Mozambique - Higher Education Project

Report No. 23323 Report No: I069824 <--Please check for duplicates! Integrated Safeguards Data Sheet (Initial) Date ISDS Prepared/Updated: 12/04/2001 Section I - Basic Information A. Basic Project Data Country: MOZAMBIQUE Project ID: P069824 Project: Higher Education Project Task Team Leader: Soren Nellemann Appraisal Date: June 19, 2001 IBRD Amount ($m): Board Date: March 28, 2002 IDA Amount ($m): 60.00 Managing Unit: AFTH1 Sector: ET - Tertiary Education Lending Instrument: Sector Investment & Maintenance Loan (SIM) Status: Lending I.A.2. Project Objectives: This project is a continuation of the World Bank support to the education sector in Mozambique. This support derives from the development of a national strategy for higher education approved by the Council of Minister in August 2000 and builds upon the detailed plan of operationalization of the strategy subsequently developed by the Government of Mozambique (GoM) and approved by the Council of Ministers on July 3, 2001. The World Bank is one of the partners supporting the Government in implementing this ten-year long program aimed at the nation-wide strengthening of higher education. The Government's goal for this period is to achieve a diversified, flexible, integrated and cost effective higher education system, and to train the high level labor force urgently needed for the socio-economic development of the country. The development objectives of the proposed Higher Education Project (HEP), in line with the national objectives, are to: (a) enhance internal efficiency and expand the output of graduates; (b) improve equitable access (gender, location and socio-economic), and (c) improve the quality of the teaching-learning process and the relevance of the curriculum. Project activities are intended to support the elements of the national program covering the higher education system and within public, private and nonprofit higher education institutions (HEIs), and in the new Ministry for Higher Education, Science and Technology (MESCT). I.A.3. Project Description: The Higher Education Project, will have three components: (1) System-wide Reform and Development, (2) Institutional Development and Investments: (a) Eduardo Mondlane University, (b) Pedagogical University, (c) Higher Institute for International Relations, (d) Mozambique Distance Learning Network, (e) Quality Enhancement and Innovation Facility, and (3) Provincial Scholarships. 1. System-wide Reform and Development This component will finance activities to support overall policy, system reform and development. The purpose is to create a dynamic system of higher education which is integrated, more efficient in its resource  utilization and diversified, as well as structured in ways that enable it to deliver types of learning which contribute directly to economic development and social welfare. A prerequisite for this systemic reform is the development of the Ministry itself--the strengthening of its institutional, technical and managerial capacities--so that it can fulfill its government-mandated leadership and coordination role for higher education in Mozambique. Activities will include technical assistance, minor rehabilitation work, training, studies and workshops for the development of: (i) new regulatory, fiscal and accountability framework; (ii) new pedagogical teaching methods and programs, (ii) the use of ICT in the delivery and teaching of higher education, (iii) an accreditation system, (iv) new or alternative sources of funding; (v) a HIV/AIDS prevention and support program for students (Annex 13). 2. Institutional Development and Investments This component will support comprehensive sub-projects in the higher education sector aimed at improving efficiency, academic quality, research and scope of service delivery by specific institutions in their defined areas of specialization and in specific geographic locations. It has five sub-components: (a) Eduardo Mondlane University. The overall objective of this sub-project is to improve the graduation rate and efficiency in resource utilization while improving the quality of programs, learning environment and pedagogical methods used in the classroom. Investments in curriculum reform, improving pedagogical teaching methods, including more interactive and project oriented methodologies, will be a necessary first step. This will require enhancing the capacity of the UEM academic staff to teach more relevant and advanced courses, promote capacity for self-study, and as elsewhere, to use ICT as an integral part of their instructional strategy and providing internet and PC access to students, thereby improving IT capabilities. Short term training of teachers and further revision of the curriculum using assessment based on international standards, will ensure higher standards of relevance and quality in programs and in their mode of delivery by the teaching staff. This sub-project will support the following key activities: (i) curriculum and academic reform and external quality reviews in disciplines selected by the institutions; (ii) academic and administrative staff development; (iii) reform of financial management, university management and administration, and efficiency improvements: establishment of efficient computer based financial and academic management and information systems, based on the analysis and recommendations of the study by external management consultants; (iv) central library/ICT: the establishment of a central library with advanced ICT capability and the possibility of serving the information needs of other public and private institutions in Mozambique; and (v) new facilities. (b) Pedagogical University. An adequate supply of well trained secondary school graduates is central to GoM's efforts to improve the quality and efficiency of secondary education. UP plays a key role in this regard as the institution responsible for the training of secondary school teachers and the training of trainers for primary school teachers. The HEP1 will - 2 -  support UP with the implementation of its plan to improve the quality of its programs and broaden their scope by supporting: (i) new facilities: new and improved teaching facilities and student accommodation; (ii) curriculum development: the development of revised curricula; (iii) academic and administrative staff development; (iv) program development: development and start-up of new courses; and (v) financial, management and efficiency improvements. (c) Higher Institute for International Relations. As part of the strategy of stratification of the institution and programs, ISRI is broadening its course offerings beyond its traditional international relations programs. As a first step a program in public administration is to start in 2001. To enable ISRI to offer a broader range of quality programs to a larger number of students the project will provide ISRI with support towards the following sub-components: (i) new facilities: the necessary teaching, library and student facilities improvement; (ii) academic and administrative staff development; (iii) program development and implementation supervision; and (iv) IT development and improvement in financial and information management. (d) Mozambique Distance Learning Network. The project will support the development of a new "Mozambique Distance Learning Network" (MDLN). Distance-education programs will be designed by the academic staff of higher education institutions, developed in collaboration with the technical support staff of the MDLN's central unit and delivered through a network of distance-learning centers located throughout the country. Student guidance, tutorial support and evaluation would be provided by the higher education institutions originating specific programs. The regional distance-learning centers would be operated by existing private and public institutions throughout the country. The first programs would be in-service secondary teacher upgrading to address the problem of the large number of unqualified teachers currently employed in secondary schools. In addition, a distance-learning alternative for pre-service teacher education in French, English math and science will address the expected sharp increase in secondary teacher education numbers required by the proposed expansion of the secondary school system. These programs will be developed in collaboration with UP. Other programs may include upgrading programs for business, economics and law, which would be developed in collaboration with UEM. This sub-component will support the cost of the following activities: (i) HR Capacity building: training and institutional capacity building in design, development, delivery, management and evaluation of distance-learning; (ii) Network infrastructure: Minor civil works, equipment, consultant services staff and operating costs for establishing the central unit and the regional learning centers and the communication (probably Vsat) network; (iii) Program and pilots with institutions: Materials development and program implementation costs. (e) Quality Enhancement and Innovation Facility (QIF). The Quality Enhancement and Innovation Facility (QIF) will provide financial support for quality improvements, capacity building and innovations in academic and research programs, and in institutional management and administration in higher education. The Fund will operate three programs, offering different types of financial support for investments in innovations and - 3-  capacity building to improve relevance, efficiency and quality of academic programs, institutional management and research: (i) the Institutional Program will provide grants or repayable loans to public and private higher education institutions (HEIs) that are not already participating in the institutional development component, to finance investments to support upgrading and capacity building of staff (through Staff Fellowships for postgraduate education and other training for teaching and management staff), and innovations to improve quality and efficiency of existing programs (through curriculum development, provision of equipment and learning materials etc.) and to develop and introduce new academic programs to improve equity of access and meet changing skill requirements; (ii) the Academic Staff Program will provide small grants to individual academic staff or groups of staff to enable them to invest in development of new skills, teaching methods or learning materials, and the design and introduction of innovations and improvements in curriculum and delivery of courses and academic support of students; (iii) the Research Program will provide small grants to support basic or applied research which develops linkages or other forms of collaboration with Mozambican industry and the productive sector or with other national or international research and higher education institutions. 3. Provincial Scholarships This component will, on a pilot basis before expanding nationally, initiate the introduction and operation of a publicly run and publicly financed scholarship scheme that will provide financial assistance, student outreach and academic advisory services to benefit students who graduate from secondary schools in the provinces of Cabo Delgado, Gaza and Tete. The program will cover the tuition, travel, subsistence and lodging costs of candidates from disadvantaged (social and gender) groups. Those selected for academic and financial support can make use of it in any public or private higher education institution. Provincial government, educational administration, local employers and NGOs will be involved in program governance. Components: 1. System-wide Reform and Development 2. Institutional Development and Investments 3. Provincial Scholarships 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 project is confined to existing university campuses and public land. However, during appraisal it became evident that in the future under the Quality Enhancement and Innovation Fund some subsidiary agreements with private or public universities may involve new site construction. Also, the project will finance the repair or replacement of toilets and other sanitary facilities in student dormitories and administrative buildings. B. Check Environmental Classification: ERROR: Invalid UNID; UNID must be a 32-digit hex string. Comments: The civil works defined in the project are confined to existing - 4 -  campuses and public sites and therefore do not entail any environment or resettlement issues. However, during appraisal it was agreed that any new site construction or rehabilitation of student dormitories (sanitary facilities) and if a relocation of ISRI into a new building is required, should be in accordance with Bank requirements need for environmental and resettlement documentation. This should also cover future and unknown site construction which may emerge under the support to the private sector from the Quality Enhancement and Innovation Facility. It was therefore agreed to include such issues early on to provide the Government with the tool to ensure compliance. Therefore, it was agreed to change the classification from C to B. However, as a consequence of this, the project could not disclose appropriate EIA and RAP documentation prior to appraisal. Thus, it is not in strict conformance with Bank policy on disclosure of EIA and RAP documents. Specifically, EIA and RAP documentation will be completed for any each new site construction as a condition for disbursement, reviewed and disclosed by the Bank and the Government as described below. C. Safeguard Policies Triggered Policy Applicability Environmental Assessment (OP/BP/GP 4.01) Forestry (OP/GP 4.36) Natural Habitats (OP/BP 4.04) Safety of Dams (OP/BP 4.37) Pest Management (OP 4.09) Involuntary Resettlement (OD 4.30) Indigenous Peoples (OD 4.20) Cultural Property (OP 4.11) Projects in Disputed Territories (OP/BP/GP 7.60)* Projects in International Waterways (OP/BP/GP 7.50) *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. The rehabilitation and construction of student dormitories will entails sanitary facilities like toilets and showers. Toilets should be connected to main municipal sewer systems and installed according to codes. The relocation of the current ISRI university located in a villa into a new building will entail the installation or rehabilitation of kitchen and toilet facilities. Under the Quality Enhancement and Innovation Facility (US$ 3.0 million) private universities can seek financial support up to $250,000 for each loan to a maximum of $750,000 for any HEI. The eligible activities covers training, curriculum development projects, teaching or computer equipment, and may include building or rehabilitation of classrooms or student dormitories which may entails similar sanitary facilities. The construction of any new classrooms or buildings on new sites should ensure that there would no involuntary resettlement of people and if so, that they get compensation II.D.lb. Describe any potential cumulative impacts due to application of - 5 -  more than one safeguard policy or due to multiple project component. Unrepaired sanitary facilities, like toilets and sewers systems, could eventually generate seepage becoming a health risk or reach the water mirror. II.D.lc Describe any potential long term impacts due to anticipated future activities in the project area. Badly maintained toilets and sewer pipes can lead to leakage into the ground and can therefore provide a health or environmental hazard II.D.2. In light of 1, describe the proposed treatment of alternatives (if required) In light of D.l.c this is why the project will finance the rehabilitation of existing dormitories or the construction of new ones. II.D.3. Describe arrangement for the borrower to address safeguard issues The borrower will conduct an environmental analysis prior to each new construction activity to ensure that environmental and social impacts are appropriately addressed 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. Key stakeholders are public and private university staff, teachers, students, parents, local communities, private sector, Provincial Government and the Ministry of Higher Education, Science and Technology (MESCT). MESCT will be responsible through the Council of Ministers for the accreditation of any new institution or new site construction and potentially affected people. 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 S1. - 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. F. Disclosure Requirements Environmental Assessment/Analysis/Management Plan: Expected Actual Date of receipt by the Bank 10/31/2002 Date of "in-country" disclosure 10/31/2002 Date of submission to InfoShop 12/31/2002 Date of distributing the Exec. Summary of the EA to the ED (For category A projects) Resettlement Action Plan/Framework: Expected Actual Date of receipt by the Bank 10/31/2002 Date of "in-country" disclosure 10/31/2002 - 6-  Date of submission to InfoShop 12/31/2002 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: Soren Nellemann 11/30/01 Project Safeguards Specialists 1: Edeltraut Gilgan-Hunt/Person/World Bank 12/03/01 Project Safeguards Specialists 2: Kristine M. Ivarsdotter/Person/World Bank 12/03/01 Project Safeguards Specialists 3: Serigne Omar Fye/Person/World Bank 12/03/01 Approved by: Name Date Regional Safeguards Coordinator: Charlotte S. Bingham 12/03/01 Sector Manager/Director: Dzingai Mutumbuka 11/30/01 For a list of World Bank news releases on projects and reports, click here -7 -