Turkey - Second Basic Education Project

Report No. 23829 Report No: I059872 <--Please check for duplicates! Integrated Safeguards Data Sheet (Updated) Date ISDS Prepared/Updated: 03/12/2002 Section I - Basic Information A. Basic Project Data Country: TURKEY Project ID: P059872 Project: Basic Education II (Phase II APL) Task Team Leader: Marit Ketilsson Granheim Authorized to Appraise Date: March 22, 2002 IBRD Amount ($m): 300.00 Bank Approval: July 2, 2002 IDA Amount ($m): Managing Unit: ECSHD Sector: EP - Primary Education Lending Instrument: Adaptable Program Loan (APL) Status: Lending I.A.2. Project Objectives: The objective of the first APL was to promote the objectives of the Basic Education Program by supporting the Phase I implementation of the Basic Education Program through: a) the provision of educational equipment and materials to basic education schools , b) upgrading rural basic education schools, c) in-service training of basic education teachers, principals, and inspectors, d) strengthening the Ministry of National Education's (MONE's) capacity to implement the Program, and e) monitoring and evaluation of Program outcomes. The objective of the second APL is very similar: to promote further progress in coverage of eight-year basic education and improved basic education quality by supporting the Phase II implementation of the Basic Education Program, comprising the same actions that were supported under the first APL, plus the development of preschool education as an integral part of basic education. I.A.3. Project Description: Program Components. The main expenditure elements of the Basic Education Program in Phase II, together with activities and expenditures during the final two years of Phase I, are presented in the following table. Activities proposed for financing under APL II are shaded. Project Components. The Phase II Basic Education Project, to be financed under the second APL, would support a continuation and extension of the activities supported under the first APL. In addition, it would support an expansion of preschool education which is designed to help children from educationally deprived households succeed in basic education as well as providing support for special education. Annex 2 provides a detailed description of project components; Annex 3 provides a detailed cost breakdown. As in the first APL, the project comprises four components: n Improved Basic Education Coverage (estimated loan financing US$88.0 million) would support continued rural school rehabilitation and targeted community-based actions to improve school attendance.  n Improved Basic Education Quality (estimated loan financing US$190.0 million) would support continued investments to equip basic education schools with computer education and foreign-language laboratories, to equip remote rural schools with modest computer facilities, to provide educational materials to urban slum schools, to provide in-service training to teachers to make them more effective teachers, and to support an expanded program of school improvement activities. It would also initiate support for expanded preschool education to provide better chances of success in basic education for children from educationally deprived households. Finally, it will provide support for children with special needs. n Project Implementation Support (estimated loan financing, $1.0 million) would finance consultant services to upgrade implementation capacity -- particularly in the areas of procurement management and financial management. Monitoring and Evaluation (estimated loan financing, $2.0 million) would support studies and other actions to assess the outcomes of the Program against several categories of performance indicators, and to provide continuous feedback to Program management to improve the effectiveness of the Program. Components: Improved Basic Education Coverage Rural School Rehabilitation School-Community Fund Improved Basic Quality Computer Education Educational Materials Teacher Training Preschool Education Project Implementation Support Monitoring and Evaluation Front End Fee Unallocated j I.A.4. Project Location: (Geographic location, information about the key environmental and social characteristics of the area and population likely to be affected, and proximity to any protected areas, or sites or critical natural habitats, or any other culturally or socially sensitive areas.) The Program is very large and the project sites are highly dispersed. The subcomponent of the project that will have enviromental implications is the refurbishment and renovations of schools and other learning facilities related to primary education. B. Check Environmental Classification: B (Partial Assessment) Comments: C. Safeguard Policies Triggered -2-  Policy Applicability Environmental Assessment (OP/BP/GP 4.01) Yes Forestry (OP/GP 4.36) No Natural Habitats (OP/BP 4.04) No Safety of Dams (OP/BP 4.37) No Pest Management (OP 4.09) No Involuntary Resettlement (OP/BP 4.12) No Indigenous Peoples (OD 4.20) No Cultural Property (OP 4.11) No Projects in Disputed Territories (OP/BP/GP 7.60)* No Projects in International Waterways (OP/BP/GP 7.50) No *By supporting the proposed project, the Bank does not intend to prejudice the final determination of the parties' claims on the disputed areas Section II - Key Safeguard Issues and Their Management D. Summary of Key Safeguard Issues. Please fill in all relevant questions. If information is not available, describe steps to be taken to obtain necessary data. II.D.la. Describe any safeguard issues and impacts associated with the proposed project. Identify and describe any potential large scale, significant and/or irreversible impacts. Although the Program is very large, no significant environmental risks are foreseen, in view of the highly dispersed nature of the Program. Environmental standards for safety, waste disposal, use of hazardous materials, esthetics and other aspects of the school construction program are codified in a Handbook for Basic Education School Buildings which was developed with Bank assistance in preparation for the Program. These standards have been reviewed by the Bank team, and found satisfactory. No involuntary resettlement will be involved in Program implementation. The MONE has confirmed that no involuntary resettlement will occur under the Program, and has instructed all of the provincial administrations, in identifying sites for new schools under the Program, to select only sites which are vacant public lands owned by the Ministry or the Treasury. Given the urgency with which the Government aims to complete the physical infrastructure for the Program, the Ministry is committed to avoiding land acquisition as this would require extensive time for legally required consultations and court decisions. In case private contributions are made for school buildings, the MONE, from its own funds, would pay private individuals who will contribute their vacant land for school building purposes, in accordance with the laws of Turkey. With regard to the refurbishment and renovations of the schools and other learning facilities, the government has prepared an Environmental Management Plan, which the PCU will ensure it is carried out. II.D.lb. Describe any potential cumulative impacts due to application of more than one safeguard policy or due to multiple project component. See the above paragraph. II.D.lc Describe any potential long term impacts due to anticipated future activities in the project area. -3-  The rehabilitation of schools could result in significant levels of contruction waste. The Ministry of Labor and Social Security provides standards for construction materials and workers' health and safety. Solid waste need to be disposed in accordance with Turkish Solid Waste Control Regulations of the Ministry of Environment. There will also be an increase in demand for drinking water. Drinking water supplied at the refurbished schools financed under the Bank project should meet the standards laid down by the Turkish Standards Institution. The Ministry of National Education will collaborate with other government agencies to conduct the monitoring and evaluation work. II.D.2. In light of 1, describe the proposed treatment of alternatives (if required) II.D.3. Describe arrangement for the borrower to address safeguard issues The Ministry of National Education will ensure the Environmental Management Plan carried out fully. Together with other government agencies, the PCU will conduct regular monitoring visits to the areas that are affected by the refurbishment and renovations. II.D.4. Identify the key stakeholders and describe the mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. The Ministry of National Education has and will work with other government agencies, school authorities, local communities to ensure full understanding of the project and the environmental impact on the communities. The affected communities will be informed about program schedule, including the details of quantities of waste. E. Safeguards Classification. Category is determined by the highest impact in any policy. Or on basis of cumulative impacts from multiple safeguards. Whenever an individual safeguard policy is triggered the provisions of that policy apply. I Si. - Significant, cumulative and/or irreversible impacts; or significant technical and institutional risks in management of one or more safeguard areas [XI S2. - One or more safeguard policies are triggered, but effects are limited in their impact and are technically and institutionally manageable 1 S3. - No safeguard issues I SF. - Financial intermediary projects, social development funds, community driven development or similar projects which require a safeguard framework or programmatic approach to address safeguard issues. Insert page break here F. Disclosure Requirements Environmental Assessment/Analysis/Management Plan: Expected Actual Date of receipt by the Bank Date of "in-country" disclosure Date of submission to InfoShop Date of distributing the Exec. Summary of the EA to the ED (For category A projects) -4-  Resettlement Action Plan/Framework: Expected Actual Date of receipt by the Bank Date of "in-country" disclosure Date of submission to InfoShop Indigenous Peoples Development Plan/Framework: Expected Actual Date of receipt by the Bank Date of "in-country" disclosure Date of submission to InfoShop Pest Management Plan: Expected Actual Date of receipt by the Bank Date of "in-country" disclosure Date of submission to InfoShop Dam Safety Management Plan: Expected Actual Date of receipt by the Bank Date of "in-country" disclosure Date of submission to InfoShop If in-country disclosure of any of the above documents is not expected, please explain why. Signed and submitted by Name Date Task Team Leader: Marit Ketilsson Granheim March 11, 2002 Project Safeguards Specialists 1: Project Safeguards Specialists 2: Project Safeguards Specialists 3: Approved by: Name Date Regional Safeguards Coordinator: Bernard Baratz March 7, 2002 Sector Manager/Director: James A. Socknat March 12, 2002 For a list of World Bank news releases on projects and reports, click here - 5 -