, les étapes nécessaires. Si le candidat a besoin d’informations supplémentaires, il peut contacter le responsable-pays au Secrétariat.
FOR OFFICIAL USE ONLY Report No: PAD3991
INTERNATIONAL DEVELOPMENT ASSOCIATION
PROJECT APPRAISAL DOCUMENT ON A PROPOSED GLOBAL PARTNERSHIP FOR EDUCATION (GPE) GRANT
IN THE AMOUNT OF US$ 6.8 MILLION
TO THE
REPUBLIC OF CHAD
FOR A
CHAD COVID-19 EDUCATION RESPONSE GPE PROJECT
August 12, 2020 Education Global Practice Africa Region
This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.
CURRENCY EQUIVALENTS
(Exchange Rate Effective {May 07, 2020})
Currency Unit = XOF XOF 590 = US$1 US$ = SDR 1
FISCAL YEAR January 1 - December 31
ABBREVIATIONS AND ACRONYMS
AFD French Development Agency / Agence Française de Développement APE Parents Association / Association des Parents d'Élèves APICED Agency for Promoting Community Initiatives in Education / Agence pour la Promotion des Initiatives Communautaires en Éducation CFC In-Service Training Center / Centre de Formation Continue COOPI Cooperazione Internazionale CSRE Scientific Committee for Education Response to COVID-19 CT Community Teacher DA Designated Account DANSS School Feeding, Health, and Nutrition Directorate / Direction Alimentation, Santé, et Nutrition Scolaires DEIESAU Directorate for Inclusive Education, Specialized Programs, and Emergency Actions DGFE Teacher Training Department / Direction Générale de la Formation des Enseignants DGTDBPC Direction Générale Technique de Développement du Bilinguisme et de la Promotion Civique DPE Education Project Department / Direction des Projets Éducation DPEJ Provincial Directorate for Education and Youth /Direction Provincial à l’Enseignement et à la Jeunesse DPPCS Direction of Planning, Prospective, and School Mapping /Direction de la Planification, de la Prospective et de la Carte Scolaire DPST Directorate for the Promotion of Science and Technology DREN Regional Education Department / Direction Régionale de l’Éducation Nationale DRH Human Resource Department / Direction des Ressources Humaines DSS School Health Division / Division Santé Scolaire EAC Educate A Child ECW Education Can’t Wait EMIS Education Management Information System ESMF Environmental and Social Management Framework FM Financial Management GDP Gross Domestic Product GER Gross Enrollment Rate GLPE Local Group of Education Partners GPE Global Partnership for Education HCI Human Capital Index IBRD International Bank for Reconstruction and Development IDA/Bank International Development Association IDEN Inspection Departments / Inspection Départementales de l’Éducation Nationale IE Impact Evaluation IMF International Monetary Fund IPEP Primary Education Pedagogical Inspection / Inspection Pédagogique de l’Enseignement Primaire LEG Local Education Group LP Learning Poverty MDG Millennium Development Goals M&E Monitoring and Evaluation
MEPD Ministry of Economy, and the Planning of Development / Ministère de l'Économie et de la Planification du Développement MFB Ministry of Finance and Budget / Ministères des Finances et du Budget MPTMC Ministry of Professional Training and Micro Commerce MFPPESN Ministry of Women, Protection of Early Childhood, and National Solidarity MYRP Multi-Year Resilience Programme PARSET Chad Education Sector Reform Project / Project d'Appui à la Réforme du Secteur de l'Éducation au Tchad PASEC Program for the Analysis of Education Systems / Programme d’Analyse des Systèmes Éducatifs PCU Project Coordination Unit PDDEA Plan for the Development of Education and Literacy / Plan Décennal de Développement de l’Éducation et de l’Alphabétisation PDO Project Development Objective PIET Interim Education Plan for Chad / Plan Intériméraire de l’Education au Tchad PIM Project Implementation Manual PNCET National Contingency Plan for Education in Chad PREBAT Project for Revitalizing Basic Education in Chad / Projet de Revitatlisation de l’Éducation de Base du Tchad PSS Psychosocial Support PTC Pupils-to-classroom ratio PTR Pupils-to-teacher ratio PUEBT Emergency Project for Basic Education in Chad / Projet d’Urgence de l’Éducation de Base au Tchad SC Steering Committee SDI Service Delivery Indicators SIPEA Interim Strategy for Education and Literacy / Stratégie Intérimaire pour l’Éducation et l’Alphabétisation SMS Short Message Service SOE Statement of Expenses SSS Single-Source Selection TOR Terms of Reference UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Children's Fund WB World Bank
The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
TABLE OF CONTENTS
DATASHEET ...... Error! Bookmark not defined. I. STRATEGIC CONTEXT ...... 5 A. Country Context...... 5 B. Sectoral and Institutional Context ...... 6 C. Relevance to Higher Level Objectives ...... 9 II. PROJECT DESCRIPTION ...... 9 A. Project Development Objective ...... 9 B. Project Components ...... 10 C. Project Beneficiaries ...... 14 D. Results Chain ...... 15 E. Rationale for Bank Involvement and Role of Partners ...... 16 F. Lessons Learned and Reflected in the Project Design ...... 16 III. IMPLEMENTATION ARRANGEMENTS ...... 17 A. Institutional and Implementation Arrangements ...... 17 B. Results Monitoring and Evaluation Arrangements...... 19 C. Sustainability ...... 19 IV. PROJECT APPRAISAL SUMMARY ...... 20 A. Technical, Economic and Financial Analysis (if applicable) ...... 20 B. Fiduciary ...... 21 C. Legal Operational Policies ...... 23 D. Environmental and Social ...... 23 V. GRIEVANCE REDRESS SERVICES ...... 26 VI. KEY RISKS ...... 26 VII. RESULTS FRAMEWORK AND MONITORING ...... 28 ANNEX 1: Implementation Arrangements and Support Plan ...... 36 ANNEX 2: Financial Management and Disbursement Arrangements ...... 41 ANNEX 3: Project Detailed Costs by Component and Activity ...... 47
The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
DATASHEET
BASIC INFORMATION BASIC_INFO_TABLE Country(ies) Project Name
Chad CHAD COVID-19 Education Emergency Response GPE Project
Environmental and Social Risk Project ID Financing Instrument Process Classification Urgent Need or Investment Project P174214 Substantial Capacity Constraints Financing (FCC)
Financing & Implementation Modalities
[ ] Multiphase Programmatic Approach (MPA) [ ] Contingent Emergency Response Component (CERC)
[ ] Series of Projects (SOP) [✓] Fragile State(s) [ ] Performance-Based Conditions (PBCs) [ ] Small State(s)
[ ] Financial Intermediaries (FI) [ ] Fragile within a non-fragile Country
[ ] Project-Based Guarantee [ ] Conflict
[ ] Deferred Drawdown [✓] Responding to Natural or Man-made Disaster [ ] Alternate Procurement Arrangements (APA) [ ] Hands-on Enhanced Implementation Support (HEIS)
Expected Approval Date Expected Closing Date
24-Sep-2020 31-Mar-2022
Bank/IFC Collaboration
No
Proposed Development Objective(s)
The Project’s Development Objectives are to: (i) improve access to multimodal distance learning for all primary, and lower secondary students, with a focus on the most vulnerable; (ii) ensure a safe and effective re-opening of schools; and (iii) strengthen the resilience and emergency management capacity of the education sector.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Components
Component Name Cost (US$, millions) Component 1. Ensuring learning continuity by expanding distance learning 3.60 opportunities for all students
Component 2. Preparing the safe reopening of schools in selected regions 2.70 Component 3. Building the resiliency and strengthening the emergency management 0.50 capacity of the education sector
Organizations
Borrower: Projet d'Appui a la Reforme du Secteur Education au Tchad - Phase 2 Implementing Agency: Ministere de l'Education Nationale et de la Promotion Civique
PROJECT FINANCING DATA (US$, Millions)
SUMMARY-NewFin1
Total Project Cost 6.80
Total Financing 6.80
of which IBRD/IDA 0.00
Financing Gap 0.00
DETAILS-NewFinEnh1
Non-World Bank Group Financing
Trust Funds 6.80
Education for All - Fast Track Initiative 6.80
Expected Disbursements (in US$, Millions)
WB Fiscal Year 2020 2021 2022
Annual 0.00 5.34 1.46
Cumulative 0.00 5.34 6.80
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
INSTITUTIONAL DATA
Practice Area (Lead) Contributing Practice Areas Education
SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT)
Risk Category Rating
1. Political and Governance ⚫ Substantial
2. Macroeconomic ⚫ High
3. Sector Strategies and Policies ⚫ Moderate
4. Technical Design of Project or Program ⚫ Substantial
5. Institutional Capacity for Implementation and Sustainability ⚫ High
6. Fiduciary ⚫ High
7. Environment and Social ⚫ Substantial
8. Stakeholders ⚫ Moderate
9. Other
10. Overall ⚫ Substantial
COMPLIANCE
Policy Does the project depart from the CPF in content or in other significant respects? [ ] Yes [✓] No
Does the project require any waivers of Bank policies? [ ] Yes [✓] No
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Environmental and Social Standards Relevance Given its Context at the Time of Appraisal
E & S Standards Relevance
Assessment and Management of Environmental and Social Risks and Impacts Relevant
Stakeholder Engagement and Information Disclosure Relevant
Labor and Working Conditions Relevant
Resource Efficiency and Pollution Prevention and Management Relevant
Community Health and Safety Relevant
Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant
Biodiversity Conservation and Sustainable Management of Living Natural Not Currently Relevant Resources
Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Not Currently Relevant Local Communities
Cultural Heritage Not Currently Relevant
Financial Intermediaries Not Currently Relevant
NOTE: For further information regarding the World Bank’s due diligence assessment of the Project’s potential environmental and social risks and impacts, please refer to the Project’s Appraisal Environmental and Social Review Summary (ESRS).
Legal Covenants
Conditions
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
I. STRATEGIC CONTEXT
1. On March 19, 2020, Chad reported its first confirmed case of COVID-19. Chad was among the last countries hit by the COVID-19. As of June 10, 2020, the number of confirmed cases reached 844. Of these, 71 resulted in death, 706 patients recovered, and 67 cases remained active.
2. In response, the Global Partnership for Education (GPE) has allocated the Government of Chad (GoC) US$7 million2 from the GPE COVID-19 accelerated funding window designed to assist governments in mitigating the negative impact of COVID-19 on their education systems and to help recovery efforts.
A. Country Context
3. Chad is a low-income country (LIC) in the African Sahel region with a population of over 15 million people. Chad is a landlocked, sparsely populated country with a high share of the population living in rural areas. Economic growth in Chad has been volatile over the last decade and its economy has been highly impacted by the changes in oil prices observed in 2014 and 2015. Since 2018—and as a result of the recovery in oil prices and the increase in oil and agricultural production—real gross domestic product (GDP) growth has been observed (World Bank, 2020). Despite recent economic growth, poverty rates in Chad remain high, with nearly half of the population (47 percent) living below the poverty line (World Bank, 2020).
4. Chad is highly vulnerable to the impact of climate change and it has repeatedly experienced security threats over the last decade. In 2018, with a Country Policy and Institutional Assessment (CPIA) of 2.7, Chad was classified as a Fragility, Conflict and Violence (FCV) country. Regional security risks have recently destabilized the country and led to severe humanitarian needs. As of January 2020, there were 442,672 refugees settled in 19 camps in the East, the South and Lake Chad regions.3 Climate change has contributed to the region’s social fragility (particularly in the Lake Chad Region and the pastoral areas in the Sahelian part of the country) and has seriously affected Chadians’ livelihoods.
5. The direct impact of COVID-19 and the anticipated slowdown in the global economy will likely reduce trade and disrupt supply chains of basic goods. The effects of a pandemic-driven global economic downturn and its impact on Chad’s economy are difficult to predict at this stage. Its impact on the education sector is already widespread and is reflected by students not having access to learning opportunities and a large number of students being at risk of malnutrition following their loss of school meals.
6. Chad has the lowest Human Capital Index (HCI) in the world. A child born in Chad today will be 29 percent as productive when she/he grows up as she/he could have been if they enjoyed full health and complete education (World Bank, 2018). This weak performance is largely driven by high infant mortality rates and poor quality of education. An underlying driver of Chad’s Human Capital (and broader development) challenges is its high population growth rate estimated at 3.3 percent4, putting a substantial demographic pressure on the education and training system. Learning outcomes, in turn, are very poor with a total of five expected years of schooling and only 2.6 years when adjusted for quality of learning, yielding a learning gap of 2.4 years (World Bank, 2018). Further, while human
2 Of which US$122,500 will be allocated for Project supervision to the World Bank as grant agent. 3 United Nations High Commissioner for Refugees (UNHCR) Refugee Protection Assessment for Chad, January 2020. 4 General Census of Population, 2009
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
capital outcomes are poor for both boys and girls, girls’ HCI scores are particularly low.
7. A World Bank-financed Refugees and Host Communities Support Project (P164748) is under implementation in Chad and an additional financing for the Refugees and Host Communities Support Project (P172255) is currently under preparation. Both the parent project and the additional financing include an education component which is relevant to the COVID-19 crisis as it will finance projects in water and sanitation (water points, latrines, wells, rainwater harvesting facilities) along with the rehabilitation and construction of primary schools, training of community teachers (CTs), as well as subsidies for community teachers and administrative personnel. The proposed COVID-19 education emergency Project will complement these activities in the refugee camps.
B. Sectoral and Institutional Context
8. The National Development Plan (NDP - 2017-2021), aims at developing Chad into an emerging country by 2030. The NDP focuses on four strategic objectives: (i) strengthening national unity; (ii) strengthening good governance and the rule of law; (iii) developing a diversified and competitive economy; and (iv) improving the quality of life of the Chadian population. Improving the human capital base of the country is a core objective of this strategic vision.
9. Chad’s performance in terms of human capital outcomes is closely linked to the structural weaknesses of its education sector. Results from large-scale learning assessments in Chad indicate that 97 percent of students do not achieve the Minimum Proficiency Level (MPL) at the end of primary school. Estimated learning poverty in Chad is 11 percentage points higher than the average for Sub-Saharan Africa region and 7.8 percentage points higher than the average for low-income countries5.. Several factors help explain Chad’s weak education outcomes, including: (i) limited financial resources; (ii) dilapidated schools and low access to didactic material; and (iii) internal inefficiency of the education system.
10. Education financing in Chad is insufficient and highly inequitable. In 2016, Chad spent 2.4 percent of its GDP on education. This is less than its peer countries and less than the average of 4.3 percent of Sub-Saharan countries. Furthermore, education has not been sufficiently prioritized in Chad’s public budget and the share of general government spending absorbed by the education sector has declined over the last 5 years from over 15.4 percent in 2013 to 13 percent in 2017, reaching its lowest level in 2015 (8.9 percent), well below the GPE floor target of 20 percent. In fact, the largest share (87 percent6) of Chad’s total education spending is financed by households and parents’ association. This poses major challenges in terms of improving the equity, the efficiency, and the sustainability of the country’s education financing architecture.
11. Despite significant progress in increasing enrollment rates at the primary education level, the attendance rates in Chad remain low. The net attendance rate in primary education was estimated at 49.8 percent in 2014. This attendance rate means that the coverage level of the group with the official age of schooling is low. Chad has a lower net secondary (lower and upper) attendance rates (12.3 and 7.9 percent respectively) than its peers and other SSA countries. Consequently, education completion rates are very low, and emergencies will likely exacerbate this challenge. Efforts need to be made to ensure teachers remain motivated and students are provided with opportunity to safely access educational services during and following the COVID-19 crisis.
5 Word Bank, Chad Learning Poverty Brief, October 2019 6 Financing of community and public schools
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
12. Chad’s education system is internally inefficient and reflects a poor level of teaching. Drop-out rate increased sharply from 10.2 in 2013 to 23 percent in 2015, before dropping to 19.7 percent in 20167. In addition, between 2011 and 2016, the average of the repetition rate was about 23 percent. As of 2019, learning poverty (LP) in Chad, or the share of 10-year old who are unable to read and understand a short (age-appropriate) text, was estimated at 98 percent.
13. Stark gender and regional inequalities are an important issue. In primary education for example, gender parity is 0.75, and worsens as students’ progress through the system (standing at 0.44 in lower secondary). The share of primary-school age children who are out of school varies from 23 percent in N’Djaména to 85 percent in the Lake region. In geographic terms, the southern regions are generally at an advantage, with indicators in the northern regions lagging substantially, and below average enrollment and completion rates observed in the Center, Eastern, and Western regions.
14. Other critical sector challenges include the following: (i) large numbers of out-of-school children – half of primary school-age children are excluded from the system due to a combination of economic factors and limited availability of classrooms; (ii) low learning outcomes in primary education – only 15.7 percent of sixth graders have sufficient competency in reading; (iii) high internal inefficiencies, including high dropout and repetition rates; (iv) insufficient numbers of teachers; and (iv) limited access of higher education and TVET – only 13 out of 23 regions have technical and vocational schools. The major challenge that emerged recently and has the potential to lead to a serious and hard- to-reverse deterioration of the primary education sector is the non-payment of CTs’ subsidies.
15. In absence of a robust response, attendance and learning outcomes for students are likely to significantly drop with potentially negative and severe long-term consequences for their welfare. The COVID-19 pandemic will likely negatively impact students in several ways: (i) deterioration of learning outcomes; (ii) higher rates of dropout, especially for girls; (iii) deterioration of student’s nutritional status, physical and mental health; (iv) increased exposure to violence and/or other threats for girls (e.g., in refugee camps); and (v) increased rates of early marriages and teenage pregnancies.8 All these risks will be exacerbated for poor and vulnerable populations, leading to higher inequality of outcomes.
16. The response to school closures needs to be tailored to the connectivity profile of the regions in Chad to ensure the preservation and future recovery of the human capital base. Because Chad is at the low end of the digital divide, online education delivery solutions would be largely insufficient in reaching children and youth who cannot attend school due to COVID-19. Further, there are significant disparities in access to technology between rural and urban populations, as well as across different regions. Digital solutions will consider the limitations of children living with disabilities especially deaf and/or visually impaired children. As Table 1 illustrates, fewer than 10 percent of the population has access to electricity, and only 8.8 percent has access to the internet. There are also wide geographical disparities in ownership and access to technology as shown in Figure 1.
7 UNESCO Statistics and Statistical Yearbook, 2011-2016, MENPC 8 This summary is based on the draft World Bank Group’s Response to COVID-19: Multi Sector Policy Directions and Operations.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Table 1: Access to electricity, internet, computer, radio, and television
Cell phone Electricity Internet access Computer Radio Television
Poorest 0.8% 1.7% 45.9% 0.0% 12.6% 0.1% Poorer 2.5% 4.3% 62.4% 0.0% 19.5% 0.8% Middle 6.3% 5.2% 68.8% 0.3% 25.9% 3.0% Richer 11.6% 9.0% 75.4% 1.5% 28.8% 8.0% Richest 28.3% 23.7% 81.9% 7.2% 34.0% 20.0%
Urbain 35.9% 28.0% 89.9% 7.2% 34.1% 24.8% Rural 1.5% 2.6% 56.2% 0.1% 18.9% 0.4%
Chad 9.9% 8.8% 64.4% 1.8% 22.6% 6.4%
Figure 1: Percent of Households that have a radio, television, and mobile phone by regions
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
17. The proposed Project will support activities identified by the Government in their emergency education response plan (Plan National de Contingence pour la Préparation et la Riposte à l’Epidémie de la Maladie à Coronavirus Covid-19). The Government and the Local Group of Education Partners and the Education Cluster have developed an emergency education response plan to cope with the COVID-19 pandemic. The Government’s plan is built around four priority areas: (i) providing alternative opportunities for distance learning; (ii) providing psychosocial support and child protection; (iii) developing WASH facilities; and (iv) providing school feeding. Given the limited resource envelope available, this Project will support the first three priority areas.
C. Relevance to Higher Level Objectives
18. The proposed Project is aligned with the Country Partnership Framework (CPF, 2016-2020)9 and the Bank’s twin goals of eradicating extreme poverty and boosting shared prosperity. In response to the CPF’s third engagement theme—Building Human Capital and Reducing Vulnerability in order to improve rural access to and quality of education— the proposed Project is being prepared as an emergency response to the ongoing COVID-19 crisis. The proposed Project aims to support continued teaching and learning during the COVID-19 pandemic, and to mitigate a deepened learning crisis beyond the pandemic. In order boost shared prosperity, Chad needs to accelerate education reforms and educational attainment as a means of increasing human capital accumulation and inclusion; and address wide regional disparities (including in gender), particularly within rural areas. A particular focus should also be placed on improving the efficiency of spending in the education sector.
19. The proposed Project will complement and leverage other relevant ongoing education and skills projects supported by the World Bank and other development partners. Its interventions complement ongoing national level interventions under the Education Sector Reform Project phase 2 (US$65 million, P132617) and Skills Development for Youth Employability Project (US$50 million, P164297). These ongoing operations seek to: (i) improve teaching and learning conditions in primary and upper secondary schools in selected areas; (ii) strengthen the system to facilitate evidence-based decision-making in the education sector; (iii) improve access to skills training and labor market outcomes for project beneficiaries; and (iv) strengthen the technical and vocational education and training (TVET) sector in Chad. The ongoing Refugees and Host Communities Support Project (P164748) and the associated additional financing operation (P172255) under preparation, both have a strong education component focusing primarily on vulnerable refugee populations—a target group which is likely to be disproportionally impacted by the COVID-19 pandemic.
II. PROJECT DESCRIPTION
A. Project Development Objective PDO Statement
20. The Project’s Development Objectives aim to: (a) improve access to multimodal distance learning for all primary, and secondary students, with a focus on the most vulnerable; (b) ensure a safe and effective re-opening of schools in selected regions; and (c) strengthening the resilience and emergency management capacity of the education sector.
9 Country Partnership Framework, Report No. 101813
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
PDO Level Indicators
• Number of students that have access to any (adapted) distance learning program (take-home packages, online, radio and TV); • Number of children previously enrolled in schools who return to school once the school system is reopened (Total and girls %); • Percentage of schools equipped with minimum hygiene package10 for prevention of COVID-19 • National Contingency Plan for Education in Chad operationalized by the Government • Number of children (and % of children in the relevant age-group in the program area) provided access to psychosocial support to reduce the negative impacts of COVID-19 school closures.
B. Project Components
23. The proposed Project will help ensure that students will continue to have access to schooling even while schools are closed and strengthen the capacity of the education sector to adequately respond to future crises with limited disruption to teaching and learning. The proposed Project comprises the following three components: (i) ensuring learning continuity by expanding distance learning opportunities for all students including those with special needs; (ii) preparing for the safe re-opening of schools in selected regions; and (iii) strengthening the resilience and emergency management capacity of the education sector.
24. Given the relatively small size of the Project’s funding, selectivity will be critical to reach its objectives. The Project’s activities will be focused on the following six regions N’Djaména, Guéra, Logone Occidental, Logone Oriental, Moyen Chari, and Kanem. These regions account for more than 40 percent of schools and students and over 90 percent of the confirmed COVID-19 cases (see Figure 2).
Component 1: Ensuring learning continuity by expanding distance learning opportunities for all students (Total: US$3.6 million).
25. MENPC aims to establish and/or scale up existing distance learning systems in order to reduce the negative impact that COVID-19 is likely to have on the teaching and learning process. The Government recognizes that its distance learning strategy must strive to be inclusive so that existing inequalities are not further exacerbated. The distance learning strategy should not only blunt the current effect of COVID-19, but also serve as an alternative training modality the ministry adopts and mainstreams in the future. Good practice models are emerging, which Chad can draw on, as well as building on its own experiences to deliver effective distance learning. Component 1 will finance activities aimed at: (i) expanding access to distance learning programs; and (ii) supporting students and teachers as schools re- open.
Sub-Component 1.1: Improving access to educational content through a multi-modal distance learning system for all students in primary and secondary schools (US$2.9 million).
26. This sub-component aims to expand access to distance learning programs for all primary and secondary-level students across the country. The main challenge in Chad, as shown in
10 The hygiene packages will include [TBD]
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
27. Table 1, is the very low share of households that have access to means of communication, thus making it difficult to reach large sections of the country using new technologies. In order to ensure continuity in the teaching and learning process, multiple education delivery modalities will need to be used to reach the maximum number of students. These modalities include paper-based resources (printed materials, books, etc.), mobile phones, radio/audio interaction; video/television; and online teaching and learning platforms. This sub-component will mainly target vulnerable households using data from the recent household survey.
28. This sub-component will finance:
(i) Distribution of printed materials (take-home packages). Currently, there is limited access to printed materials for children, particularly those in vulnerable households with no access to basic technology such as radio or television. This activity will support the printing, duplication, and distribution of take-home packages of learning materials to students who have limited or no access to other modes of learning. The packets will be printed and compiled at the national level and distributed to schools so that they can be handed out to students.
(ii) Mobile phones. The interactive content being developed for radio, TV and the cloud will be adapted for and accessed via mobile phones, potentially increasing the reach of the resources developed. Mobile phones can be leveraged to provide three elements of support for distance learning: (i) phones can be used to access content supplied through the e-learning platform; or (ii) other mediums such as YouTube, radio applications, or; (iii) education focused mobile applications. Some learning applications have been explicitly designed for use on any mobile phone devise—even those without smart phone capabilities can be used to access learning via short message service (SMS). The proposed Project will provide a limited number of feature phones with SD cards to vulnerable households in order to ensure continuity of teaching and learning.
(iii) Radio broadcasting of classes. MENPC will enhance the existing radio education channels through expanded partnerships to reach all regions. MENPC has already identified 67 radio broadcasters (private, community, and faith-based) and will seek partnerships with them to add to the existing radio education services. The radio content will be expanded to cover core subjects in all grades. The new content will include recordings of classroom teaching delivered by high-quality teachers. Expansion of radio coverage in all regions, is also expected to benefit over 300,000 children who are refugees. This intervention will support mechanisms to promote interactive online learning for both radio and TV platforms11.
(iv) Television and acquisition of an e-learning platform. For communities that have access to television, the proposed Project will support MENPC to add new programming to national television and Electron TV broadcasting on a specific schedule. MENPC will work with Ministry of Communication to establish new partnerships to include educational content in their subscription packages. For the COVID -19 period, the proposed Project will pay for the subscription packages and offer these to households at no cost. The proposed Project will also support the acquisition of supplementary online teaching and learning materials from external partners, providing these at no cost to all learners primarily through radio, television, and the internet. MENPC has already put in place EduTchad (www.edutchad.td) and signed a partnership with Tigo, the mobile telephone company, to allow students to connect to the website for free.
11 Such as WhatsApp group; questions and answers posted on the cloud; ‘toll free’/reverse call options to teachers identified and contracted by MENPC for this purpose; short text messages; dedicated websites which could be established as webpages in existing websites.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Sub-Component 1.2: Teacher training to prepare and deliver educational content through a multi-modal distance learning system (US$0.7 million).
29. Sub-component 1.2 will support training of approximately 5,000 teachers, particularly female teachers, in online and distance learning methodologies to ensure teachers can effectively play a key role in supporting remote teaching and learning programs. Teachers will be trained to design formative questions, tests, or exercises to closely monitor students’ learning processes. Teachers will also engage with parents and design simple audio clips for parents who may not have gone to school to support them in home schooling, be on call for interaction with learners and parents, hosting an online- or phone-based group learning conversations. To achieve this the proposed Project will support: (i) technical assistance for teacher training programs to adapt the current curriculum to distance learning strategies; (ii) a platform for all teachers (WhatsApp for instance) to engage among themselves, or with the administration, students, and parents; and (iii) printing and distribution (including digital) of guidance materials for teachers on the management of daily home-based learning practices.
Component 2: Preparing the safe reopening of schools in selected regions (Total: US$2.7 million)
30. Being out of school has many negative consequences for students, parents, and teachers. Schools will have to reopen as soon as it is safe to do so. For learners, parents and teachers, the effects of school closures have contributed to lost routine and social contact, learning setbacks, expectations to adapt to new modalities of learning, emotional and psychological stress, and fear and threats to their physical and psychosocial well-being. To address some of these issues the proposed Project will support: (i) community mobilization activities (ii) provision of water, sanitation, and hygiene (WASH) to ensure schools have appropriate hygienic measures in place for students and teachers; and (iii) provision of psychosocial support services (PSS) to teachers, students, and parents.
Sub-Component 2.1: Media campaign and community sensitization for returning to school (Total: US$0.3 million)
31. This sub-component will support community sensitization and communication by financing radio/television campaigns to encourage parents and communities to send children back to school and maintain good hygiene practices during and after the COVID-19 pandemic. Activities to be supported under this sub- component include: (i) communication campaigns on social distancing and COVID-19 prevention measures, including through the printing and distribution of leaflets to communities; (ii) gender sensitization campaigns that focus on girls at risk of dropping out, as well as measures to prevent gender-based violence; and (iii) media campaigns for disease control and prevention to educate community members, teachers, students, and parents, on disease prevention, by financing radio/television campaigns to encourage good hygiene practices during and after the crisis and to ensure safety for all.
Sub-component 2.2: Ensuring schools are safe for re-opening (Total: US$1.7 million)
32. This sub-component will support the implementation of WASH activities for adequate sanitation and hygiene practices to prevent and control the spread of the virus and ensure a safe and healthy learning environment for students and teachers in approximately 4,200 schools (80 percent of the 5,300 schools in those regions). In close partnership with UNICEF, this sub-component will support: (i) installation of hand-washing
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
devices and soap at the entrance of each classroom and administrative office, and (ii) provision of soap and hand- washing kits to ensure children and teachers wash their hands frequently.
Sub-component 2.3: Provision of psychosocial support services to teachers, students, and parents (Total: US$0.7 million)
33. In addition to the major educational impacts that COVID-19 has generated, one should add the psychological distress that can affect children, teachers and parents confined at home for several weeks. This situation could lead to an increase in violence against women and children, especially girls. The objective of this sub-component is Multi-Year Resilience Program to strengthen community protection mechanisms - by bringing As a part of the Multi-Year Resilience Programme (MYRP), training tools on together educational teams to limit psychological distress and the psychosocial support services (PSS) have risk of family violence brought about by COVID-19. This sub- already been developed by UNICEF and component will support MENPC to design and pilot online-based Cooperazione Internazionale (COOPI). These psychosocial support services and will finance the following: (i) training tools could be made available to training of teachers and PTAs on COVID–19 prevention and on the educational advisors and teachers/ detection of signs of psychological distress; (ii) psychosocial facilitators. UNICEF and COOPI have also support to targeted communities; (iii) integration of PSS and developed monitoring and evaluation tools in inclusive education in the curriculum for pre-service training and relation to PSS. Teachers will be trained on the curriculum used in public schools in collaboration with the the integration of the PSS in school as well as MYRP; (iv) preparation and dissemination of key messages for on recognition of signs of distress, identification of children in need of PSS. The teachers and children for their emotional and psychosocial provision of PSS will be integrated in the support with a focus on gender discrimination and stigma program of the ENIBs where currently 9,000 (increased risks of pregnancy, sexual exploitation or gender- community teachers are being trained. based violence during confinement); (v) the establishment of a community psychosocial care system and the provision of appropriate material; and (vi) hiring of service providers to deliver PSS and create a web-based or phone-based platform.
Component 3: Building a resilient education sector and supporting project oversight (Total: US$0.5 million)
34. The proposed Project will support the institutional strengthening of the MENPC’s directories and of the CSRE to help respond to COVID-19 and future shocks. MENPC has already put in place a plan for systemic shocks, the National Contingency Plan for Education in Chad (PNCET, 2020-2024), which provides a useful framework for countering the negative impact of shocks like droughts, floods, food insecurity, population displacement, or epidemics. Component 3 will support the operationalization of the mechanisms put in place by the PNCET and aims to: (i) strengthen the sector’s overall resilient when faced with shocks; (ii) provide ongoing implementation support, as well as carry out monitoring and evaluation activities; and (iii) build the capacity of MENPC to conduct virtual meetings during and after the COVID-19 pandemic .
Sub-component 3.1: Building a resilient education sector (Total: US$0.2 million)
35. This sub-component will support MENPC so that when faced with shocks in the future, the established mechanism through PCNET will be triggered to appropriately respond to the specific shock, be it an outbreak of cholera, heavy winds, or a flood in a remote area. All relevant actors from the Scientific Committee for Education Response to COVID-19 (CSRE), as well as staff in the central ministry, DPEJ, IPEP, or teacher-parent association,
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
will be trained to play their respective roles to counter the impact of the shock. This sub-component will finance: (i) IT equipment for the emergency response units to be fully functional in and outside the office; (ii) training for relevant groups on their roles to counter the impact of future shocks for the; and (iii) the establishment of functional virtual meeting rooms in the buildings of all ministries in charge of education and training.
Sub-component 3.2: Supporting project oversight and monitoring and evaluation (Total: US$0.5 million)
36. This sub-component will finance the following main activities: (i) phone surveys; (ii) track dropout and attendance rates in all schools, analysis of the data and dissemination; ; (iii) studies on how students access and use distance learning tools using the data collected; and (iv) all activities directly related to the project management, coordination and communication.
Project costs and financing
Table 2: Project Cost per Component and Financing Source Components/Sub-components Project cost Percent GPE US$ million Financing Component 1: Ensuring learning continuity by expanding distance learning 3.6 100 opportunities for all students Sub-component 1.1: Improving access to educational content through a multi-modal 2.9 100 distance learning system for all students in primary and secondary schools Sub-component 1.2: Teacher training to prepare and deliver educational content 0.7 100 through a multi-modal distance learning system
Component 2: Preparing the safe reopening of schools 2.7 100 Sub-component 2.1: Media campaign and community sensitization for returning to 0.3 100 school Sub-component 2.2: Ensuring schools are safe for re-opening 1.7 100 Sub-component 2.3: Provision of psychosocial support services to teachers, students, 0.7 100 and parents
Component 3: Building resilience and strengthening the emergency management 0.5 100 capacity of the education sector Sub-component 3.1: Building a resilient education sector 0.2 100 Sub-component 3.2: Supporting project oversight and monitoring and evaluation 0.3 100
Overall Project 6.8 100
C. Project Beneficiaries
37. The Project direct beneficiaries will be: • Approximately 1.1 million primary and lower secondary school students in schools benefitting from the Project; • Approximately 550,000 primary and lower secondary school students accessing distance learning; • An estimated 5,000 teachers will benefit from teacher training in online and distance learning; • Approximately 4,200 schools benefitting from cleaning materials, WASH facilities; and • 150,000 Parents, students, and teachers will benefit from psychosocial support services.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
D. Results Chain
Components interventions Outputs Outcome Impact
1.1. Improving access to educational content through a - Students access to any distance Ensuring learning multi-modal distance learning learning program (online, TV, radio and continuity by system for all students in primary take-home packages) - Teachers are trained to prepare and expanding distance and secondary schools deliver educational content through a Improved access learning multi-modal distance learning system to multi-modal opportunities for all 1.2. Teacher training to prepare and - Functioning distance learning system distance learning students deliver educational content through and hotline number are available for all preschool, a multi-modal distance learning primary, and system secondary students with a A resilient focus on the most education 2.1: Media campaign and vulnerable, to sector that community sensitization for ensure a safe and protects returning to school school Preparing the safe - Schools are equipped with a functional effective WASH continuity and reopening of reopening of - Parents are informed about learning schools schools, and to 2.2 Ensuring schools are safe for prevention of COVID-19 protect the against shocks re-opening Chadian education system from the 2.3: Provision of PSS current systemic COVID-19 shock
Building resilience 3.1. Building a resilient education - Education emergency contingency and strengthening sector plan is updated to reflect lessons the emergency learned from the COVID-19 crisis management - Remote working and video capacity of the 3.2. Supporting project oversight conference system is established at education sector and monitoring and evaluation MENPC
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
E. Rationale for Bank Involvement and Role of Partners
38. Role of other partners in the COVID 19 education response. The COVID-19 pandemic seems to be a catalyst for key stakeholders in the education sector to coordinate and mobilize resources to support teaching and learning continuity for children. Actors rapidly responding to the crisis include the Government, development partners, civil society organizations, non-governmental organizations, and the private sector. Establishing partnerships and ensuring coordination amongst all these groups requires significant effort from both the Government and the partners. MENPC’s COVID-19 Education riposte plan provides a framework for partners to support the Government in a coordinated manner. The Government plans to periodically update the COVID-19 Education riposte plan in order to reflect actual commitments put forth by key stakeholders and to devise coordinated responses to the identified challenges. Several partners such as Education Can’t Wait or the French Cooperation already have programs in place to support the education system’s resilience or deploy distance learning solutions.
39. The World Bank’s value added derives from its expertise in strengthening the basic education sub-sector across many countries worldwide. The World Bank has extensive technical and operational knowledge in the areas supported by the proposed Project in the sub-region and globally and has invested in this area widely. Through its over 20 years of experience in implementing successful projects in the sector the World Bank has gained a better understanding of the education sector issues and has developed strategies and methods to support the Government most efficiently. The proposed Project, which is fully financed by the GPE, will leverage the World Bank’s experience in neighboring countries as well as lessons learned from previous and ongoing projects in similar settings. Activities supported under the proposed Project will aim to complement and/or build upon interventions financed by a number of bilateral donors, such as AFD, Swiss Cooperation, and multilateral organizations, such as the United Nations Children's Fund (UNICEF).
F. Lessons Learned and Reflected in the Project Design
40. Building on international experience in distance learning is important for designing COVID-19 emergency education projects. Education professionals and policymakers from around the globe have been working to identify good practices that can be applied to mitigate the impact of the COVID-19 pandemic. The technical design of the proposed Project considers lessons learned and international good practices in establishing effective and adapted distance learning programs. The design borrows from both existing insights on distance education programs, as well as lessons that have been learned and documented since the beginning of the COVID- 19 pandemic.
41. Strong contingency plans are needed for countries to mitigate the negative effects of exogenous shocks. Chad is accustomed to experiencing shocks such as droughts, violent conflicts or terrorist attacks, floods, heavy winds, and epidemics especially cholera or meningitis. Schools, students, and the education sector in general are often victims of these shocks. MENPC has therefore put together a recent plan, the National Contingency Plan for Education in Chad (PNCET) 2020-2024, to counter the negative effects on education of these shocks on schooling. The proposed Project builds on the PNCET, as well as on the Multi-Year Resilience Programme (MYRP) 2020-2022 of Education Can’t Wait (ECW) which aims to build resilience of the education sector, with a special focus on refugees and internally displaced persons (IDP).
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
42. In a context of frequent government turnover and institutional reorganization, the establishment of an efficient and appropriately staffed project coordination unit under the leadership of the Government can help ensure continuity during the project implementation. The proposed Project will be managed by the existing PARSET2’s PCU. This PIU has several years of experience overseeing the implementation of Bank-funded projects in Chad. The proposed institutional arrangements are expected to minimize turnover-related delays, maintaining the institutional memory of a project, and reducing transaction costs by serving as a focal point on project implementation guidelines and procedures.
43. The establishment of a robust M&E system should be prioritized in order to ensure the various outputs and outcomes achieved under Projects are systematically tracked and evaluated. Previous projects implemented in Chad have experienced challenges in the collection of data due to gaps in the EMIS system data. This has led to the need for complementary data collection efforts to fill these gaps. Establishing and maintaining a robust and agile M&E system will be prioritized under the proposed Project.
44. The Chad Education Sector Reform Support Project – Phase 2 (P132617, PARSET2) has helped equip upper secondary with virtual libraries or Documentary Resource Centers (DRC) and digitalized several textbooks. MENPC garnered a lot of experience through the digitalization of textbooks. Several school librarians, exclusively in N’Djaména, have been trained in the management of these DRCs. The MENPC will apply the lessons learned from this experience to help digitalize all school manuals and move one step further to create a platform and upload the digitalized content on the platform accessible online or by offline on a phone SD card.
III. IMPLEMENTATION ARRANGEMENTS
A. Institutional and Implementation Arrangements
44. The project will be implemented over an 18-month by MENPC with technical support from the PCU.
45. Steering Committee (SC). The MENPC has created by an arrêté12—the Scientific Committee for the Education Response to COVID-19 (CSRE)—to spearhead the response of the education system to the COVID-19 pandemic. The CSRE is headed by the Director General of the Ministry (DGM) who is the second-in-command of MENPC and is supported by three specialized technical committees (STC): (i) STC1 manages pedagogical activities; (ii) STC2 is in charge of communication activities ; and (iii) STC3 is tasked with the responsibility of ensuring schools are reopened safely. The CSRE will serve as the Project’s Steering Committee (SC).
46. Project Coordination Unit (PCU). The PARSET2’s PCU, housed within MENPC, will manage the proposed Project given its prior experience and good performance to date. This PCU currently manages both the PARSET2 and the Chad Skills Development for Youth Employability Project (P164297). The PIU will be responsible for daily project coordination, as well as the administration of the financing, procurement, FM, disbursement, monitoring, reporting and evaluation, and environmental and social safeguards. PARSET2 has
12 Arrêté No 100/PR/MENPC/SEENPC/DGM/DGTDBPC/2020 of April 3, 2020. Comité scientifique de réponse éducative au COIVD-19 (CSRE)
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
a large and experienced team which consists of a qualified project coordinator, two procurement specialists, one FM specialist, one M&E specialist, two safeguards specialists (social and environmental), an internal auditor, and two accountants. A communication specialist will be hired to support the implementation of the social communication plan and the SEP; both of which require specialized experience given the local context.
47. Technical implementation of the proposed Project will be the responsibility of the three STCs and each concerned department within the MENPC. Each relevant MENPC director will nominate focal points who will work closely with the relevant STC. Each STC will be led by a President who will be designated as head of the component. This task force will then work with the PCU coordinator and the M&E specialist to convene the appropriate government officials to finalize the work plan for each component. Detailed project implementation mechanisms will be provided in the Project Implementation Manual (PIM), which will be completed by effectiveness.
48. Because this is an emergency 18-month project there will be a progress review every six months bringing together all key stakeholders. More details on the project implementation arrangements can be found in Annex 1. Table 3: The following entities will be involved in the implementation of the Project Component/Sub-Component Lead Implementing Entity Component 1: Ensuring learning continuity by expanding distance learning opportunities for all students Sub-component 1.1: Improving access to educational content through a multi- STC1, DGTDBPC; DPST modal distance learning system for all students in primary and secondary schools Sub-component 1.2: Teacher training to prepare and deliver educational content STC1, DGFE, DEIESAU, through a multi-modal distance learning system
Component 2: Preparing the safe reopening of schools Sub-component 2.1: Media campaign and community sensitization for returning STC2, DPEJ to school Sub-component 2.2: Ensuring schools are safe for re-opening STC3, DANSS, DPPCS Sub-component 2.3: Provision of psychosocial support services to teachers, STC3, STC2, DPEJ students, and parents
Component 3: Building resilience and strengthening the emergency management capacity of the education sector Sub-component 3.1: Building a resilient education sector STC2, Education Cluster Sub-component 3.2: Project monitoring and evaluation PARSET2 Note: The entity that is in bold and underlined is the lead entity and will convene the necessary coordination meetings with all other entities regarding project activities. STC1: Specialized Technical Committee for the management of pedagogical activities. STC2: Specialized Technical Committee the Communication STC2. STC3: Specialized Technical Committee in charge of schools reopening process.
49. Coordination with the local group of education partners (GLPE). Chad’s GLPE is a very active forum of technical and financial partners of the education sector coordinated by the French Development Agency (AFD). Several prominent agencies like UNICEF, UNESCO, the Swiss Cooperation, ECW, and the World Bank regularly participate in GLPE’s meeting which is led by the Director General of MENPC. The GLPE is an integral part of the design of this Project by providing comments on the drafts. The GLPE has participated in the design of MENPC’s action plan to counter the impact of COVID-19 which serves as a basis of this Project. The GLPE discusses issues in
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
the education sector during their regular meetings and it is expected that this COVID-19 emergency response project will feature in GLPE’s meeting alongside issues of the education sector preparedness for emergencies. GLPE members will be invited to participate in implementation support missions.
B. Results Monitoring and Evaluation Arrangements
50. The Monitoring and Evaluation will be under the main responsibility of the PCU. The implementation of the proposed Project’s will be systematically monitored through a series of monitoring and evaluation (M&E) activities. The objectives of the M&E activities will be to: (i) track progress and provide timely feedback to the Government and the Bank team on implementation status and deliverables; (ii) provide preliminary evidence on the effectiveness of the intervention; and (iii) capture initial lessons learned from the design and implementation to improve future emergency operations. The M&E indicators have been agreed with the LEG and project-specific indicators can be found in the Results Framework in Annex 1. To the extent possible, M&E activities will be done remotely. In the first three months of Project implementation, close monitoring will be done using call centers to field surveys to parents, students, teachers, school directors, and other relevant stakeholders. GEMS will also be used in undertaking M&E activities.
51. Project M&E will use the results framework to assess progress in the implementation of project activities and to measure the outcomes. In addition, M&E will be performed through: (i) regular monitoring of activities and related indicators; (ii) bi-annual implementation support missions; and (iii) a comprehensive evaluation of project’s outputs and outcomes at the end of project implementation.
52. Based on inputs provided by the relevant technical units within MENPC, the PCU will prepare reports on implementation progress under the different components of the proposed Project, and on progress towards targets established in the results framework. These reports will cover six-month periods throughout the life of the project and will be delivered to the World Bank within 30 days following the end of the period covered. PARSET’s M&E specialist will coordinate the project’s M&E activities in close collaboration with the CSRE.
53. For monitoring the results of the overall project, including the evaluation of the project’s impact on access to distance learning and adoption of barrier measures against COVID-19 in schools, a robust mechanism for data collection will be established. Most of the data for monitoring project outcomes will come from regular phone surveys supported under the proposed Project. The proposed Project will finance a beneficiary survey for its citizen engagement. These surveys will complement the Grievance Redress Mechanism (GRM) established under the proposed Project by asking beneficiaries to identify: (i) any current complaint they may have; and (ii) whether past complaints have been addressed to their satisfaction. Feedback garnered from these surveys will be used to inform ongoing project implementation. The survey will be repeated at least every six months and expected to be longitudinal. Survey analyses will be shared with the GLPE and all stakeholders.
C. Sustainability
54. The built capacity of remote learning solutions will be sustainable in the medium term and will continue to benefit student learning for years, although upgrades will eventually require continuous investments. The sustainability of the current project hinges on its selectivity by focusing on a reduced number of regions that represent the overwhelming number of confirmed COVID-19 cases and over 40 percent of the schools and schools.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
As this Project is focused on some regions its implementation will provide valuable lessons for the upcoming World Bank education project planned for 2021 as an additional financing to this Project that will (i) expand the geographical coverage by including all other regions; and (ii) improve on the effectiveness of the interventions by leveraging the lessons learned through this Project.
Figure 2: Geographic Distribution of COVID-19 Cases across Chad’s Region
IV. PROJECT APPRAISAL SUMMARY
A. Technical, Economic and Financial Analysis (if applicable)
55. Technical implementation of the proposed Project will be the responsibility of each concerned department within the MENPC. Each relevant MENPC director will nominate focal points who will be heads of components and sub-components and will work with the PCU coordinator and the M&E specialist to convene the appropriate government officials to finalize the work plan for each component. Detailed project implementation
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
mechanisms will be provided in the Project Implementation Manual (PIM), which will be completed by effectiveness.
B. Fiduciary
(i) Financial Management
56. The financial management (FM) arrangements for the proposed Project have been designed with consideration for the World Bank’s minimum requirements under World Bank Policy and Directive for Investment Project Financing (IPF) while also accommodating the World Bank’s COVID-19 Fast Track Facility requirements. The Government of the Republic of Chad requested to use a ring-fenced financing mechanism for the fiduciary aspects of this emergency project.
57. The Project Coordination Unit (PCU) of the ongoing Education Sector Reform Project phase 2 (US$65 million, P132617) and Skills Development for Youth Employability Project (US$50 million, P164297)—housed within Ministry of National Education and the Promotion of Civics (MENPC: Ministère de l’Education Nationale et de la Promotion Civique) and named PARSET2—will have the overall fiduciary responsibility for this proposed Chad COVID-19 Education Response GPE Project (P174214). Based on the findings from the last official implementation support mission, the fiduciary compliance of these aforementioned projects was determined to be “Satisfactory.” Unaudited Interim Financial Reports (IFRs) are regularly submitted on time and found to be of acceptable quality. The latest audited financial statements have been of unqualified opinion, as they have not revelated any significant fiduciary challenges under these projects. The FM mechanisms for the proposed Project will be based on the existing mechanisms established under the Education Sector Reform Project phase 2 and Skills Development for Youth Employability Project, considering the emergency nature of this project. PARSET2 is familiar and well-versed with the Bank’s FM procedures and requirements given its experience managing other education projects in the country.
58. The FM assessment concluded that PARSET2 has adequate FM staff and tools (accounting software and an FM procedure manual) are in place to manage the FM function of the proposed Project. Due to the increase in the workload derived from the proposed Project, it was agreed that the recruitment of the additional accountant, which was underway at the date of the assessment, will be finalized not later that two (2) months after project effectiveness. Also, the ToRs and contracts of the PARSET2 FM staff will be revised to reflect the activities of the proposed Project, within two months after project effectiveness. The accounting software will be customized to reflect the specific needs of this project, within two months after project effectiveness. The PCU will be required to prepare and submit: (i) an initial work plan and budget (WPB) by project effectiveness and thereafter an AWPB not later than November 30 of the year preceding the year the budget should be implemented; (ii) interim un- audited financial statements (IFR) on a semester basis, 45 days after the end of each semester; and (iii) audited annual financial statements within 6 months following the end of the period audited. The proposed Project’s budget will be executed using based on the mechanism in place under the two projects PARSET2 has been managing. Finally, at the date of the FM assessment, the recruitment of the internal auditor was underway and shall be completed within two months after project effectiveness.
59. A designated account (DA) in XAF managed by PARSET2 will be opened in a commercial bank under terms and conditions satisfactory to the World Bank. The disbursement methods that would be used under this proposed Project will be based on the Disbursement Guidelines for Investment Project Financing, dated February 2017.
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Further details about disbursements to the project will be included in the disbursement procedures described in the Disbursement and Financial Information Letter (DFIL) and the administrative, FM procedures manual.
60. The overall residual FM risk is rated “Substantial” mainly on the basis of the following factors: (i) a multiplicity of actors, resulting in a large number of small transactions expected; and (ii) risks of bypassing rules and ex-ante controls to speed up procurement and payments. Effectiveness of some of the proposed mitigation measures will be measured during project implementation period.
(ii) Procurement
61. Applicable procurement rules and procedures. Procurement for goods, works, and non-consulting and consulting services for the proposed Project will be carried out in accordance with the procedures specified in the “World Bank Procurement Regulations for IPF Borrowers”, dated July 2016, revised in November 2017 and in August 2018 (Procurement Regulations); the Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants’ (dated October 15, 2006 and revised in January 2011 and July 2016) (Anticorruption Guidelines); and the provisions stipulated in the Financing Agreement. Given the emergency nature of this project, simplified procurement procedures for works and goods and selection procedures for consultant services may apply in accordance with the Bank Guidance: Procurement in Situations of Urgent need of Assistance or Capacity Constraints, dated March 7, 2019.
62. A simplified procurement capacity assessment of the PARSET2 PIU was carried out as part of the preparation of the proposed project. The assessment found that the PARSET2 PIU has several years of experience implementing World Bank-financed projects. Over time, improvements have been made in procurement planning, preparation of bidding documents and Request for Proposals, evaluation of bids/proposals, award and publication of contracts, contract management, and procurement record keeping, among other things. The PARSET2 PIU also has the technical staff with the capacity to implement the proposed Project.
63. The proposed Project will use the Systematic Tracking of Exchanges in Procurement (STEP) system. STEP is a planning and tracking system which provides data on procurement activities, establishes benchmarks, monitors delays, and measures overall procurement performance.
64. At this stage, the overall procurement risk under this project is assessed “High”. The main risks identified are:
i. Staff involved in the proposed Project may not have sufficient knowledge of the NPF and/or there is a risk of confusing NPF with the former Procurement and Consultant guidelines; ii. Inadequate communication and interaction between beneficiaries and the PIU may lead to delays in procurement and poor cost projections; iii. Administrative routines may result in procurement delays with the potential to negatively affect project implementation; iv. The procurement in specialized areas, where a limited number of bidders exist, may lead to lower competition, higher prices, and an increased risk of collusion; v. Insufficient capacity which can lead to poor contract management and administration of big contracts; and,
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vi. The poor filing of documents, which may lead to loss of documents.
65. Overall, all these risks can cause mis-procurement, possible delays in evaluation of bids and technical proposals, leading to implementation delays, poor quality of contract deliverables, and reputational risks to the World Bank and the project.
66. The overall procurement risk is “High”, but after the proposed mitigation measures outlined below are applied, the residual risk of the proposed Project is expected to be “Moderate”. To address the risks identified, the following mitigation measures should be put in place : (a) the two procurement specialists based in PARSET’s PIU must be fully involved in the procurement activities ; (b) all procurement staff involved on the NPF must be trained; (c) procurement processes and procedures must be developed as part of the project manual of procedures to clarify roles for each team member involved in the procurement process and define the maximum delay for each procurement stage, specifically with regard to review and approval systems, and the signing of contracts ; (d) develop contract management plans for prior review contracts; and (e) improve the procurement filing system to ensure compliance with the World Bank’s procurement filing manual.
67. Project Procurement Strategy for Development (PPSD) and Procurement Plan. Project Procurement Strategy for Development (PPSD) and draft Procurement Plan detailing the full 18 months of implementation will be prepared prior to project effectiveness. During implementation, the Procurement Plans will be updated as required to reflect actual program implementation needs and improvements in institutional capacity.
.C . Legal Operational Policies . Triggered? Projects on International Waterways OP 7.50 No Projects in Disputed Areas OP 7.60 No .
D. Environmental and Social
(i) Environmental Safeguards
68. The proposed Project’s components all aim at minimizing the adverse effects of COVID-19 on students, teachers, and the education system. The activities to be supported by the proposed Project generally have low environmental impact and potential health and safety risks to the communities, students, and teachers in view of activities involving mobilization of teachers, and the reopening of schools. The environmental, health and safety concerns arising from the proposed activities are mainly two: (i) continued risk of disease transmission; and (ii) management of solid waste and wastewater from hand washing facilities in the schools. The potential impacts and risks can be minimized through known measures to be included in the ESMF to be prepared by the Borrower. The proposed Project will support community sensitization, procurement of hand washing materials as preventative measures for spread of the highly infectious COVID-19 disease and establish a system for referral for case management for teachers and students. Thus, as part of the Occupational, Health and Safety (OHS) measures, it is recommended that the project adopt infectious and prevention control protocols for all schools; include measures on emergency preparedness and response, and regular health screening of teachers and a sample of students to ensure safety of the teachers, students and the community. An Infectious Control and Waste
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Management Plan (ICWMP) will be prepared as part of the ESMF and disseminated to all schools.
69. Environmental risks are deemed moderate and social risks substantial due mainly to reopening schools and children in the context of COVID-19 crisis. Main environmental and social risks and impacts identified during preparation include: (i) environmental and community health related risks from the a/ the construction of water points and latrines, b/installation of WASH facilities and c/cleaning and disinfection of schools which will generate both infectious waste as well as general waste including containers, contaminated materials, ordinary waste, etc.; (ii) occupational health and safety issues related to the availability and supply of personal protective equipment (PPE) for disinfection of schools; and (iv) possible risks around social exclusion for access to education, especially for the poorest and most marginalized ones who have a limited access to media.
70. To mitigate these risks and their related impacts, the PIU:
(i) Has a dedicated environmental specialist and a dedicated social specialist on board and will provide necessary trainings on the ESF so that they are fully operational; (ii) Will prepare an ESMF which will contain provisions relating to the use of products that will be used for the deep cleaning and disinfection of schools and their storage and use by qualified personnel to avoid any risk of damage to human health, as well as treatment of water from existing water sources and will include all procedures to be followed for quality improvement, with regular monitoring to ensure the potability of the water is perennial. In addition, to mitigate social risks, the ESMF will include a gender-based violence (GBV), violence against children (VAC) and sexual exploitation and abuse and sexual harassment (SEA-SH) assessment and plan and a Grievance Redress Mechanism (GRM) accessible to vulnerable groups, such as women, children, the elderly, and persons with disabilities, with effective, accessible, and inclusive communication measures about its existence and use. The GRM will also be included in the Stakeholder Engagement Plan (SEP), and will be set up for receiving grievances, and providing support to SEA/SH survivors, and that it is universally accessible and will consider the required social distancing measures, so that students (including/especially those with disabilities) who are living in quarantine situations still have some appropriate means to access them. Further the ESMF will identify measures to ensure the provision of technological equipment (TV/radios, books, writing materials, etc.) as well as food support reach those in need and the most vulnerable with equitable access to girl/boy children, learners with disabilities and other vulnerable households/children so that support is targeted and monitored. The ESMF will be prepared and disclosed within 30 days of effectiveness; (iii) Will prepare a community engagement and participation plan to engage and inform citizens on good practices to limit COVID transmission as part of project design; and (iv) Will develop codes of conduct and training materials as well as develop communication strategies as part of the SEP to raise awareness around Sexual Exploitation and Abuse (SEA).
(ii) Social Safeguards
71. The social risk rating is Substantial. There is no physical resettlement, land acquisition or economic displacement that will be required for project activities. The project’s activities aim to contribute to enhancing social inclusion, and the accessibility and continuity of education during COVID-19 pandemic, especially for vulnerable learners, such as those in remote regions, food insecure students and families, those who do not have
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
access to platforms and tools to access distance learning (including digital access or reliable electricity), learners with disabilities, girls, and others. However, the social risks related to the potential exclusion of the poorest and most vulnerable from project activities and the health risks for children related to the reopening of schools are substantial. In addition, ensuring communication is tailored to specific constituencies to address linguistic differences, take into account literacy levels, access to mass communication, culturally and age-appropriate messaging will be a particular challenge. Although the PCU has good experience implementing World Bank operations, they have limited experience with developing and implementing measures designed to address something of the magnitude and unprecedented nature of the COVID-19 pandemic. They will be able to take advantage of best practice examples from reopening schools following the Ebola crisis in Africa as well as cross- sectoral coordination with the Ministry of Health that is currently implementing the COVID-19 Strategic Preparedness and Response project (P173894).
72. The capacity of the MENPC to manage the environmental and social (E&S) risks will need to be improved during implementation through ongoing support and training by the World Bank, specialized NGOs and environmental and social specialists. A capacity assessment will be undertaken no later than 30 days after Effectiveness and additional specialists will be identified and hired in order to support the implementation of the communication strategy and the SEP.
73. Gender: In Chad, inequitable access to education is a key challenge of the education system, and sustained learning disruption could cause a rise in teenage marriages, unwanted pregnancies, deepen gender stereotypes, which all constitute major impediments to girls’ education in Chad. The proposed Project is taking a strong gender approach in its design through the deployment of gender-based campaigns, including sensitization programs on early marriage, early pregnancies and importance of continuing learning, parental education and gender-based violence prevention and reduction. The sensitization activities are targeting parents, community members, and all students (girls and boys). At the same time, the project recognizes the importance to have all children back to school once schools reopen, especially girls, who are the most at risk of dropping out of school during the crisis. The proposed Project will deploy back-to-school campaigns ahead of schools reopening, to mobilize parents and community to ensure students return to school on reopened
Table 4: Identified gender gap in the context of the COVID-19 crisis in Chad Gap/challenges Action Indicators Inequitable access to remote - provide a combination of distance - Share of children supported with learning modalities, especially learning options to reach most remote/homebased learning. for girls and boys in rural areas learners, especially girls and boys in (disaggregated by gender) and disadvantaged households rural areas Teenage marriages, early - deployment of gender-based - Number of girls and boys reached pregnancies, engagement in campaigns, including sensitization through sensitization programs on home or farm chores, and programs on early marriage, early early marriage, early pregnancies, deepening of gender-biased pregnancies and importance of and importance of continued social norms, as a result of the continuing learning, parental learning. crisis (i.e. sanitary and education and gender-based economic crisis, and school violence prevention and reduction. - Share of students who have closure) - Deployment of back-to-school returned to school at reopening campaign (disaggregated by gender)
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(iii) Citizen engagement
74. Several measures will be put in place to ensure that citizens are adequately consulted and have the recourse to be able to provide feedback on how the project activities are functioning. This includes consultations, collaboration, school-based development approach and Grievance Redress Mechanisms (GRMs). Community engagement in early stage of the Project will be supported to ensure proper ownership of the design and to reflect communities’ needs and guidance for a smooth implementation, particularly as schools begin to reopen. This will include, among other initiatives: (i) community meetings, individual meetings with local heads and public meetings in targeted villages or communes. Local radios and community channels will be explored to disclose information and keep communities aware of the issues related to COVID-19 and the Project progress and key information. The Project will also support the development and strengthening of the MENPC website to all interventions for a broader audience.
V. GRIEVANCE REDRESS SERVICES
75. Communities and individuals who believe that they are adversely affected by a World Bank (WB) supported project may submit complaints to existing project-level grievance redress mechanisms or the WB’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed in order to address project-related concerns. Project affected communities and individuals may submit their complaint to the WB’s independent Inspection Panel which determines whether harm occurred, or could occur, as a result of WB non-compliance with its policies and procedures. Complaints may be submitted at any time after concerns have been brought directly to the World Bank's attention, and Bank Management has been given an opportunity to respond. For information on how to submit complaints to the World Bank’s corporate Grievance Redress Service (GRS), please visit http://www.worldbank.org/en/projects-operations/products-and-services/grievance-redress- service. For information on how to submit complaints to the World Bank Inspection Panel, please visit www.inspectionpanel.org.
VI. KEY RISKS
76. The overall risk rating is assessed as Substantial as indicated in the systematic operations risk rating tool (SORT). Even though the macroeconomic risk is high it is not likely to impact the project implementation. The remaining risk rated as high is the institutional capacity for implementation and this risk will be mitigated with frequent SC meetings and supervision missions when necessary. Because the technical design is substantial, the overall risk must be at minimum substantial given the other risk ratings.
77. Political and Governance. Substantial. Political instability, vulnerability to terrorist attacks, security risks, and limited governance mechanisms are all substantial challenges. Close monitoring of project implementation, clear reporting arrangements, and third-party monitoring arrangements as well as compliance with all security procedures is required.
78. Macroeconomic. High. Chad’s economy is expected to contract by 0.2 percent in 2020 due to lower oil prices and production; and weak performances in the non-oil sector. The economy contraction may reach 2.2 percent if the pandemic persists until December 2020 or after. The slowdown in China’s growth will affect FDI-
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related imports needed to support new oil fields. The services sector – hoteling, transport, aviation, and restaurant – will be severely hit by confinement measures and border closures. Lower fiscal revenues will decrease capital expenditure; albeit, no changes to the wage bill to avoid social unrest. Services and industrial sectors contribute a combined -2.5 percent to economic growth, while the primary sector (the main driver) contributes only 2.3 percent. Inflation will reach 2.2 percent (from -1.0 percent in 2019), which remains below the CEMAC convergence criteria. Therefore, this it is assessed as high-risk. Despite COVID19-induced recession in 2020, Chad is expected to recover in 2021 (baseline scenario) or in 2022 (downside scenario). Structural reforms are needed to improve the business environment, diversify the economy, and build resilience to external shocks. The World Bank is designing and negotiating new Development Policy Operations (DPO) to support Chad’s in mitigating the negative impact of the Covid-19 crisis and tackling structural bootlessness in PFM and energy to relaunch economic recovery. The IMF is supporting macroeconomic reforms through the 6th tranche of its Extended Credit Facility (ECF) to be completed in September 2020.
79. Institutional Capacity for Implementation and Sustainability. High. This is the first World Bank project focused on distance learning and health issues in the education sector in Chad, to the exception of the deworming component of PARSET2. The ministry has never experienced such challenge before and is not fully equipped to do so. Further, weak capacity and resource constraints for the technical departments within the ministry may hamper timeliness of project implementation and constitute a risk. This will be partially mitigated by housing the project under the management of the basic education project PCU.
80. Fiduciary. High. A weak control environment with a high susceptibility of fraud and corruption, as well as procurement challenges, and low capacity of implementing entities at regional levels constitute a high fiduciary risk in Chad. A systemic risk in Chad is the low ceiling for procurement which can significantly delay project activities. Any contract above 10 million CFA francs (roughly US$20,000) needs to go through the entire signature circuit which ends at the Presidency and includes the Ministry of Finance. Recent history shows that many projects have experienced significant implementation delays due to this systemic issue that task teams are cognizant of and have been working with the authorities to resolve. The many nodes in this circuit also increase the fiduciary risk of the project. The proposed FM arrangements for this project are considered adequate subject to the . implementation of the mitigation measures and meet the minimum fiduciary requirements under World Bank.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
VII. RESULTS FRAMEWORK AND MONITORING
Results Framework COUNTRY: Chad CHAD COVID-19 Education Emergency Response GPE Project
Project Development Objectives(s) The Project’s Development Objectives are to: (i) improve access to multimodal distance learning for all primary, and lower secondary students, with a focus on the most vulnerable; (ii) ensure a safe and effective re-opening of schools; and (iii) strengthen the resilience and emergency management capacity of the education sector.
Project Development Objective Indicators
RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 Ensuring learning continuity for all students from grades 1 to 13
Number of students that have access to any distance learning program (take-home packages, 0.00 550,000.00 550,000.00 online, radio, and TV) (Number)
Share of girls that have access to any distance 0.00 30.00 45.00 learning program (Percentage)
Ensure a safe and effective reopening of schools
Number of students who effectively go back to 0.00 1,300,000.00 1,300,000.00 school after schools reopen (Number)
Number of girls among students returning to 0.00 590,000.00 school (Number)
Percentage of schools equipped with minimum 0.00 40.00 80.00 hygiene package for prevention of COVID-19
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
RESULT_FRAME_TBL_PDO Indicator Name PBC Baseline Intermediate Targets End Target 1 (Percentage)
Share of children provided access to psychosocial support to reduce the negative impacts of school 0.00 15.00 30.00 closures (Percentage)
Share of girls among children benefiting from 0.00 45.00 45.00 access to psychosocial support (Percentage)
Strengthening the resilience and emergency management capacity of the education sector
National Contingency Plan for Education is No Yes Yes operationalized by the Government (Yes/No)
PDO Table SPACE
Intermediate Results Indicators by Components
RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 Ensuring learning continuity by expanding distance learning opportunities for all students Availability of a functioning distance learning No Yes Yes system (Yes/No) Availability of a dedicated and functional hotline number (Yes/No) No Yes Yes Number of teachers receiving training in distance learning content design and teaching methods 0.00 1,500.00 5,000.00 (Number) Percentage female teachers (Number) 0.00 20.00 35.00 Preparing the reopening of schools Share of schools equipped with a functional WASH 24.00 50.00 80.00 (Percentage)
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
RESULT_FRAME_TBL_IO Indicator Name PBC Baseline Intermediate Targets End Target 1 Number of parents informed about prevention of COVID-19 (Number) 0.00 75,000.00 150,000.00 Number of teachers trained in psychosocial 0.00 1,500.00 5,000.00 support (Number) Percentage of female teachers (Percentage) 0.00 20.00 35.00 Building a resilient education sector and supporting project oversight Update the education emergency contingency plan to reflect lessons learned from the COVID-19 No Yes Yes crisis (Yes/No) Establishment of a remote working and video conference system at all ministries in charge of No Yes Yes education and training and PCU (Yes/No) Number of MENPC directorates and DPEJ trained 0.00 5.00 10.00 on emergency response (Number) Citizen engagement - Beneficary surveys complete 0.00 1.00 2.00 (Number)
IO Table SPACE
UL Table SPACE
Monitoring & Evaluation Plan: PDO Indicators Methodology for Data Responsibility for Data Indicator Name Definition/Description Frequency Datasource Collection Collection Number of students who Phone surveys to Number of students that have access to access courses via the households, Quarterly PCU report MENPC, PCU any distance learning program (take- established distance administrative reports home packages, online, radio, and TV) learning system and are of DPEJ or IPEP, PCU reached by a delivery of a reports
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
take-home package, radio, television, mobile phone, e- learning platform. Share of girls among all Share of girls that have access to any children accessing any distance learning program distance learning program It is the number of students Inspectors do school who were enrolled during opening reports on a the 2019-2020 school year MENPC regular basis and they that will return to school inspection collect enrollment data. when the government reports and This data will be used Number of students who effectively go Quarterly MENPC, PCU orders school full re- phone survey along with phone calls back to school after schools reopen opening in the six regions of for to parents and schools N'Djamena, Logone estimation to cross-check Oriental, Logone Occidental, students effective Moyen Chari, Guera, and return to school Kanem Number of girls among students
returning to school Percentage of schools equipped with minimum hygiene package for prevention of COVID-19 Share of children (and % of children in the relevant age- group in the program area) provided access to programs Share of children provided access to Project and sensitization campaigns Quarterly psychosocial support to reduce the report that aim at minimizing the negative impacts of school closures negative impacts of COVID- 19 school closure like psychological impacts, gender-based violence, and
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
issues related to unequal social norms Share of girls among children benefiting from access to Share of girls psychosocial support The National Contingency Plan which delineates the National Contingency Plan for Education is mechanism to respond to a Quarterly MENPC PCU, MENPC operationalized by the Government crisis is operationalized and actions required by the plan are taken ME PDO Table SPACE
Monitoring & Evaluation Plan: Intermediate Results Indicators Methodology for Data Responsibility for Data Indicator Name Definition/Description Frequency Datasource Collection Collection A multimodal distance learning system using Availability of a functioning distance delivery of take-home Quarterly PCU Progress reports PCU learning system packages, radio, television, e-learning platform is established and functional. Establishment of a free call center for teacher-student and teacher-parent interactions. The indicator Availability of a dedicated and functional Quarterly will monitor if a free call hotline number center allowing back-an- forth communication between teacher and students, and teacher and
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
parents is established.
Number of teachers Number of teachers receiving training in receiving training in distance Quarterly MENPC, PCU MENPC, PCU distance learning content design and learning content design and teaching methods teaching methods Percentage female teachers Percentage of targeted schools equipped with minimum hygiene standards for prevention of COVID-19. PCU, phone WASH activities will be surveys, and Through regular on-site Share of schools equipped with a Quarterly DAPRO, PCU implemented to ensure statistical or phone surveys functional WASH adequate sanitation and yearbook hygiene measures are taken to ensure a safe and healthy learning environment for students and teachers. Number of parents informed about prevention of COVID-19 Number of teachers receiving training in Training reports will integration of the Training provide the list of Number of teachers trained in psychosocial support (PSS) Quarterly report and PCU teachers trained on psychosocial support in school as well as on PCU specific subject matters recognition of signs of
distress, and identification of children in need of PSS. Share of female among Percentage of female teachers teachers trained in psychosocial support
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Update the education emergency contingency plan to reflect lessons learned from the COVID-19 crisis A working video conference system is established for effective remote work the Installation report by Establishment of a remote working and different ministries in the hired company. video conference system at all ministries charge of education and Quarterly PCU Establish a VC PCU in charge of education and training and training (MENPC, MVPTMC, discussion with the PCU MFPPESN) and the PCU to ministries allow them to conduct virtual meetings and effectively work remotely. MENPC and decentralized structures that are train to Training Number of MENPC directorates and DPEJ trigger relevant mechanisms Quarterly PCU, MENPC reports trained on emergency response when an emergency occurs
as delineated in the MYRP or the PCNET Beneficiary survey done to gauge the perception of the Twice a Citizen engagement - Beneficary surveys PCU Activity reports PCU, MENPC project beneficiaries and year complete their communities on the impact of the project ME IO Table SPACE
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
ANNEX 1: Implementation Arrangements and Support Plan
COUNTRY: Chad CHAD COVID-19 Education Response GPE Project
Project Institutional and Implementation Arrangements
1. Guiding Principle. The implementation arrangements of the project will be guided by an effective partnership between the Government and the partners, transparency in the use of resources, and accountability at all levels. Moreover, by designating component focal points within government structures, in parallel with the process during project preparation with the national project preparation team, the project aims to strengthen ownership and build capacity in technical areas as well as in overall project management, including budgeting, FM, procurement and environment and social safeguards issues.
2. Transparency in the use of resources. The project will fully comply with the World Bank fiduciary rules to prevent deviation from the intended use of available resources. The project will follow clear procurement, FM and disbursement procedures with transparency and accountability. The Project Implementation Manual will be developed to set out the rules and procedures of project execution by all levels of the administration. The Government has also committed to sanction all misuse of funds, including non-competitive bidding practices, and will alert the implementation agencies of any irregularities.
3. Steering Committee (SC). The Government has already established a Scientific Committee for the Education Response (CSRE) to COVID-19. This committee is charged to shape and oversee the response of the education sector to the pandemic. It is headed by the MENPC and includes all ministries ion charge of education. The CSRE will serve as the SC of this Project. It will provide guidance to the project on a regular and frequent basis. As this is an emergency project and the impact of the pandemic are already profound and wide-ranging, the SC will meet on a monthly basis to oversee implementation progress of the Project and provide guidance for necessary course correction. In addition to the ministries in charge of education (MENPC, MPTMC, MFPPESN, MESRI), the SC will include representatives of MEPD and MFB. It should also include representatives of civil society and private sector. The PARSET2 Coordinator will assume SC secretarial duty.
4. Role of the SC. The PCU will report to the SC with quarterly progress reports. The SC will provide strategic guidance to the implementation partners and approve six-month action plans and budgets. The SC will also be convened by its president if a coordinated intervention is required to resolve bottlenecks impeding project implementation. External stakeholders may also be requested to attend these meetings, when needed. The SC will meet by July 7, 2020 for the first time after Project effectiveness, and then every second Tuesday of the month to ensure that its decisions are reflected in the action plan and implementation is going as expected.
Project coordination and management.
5. The technical committees of the CSRE and relevant directorates of MENPC will be responsible for project implementation. On behalf of the Minister, the CRSE will be responsible for alerting the relevant
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
decision-makers of implementation challenges and sources of delays, so that solutions can be found promptly. The CRSE will provide technical input to PARSET2 for its quarterly progress reports.
6. The PCU, PARSET2, will be responsible for daily project coordination, as well as the administration of the financing: procurement, FM, disbursement, monitoring, reporting and evaluation, environmental and social safeguards, and social inclusion. As such, the PCU will be responsible for (i) coordinating project interventions and ensuring that the project complies throughout with the financing agreement; (ii) preparing six-month action plans and budget, for approval by the CSRE; (iii) supervising project activities and alerting decision-makers of issues impeding project implementation to identify remedial actions; (iv) delivering quarterly progress reports; and (v) facilitating audits, organizing missions and events necessary for the implementation and supervision of the project.
7. The PCU is a large team comprised of a qualified project coordinator, two procurement specialists, one FM specialist, one M&E specialist, two safeguards specialists (social and environmental) to ensure that the environmental and social safeguards requirements are met, one internal auditor, and two accountants. The PCU is also in the process of hiring a civil works engineer who will help oversee the construction of water points and latrines.
8. Implementation agencies for each component is described in Figure 3 below:
Figure 3: Implementation Arrangements
Steering Committee (SC)
Project Coordination Unit (PCU)
Component 1:Ensuring learning continuity Component 3: Building resilience and by expanding distance learning Component 2: Preparing the safe reopening of schools strengthening the emergency management opportunities for all students capacity of the education sector
1.1: Improving access to 1.2: Teacher training to 2.1: Media 2.3: Provision of educational content prepare and deliver campaign 2.2: Ensuring psychosocial through a multi-modal educational content and 3.1: Building a 3.2: Supporting schools are support services distance learning system through a multi-modal community resilient education project oversight and safe for re- to teachers, for all students in primary distance learning sensitization sector monitoring and opening students, and and secondary schools system for returning evaluation to school parents
STC1 STC1, DGFE STC2 STC3 STC3 STC2 PARSET2
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Component 1: Ensuring learning continuity for all students from grades 1 to 13
1. The implementation of this component will be articulated around the following main entities: (i) STC1 the committee for the management of pedagogical activities; and (ii) two important directorates one in charge of emergency situations and the other in charge of technology.
Component 2: Preparing for the safe reopening of schools
2. The implementation of this component will be articulated around the following main entities: (i) STC3 the committee in charge of reopening schools; and (ii) the DPEJ that administer the schools at the local level.
Sub-component 2.2: Ensuring schools are safe for re-opening
3. The STC3 will be the main implementer of this sub-component.
Sub-component 2.3: Provision of psychosocial support to parents, students, and teachers
4. Stakeholders responsibilities for components implementation are summarized as follows:
Table 5: Role of Directorates and Agencies for Project Implementation by Component Component/Sub-Component Lead Implementing Entity Component 1: Ensuring learning continuity by expanding distance learning opportunities for all students Sub-component 1.1: Improving access to educational content through STC1, DGTDBPC; DPST a multi-modal distance learning system for all students in primary and secondary schools Sub-component 1.2: Teacher training to prepare and deliver STC1, DGFE, DEIESAU, educational content through a multi-modal distance learning system
Component 2: Preparing the safe reopening of schools Sub-component 2.1: Preparing schools for the return of students STC3, DPEJ Sub-component 2.2: Ensuring schools are safe for re-opening STC3, DANSS, DPPCS Sub-component 2.3: Provision of psychosocial support services to STC3, DPEJ teachers, students, and parents
Component 3: Building resilience and strengthening the emergency management capacity of the education sector Sub-component 3.1: Building a resilient education sector STC2, Education Cluster Sub-component 3.2: Project monitoring and evaluation PARSET2 Note: The entity that is in bold and underlined is the lead entity and will convene the necessary coordination meetings with all other entities regarding project activities. STC1: Specialized Technical Committee for the management of pedagogical activities. STC2: Specialized Technical Committee the Communication STC2. STC3: Specialized Technical Committee in charge of schools reopening process.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Implementation Support Plan
5. There will be close support for project implementation because at the exception of the TTL, all core team members — the education specialist, the procurement, financial, social, and environmental specialists—are all based in N’Djaména. It will provide close monitoring and support, with regular meeting as established in the country office and ad hoc as needed. Additional support will come from semiannual reviews and technical support missions.
6. Semiannual and annual reviews: Twice a year, in May and November, the task team, the PCU, and the Government will organize a joint-review meeting with the supervision mission to assess progress to date, identify emerging difficulties, and agree on mitigating measures and action plans. These missions will coincide with the supervision missions of the basic education (P132617) and skills projects (P164297) and offer the opportunity to have an overview of the portfolio and how emergency situations are being streamlined.
7. Technical support missions will be carried out when international expertise is needed to guarantee the quality of results or reinforce national technical capacities.
8. Support to the implementation plan: FM and Procurement supervisory missions will be conducted throughout the project supervision. The supervision support will take into account the high fiduciary risk rating, with the ultimate aim of achieving satisfactory FM and Procurement performance throughout project implementation.
Table 6: Skills Mix Required for Project Support Role Skills needed Number of trips Comments Team Leader 20 SW annually Country Office-based Architect/Engineer 6 SW Years 1, 2, 3 1 trip annually Distance learning 6 SW annually 1 trip annually specialist Gender specialist 3 SW annually Country Office-based ICT specialist 6 SW annually Social safeguards 2 SW annually 2 trips annually Country Office-based specialist Environmental 2 SW annually 2 trips annually Country Office-based safeguards specialist Procurement specialist 2 SW annually 2 trips annually Country Office-based FM specialist 2 SW annually 2 trips annually Country Office-based Education in 12 Weeks annually 3 trips annually Consultant emergency specialist
Planning, monitoring and reporting
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
9. Progress Reports. The PCU will send to the World Bank quarterly progress reports, within 45 days following the end of the calendar quarter. A sample report will be included in the PIM
10. Validation of the Actual Action Plan, Budget, and semi-annual Progress Report. With input from all implementing entities, the PCU will prepare a budgeted semi-annual action plan, to be discussed and validated during the Project SC review. The process will be detailed, and sample reports will be included in the PIM.
11. Semi-annual reviews. A review of the project including all stakeholders and development partners will be organized every six months after the start of the project. This review will be the opportunity to review the progress report, as well as the following semester’s action plan and budget, and to discuss successes, bottlenecks and recommendations for the future. During these reviews, the MENPC, MVTMC, and other ministries’ officials will also provide updates on the status of the emergencies in the education sector.
12. A mid-term review will take place in April 2021 i.e. nine months into implementation. It will be the opportunity to identify challenges or new priorities, and to reorient the project accordingly.
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
ANNEX 2: Financial Management and Disbursement Arrangements
COUNTRY: Chad CHAD COVID-19 Education Response GPE Project
Financial Management
A) Summary 1. An FM assessment of the project coordination unit (PCU) of the ongoing Education Sector Reform Project phase 2 (US$65 million, P132617) and Skills Development for Youth Employability Project (US$50 million, P164297) housed within MENPC (PARSET2), identified to manage the Chad COVID-19 Education Response GPE Project, was carried out in May 2020. The objective of the assessment was to determine whether PARSET2 has acceptable FM arrangements in place to ensure that the proposed project funds will be used only for intended purposes, with due attention to considerations of economy and efficiency. The assessment complied with the Financial Management Manual for World Bank investment project financing operations.
2. Arrangements are acceptable if they are capable of accurately recording all transactions and balances, supporting the preparation of regular and reliable financial statements, safeguarding the project’s assets, and subject to auditing arrangements acceptable to the World Bank. These arrangements should be in place when the new project implementation starts and be maintained as such during project implementation. The assessment concluded that the FM of PARSET2 satisfies the World Bank’s minimum requirements under Bank Directive and Policy - IPF and therefore is adequate to provide, with reasonable assurance, accurate and timely FM information on the status of the project required by the World Bank.
3. The overall FM risk rating is assessed as Substantial and mitigation measures proposed (see Table xxx) will strengthen the internal control environment and maintain the continuous timely and reliability of information produced by ARSET2 and an adequate segregation of duties. The efficacity of most of the mitigation measures will be implemented effectively and assessed during the project implementation period. The efficacity of these mitigations’ measures depend on PARSET2 capacity and willingness to implement then, which could be measured after project effectiveness; during the implementation period.
Table 7: Risk Assessment and Mitigation Table Residual Risk Rating Type of Risk Last FMAR of Brief Explanation of Changes and any New Mitigation Measures SPN SPRP Inherent Risk Country level H H Entity level S M PARSET2 has gained additional experiences and is more familiar with Bank FM procedures. However, additional measures will be implemented including additional staffing. Program level S H The implementation of emergencies activities related to COVID-19 impact the risk level. Some actors also face capacity challenges. Training will be
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Residual Risk Rating Type of Risk Last FMAR of Brief Explanation of Changes and any New Mitigation Measures SPN SPRP provided and detailed Annex to FM procedures manuals prepared (Note to the FM manual). Overall Inherent S S Risk Control Risk Budgeting M M PARSET2 has adequate FM skills and tools in place to manage adequately, the preparation and execution of the budget/ AWPB. Use of the mechanisms in place under of the ongoing Education Sector Reform Project phase 2 (P132617) and Skills Development for Youth Employability Project (P164297) to execute the proposed project’s budget and work plan. Accounting M M The Borrower will maintain a financial management system acceptable to IDA, by taking the following actions: (i) complete the recruitment of an additional accountant, (ii) revise the ToRs and contracts of PARSET2 FM staff to handle the project’s activities; and (iii) the use a comprehensive automated accounting system adjusted for the proposed project needs to satisfy Bank accounting and reporting requirements. Internal controls S S Risks of by-passing rules and ex-ante controls and use of parallel mechanisms to speed up processes. Complete the recruitment of the PARSET2 internal auditor and include in his/her ToRs and contract, the activities of the proposed project. The Bank reserves the right to use government institutions for verification and post-audit of activities. Preparation of a specific Annex to FM procedures manual to reflect the specificities of this project. Funds Flow S S Funds Disbursements from World Bank to the project Designated Account and from the Designated Account to the suppliers, contractors, and other services providers will follow the existing mechanism already in place under the ongoing Education Sector Reform Project phase 2 (P132617) and Skills Development for Youth Employability Project (P164297). The Bank reserves the right to request the verification and post-audit of COVID-19 activities by the government institutions which could be supported by external experts/consultants. Financial Reporting M M The existing accounting software used by PARSET2 will be migrated to ensure timely recording of financial information as well as timely production of quarterly and annual financial statements.
PARSET2 will also prepare and submit to the World Bank the IFRs every six months. External Auditing M M An external auditor will be recruited according to ToRs acceptable to the World Bank to conduct external audit of the project’s accounts on a yearly basis; the report will be furnished to the World Bank within five (5) months of the end of the Recipient’s fiscal year Overall control risk S S Overall FM risk S S Substantial
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Note: M = Moderate; S = Substantial; H = High.
B) Detailed Financial Management Arrangements 4. Planning and budgeting: The PARSET2 will prepare an initial detailed work plan and budget (WPB) for implementing the proposed project’s activities. Thereafter, PARSET2 will prepare on an annual basis (if needed), an AWPB. The annual budget will be submitted to the Project Steering Committee for approval and thereafter to the World Bank for no-objection, not later than November 30 of the year preceding the year the work plan is to be implemented.
5. Accounting and Staffing: The prevailing accounting policies and procedures in line with the West and Central African Francophone countries accounting standards (SYSCOHADA), which are in use in Chad for ongoing World Bank-financed operations such as Education Sector Reform Project phase 2 (P132617) and Skills Development for Youth Employability Project (P164297), will apply. The accounting systems and policies and financial procedures used by the project are documented in the project’s administrative, accounting, and financial manual.
6. Internal control system and internal audit arrangements: An FM Procedures Manual is currently in place at the PARSET2 and used for the Education Sector Reform Project phase 2 (P132617) and Skills Development for Youth Employability Project (P164297). This manual will be updated to reflect the new project arrangements and requirements. Specifically, a section (Note) will be drafted and considered as an “Annex” to the existing FM procedure manual. This Annex will describe specific FM arrangements for the proposed project. To date, the recruitment of the PARSET2’s internal auditor is underway. It is expected that the internal auditor will be in place not later than one (1) month after project effectiveness. The internal auditor will be trained on the risk-based approach. Post-reviews of the project transactions and activities will be carried out by the internal auditor on a semester basis.
7. Disbursements/Flows of funds arrangements: Upon loan effectiveness, transaction-based disbursements will be used. The project will finance 100 percent of eligible expenditures inclusive of taxes. A Designated Account (DA) will be opened in a commercial bank under terms and conditions acceptable to the World Bank. The ceiling of the DA will be stated in the DLFI. An initial advance up to the ceiling of the DA will be made and subsequent disbursements will be made against submission of statements of expenditures (SOE) reporting on the use of the initial/previous advance. The option to disburse against submission of semester unaudited IFRs (also known as report-based disbursements) could be considered, as soon as the project meets the criteria. Other methods of disbursing the funds (reimbursement, direct payment, and special commitment) will also be available to the project. The minimum value of applications for these methods is stated in the DFIL. The project will sign and submit Withdrawal Applications electronically using the eSignatures module accessible from the World Bank’s Client Connection website.
8. Payments to Service providers, suppliers, consultants, constructors: PARSET2, through its FM unit, will make payments to contractors, suppliers, service providers, and the implementing agency for activities specified in the project and in contracts. In addition to supporting documents, when approving payments, the PARSET2 will consider the findings of the internal auditor raised in his missions’ reports. PARSET2 will have the right to verify
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
expenditures and may request refunds if contractual provisions have not been honored. Activities not authorized could result in suspension of financing for a beneficiary.
9. Local taxes: Funds will be disbursed in accordance with project categories of expenditures and components, as shown in the Financing Agreement. Financing of each category of expenditure/component will be authorized as indicated in the Financing Agreement and will be inclusive of taxes according to the current country financing parameters approved for Chad.
10. The diagram below depicts the funds flow mechanism that will be deployed for the project.
Table 8: Flow of Funds Disbursements
IDA (Credit/Grant Account)
DA (XAF) Commercial bank Direct Managed by PARSET2 payment
Suppliers, Contractors, and other Services providers
Flow of documents (invoices, documentations, etc.)
Flow of funds
11. Financial Reporting and Monitoring: The unaudited IFRs will be prepared every semester and submitted to the World Bank regularly (for example, 45 days after the end of each semester) and on time. The frequency of IFR preparation as well as its format and content will remain unchanged, similar to the Education Sector Reform Project phase 2 (P132617) and Skills Development for Youth Employability Project (P164297).
12. Annual financial statements and reporting: In compliance with International Accounting Standards and World Bank requirements, the PARSET2 will produce annual financial statements. The frequency of annual financial statements preparation as well as their format and content will remain unchanged, similar to the
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
Education Sector Reform Project Phase 2 (P132617) and Skills Development for Youth Employability Project (P164297).
13. External Auditing: PARSET2 will submit audited project financial statements satisfactory to the World Bank every year within six months after closure of the government fiscal year. The audit will be conducted by an independent auditor with qualifications and experience acceptable to the World Bank. The project will comply with the World Bank disclosure policy of audit reports and place the information provided on the official website within two months of the report being accepted as final by the team and the World Bank.
Table 9: Due Dates of the Audit Reports Audit Report Due Date Responsible Party Audited financial statements Submitted within six (6) months after the end of each MENPC including audit report and fiscal/financial year. Management Letter Table 10: FM Action Plan Topic Remedial Action Recommended Responsible Completion date FM Entity Condition Staffing Finalize the recruitment of the additional MENPC Two (2) months NO accountant. after project effectiveness Update the ToRs and contracts of PARSET2 MENPC Two (2) months NO FM staff to include the proposed project’s after project activities. effectiveness Internal Revise the existing FM procedures manual MENPC One (1) month NO control/proce including specific FM requirements for the after project dures manual proposed project (Annex” to the existing FM effectiveness procedures manual). Information Update the configuration of the existing MENPC Two (2) months NO system accounting software to reflect the needs of after project accounting the proposed project. effectiveness software Internal Finalize the recruitment of the PARSET2 MENPC Two (2) months NO auditing after project effectiveness Update the ToRs and contract of the MENPC Two (2) months NO PARSET2 internal auditor to conduct to after project reflect the activities under the proposed effectiveness project. External Recruit the external auditor based on ToRs MENPC Five (5) months NO auditing acceptable to the World Bank. after project effectiveness
Conclusion of the Assessment
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The World Bank CHAD COVID-19 Education Response GPE Project (P174214)
14. A description of the project’s financial management arrangements as documented in the preceding paragraphs indicates that they satisfy the Bank’s minimum requirements as per Bank Policy. Overall, the financial management residual risk is assessed and rated as substantial.
15. Support to the implementation plan: FM supervisions will be conducted over the project’s lifetime. The project will be supervised on a risk-based approach, considering the alternative options developed in OPCS Guidance issued on March 24, 2020 (Streamlined Fiduciary Implementation Support Measures for Active Bank- financed Operations given Travel Limitations due to COVID-19 Pandemic). Based on the outcome of the FM risk assessment, the following implementation support plan is proposed. The objective of the implementation support plan is to ensure the project maintains a satisfactory FM system throughout its life.
Table 11: FM Implementation Support Plan FM Activity Frequency Desk reviews IFRs’ review Semester Audit report review of the program Annually Review of other relevant information such as interim internal control Continuous, as they become available systems reports On-site visits Review of overall operation of the FM system (Implementation Support Twice a year for Substantial risk Mission) Monitoring of actions taken on issues highlighted in audit reports, As needed auditors’ Management Letters, internal audits, and other reports Transaction reviews As needed Capacity-building support FM training sessions Before project effectiveness and during implementation as needed
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ANNEX 3: Project Detailed Costs by Component and Activity
COUNTRY: Chad CHAD COVID-19 Education Response GPE Project
Qty / Unit cost Estimated cost Estimated Sub-Component Activities Description of the Qty/Frequency Frequency FCFA FCFA cost USD
Component 1: Ensuring learning continuity by expanding distance learning opportunities for all students Number of primary and secondary Distribution of printed materials (take-home packages) 500,000 school students that will be provided 2,000 1,000,000,000 1,694,915 with the printed materials Number of radios or cell phones Provision of limited number of radios or feature phones with SD cards to 20,000 25,000 500,000,000 847,458 vulnerable households distributed Sub-Component 1.1 : Improving Design of educational resources to broadcast radios broadcasters 1 This will be done once access to educational content (private, community, and faith-based) 15,000,000 15,000,000 25,424 through a multi-modal distance It is anticipated that the dissemination learning system for all students Support Television and acquisition of an e-learning platform 2,400 will be done on 60 broadcasts of 1h on 150,000 120,000,000 203,390 in primary and secondary schools 20 radios and 10 TV stations
Support subscription packages fees for households 10,000 Number of selected households 10,000 100,000,000 169,492 Support the acquisition of supplementary online teaching and learning materials from external partners, providing these at no cost to all 1 This will be done once 10,000,000 10,000,000 learners primarily through radio, television, and the internet 16,949 Support teacher training in online and distance learning methodologies 5,000 Number of teachers to be trained 40,000 200,000,000 338,983
Sub-Component 1.2: Teacher Technical assistance for teacher training programs to adapt the current 1 Lumpsum 50,000,000 50,000,000 training to prepare and deliver curriculum to distance learning strategies 84,746 Support a platform for all teachers (WhatsApp for instance) to engage educational content through a 1 Lumpsum 50,000,000 50,000,000 multi-modal distance learning among themselves, or with the administration, students, and parents 84,746 system Printing and distribution (including digital) of guidance materials for teachers to develop rules together with parents and students on the 100,000 Number of printed materials 1,200 120,000,000 203,390 management of daily home-based learning practices Sub-total component 1 2,065,000,000 3,669,492 Component 2: Preparing the safe reopening of schools
Disssemination of campaigns on social distancing and COVID-19 Sub-Component 2.1: Media 50,000 Number of leaflets distributed 2,500 125,000,000 211,864 prevention measures through the printing and distribution of leaflets to campaign and community communities sensitization for returning to Broadcasting of awareness-raising spots for disease control and school prevention for community members, teachers, students, and parents on 6,600 Number of dissemination of spots 2,000 13,200,000 22,373 radios
Broadcasting of awareness-raising spots for disease control and prevention for community members, teachers, students, and parentson 30 Number of broadcasts on TV 50,000 1,500,000 2,542 TV
Broadcasting of gender sensitization campaigns that focus on girls at risk Broadcasting of 10 spots per day and 6,000 2,000 12,000,000 20,339 of dropping out, as well as measures to prevent gender-based violence for 30 days on 20 radios Broadcasting of gender sensitization campaigns that focus on girls at risk Broadcasting of one spot per day for 30 of dropping out, as well as measures to prevent gender-based violence 30 50,000 1,500,000 2,542 days on TV on TV Provision of hand washing facilities: Install hand-washing stations at the Number of classrooms covered by the 8,000 15,000 120,000,000 203,390 entrance of each classroom and administrative office. activity Number of classrooms covered by the Provision of hand-washing kits and soap 8,000 10,000 80,000,000 135,593 Sub-component 2.2: Ensuring activity schools are safe for re-opening Disinfection of schools 4,200 Number of schools disinfected 60,000 252,000,000 427,119 Strengthening of school hygiene committees (cleaning and disinfection Number of schools covered by the products, capacity building and masks) with the support of decentralized 4,200 130,000 546,000,000 925,424 activity authorities (Inspectors)
Training of teachers and PTAs on COVID–19 prevention and on the 5,000 Number of teachers to be trained 20,000 100,000,000 169,492 detection of signs of psychological distress
Provide psychosocial support to targeted communities 1 Lumpsum 10,000,000 10,000,000 16,949
Support integration of PSS in the curriculum for pre-service training and 1 Lumpsum 30,000,000 30,000,000 50,847 the curriculum used in public schools in collaboration with the MYRP Sub-component 2.3: Provision of psychosocial support services to Preparation and dissemination of key messages for teachers and children teachers, students, and parents for their emotional and psychosocial support with a focus on gender 50,000 Number of leaflets distributed 5,000 250,000,000 423,729 discrimination and stigma (increased risks of pregnancy, sexual exploitation or gender-based violence during confinement) Establishment of a community psychosocial care system and the 1 Lumpsum 20,000,000 20,000,000 33,898 provision of appropriate material Hiring of service providers to deliver PSS and create a web-based or 1 Lumpsum 20,000,000 20,000,000 33,898 phone-based platform
Sub-total component 2 1,581,200,000 2,680,000 Component 3: Building a resilient education sector and supporting project oversight
Provide IT equipment for the members of CSRE the emergency response 1 unit to be fully functional in and outside the office Lumpsum 50,000,000 50,000,000 84,746
Sub-component 3.1: Building a Provide training for relevant groups on their roles to counter the impact 1 resilient education sector of future shocks Lumpsum 20,000,000 20,000,000 33,898 Establishment of functional virtual meeting rooms in the buildings of all ministries in charge of education and training (reliable internet and VC 1 Lumpsum 50,000,000 50,000,000 84,746 connectivity, remote access and laptops for senior officials)
Data collection through phone surveys 1 Lumpsum 20,000,000 20,000,000 33,898
Track dropout and attendance rates in all schools, analysis of the data 1 and dissemination Lumpsum 30,000,000 30,000,000 50,847 Sub-component 3.2: Supporting Studies on how students access and use distance learning tools using the project oversight and monitoring 1 data collected Lumpsum 15,000,000 15,000,000 25,424 and evaluation Support all activities directly related to the project management, 1 coordination and communication Lumpsum 120,000,000 120,000,000 203,390
Sub-total component 3 305,000,000 516,949 Grant Agent Supervision Cost 72,275,000 72,275,000 122,500 Project Totals 6,988,941