| Project Detail |
The project development objectives are to improve early grade mathematics competency and to strengthen management systems at school and national levels. Current PDO The project development objectives are to improve early grade mathematics competency and to strengthen management systems at school and national levels. Components Component 1: Improvement of early grade mathematics competency (US$3.0 million) The project is assigned Environment Assessment Category B as the parent project, this is because of the likely negative impacts on the VMGs and potential risks on GBV and SEA. The main environmental and social risks and impacts associated with the parent project are related to the e-waste management, construction and rehabilitation of minor infrastructure facilities in the participating schools. The AF will not finance any civil works or procure additional electronic equipments. The safeguards policies Environmental Assessment (OP/BP 4.01) and Indigenous Peoples (OP/BP 4.10) were triggered under the parent project, will remain triggered for this Additional Finance (AF) project. No new safeguards policies will be triggered for the AF. Environment: The proposed AF will not finance any civil works or procurement of electronic equipments as in the parent project and thus, no environmental risks and impacts are anticipated during implementation. The AF activities include: (i) new sub-component (1.6) to support roll out of an integrated EGM and early years CBC training program ; (ii) new subcomponent (2.5) will be added to component 2 to integrate good school management practices and accountability mechanisms drawn from the SIP; (iii) A new activity is added to subcomponent 3.1 (Strengthening data/EMIS in primary education) to reflect the shift in government focus from the old EMIS system to NEMIS, which uses an online platform for data collection; and (iv) Under subcomponent 3.2 (Monitoring learning achievement), there will be capacity building of the KNEC/NAC psychometric department on technical skills to enable them to improve learning assessment instruments, and to provide more informed advice to the MoE on Kenya’s participation in international assessments. The existing Environmental and Social Management Framework (ESMF) is applicable to the AF operation, it has been updated to reflect the scale up activities under the AF. The ESMF was prepared to provide guidance , mitigation measures and procedures for potential impacts that may likely to arise during the construction or rehabilitation of sanitation facilities and procurement of electronic equipment. The ESMF has been revised accordingly and was redisclosed in-country on May 6, 2019 and on the World Bank external website on May 8, 2019. The Project Coordination Unit (PCU) will continue to monitor the implementation of plans agreed under the parent project. Social: The VMGF is applicable to the AF operation with minor revisions to reflect the scale up for this project, as the activities financed by the AF and project areas are included in these instruments. The VMGF has been revised accordingly to include a Grievance Redress Mechanism (GRM) suitable for the Vulnerable and Marginalised Groups (VMGs), and has been adapted to receive and respond grievances related to the Gender Based Violence (GBV).The VMGF was re-disclosed in-country on May 13, 2019 and on the World Bank external website on May 14, 2019. The parent project prepared a communication strategy and Stakeholder Engagement Plan (SEP), which will similarly be updated for the AF project by July 2019. In the parent project, the following lessons have were learnt: (i) The Project Coordination Unit (PCU) prepared Environmental and Social Management Plan (ESMP) checklist to guide schools in the managing potential environmental and social risks and impacts for the construction or rehabilitation minor infrastructure, the PCU were able to train the participating schools on the ESMP checklist and the implementation is considered satisfactory; (ii) The project has functional Grievance Redress Mechanism (GRM) that includes incident/complaint books at respective schools, which is complemented with a WhatsApp platform for the PCU, County Project Coordinators and participating schools to share challenges, complaints and experiences; and (iii) sustained and continuous stakeholder engagement has resulted in increased community involvement in the running of primary schools through Boards of Management (BoMs), this has resulted in increased transparency and accountability of schools resources. The project environmental and social performance and compliance as per implementation support mission carried in (March, 2019) was rated Moderately Satisfactory. |
