Project Description -...

SEP – SAFER, INCLUSIVE AND SUSTAINABLE SCHOOLS PROJECT

MINISTRY OF EDUCATION AND RESEARCH ROMANIA

STAKEHOLDER ENGAGEMENT PLAN (SEP)

FOR

SAFER, INCLUSIVE AND SUSTAINABLE SCHOOLS PROJECT

DECEMBER 2020

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Table of Contents1) Project Description..................................................................................................................................4

2) Brief Summary of Previous Stakeholder Engagement Activities..............................................................7

2.1. Consultations held during project preparation.....................................................................................7

2.2. Online stakeholder survey conducted during Project Preparation.......................................................8

3) Stakeholder identification and analysis...................................................................................................9

3.1. Affected parties and other interested parties....................................................................................10

3.2. Disadvantaged / vulnerable individuals or groups..............................................................................13

4) Stakeholder Engagement Program........................................................................................................16

4.1 Purpose and timing of stakeholder engagement program..................................................................16

4.2. Proposed strategy for information disclosure....................................................................................22

4.3. Proposed strategy for consultation....................................................................................................25

4.4 Proposed strategy to incorporate the view of vulnerable groups.......................................................30

4.5. Timelines............................................................................................................................................32

5) Resources and Responsibilities for implementing stakeholder engagement activities.........................33

5.1. Resources...........................................................................................................................................33

5.2. Management functions and responsibilities.......................................................................................33

6) Grievance Mechanism...........................................................................................................................34

6.1. Guiding principles...............................................................................................................................34

6.2. Grievance uptake channels.................................................................................................................35

6.3. Sorting and processing.......................................................................................................................36

6.4. Acknowledgment and follow-up, investigation and action.................................................................36

6.5. Grievance resolution and complainant satisfaction............................................................................36

6.6. Allegations of sexual harassment and abuse......................................................................................36

6.7. Communication about the Grievance mechanism..............................................................................37

7) Monitoring and Reporting.....................................................................................................................38

7.1. Involvement of stakeholders in monitoring activities.........................................................................38

7.2. Reporting back to stakeholder groups................................................................................................38

Annex 1. Online stakeholder survey – overview of results............................................................................40

Annex 2. Site-specific school-level consultations – Template........................................................................47

Annex 3. List of Students' and Parents' Associations in Romania..................................................................51

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Tables

Table 1 List of Stakeholder Engagement activities conducted during the identification and preparation stage................................................................................................................................................................7Table 2 List of Project-Affected Parties..........................................................................................................10Table 3 List of Disadvantaged/Vulnerable Individuals/Groups......................................................................14Table 4 Proposed Topics for Stakeholder Engagement at Preparation stage................................................16Table 5 Strategy for Information Disclosure..................................................................................................22Table 6 Strategy for consultation..................................................................................................................25Table 7 Strategy to incorporate the views of vulnerable groups...................................................................30

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1) Project Description

Natural disasters, more recently pandemics, health crises followed by economic crises, lead to severe disruption of the education and disproportionately affect poor and vulnerable children. When schools close, either because of damage or a pandemic, students may not learn for a long period or may even dropout of school. In addition, school closure affects the well-being of children and teachers, learning from their peers, access to a range of social and health services, including nutrition. A safe and quality space with a positive climate has an important role in students’ life as the learning environment is recognized as a third teacher.

Therefore, there is an urgent need to invest in quality and safe school infrastructure in Romania, with a high proportion of school buildings failing to meet basic sanitary and safety standards and which pose a massive risk to lives in future earthquakes, in the Covid-19 pandemic and as the climate warms.

The proposed project aims to provide safer and improved learning environments for students and teachers in selected schools, and to increase institutional capacity for investing in sustainable education infrastructure. The project will be implemented over 5 years period of time, starting with 2021.

The components of the project are summarized below.

Component 1: Demonstrating Integrated Investment in School Infrastructure

This component will finance all aspects associated with retrofitting and rehabilitation or demolish and reconstruction of about 70 highest risk schools, as well as temporary relocation of students during works and outreach to Project schools and communities.

Subcomponent 1.1. Technical Preparation and Design, Civil Works and Supervision. This will finance: (a) preparation, review, and analysis of the technical surveys, energy efficiency audits, feasibility studies, and technical designs and technical assistance, technical verification; (b) civil works for retrofitting/ rehabilitation or demolish/ reconstruction of prioritized schools, including improvement of their functionalities according to the relevant standards in place (e.g. earthquake resistance, fire safety, energy efficiency, resilience to storm, and extreme heat and cold events), improving energy efficiency, ensuring universal access, to provide modern spaces that are aligned with student capacity requirements, modern electrical, water, and telecommunication and modern hygiene and sanitary requirements, with additional works as needed for schools intended to be designated as emergency shelters; and (c) supervision of construction works. Investments in renewable energy (e.g., solar) will be considered based on the results of energy audits.

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Subcomponent 1.2. Temporary Facilities and Transport Support. Adequate alternative education facilities need to be provided during the civil works associated with retrofitting or demolish/ rebuild. The final decision whether to use temporary facilities and/ or make use of transportation to nearby schools will depend case-by-case basis, depending local situations such as the availability of space in other buildings, schools, etc. Therefore, the procurement of temporary/ portable facilities (trailers) in the first year of project implementation will ensure the MoER has maximum flexibility to use temporary facilities for expanding capacity under COVID-19, for temporary evacuation of students during civil works, and into the future as temporary learning spaces in the event of seismic, severe weather, or other disasters. Costings associated with different portable trailers for classrooms and sanitary facilities will be determined in the next month.

Therefore, this sub-component will finance: (a) procurement or rental of temporary facilities (e.g. trailers) to accommodate students and/or to provide sanitary facilities which can be used in the short term to provide extra space to accommodate social distancing under the COVID pandemic and then during the civil works process to accommodate temporarily displaced students; and (b) as needed, the transportation of temporarily displaced students to nearby schools via bus services.

Subcomponent 1.3. Communication and Outreach. This will finance the preparation and implementation of communication and outreach activities (campaigns, awareness and communications materials) to municipalities, school authorities, teachers, students and communities in order to inform them about the Project and the planned civil works activities.

Component 2: Investing in Clever Classrooms

This Component will finance investments in modern classrooms’ furniture and equipment for the ~70 schools retrofitted and rehabilitated or demolished and rebuilt under Component 1, with the objective to facilitate a better learning environment through investments in digitalization, quality and safer classrooms, as well as flexible and inclusive space. This investment responds to systemic challenges related to the oversized classes, learning in multiple shifts, half-day schooling, and challenges associated with applying innovative teaching approaches. Investments in digital classrooms and training will also allow students to learn from home in case of disasters, including adverse weather events.

Subcomponent 2.1. Classroom Furniture and Furnishing. This will finance: (a) furniture and furnishings, such as flexible, age-appropriate desks/ chairs and special furniture and materials for multiple learning zones, that could be used to convert and arrange space to ensure necessary physical distancing, fits students with disabilities; enhanced storage and display options for libraries, shelves, etc.; decorations for moderate stimulation, and (b) equipment, such as digital smart boards, laptops, enhanced internet connectivity, as well as air quality and temperature meters to improve learning environment, laboratory equipment, books, etc.

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Subcomponent 2.2. Outreach and Training. This will finance preparation and implementation of outreach and training activities for teachers on how to harness the opportunities and flexibilities enabled by digital, quality and flexible learning spaces; as well as ensure proper care / maintenance of the learning environment. The teachers will learn how effective learning environments encourage active participation and self-regulation amongst learners, encourage group work/social learning, and display sensitivity to learners’ motivations and individual differences. The training on blended learning involves working with ICT, working in pairs or groups, one-to-one support. This approach augments the teacher, as it includes the “second teacher” (other students) and the “third teacher” (the physical spaces and resources).

Component 3: Foundations for Future Investments in Sustainable and Modern Schools Infrastructure

This Component will finance activities that create the enabling environment for a long-term program for investing in safer, modern, and inclusive schools across Romania beyond the ~70 Project schools.

Subcomponent 3.1. Model Designs for Future Schools: This will finance model designs for Romanian schools of the future which are sustainable, inclusive and resilient. Model designs (and associated bills of quantity) can expedite and facilitate construction as well as maintenance efforts and create efficiency throughout a building lifecycle. These designs will consider different classroom sizes, rural/urban environments and education level. These designs will also consider requirements for the rapid transformation of schools into evacuation and shelters in the event of emergencies. The designs will draw on the designs developed for the demolished/new build schools under Component 1, as well as exemplary /models- example of learning environments, with best practices from across the world explored (such as modular/ interior walls). These model designs can be then used for future school constructions, irrespective of the financing source for construction.

Subcomponent 3.2. Investment Planning: This can finance: (a) data collection related to safety, inclusiveness, sustainability, and meeting modern standards, which can inform further prioritization and investment planning to improve school infrastructure, (b) upgrading of data systems to integrate gathered information, and improve functionality, and (c) central procurement of preliminary technical studies for schools that will be the recipients of the EU, national and/or local government funds for schools infrastructure; (d) streamlined/simplified and model templates for procurement of different stages of investment and guidance and training packages for authorities embarking on school infrastructure investment projects; and as needed, (f) consultancy services required to identify and address key implementation challenges.

Subcomponent 3.3. Outreach and Training for Fostering Disaster and Climate Resilient, Inclusive and Sustainable Schools and Communities. This will finance (a) the preparation of educational materials for different school aged children that can be integrated into the school curriculum across Romania, with a focus on actions that can be taken to build resilience to disasters and

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climate change, how to prepare and respond in disasters, opportunities to increase sustainability (such as zero waste, water harvesting, energy use and conservation etc.), and (b) community outreach for municipalities, school authorities, teachers, students and communities on the above topics, as well as training in first aid, promoting use of digital tools, and online media, etc., in the Project Schools. Based on the learning experience of providing the training in Project Schools, the approach can be adjusted for future scale-up through e-learning modules, standard materials etc.

Component 4: Project Management

The component will focus on expanding and supporting staff capacity that is needed to ensure successful implementation of the activities carried out under the proposed Project within the MoER Project Management Unit (PMU) and in associated stakeholder groups. Activities will comprise: (a) implementation support in the areas of project management, monitoring and evaluation (M&E), including solutions enabled through modern ICT, fiduciary, procurement and environment and social safeguards management, community outreach/engagement, and auditing; (b) consultancy services and specific activities for capacity building, equipment, and software to implement the project and to monitor and evaluate the results; (c) training courses/programs; and (d) incremental operating costs of the PMU.

Component 5: Contingent Emergency Response Component

A Contingent Emergency Response Component (CERC) is an ex-ante mechanism available to the Government to gain rapid access to financing to respond to an eligible crisis or emergency. This component will allow for rapid reallocation of uncommitted project funds towards urgent needs in the event of a natural or man-made disaster, crisis, or public health emergency. Such events may include serious storms, floods, earthquakes, droughts, and disease outbreaks. There is flexibility in establishing the level of evidence needed to activate this component including, but not limited to, issuances such as a decision by the National Committee for Special Emergency Situations to issue a decision in accordance with Emergency Ordinance No.21/2004, as subsequently amended, mobilizing financial and/or other resources to respond to such an event. The agreed trigger, to be documented in the Project Operations Manual (POM), would enable reallocation of uncommitted project funds to support immediate response and recovery needs from other project components. Disbursements would be made against a positive list of critical goods, civil works, and consulting services required to support the immediate response and recovery needs.

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2) Brief Summary of Previous Stakeholder Engagement Activities

2.1. Consultations held during project preparation

During the project identification and preparation stage, several consultations took place at the national level involving with the Council of Students, County School Inspectorates, National Federation of Parents' Associations, schools, local councils, other agencies and key stakeholders (see table 1).

Table 1 List of Stakeholder Engagement activities conducted during the identification and preparation stage

Stakeholder groups Main topics discussedCouncil of Students Problems identified in school infrastructure (poor electricity, heat,

water, insulation, schools with no roof, lack of fire permits, schools with no bathrooms in the building, old furniture, internet connection, schools without proper educational materials, especially in laboratoriesPoor budget management of the schoolsPoor management and lack of initiative at the local council’s levelProposed measures for integration of children with disabilitiesProposed measures for a better communication with local authorities

County School Inspectorates

Problems identified in school infrastructure Feedback on proposed project components and activities Proposed list of schools in severe risk of collapsing

National Federation of Parents' Associations

Problems identified in school infrastructure Feedback on proposed project components and activities

Schools Problems identified in school infrastructure Feedback on proposed project components and activities Proposed list of schools in severe risk of collapsing

Local Councils Problems identified in school infrastructure Feedback on proposed project components and activities Measures for alternative means of transportation/temporary schools

Association of Romanian Municipalities

Problems identified in school infrastructure Feedback on proposed project components and activities How the support for increasing institutional capacity will work

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2.2. Online stakeholder survey conducted during Project Preparation

During project preparation, the MoER launched an online survey on 20 th of November 2020 to explore the following issues: stakeholders’ perception of the state of their school building, the availability of modern teaching resources of the school, the existence of a school emergency plan, building safety, accessibility and quality, possible challenges linked to the building’s demolition/reconstruction, preferred channels for information and feedback provision, etc. (see Questionnaire and survey results in Annex 1). As of the survey’s closing date, November 25, 2020, 480 responses had been received, primarily from parents and teachers, but also from pupils. A few selected findings from the survey are the following:

- 26% of respondents believe that the school has old resources for teaching and learning, and 34% of respondents believe that the school does not have sufficient resources for teaching and learning.

- 75% of respondents would like to see information on prevention, exposure and response to the risks of natural disasters and extreme weather events included in the school curriculum. Only 17% of respondents indicated that these topics had already been discussed in the school curriculum.

- 27.7% of respondents did not know or were not aware of the existence of a school emergency plan.

- When asked to rate various school-related elements, respondents appeared to be fairly satisfied with the quality of teaching (41.33% of respondents) and the quality of relations with parents (36.67% of respondents), as well as the quality of lighting in the school building (37.95% of respondents) (majority of answers of 4 or 5 – good or very good, on a range from 1 to 5). Other elements, such as school accessibility (26.77% of respondents), building safety in case of fire (30.85% of the respondents), security of the building in the case of an earthquake (28.09% of the respondents), quality of heating, cooling, drinking water and ventilation in the building (29.64% of respondents), or quality of sanitary installations (toilets, bathrooms) (26.17% of the respondents) were not rated as highly. In particular, it appears that respondents did not seem particularly satisfied with the quality of the furniture in the classroom and the availability of digital equipment (27.81% of the respondents).

Of particular relevance to the stakeholder engagement activities are the following findings: - Respondents indicated that their preferred means of receiving information about the

project would be: social media (264 responses, or 55%), MoER website (202 responses, or 42%), meetings (166 responses, or 35%), TV (76 responses, 16%), radio (31 responses or 6%), newspapers (28 responses, or 6%).

- Respondents indicated that their preferred channel to submit feedback, questions or complaints about the project would be: email (309 responses or 64%), designated person from PMU (127 responses or 26%), telephone (121 responses or 25%), social media (118 responses or 25%), online form on MoER website (95 responses or 20%), mail (5 responses or 1%).

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3) Stakeholder identification and analysis

There are several groups of people and social groups who are interested in the Project on different levels. For this Project, these may be identified as following:

People, social groups and organization who will be directly or indirectly affected by the project: This group mainly includes schools and their management boards, students and teachers who will benefit from the proposed investments, as well as persons and local communities negatively affected by construction activities;

People, social groups and organizations who may have a possibility to influence and make decisions on the implementation of the project and/or may have an interest in the Project. This group mainly includes governmental entities such as the Ministry of Finance, local authorities, public institutions (State Inspectorate of Construction, Inspectorate for emergency situations etc) and NGOs.

3.1. Affected parties and other interested parties

In this framework, the following people are considered as stakeholders: (i) those who are affected or likely to be affected by the project; (ii) those who may have an interest in the project. Table 2 summarizes project-affected parties (PAPs), which are the stakeholders that may be directly or indirectly affected by the project, positively or negatively, while Table 3 summarizes other interested parties (OIPs) who are broader stakeholders who may be interested in the project.

Table 2 List of Project-Affected Parties

Project Component Project Affected Parties Area of Interest by Target Stakeholders

Component 1: Demonstrating Integrated Investment in School Infrastructure1.1 Technical Preparation and Design, Civil Works and Supervision

• School staff (teachers and other employees), including sub-groups such as women and girls

• School students (including sub-groups such as women and girls) and students’ associations (at the school level and national level1)

These are the main beneficiaries of the project. Their interest will likely be linked to the disruption that will happen to their day-to-day activities (in particular temporary relocation or use of temporary facilities), choices made regarding design and construction procedures, and progress of the reconstruction works. School boards will be particularly interested in infrastructure maintenance as well. Another topic of interest will be access to infrastructure that serves the needs of specific sub-groups, such as girls and women.

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• School boards• Local communities• Schoolchildren’s

parents and parents’ associations2

These groups may experience temporary negative impacts due to the retrofitting/construction works and need to be informed and consulted on how construction and the project more broadly will likely impact them (notably regarding the use of retrofitted schools as emergency evacuation centers).

• County school inspectorates

These actors will be playing an important role in community engagement and the provision of information and communication.

• Local authorities Local authorities will be involved in obtaining various permits, and the involvement of local police.

• Contractors • Site workers

These actors’ interest is linked to safe working conditions and good occupational health and safety practices on the construction sites primarily.

1.2 Temporary Facilities and Transport Support

• Students, teachers• Parents

Students, teachers, but also parents will be particularly sensitive to the teaching and learning conditions during the phase in which they will have to use temporary school facilities. They will look to receive continuous information and updates about the project.

• Local authorities Local authorities will be involved in obtaining various permits, and the involvement of local police.

1.3 Communication and Outreach

• Local authorities• School authorities• Teachers, students• Local communities

These groups will be the main targets of the communication and outreach activities (campaigns, awareness and communications materials, GBV).

Component 2 Investing in Clever Classrooms2.1 Classroom Furniture and Furnishing

• Students• Teachers

Students and teachers will be the users of the new, modern furniture, digital equipment, and educational materials and will be consulted on the types of materials provided under the project

2.2 Outreach and Training

• Teachers Teachers will be interested to make use of the career development and training opportunities

1 For a full list please see Annex 3. 2 For a full list please see Annex 3.

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offered under the project.• Students Students will be interested in the opportunities

for blended learning offered under the project.Component 3: Foundations for Future Investments in Sustainable and Modern Schools Infrastructure3.1 Model Designs for Future Schools and 3.2 Investment Planning

• Local authorities Local authorities will want to make use of the project to build their capacity.

3.3 Outreach and Training for Fostering Disaster and Climate Resilient, Inclusive and Sustainable Schools and Communities.

• Local authorities• School authorities• Teachers, students• Local communities

These actors will be interested in the development and implementation of new areas in the curriculum focusing on disaster resilience and climate change, opportunities to learn how to prepare and respond in case of disasters, and how to use digital tools and online media in education.

Component 4: Project ManagementProject Management

• MoER• MPF

MoER and MPF will be responsible for oversight and evaluation, as well as capacity building of actors under the project.

Table 3 List of Other Interested Parties

Identified stakeholders Nature of interest in the project• Ministry of Public Works, Development

and Administration, Ministry of EU funds, Ministry of Internal Affairs-(IGSU DSU), Ministry of Public Finance, and Ministry of Culture

• State Inspectorate of Construction, • County Public Health Directorates

The project foresees the establishment of a Project Information Sharing Platform to provide information sharing and lessons learnt on annual, and as needed basis. The TOR for this Platform will be documented in the POM.

• Labor inspectorate • Construction Unions

These organizations’ interests are linked to the working conditions of construction workers,

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• Immigration Inspectorate Health & Safety requirements, labor policy compliance, as well as possible risks of informal work on construction sites. The Immigration Inspectorate is responsible for occupational Health & Safety requirements for workers from abroad, as well as their access to healthcare and protection measures.

• NGOs active in the field of education and social inclusion

• NGOs working on disaster risks and climate change issues

These NGOs are likely to be interested in monitoring and overseeing project progress as well as sharing past experience and lessons learned from previous project. They may also have ideas on what could be included in the model school design and teaching materials (on relevant issues such as earthquake risk awareness) to encourage greater child attendance, community buy-in, etc and will be consulted for their ideas and experience.

• Media – national and local television, radio stations, newspapers, social media and other online publications

Media representatives will be interested in understanding the project and monitoring how all provisions are complied with, especially any related to environment and social risks and their mitigation.

• Regional Development Authorities (RDAs)

RDAs manage the distribution of EU funds which can be prioritized towards educational infrastructure. They have mentioned interest in supporting the capacity development of local authorities applying for, and implementing, EU financed school infrastructure projects.

• Other partners: European Union, EBRD, UNICEF

Other development partners will be interested in project outcomes and its demonstration effect.

3.2. Disadvantaged / vulnerable individuals or groups

Disadvantaged/vulnerable individuals and groups, who often do not have a voice to express their concerns or understand the impacts of a project, are sometimes excluded from stakeholder engagement. Table 3 shows the disadvantaged/vulnerable individuals/groups that have been identified as part of the project, notably through the analysis carried out by a research firm via a Community Vulnerability Assessment conducted in November 2020. The Community Vulnerability Assessment on which the identification of disadvantaged/vulnerable groups is based relied on the following methods:

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Method Number of respondents Type of interaction

In depth interviews with representatives of the vulnerable groups

180 Face to face

In depth interviews with school board representatives and teachers

36 Telephone

Interviews with social assistants and school mediators

24 Face to face

Interviews with experts in inclusive education, NGO representatives

8 Face to face

Limitations vulnerable/disadvantaged groups and individuals may face regarding participating in in the consultation process and a strategy to address them are presented in section 4.4 of this SEP. The disadvantaged/vulnerable individuals and groups relevant to the project fall into two broad categories: on one hand, there are vulnerable subgroups among the selected schools’ students; on the other, there are vulnerable subgroups within the local communities.

Within the school communities, it appears that the following groups would be particularly vulnerable:

Table 3 List of Disadvantaged/Vulnerable Individuals/Groups

Group Sub-groups Challenges encountered/Peculiar characteristics

Children from poor rural areas

• Children from low-income households

• Children whose parents have migrated temporary or permanently

• Children from families with many siblings

• Children from mono-parental families

• Abandoned children

• Poor school performance• Emotional distress• At risk of digital exclusion and

school drop out• Lack financial resources to

participate in school• Lack means of transportation

Children from ethnic groups (Roma, Hungarian, etc.)

• Children from compact/traditional roma communities (caldarari, ursari, spoitori, etc)

• Girls• Boys

• Poor school performance• Emotional distress• At risk of digital exclusion and

school drop out• Lack of financial resources to

participate in school

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Group Sub-groups Challenges encountered/Peculiar characteristics

• Discrimination• Lack means of transportation• Special language needs

Pregnant girls and young mothers, school dropouts

• Boys• Girls

• Poor school performance • Main concern not in attending

school but in securing work and an income for the family

Children with special education needs

• Learning difficulties, autism, dyslexia, speech and language difficulties, attention deficit hyperactivity disorder (ADHD)

• Lack of support specialists• Lack of adequately trained teachers • Lack of access to mass education

Children with physical disabilities

• Children with hearing, visual, mobility and other physical health impairments

• Schools not adapted to their needs• Lack of specific devices for each

disabilityDistressed children, bullied kids

• Boys• Girls

• Emotional distress• Poor school performance• Social exclusion

Stakeholders in remote areas, marginalized communities

• Teachers and other school employees living in remote areas

• Pupils living in remote or marginalized areas

• Lack of access to mass media• Lack of knowledge of the project• Lack of means of transportation,

remoteness• Difficulties in accessing information

and meetings• Limited voice and representation

Within the local communities in a broader sense (e.g. neighboring communities), it appears that the following groups would be particularly vulnerable: • People with visual or hearing impairments• Illiterate community members or members with low education levels• Working parents of schoolchildren• Other interested parties residing in rural or marginalized communities.

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4) Stakeholder Engagement Program

4.1 Purpose and timing of stakeholder engagement program

As set out in ESS10, stakeholder engagement is an inclusive process that must be conducted throughout the project life cycle. Table 4 presents an outline of key stakeholder engagement activities to take place during the project preparation stage through to implementation and closure.

Table 4 Proposed Topics for Stakeholder Engagement at Preparation stage

Project component Target stakeholders Expected discussion and decisionsProject preparation stage

Component 1: Demonstrating Integrated Investment in School Infrastructure 1.1 Technical Preparation and Design, Civil Works and Supervision

MoER School boards County School Inspectorates Students, teachers Local authorities NGOs representing

vulnerable groups NGOs operating in the

educational sector Other NGOs (e.g. student

associations)

Technical solutions for improving school infrastructure Challenges in implementing the solutions Prioritizations criteria for selecting schools Environmental and Social Risk Assessment and mitigation

plans Organizational structure for E&S implementation Project Grievance Mechanism Disclosure of ESMF, SEP, ESCP and other related E&S

information

1.2 Temporary Facilities and MoER Technical solutions for alternative transportation or

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Project component Target stakeholders Expected discussion and decisionsTransport Support School boards

County School Inspectorates Students, teachers Local authorities NGOs representing

vulnerable groups Other NGOs (e.g. student

associations)

relocation Assessment and mitigation plans Organizational structure for E&S implementation Project Grievance Mechanism Disclosure of ESMF, SEP, ESCP and other related E&S

information


MoER School boards County School Inspectorates Students, teachers Local authorities NGOs representing

vulnerable groups NGOs operating in

educational sector Other NGOs (e.g. student

associations)

Organizational structure for E&S implementation Project Grievance Mechanism Disclosure of ESMF, SEP, ESCP and other related E&S

information

Component 2: Investing in Clever Classrooms 2.1 Classroom Furniture and Furnishing

MoER School boards County School Inspectorates Students, teachers

Technical solutions for modern furniture, digital equipment, educational materials

Environmental and Social Risk Assessment and mitigation plans

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Project component Target stakeholders Expected discussion and decisions Local authorities NGOs (e.g. representing

vulnerable groups, disabled children, student associations, etc.)

Organizational structure for E&S implementation Project Grievance Mechanism Disclosure of ESMF, SEP, ESCP and other related E&S

information

2.2 Outreach and Training MoER School boards County School Inspectorates Students, teachers Local authorities NGOs (e.g. representing


Strengthening pedagogical TIC skills. Effective use of teacher and other teaching aids by

teachers Improvement of teachers teaching skills after the training.

Component 3: Foundations for Future Investments in Sustainable and Modern Schools Infrastructure 3.1 Model Designs for Future Schools

MoER County School Inspectorates Local authorities NGOs

Technical solutions for improving school infrastructure Challenges in implementing the solutions Prioritization criteria for selecting schools Environmental and Social Risk Assessment and mitigation

plans Organizational structure for E&S implementation Project Grievance Mechanism Disclosure of ESMF, SEP, ESCP and other related E&S

information

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Project component Target stakeholders Expected discussion and decisions3.2 Investment Planning MoER

Local authorities RDA Ministry of Public Works,

Development and Administration

NGOs in the educational sector

What programs may be accessed with EU funds What data to be collected and how What activities may be of help for the local authorities

3.3 Outreach and Training for Fostering Disaster and Climate Resilient, Inclusive and Sustainable Schools and Communities

MoER School boards County School Inspectorates Students, teachers Local authorities NGOs (e.g. representing


Seismic risks Vulnerability Harassment Climate change Sustainability First aid training Use of digital tools and online media

Component 4: Project ManagementProject Management MoER

PMU How to monitor the project activities and achievement of

results framework

Project implementation stageComponent 1: Demonstrating Integrated Investment in School Infrastructure 1.1 Technical Preparation and MoER Whether schools improved school performance (students,

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Project component Target stakeholders Expected discussion and decisionsDesign, Civil Works and Supervision School boards

County School Inspectorates Students, teachers Local authorities NGOs Local communities Neighbors (persons or

businesses) directly affected by construction works

Site workers

teachers) after investment Whether monitoring mechanism works. Disclosure of any follow up safeguards instruments Awareness of project GRM Environmental permitting OHS for workers on site Potential social tensions with local community Community health and safety risks GBV Code of Conduct for site workers

1.2 Temporary Facilities and Transport Support

MoER School boards County School Inspectorates Students, teachers Local authorities NGOs Local communities

Whether schools improved school performance (students, teachers) after investment

Whether monitoring mechanism works Disclosure of any follow up safeguards instruments Awareness of project GRM Environmental permitting


MoER School boards County School Inspectorates Students, teachers Local authorities NGOs

How school infrastructure improvement can take place. What kinds of challenges are identified at implementation

stage? Whether monitoring and supervision take place.

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Project component Target stakeholders Expected discussion and decisions Local communities

Component 2: Investing in Clever Classrooms 2.1 Classroom Furniture and Furnishing

MoER School boards County School Inspectorates Students, teachers Local authorities NGOs

Whether schools improved school performance (students, teachers) after investment

Whether reading materials are delivered to schools on time.

Whether teachers use materials to improve children’s learning abilities.

Whether there is an improvement in students’ performance.

2.2 Outreach and Training Teachers School boards County School Inspectorates Students

Whether there is an improvement in teacher performance.

Component 3: Foundations for Future Investments in Sustainable and Modern Schools Infrastructure 3.1 Model Designs for Future Schools

MoER School boards County School Inspectorates Students, teachers Local authorities

Whether activities are implemented as scheduled. What implementation challenges are identified. Whether the technical solutions meet the needs Whether monitoring mechanism works.

3.2 Investment Planning MoER School boards

Whether activities are implemented as scheduled. Whether capacity is built by the project interventions.

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Project component Target stakeholders Expected discussion and decisions County School Inspectorates Students, teachers Local authorities NGOs RDA Ministry of Public Works,

Development and Administration

What implementation challenges are identified. Whether the project achieved expected results.

3.3 Outreach and Training for Fostering Disaster and Climate Resilient, Inclusive and Sustainable Schools and Communities

MoER School boards County School Inspectorates Students, teachers Local authorities NGOs Local communities

Whether the project achieved expected results. What challenges are identified.

Component 4: Project ManagementProject Management MoER Whether the project achieved the targets.

Whether project management, coordination, monitoring and evaluation are implemented properly.

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4.2. Proposed strategy for information disclosure

The Ministry of Education and Research’s website (www.edu.ro) as well as PMU’s website (www.schoolrehabilitation.ro) will be used to disclose project documents, including those on environmental and social performance, in both Romanian and English.

• MoER -PMU will create a webpage on the Project on its existing website once implementation starts (most likely with the domain www.schoolrehabilitation.ro ). The webpage will include

o All project-related environmental and social monitoring reports, o Project updates (including news on construction schedule, construction activities

and relevant environmental and social data) o An easy-to-understand guide to the terminology used in the environmental and

social reports or documents o All information brochures/flyers o Details about the Project Grievance Resolution Mechanism o An electronic grievance submission form o Contact details of Community Outreach Experts/consultants at the local

municipality level. • MoER-PMU will update and maintain the website regularly (at least once a quarterly

basis).

Further, MoER -PMU will look at appropriate social media channels to share information with project-affected and other interested parties and may for example create a dedicated project Facebook page.

The draft SEP was disclosed on MoER -PMU ’s website (www.schoolrehabilitation.ro) on 3rd of December 2020.

Table 5 describes what information will be disclosed, how it will be disclosed and the frequency with which it will be disclosed to each of the stakeholder groups.

Table 5 Strategy for Information Disclosure

List/ Type of information to be

disclosed

Methods of disclosure proposed

Timetable/ Frequency

Target stakeholders

Responsible stakeholders

Component 1• ESMF • MoER website • Througho • County • MoER Social

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http://www.schoolrehabilitation.ro/



http://www.edu.ro/



disclosed



Target stakeholders


• SEP• ESCP• Construction

schedule• GRM process

• Online social media campaigns

• Printed, audio and video communications materials

• GRM Boards at construction sites – including the link to the website where additional information can be found

• Physical copies at the level of municipalities

• Project board at the school level (prior to construction works)

• Information at the level of the school and local administration (information boards)

• Letters to parents

ut the project

School Inspectorates

• Local authorities

• Local communities

• NGOs• School

boards• Students,

teachers

Development Specialist and Community Engagement Specialist

Components 2 and 3• List of schools

selected• Classroom

• MoER website meetings, interviews

• Throughout the project

• County School Inspectorates

• MoER Social Development Specialist

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disclosed



Target stakeholders


Furniture and Furnishing

• School boards

• Students, teachers

and Community Engagement Specialist

• List of schools• Model designs• Training

curricula

• MoER website• Public radio,

posters, town hall meetings, and town criers

• Community notices


• County School Inspectorates


• Local communities

• NGOs• School

boards• Students,

teachers

• MoER Social Development Specialist and Community Engagement Specialist

• List of schools• Investment

planning

• MoER website • Throughout the project


• Ministry of Public Works, Development and Administration

• RDA


Component 4 • Information on

the project’s results framework

• MoER website • Bi-annual • Civil society• Local

communities• Local

councils


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4.3. Proposed strategy for consultation

Table 6 is a proposed strategy for consultation. Methods vary depending on target audience, nature of activities and level of interest of the stakeholder group in project activity.

Table 6 Strategy for consultation

Component 1: Demonstrating Integrated Investment in School InfrastructureDetailed design / planning stage (before mobilization) Target stakeholders Topic of engagement Methods used Location/ Frequency ResponsibilitiesSchool communities (school boards, teachers, students, parents’ associations)

• Information on the Project, its objectives and short/long-term benefits, with a particular focus on raising awareness of seismic risk

• Expected environmental and social impacts and corresponding mitigation measures, including options for temporarily reallocation to other schools during civil works or use of temporary facilities

• Implementation modalities, planned civil works activities, project timelines

• Sensitization to GBV, SEA/SH• GRM• SEP

• Phone and email communication with school boards and management committees

• Consultation meetings with school communities (see Annex 2)

• Printed materials including leaflets, brochures, factsheets, posters

• Project Website• Press releases• Radio/TV

announcements• Social media posts

• Consultation meetings to be held in each selected school as early as possible

MoER Social Development Specialist and Community Engagement Specialist

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• Beneficiary survey of the buildings prior to reconstruction

• Perceptions survey prior to the reconstruction works

• Upon selection of the school buildings

Contracted survey firm

CSOsVulnerable groups and their representatives

• Project design • Vulnerable groups’ needs

• Consultation meetings • Focus group discussions

or workshops• One-on-one discussions

with representatives

• Consultation meetings to be held in each selected school as early as possible


County School InspectoratesLocal authorities

• Project timeline • Prioritization criteria of the school• List of schools that need

temporary classrooms containers• Needs in terms of implementation

support• Provision of guidance (e.g. training

packages, guidelines, model TORs).

• Phone and email communication

• In-person or remote meetings

• Focus group discussion and online interview with stakeholders

• Online meetings and focus group discussion


• After beneficiary schools are identified


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Local communities • Announcements of planned activities

• Newsletters, bulletins, letters

• Brochures, pamphlets


Project workers • Required targets for female participation in design firms engaged under the Project

• Occupational Health and Safety• Unacceptability of SEA/SH, GBV• Workers’ GRM

• Procurement documents

• Mandatory trainings and awareness-raising

MoERContractors

Construction phase (mobilization, construction)School communities (school authorities and administrative staff, teachers, students, parents’ associations)Local communities

• Updates on progress • Concerns about the project• Project achievements• Possible changes• Temporary Facilities and

Transport Support

• Progress/Follow-up consultation meetings

• Project Website• Communication and

outreach activities, including on social media

• GRM

• On a bi-annual basis


Post-construction and demobilization phaseSchool communities (school authorities and administrative staff, teachers, students, parents’ associations)

• Beneficiary survey of the buildings after the reconstruction

• Perceptions survey after the reconstruction works

• Within one month following the end of civil works

Contracted survey firmMoER Social Development Specialist and Community Engagement Specialist

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• Outcomes achieved • Wrap-up meetings• Project Website• Final project report• Public closing

workshop/public presentation


Component 2: Investing in Clever ClassroomsSchool communities (teachers, students, school boards)

• Desired educational equipment• Development of training contents

• Consultations• Online meetings• Survey• Interviews and

meetings



Component 3: Foundations for Future Investments in Sustainable and Modern Schools InfrastructureSchool communities (teachers, students, school boards)

• Model designs for future schools• Collaborative development and

testing of educational materials that will be interesting and appealing to the students (e.g. roleplays etc.)

• Consultation meetings, focus group discussions

• Design thinking workshops

After the schools are identified


CSOs County School Inspectorates

• Advice on preparation of educational materials for school children on topics linked to disaster prevention and climate resilience

• Model designs for future schools

• Meetings• Focus group discussions• Interviews



Local communities • How to build resilience to disasters and climate change, how to prepare and respond in disasters, opportunities to

• Trainings and community outreach


MoER Social Development Specialist and Community

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increase sustainability • Disaster and climate awareness• Increased awareness of seismic

risk

Engagement Specialist

MoERLocal authoritiesRDAMinistry of Public Works, Development and Administration

• Investment planning: • List of schools Data reports• Applicant's guide for EU funds

• Online Meetings• Focus groups



Component 4: Project ManagementGovernment officials • Project performance and the

project results framework• Meetings • On a bi-annual

basisMoER Project Manager

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4.4 Proposed strategy to incorporate the view of vulnerable groups

The MoER is responsible for ensuring inclusion and representation, including for vulnerable groups. The project has developed a strategy which aims to remove obstacles to participation of such groups (see table 7).

Broadly speaking, in order to engage effectively with affected schoolchildren/teenagers, the following will be needed: • Child-friendly consultations conducted by facilitators with the required expertise • Adapted communication materials with illustrations and simple language to explain project

objectives, impacts etc.

In order to engage effectively with vulnerable groups within local communities, the following will be needed: • Consultations held in easily accessible locations• Small group discussions, as necessary, to remove possible inhibitions to participate• Wide range of communication materials catering to various vulnerable groups’ needs.

Furthermore, the following specific adjustments will be needed to incorporate the views of vulnerable groups:

Table 7 Strategy to incorporate the views of vulnerable groups

Affected schoolchildren/teenagersDisadvantaged / Vulnerable group

What might prevent these individuals or groups from participating in the planned process?

How can they be included in stakeholder engagement activities?

Ethnic groups (Roma, Hungarian, etc.)

Linguistic barriers, lack of reading skills

• Community Level Meetings• Adapted project materials • Translation of materials and

provision of translation during meetings

Children with physical disabilities (either mobility, visual or hearing impairments)

Lack of accessibility of buildings where consultation meetings are being heldLack of means of transportationDifficulties to access project

• Special arrangements to guarantee the accessibility of consultation meetings (e.g. one-on-one consultations by phone where physical meetings are not possible, use of accessible buildings, covering

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information easily transportation costs to allow participation)

• Engagement with organizations (public bodies or NGOs) representing their interests

• Notifications/consultations in schools and local community

• Adapted communication methods, inclusion the use of braille or sign language, special training facilitators and reliance on audio devices and visuals/infographics

• Use of local mediaChildren with special educational needs

Possible difficulties to understand the project’s technical aspects and to express their needs

• Consultations to include parents or specialized staff with expertise in this field

• Separate, targeted consultations as needed

Roma boysRoma girls

Possible difficulties to understand the project’s technical aspects and to express their needs Boys and girls having different needs

• Use of simple language• Separate meetings for boys and

girls as necessary

Pregnant girls and young mothers, school dropouts

Lack of awareness of project’s focus on inclusion and objective to improve student retention and presenteeism

• Specific outreach based on cooperation with school administration

Affected local communitiesDisadvantaged / Vulnerable group

What might prevent these individuals or groups from participating in the planned process?

How can they be included in stakeholder engagement activities?

People with visual or hearing impairments

Inability to easily access project documentation and inform themselves

• Use of a variety of communication materials about the project, including braille, audio and print, and sign language on project videos

• Engagement of local NGOs who work

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with vulnerable people at the community level to help disseminate information and organize consultations

Illiterate community members or members with low education levels

Lack of familiarity with disaster risk management or technical project-related issues

• Small, focused community level meetings to make them more comfortable asking questions or sharing concerns

• Information dissemination through the national/regional radio, posters, educational brochures or videos to raise community awareness

• Engagement of local NGOs who work with vulnerable people at the community level to help disseminate information and organize consultations as well as public authorities mediating relationship with vulnerable families (social workers, Roma mediators, etc.)

Working parents of schoolchildren

Lack of availability during regular working hours

• Consultations to be held at times convenient to working parents

Rural communities and marginalized areas

Transportation issues Limited access to information Lack of access to mass mediaLack of knowledge of the project

• Consultations to be held in easy-to-reach facilities (e.g. Community level engagement/consultations rather than at a district headquarters)

• Robust engagement with local community-based organizations and NGOs working with these groups

• Recruitment of volunteers to disseminate information to remote areas

• Provision of transportation or transportation cost.

4.5. Timelines

The MoER and the PMU will provide appropriate background and relevant technical information to stakeholders’ whose feedback is sought on various project issues with sufficient advance notice (5-10 business days) so that the stakeholders have enough time to prepare meaningful feedback.

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The PMU will collect, review and report back to stakeholders on how the comments were incorporated or the justification for not incorporating them within 10 to 30 working days from the stakeholder engagement event.

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5) Resources and Responsibilities for implementing stakeholder

engagement activities

5.1. Resources

The financial resources allocated to components 1.3., 2.2. and 3.3. will be used to finance all stakeholder engagement activities, as follows: - component 1.3: around 575.000 EUR- component 2.2: around 1.375.000 EUR- component 3.3: around 2.300.000 EUR - parts of the funds under component 4 will also be used towards stakeholder engagement activities, for instance through the hiring of social development and community engagement specialists.

5.2. Management functions and responsibilities

The overall coordination role in the implementation of the SEP will be carried out by the MoER. The MoER has experience with the implementation of projects financed by international development organizations, including the World Bank.

A PMU has been established within the MoER for the management of the implementation of this Project. This PMU has a good track record of project implementation and ensures compliance with the applicable World Bank procedures. Its staff are hired according to the Romanian legislation through detachments from other public institution, including MoER. As per project needs, expert in technical field (architects, engineers, energetic auditors, environmental and social specialists, community engagement specialists, county coordinators etc) will be hired as individual consultants, financed through the mentioned Project.

The PMU includes a Project Manager, two Procurement Specialist, one legal advisor, five technical experts, one project assistants, two monitoring expert, six financial experts. Given the nature of the proposed package of interventions to be funded by the Project and the new Environmental and Social Framework applicable to the Project, the PMU will include an Environmental Specialist, a Social Specialist and a Community Engagement Specialist who will ensure compliance with the World Bank’s ESF guidelines and implementation of this SEP. The PMU developed with the WB’s support the ToRs for these roles.

In addition to these professionals, the MoER will be allowed to hire as many individual consultants as needed to help with the implementation of specific project activities over the course of the project, including for raising awareness and SEP implementation. At this stage, the exact number

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of consultants to be hired and their skillsets are not known yet, but their number, responsibilities and expertise will be added in the next amendment of this SEP.

The Project Manager would be the liaison officer between the MoER and the World Bank and will be held accountable for the compliance with ESF guidelines agreed upon under the project.

The PMU would be responsible for day-to-day project management activities, including monitoring and reporting on project progress to all the relevant stakeholders. For this purpose, the PMU will organize, at regular intervals, meetings involving representatives of all stakeholders to present project progress and seek stakeholder input. The costs for all these activities are budgeted under the Project Management component and may be increased should there be a need.

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6) Grievance Mechanism

6.1. Guiding principles

The project is expected to strengthen accountability for beneficiaries and provide channels for project stakeholders to provide feedback on project activities. It is also expected to provide a mechanism that allows for the identification and resolution of issues affecting the project, including safeguards related complaints, misconduct of staff, misuse of funds, abuse of power, and other improper behavior. By increasing transparency and accountability, the GRM aims to reduce the risk of the project inadvertently affecting citizens/beneficiaries and serves as an important feedback and learning mechanism that can help improve project impact.

The GRM established under the project should be accessible to all, including ethnic, religious, gender, and other special groups. The mechanism focuses not only on receiving and recording complaints but also on how complaints are resolved. The GRM should be supported by an information campaign and training. While feedback should be handled at the level closest to the complainant, all complaints should be registered and follow the set procedures.

Having an effective GRM in place will also serve the objectives of: reducing conflicts and risks such as external interference, corruption, social exclusion or mismanagement; improving the quality of project activities and results; and serving as an important feedback and learning mechanism for project management regarding the strengths and weaknesses of project procedures and implementation processes.

The GRM can be used to submit complaints, feedback, queries, suggestions or compliments related to the overall management and implementation of the project, as well as respective sub projects and site-specific activities. A separate GRM for grievances from project workers, including employees of contractors/sub-contractors will also be set up based on the principles below.

The GRM’s functions will be based on the principles of transparency, accessibility, inclusiveness, fairness and impartiality and responsiveness.

The overall process for the GRM will be comprised of 6 steps: (1) uptake (2) sorting and processing (3) acknowledgment and follow up (4) verification, investigation and action (5) monitoring and evaluation and (6) feedback.

The GRM will also provide the option for beneficiaries, project affected persons and other stakeholders to provide anonymous feedback. Thus, to address a request or complaint to MoER-PMU citizens will rely on a direct address to the institution by fax, e-mail. These types of requests

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or complaints are recorded and treated under the Law no. 544/2001 regarding the free access to public information and Law 233/2002 regarding the right to submit petitions.

6.2. Grievance uptake channels

For the purpose of the current project’s grievance mechanism, MoER-PMU will provide:

Site/Building level Grievance Boxes for the public to submit their grievances and proposals.A dedicated page on the MoER-PMU’s website with information on the project and a complaint/suggestion form www.schoolrehabilitation.ro ;A monitoring system that categorizes all project related petitions at local and central level. The complaints will be sent at email address [email protected] in attention of the legal advisor of the PMU or by mail at PMU headquarters located in Bucharest, 12, Spiru Haret Street

Special efforts will be made to adapt the grievance mechanism to serve the needs of disabled persons, ethnic groups and vulnerable categories.

The structure of the feedback system/GRM will be comprised of three levels (i) the school level; (ii) the county level; and (iii) the central PMU level.

School Level: Stakeholders, including students, can submit their grievances/suggestions at the school level to the principal either by email or by letter using the grievance box. For people with no digital equipment or low literacy levels their grievances/suggestions may be submitted in-person.

County Level: To ensure that the GRM is accessible to people at the county level, they will have the option to report their complaint/feedback to the county project coordinator who will also serve as the feedback focal point (FFP) at the local (town, commune) level. The stakeholders can submit their grievances/suggestions either by email or by letter using the grievance box. For people with no digital equipment or low literacy levels their grievances/suggestions may be submitted in-person If the issue cannot be resolved at the county level, then the county level FFP will immediately escalate it to a higher PMU level.

PMU level: If there is a situation in which there is no response from the county level FFP or the district or if the response is not satisfactory then complainants and feedback providers have the option to contact the PMU level FFP to follow up on the issue.

If the complaint is still not resolved to the satisfaction of the complainant, then s/he can submit his/her complaint to the appropriate court of law.

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mailto:[email protected]



6.3. Sorting and processing

The GRM will establish clearly defined timelines for acknowledgment, update and final feedback to the complainant. These will be stipulated in the Project Operational Manual.

Any project-related feedback or grievance received via the channels listed in section 6.2. should be forwarded within 24 hours to the PMU GM focal point (currently the PMU Legal Advisor), who will register it in a dedicated Excel database and log the following information about it:

Allocated tracking number of the case; Date received; Name of feedback provider/complainant; feedback provider/complainant contact details; Nature of the feedback provided/complaint; Category of feedback (according to a typology to be developed3); Information about the feedback provider/complainant along different categories (e.g. gender; age…); Action taken and response provided to the feedback provider/complainant; Date response was provided; Feedback provider/complainant satisfaction with response provided; Current status of the case.

6.4. Acknowledgment and follow-up, investigation and action

The timeframe for acknowledging receipt of a feedback will not exceed 5 working days from the time that it was originally received; all grievances will be resolved within 30 working days of receipt.

The complaint acknowledgment receipt will outline the way forward and how soon the feedback provider/complainant can expect to hear back regarding the status of his/her complaint.

6.5. Grievance resolution and complainant satisfaction

Submissions will be investigated by reaching out to relevant actors as appropriate. Following the investigation, the relevant actors will propose a resolution to the complainant in writing within a maximum timeframe of 30 days from the moment the complaint was acknowledged. If an issue is still pending by the end of 10 days, the complainant will be provided with an update regarding the status of the complaint and the estimated time by which a proposed resolution will be provided. All grievances should be resolved within a maximum of 30 days of receipt. To enhance accountability, these timelines will be disseminated widely to Project stakeholders, through internet channels (MoER website), brochures, etc.

3 A possible typology of complaints could for example include: grievances linked to choice of technical design; quality of works; waste/debris disposal by the contractor; temporary solutions chosen for the schools during the construction works; lack of access to information; etc.

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6.6. Allegations of sexual harassment and abuse

The Project GRM will additionally serve to refer complainants to GBV Services that have been mapped in advance and to record resolution of the complaint. It will enable safe, confidential reporting on GBV incidence, and capture only the following questions related to the incident:

Nature of the complaint (what the complainant says in her/his own words);If (to the best of their knowledge) the perpetrator was associated with the projectAdditional demographic data such as age and sex (no other identifying characteristics)

The information recorded in the GRM must be confidential—especially when related to the identity of the complainant.

6.7. Communication about the Grievance mechanism

A standard flyer/brochure on the GRM will be designed and disseminated and this information will also be presented on the MoER- webpage www.edu.ro as well as on PMU’s website www.schoolrehabilitation.ro . The existence of the grievance mechanism will also be highlighted during in-person meetings and consultations, and be part of the wider communications and awareness-raising campaigns planned under the project.

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http://www.edu.ro/


7) Monitoring and Reporting

7.1. Involvement of stakeholders in monitoring activities

A beneficiary survey will be administered prior to the start and following the completion of the civil works to evaluate improvements to the school infrastructure from the perspective of end users. This survey will provide data for the Results Framework PDO-level Indicator “Percentage of satisfaction of students and teachers with safer and improved classroom learning environment and functionality of schools under the Project”.

7.2. Reporting back to stakeholder groups

The monitoring and reporting activities will focus on inputs, processes, and outcomes. The MoER collects data annually on all schools, including information on gender and children with disabilities. Given the project’s reliance on timely and reliable data for effective implementation, capacity building in the areas of data collection, analysis, reporting, and dissemination will be provided. Two monitoring experts from PMU will work closely with the MoER to ensure data collection, cleaning, analysis, and reporting are completed according to the project requirements. More so, as part of the project management, a monitoring informatic system will be purchased in order to have a more accurate perspective of the actual data.

The PMU will be responsible for monitoring and compiling a number of reports as well as ensuring the effective carrying out of the annual data collection and other project-supported activities reliant on data. The following reports will be required throughout the project duration at established intervals: (a) annual work plan on project implementation by component and subcomponent, including stakeholder engagement plan and (b) progress reports detailing achievements under each activity, progress on each of the indicators in the Results Framework, and analysis of identified gaps and next steps (biannually). The performance of the project will be reviewed regularly, including through biannual implementation support and supervision mission led by the Word Bank.

Monitoring and evaluation under the project will rely on each level of the education system—from the school level, to local levels, and the central level. The MoER is responsible for ensuring effective monitoring processes are adopted and that information flow is smooth reaching the relevant stakeholders on time. Steps will be taken to ensure that each feedback mechanism established under the project can provide timely data to the local-level stakeholders. The project will maintain a strong GRM given the project’s reliance on community inputs for effective

42


implementation and achievement of project outcomes. The PMU will ensure timely response to any grievances received.

In terms of monitoring the implementation of the Stakeholder Engagement Plan, the PMU will collect data on the “Number of school communities reached out to via informative meetings and trainings” and “Percentage of stakeholders grievances that are addressed and closed”, two intermediate results indicators related to beneficiary involvement and feedback, and will also include in its bi-annual progress reports information about the reach of the awareness-raising/communication campaigns organized (for example by reporting on the number of press materials published/broadcasted in the local, regional, and national media; social media outreach; number of communication materials distributed etc.), and other activities specified in the Stakeholder Engagement Program above. The reports will also specify the number, content and resolution of public grievances received within the reporting period and since the start of the project.

As outlined in Annex 2, outcomes and recommendations emanating from the school-level consultations carried out will be sent to the PMU for aggregation and shared with participants for them to be able to see how their inputs have been taken into consideration in project design and implementation.

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Annex 1. Online stakeholder survey – overview of results

Questionnaire on investment priorities in schools with seismic risk

The Ministry of Education and Research, through the Project Management Unit for the Modernization of the School and University Network, intends to implement with the support of the World Bank a project that aims to modernize the school infrastructure, by rehabilitating, consolidating or building a number of approximately 70 schools, in order to ensure learning environments safer for students and teachers.Through this questionnaire we want to find out your opinion on investment priorities for schools located in areas of Romania with high seismic risk. Please allow us 5-7 minutes to answer the questions below.

1. What is your opinion related to the state of the school building where you work/learn/your child goes to school?a) Excellentb) Good c) Weakd) Dangerous

The results from 473 answers

2. What is your opinion related to the resources needed to run the classes?a) The school has modern resources for teaching and learningb) The school has old resources for teaching and learningc) The school does not have sufficient resources for teaching and learningd) Other opinion


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3. How safe do you feel at school from the perspective of the physical infrastructure?a) I feel safe all the timeb) Sometimes I do not feel safec) I feel in danger all the time d) N/A


4. Would you like to have included in the school curricula information about prevention, exposure and response to risks generated by wheater extreme events and natural disasters?a) Yesb) Noc) We have discussed these informations d) N/A


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5. Do you have a school emergency plan developed?a) Yesb) Noc) I do not know


6. Please rate the following school-related elements, giving a grade from 1 to 5, 1 being very poor and 5 very good:

1 very poor

2 poor

3 neither poor nor good

4good

5 very good

I don’t know/No opinion

Accessibility of the school (for example for children with physical disabilities)

O O O O O O

Building safety in regard to fire O O O O O OBuilding safety in regard to earthquakes O O O O O OQuality of the heating, cooling, drinking water and air/ventilation in the building

O O O O O O

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Quality of the lights in the building O O O O O OQuality of the sanitary facilities (toilets, bathrooms)

O O O O O O

Availability of digital equipment O O O O O OQuality of classroom furniture O O O O O OTeaching quality O O O O O OQuality of relationships with parents O O O O O O


7. If the building is consolidated or demolished, please prioritize what would be two of the biggest challenges? Please give a grade from 1 to 5, where 1 is very important, and 5 very unimportant.

a) Temporary relocation to another school for coursesb) Organizing temporary modular classes in the school yardc) Changing the route to the school, if the location changesd) Transportation/connectivity e) Adaptation to the new temporary conditions


8. What other challenges do you see with the possible demolition or consolidation of the school?

_____________________________ (open question)

Among the primary additional challenges, the respondents mentioned possible delays in the execution of works, impossibility to find adequate and safe space for schooling, or the need to switch to online

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education. Other challenges are related to possible decrease in the number of students, enrolling to other school, or increase of absenteeism. In case of organizing temporary modular classes in the school yard, challenges are related to noise, dust, or possible accidents.

9. Do you think it would be good for your children to be exposed to diversity from an early age (eg to be in the classroom with children of other ethnicities, children with physical disabilities or children with autism)?

a) Yesb) Notc) I don't know/ I don't answer


10. How would you characterize in one word the education system in Romania?

_____________________________ (open question)

Many of the respondents characterized the Romanian education system as weak, mediocre, outdated, unprepared, disorganized, or unadapted to current times. However, there were few respondents (less than 20 percent) who considered the system satisfactory, good, or very good.

11. If you have suggestions of how to improve the project, please add them here. What other elements should be included in the project?

_____________________________ (open question)

On improving the project, the respondents recommended inclusion of additional elements, such as: digitalization of schools, modernization of school infrastructure and material base, modernization of toilets, endowment of labs, and construction of gyms and canteens. There were respondents who considered formative elements, such as teachers training, very important.

12. Through which channels would you prefer to receive information and progress updates about the project?

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a) Newspapersb) TVc) Radiod) Social mediae) Website of the Ministry of Education and Researchf) Regular in-person meetingsg) Other


13. If you had any questions, suggestions or complaints about the project, which option would be easiest for you to share them? a) A contact person involved in the project b) Emailc) Phoned) Poste) Social mediaf) Online form on the website of the Ministry of Education and Researchg) Other


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Section 2 - Participant profile

14. Personal profile (Please select the category that best reflects your connection to the education system.)

a) Teacherb) Studentc) Parentd) School inspectore) Member of parents, students, teachers associationsf) NGOs with activity in the field of education or social inclusiong) Representative of the ministryh) Representative of the local authority


15. Gendera) Femaleb) Male

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16. The area where you live:a) Ruralb) Urban


17. Group agea) 0 – 20 yrsb) 21 – 40 yrsc) 41 – 60 yrsd) Over 60 yrs


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18. The environment in which you are connected to the education system:a) Ruralb) Urban


19. County:


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Annex 2. Site-specific school-level consultations – Template

1. Purpose

The PMU will encourage school boards to engage in a timely and meaningful consultation with the communities linked to each of the schools that will be selected under the project. The consultations will:• begin early in the project planning process to gather initial views on the project proposal and

allow for modifications in project design as needed • encourage stakeholder feedback, particularly regarding the identification and mitigation of

environmental and social risks and impacts• be based on the prior disclosure and dissemination of relevant, transparent, objective,

meaningful and easily accessible information in a timeframe that enables participants ample time to familiarize themselves with the project and to provide informed inputs

• be free of external manipulation, interference, coercion, discrimination, and intimidation. The consultations will provide a space to consider and respond to feedback, support the active and inclusive engagement of project-affected parties, and continue on an ongoing basis, as risks and impacts arise.

In the context of the project, the primary purpose of consultations at the school-level will be to discuss the needs of the school users and the local community, and to ensure they are being met. The consultations will also provide an opportunity to share information about the project, answer any questions, and discuss feedback or concerns from project-affected people and the broader community. It will be a space for all parties to express their views, to have their opinions seriously considered, and to discuss viable options of how to take them into account. These consultations will be part of an ongoing process whereby open lines of communication will be maintained and information shared continuously and transparently with stakeholders.

2. Instructions/Methodology

The school-level team carrying out the consultation should use this consultation form to document the initial consultation with each selected school and the topics that were discussed. A copy of the questions for discussion should be shared with the school representatives and local stakeholders before the consultation so that the discussions can be meaningful. If useful, a walk around the site to discuss the proposed works can be included.

After the start of the civil works, it is expected that the school-level team carrying out the consultation will also hold follow-up consultations to evaluate progress of the (re)construction works and allow people to raise any issues with implementation on a regular basis (for instance

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every 4-6 months).

Following civil works completion, a wrap-up meeting will also be held with affected school communities to review outcomes achieved and allow people to raise any further issues or concerns.

Given the current context, marked by ongoing restrictions to personal interaction linked to the COVID-19 pandemic, necessary arrangements may need to be made to ensure all stakeholders’ safety, including planning for online options where in-person meetings will not be feasible.

The consultations should aim to involve a minimum of 90% of school teachers, 30% of school pupils, 60% of parents, as well as representatives from students and parents associations, local authorities (e.g. Mayor, city hall members), and community members.

3. Information to be provided to stakeholders For the initial consultationsParticipants will be provided with information regarding: • the background and rationale of the project, envisaged short- and long-term benefits,

implementation modalities, envisaged timeframes• site plans and proposed works• potential environmental and social impacts and proposed mitigation measures, including in

particular options surrounding temporary relocation or temporary teaching facilities• the availability and procedures of the project’s feedback / grievance mechanism.

For the follow-up consultationsParticipants will be provided with information regarding: • updates on the progress of the (re)construction works, any issues encountered or changes

in plans• updates on the arrangements linked to temporary relocation of students or temporary

facilities• current environmental and social impacts and how they are being dealt with • overview of feedback received to date via the grievance mechanism and action taken as a

response.

For the wrap-up meetingsParticipants will be provided with information regarding: • final outcomes of the (re)construction works, any pending issues• plans to restart teaching in the newly refurbished/constructed facilities • overview of feedback received to date via the grievance mechanism and action taken as a

response• any future plans and possibilities of engagement.

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4. Suggested template to record participant data Name and address of school: Date of consultation: Record of participants (and if possible, their contact details)

First name Surname Gender Age Position4 Phone (optional)

Email(optional)

5. Suggested questions to explore with stakeholders

Below is a list of illustrative questions that can be used during consultations.

It is proposed that the following questions will be discussed during the initial consultation:1. Which priorities do you see in terms of improving the current school infrastructure? (e.g.

ventilation, heating, bathrooms, access ramps, lighting, etc.)2. Which priorities do you see in terms of improving the school’s equipment and furniture?

(e.g. white boards, desks, books for the library, etc.)3. How could the quality of the school environment be improved overall? (e.g. special rooms

for students to do homework after school, special rooms for meetings with psychologists/counsellors…)

4. From your perspective, how can continuing of education/avoidance of disruption be best guaranteed during the civil works?

5. Do you have any concerns regarding the process of school reconstruction/demolition? If yes, which ones?

6. Will the works impact different groups differently? 7. How can the project ensure that everyone will equally benefit from the reconstruction? 8. How would you like to stay informed about project progress? 9. Do you need clarifications on any aspect of the project?

It is proposed that the following questions will be discussed during the follow-up consultation:1. How have you been impacted so far by the project’s activities? 2. What has gone well? What could have been done better? 3. Do you think anything needs to change in terms of how the project is being implemented?4. Do you feel you have received sufficient information about the project’s progress? 5. Are you aware of the means available to you should you like to submit questions,

suggestions or complaints related to the project?6. Do you need clarifications on any aspect of the project?

It is proposed that the following questions will be discussed during the wrap-up meetings:1. Now that the construction works are completed, which aspects are you most satisfied

with? Least satisfied with?

4 e.g. teacher, parent…

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2. How can the school and local community be best engaged to make the most out of the new facilities?

3. What can be done to ensure that the project-related changes to the school environment will be sustainable and lead to long-term benefits for the school and local communities?

6. Suggested documentation of the consultations

The consultation records should include a summary overview of: - Key issues discussed- Agreements reached with authorized representatives of any section of stakeholders- Form and manner in which the comments/suggestions received can be taken into account

in project design and implementation arrangements- Points on which there is disagreement either between different stakeholders or between

stakeholders and project implementation team- If necessary: reasons why some of the comments made by the stakeholders cannot be

accommodated.

The recommendations gathered from the consultations shall be broken down into three main categories as follows:

Recommendations that can easily be implemented at the school level without additional funds

Recommendations for interventions that can be taken up at the project-level

Recommendations for interventions that go beyond the project’s scope and can be forwarded to the MoER for consideration

The consultations’ records shall be sent to the PMU for aggregation.

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Annex 3. List of Students' and Parents' Associations in Romania5

ORGANIZATION NAME COVERAGE BENEFICIARIES

Bessarabian Students Association from Oradea (Asociația Studenților și Elevilor Basarabeni din Oradea) County

Bessarabian students from Oradea

"Ioan Slavici" Parents' Association from Satu Mare (Asociația Părinților „Ioan Slavici” Satu Mare) Local

Students and Parents from "Ioan Slavici" High School in Satu Mare

Bacau Students' Association (Asociația Studenților din Bacau) County Students from BacauBessarabian Students' Association from Brașov (Asociația Tinerilor Basarabeni din Brașov) County

Bessarabian students from Brașov

Bessarabian Students' Association from Prahova (Asociația Elevilor și Studenților Basarabeni din Prahova) County

Bessarabian students from Prahova

Brașov County Committee of Parents (Comitetul Județean al Părinților Brașov) County

All Schools, Students and Parents from Brasov

Bucharest and Ilfov Sudents' Association (Asociația Elevilor din Bucuresti-Ilfov) County

Students from Bucharest and Ilfov

Bucharest Students' Association (Asociația Elevilor din Bucuresti) County

Bucharest students from Bucharest

Constanta County Committee of Parents (Comitetul Judetean al Parintilor Constanta) County

Parents and Students from Constanta

Constanta Students' Association (Asociația Elevilor din Constanta) County Students from Constanta

FEPAL - (Federația Părinților și Aparținătorilor Legali din România) National

Parents and legal caregivers of children in the pre-university system in Romania

Hungarian High School Students' Union (Uniunea Liceenilor Maghiari din România) National

Hungarian students from Romania

Maramures Students' Association (Asociația Elevilor din Maramures) County Students from MaramuresMehedinți Students' Association (Asociația Elevilor Mehedințeni) County Students from Mehedinți

5 The Project aims to prioritize schools in the highest seismic zones and therefore not all these associations may be involved in project consultations and stakeholder engagement

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National Federation of Parents' Association from Brașov (Federația națională a asociaților de părinți Brașov) County

Students and parents from Brașov

National Federation of Parents' Association from Vrancea(Federația națională a asociaților de părinți Vrancea) County

Students and parents from Vrancea

National Federation of Parents' Associations - Pre-University Education (Federația Națională a Asociațiilor de Părinți - Învățământ Preuniversitar) National

Students from the Pre-Univeristy Education and parents from Romania

Parents' and Friends' Association from the Theoretical High School Vasile Alecsandri Iasi(Asociatia Parintilor si Prietenilor din Liceul Teoretic "Vasile Alecsandri") Local

Students and Parents from this highschool

Parents' Association "George Cosbuc" from Baia Mare (Asociaţia de Părinţi „George Coşbuc“ Baia Mare) Local

Parents and Students from this School

Parents' Association "the descendants of Ion Creanga"(Asociaţia de Părinţi "Urmaşii lui Ion Creangă") Local

Students and Parents from the "Ion Creanga" Secondary School in Iasi

Parents' Association from "Constantin Brancusi" School no. 174 (Asociatia de parinti "Scoala 174 Constantin Brancusi) Local

Students and Parents from this school - Bucharest

Parents' Association from the D.A. Sturdza School Iasi (Asociatia Parintilor Scolii D.A Sturdza Iasi Local

Students and Parents from this school

Parents' Association from the National College "Lucian Blaga" Sebeș(Asociația Părinților Elevilor de la Colegiul Național „Lucian Blaga” Sebeș) Local

Students and Parents from the "Lucian Blaga" National College in Sebeș

Parents' Association from the National College "Mihai Eminescu" Baia Mare (ASOCIAȚIA DE PĂRINȚICOLEGIUL NAȚIONAL“MIHAI EMINESCU” BAIA MARE)

Local, National and International

Students from the Pre-Univeristy Education and parents from Romania

Parents' Association from the National College "Vasile Alecsandri" from Bacau (ASOCIAŢIA PĂRINŢILOR DIN COLEGIUL NAŢIONAL „VASILE ALECSANDRI” BACĂU Local

Parents and students from this National College

Parents' Association from the National College "Vasile Lucaciu" Baia Mare (Asociaţia de Părinţi "Colegiul Naţional Vasile Lucaciu" Baia Mare)

Local, National and Internatio

All parents and students, but especially those form the National College "Vasile Lucaciu"

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nalParents' Association from the Theoretical Highschool "Lucian Blaga" in Cluj-Napoca(ASOCIAŢIA PĂRINŢILOR DIN LICEUL TEORETIC “LUCIAN BLAGA” CLUJ-NAPOCA Local

Parents and Students from "Lucian Blaga" Theoretical Highschool

Students' Association from Buzău (Asociația Elevilor din județul Buzău) County Students from BuzăuStudents' Association from Cluj(Asociația Elevilor din Cluj) County Students from ClujStudents' Association from Dolj (Asociația Elevilor din Dolj) County Students from DoljStudents' Association from the Theoretical High School "Vasile Alecsandri" Iași(Asociația elevilor din Liceul Teoretic "Vasile Alecsandri" Iași) Local

Students from the Theoretical High School "Vasile Alecsandri" in Iași

Students' Association from Vrancea (Asociația Elevilor din Județul Vrancea) County Students from VranceaVâlcea Students Association (Asociația Vâlceană a Elevilor) County Students from Vâlcea

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