Document of The World Bank FOR OFFICIAL USE ONLY Report No. 50202 - SN PROJECT APPRAISAL DOCUMENT OF THE EDUCATION FOR ALL - FAST TRACK INITIATIVE IN THE AMOUNT OF US$81.5 MILLION TO THE GOVERNMENT OF THE REPUBLIC OF SENEGAL FOR A PROPOSED CATALYTIC FUND GRANT July 9, 2009 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized
Transcript
Document of The World Bank
FOR OFFICIAL USE ONLY
Report No. 50202 - SN
PROJECT APPRAISAL DOCUMENT
OF THE
EDUCATION FOR ALL - FAST TRACK INITIATIVE
IN THE AMOUNT OF US$81.5 MILLION
TO THE
GOVERNMENT OF THE REPUBLIC OF SENEGAL
FOR A
PROPOSED CATALYTIC FUND GRANT
July 9, 2009
This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.
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FISCAL YEAR January 1 – December 31
CURRENCY EQUIVALENTS
(Exchange Rate Effective March 2009)
Currency Unit CFA Franc (FCFA) US$1 470 FCFA
Abbreviations and Acronyms
ACDI/ CIDA
Agence Canadienne de Développement International
IA Inspection d’Académie
AFD Agence Française de Développement IDA International Development Association - Association de développement international
AfDB/ BAD
African Development Bank Banque Africaine de Développement
IDEN Inspection Départementale de l’Education Nationale
AGETIP Agence d’Exécution des Travaux d’Intérêt Public contre le sous-emploi
IFR Unaudited Interim Financial Reports
BAD Banque Africaine de Développement JICA Japan International Cooperation Agency - Agence de Coopération Internationale du Japon
BID Banque Islamique de Développement MDG Millennium Development Goals
CAS Country Assistance Strategy - Stratégie d’Assistance de Pays
MEPEMS
Ministère de l’Education chargé de l’enseignement préscolaire, de l’élémentaire, du moyen secondaire et des langues nationales
CDSMT Cadre des Dépenses Sectorielles à Moyen Terme MTEF Medium-term Expenditure Framework (CDSMT)
CF Catalytic Fund (Fonds Catalytique) OMD Objectifs du Millénaire pour le Développement
DAGE Direction de l’Administration Générale et de l’Equipement
PAD Project Appraisal Document - Document d’Evaluation de Projet
DCEF Direction de la Coopération Economique et Financière
PDEF Programme Décennal de l’Education et de la Formation
DCS Direction des Constructions Scolaires PDO Project Development Objective
DDI Direction de la Dette et de l’Investissement PEQT QEFA
Projet Education de Qualité Pour Tous Quality Education for All Project
DEE Direction de l’Enseignement Elémentaire PIM Project Implementation Manual
DEEC Direction de l’Environnement et des Etablissements Classés
PRSC/CSRP
Crédit Stratégique de Réduction de la Pauvreté
DPRE Direction de la Planification et de la Réforme de l’Education
RINA Rapports Intérimaires Non-Audités
DRH Direction des Ressources Humaines RPF Resettlement Policy Framework – Cadre de politique de réinstallation
DSRP Document Stratégique de Réduction de la Pauvreté TBS Taux brut de scolarisation EFA-FTI FC/FTI
Education for All–Fast Track Initiative Fonds Catalytique de l’Initiative FTI
UPE Universal Primary Education
ESMF Environmental and Social Management Framework – Cadre de Gestion Sociale et Environnementale
USAID United States Agency for International Development
1. STRATEGIC CONTEXT AND RATIONALE.................................................................. 1 A. Country and sector issues..................................................................................................... 1 B. Rationale for the FTI/CF and Bank involvement................................................................. 2 C. Higher level objectives to which the program contributes................................................... 3
2. PROGRAM DESCRIPTION............................................................................................... 3 A. Financing instrument............................................................................................................ 3 B. Program Development Objective (PDO) and key indicators ............................................... 3 C. Program components............................................................................................................ 4
3. IMPLEMENTATION MODALITIES AND MECHANISMS......................................... 7 A. Partnership arrangements ..................................................................................................... 7 B. Institutional and implementation arrangements ................................................................... 7 C. Monitoring and evaluation of outcomes/results ................................................................... 8 D. Sustainability:....................................................................................................................... 8 D. Risks..................................................................................................................................... 9
4. EFFECTIVENESS CONDITIONS AND OTHER SPECIFIC UNDERTAKINGS....... 9 5. APPRAISAL SUMMARY.................................................................................................. 10
A. Economic and financial analyses ....................................................................................... 10 B. Technical ............................................................................................................................ 11 C. Fiduciary responsibilities ................................................................................................... 12 D. Procurement ....................................................................................................................... 13 E. Social Evaluation................................................................................................................ 14 F. Environmental Evaluation.................................................................................................. 14 G. Safeguard policies .............................................................................................................. 15 H. Policy Exceptions and Readiness....................................................................................... 15
ANNEXES
Annex 1A: Selection Criteria .................................................................................................... 21 Annex 2: Detailed costs ............................................................................................................... 22 Annex 3: Results Framework..................................................................................................... 23 Annex 5: Financial Management and Disbursement Arrangements ..................................... 25 Annex 6: Procurement Arrangements ..................................................................................... 33 Annex 7: Safeguard policy issues.............................................................................................. 44 Annex 8: Economic and Financial Analysis............................................................................. 45 Annex 10 : Major related projects or activities financed by the Bank and/or other donors51 Annex 11 : Country at a Glance................................................................................................. 52 Annex 12: List of Documents in the Project File..................................................................... 55
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EDUCATION FOR ALL – FAST TRACK INITIATIVE CATALYTIC FUND
Project Document Data Sheet
Date: July 9, 2009 Country Director: Habib M. Fetini Sector manager: Eva Jarawan/Chris Thomas Task Team Leader: Meskerem Mulatu
Lead donor: Canadian International Development Agency (CIDA) Donors: AFD, AfDB, Coopération française, European Union, IDA, IsDB, Japan, UNICEF, USAID, WFP, among others Environment category: B Safeguard category: S2
Project ID: P116783 Grant total : US$ 81.5 million
Proposed conditions: None Expected execution period: June 30, 2008 - June 30, 2011
Expected effectiveness date: July 31, 2009 Expected closing date: June 30, 2011
Grant recipient: Republic of Senegal
Executing agency: Ministère de l’Enseignement préscolaire, de l'élémentaire, du moyen secondaire et des langues nationales (Ministry of Pre-school, Elementary and Middle/Secondary Education and National Languages).
Program Development objectives: The Catalytic Fund project will contribute to the Recipient’s goal of attaining universal primary education by 2015, though construction and equipment of classrooms Summary: The Catalytic Fund Grant of US$81.5 million will help finance the related costs, including: (i) construction et equipping of new elementary schools; (ii) extension of existing schools by adding new classrooms and ancillary buildings; and (iii) coordination and monitoring/evaluation. Financing Plan (US$ million) Source Local Foreign Total Catalytic Fund Grant Government Other
30.0
51.5
81.5
Expected disbursements (US$ million)
Source (Calendar year) 2010 2011 2012 Catalytic Fund Grant Government Other
12.0 30.3 39.2
Does the project depart from the CAS in content or other significant respects? Ref. PAD A.3
No
Does the project require any exceptions from Bank policies? Have these been approved by Bank management? Is approval for any policy exception sought from the Board?
Yes [ ] No [X] Yes [ ] No [ ]
Which safeguard policies are triggered, if any? OP 4.01 Environmental Assessment and OP 4.12 Involuntary Resettlement.
Significant non-standard conditions, if any: None
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STRATEGIC CONTEXT AND RATIONALE
A. Country and sector issues
1. Senegal has benefited from 10 years of political stability and good macroeconomic performance. GNP grew by 4.5 % during the period 1995-2005, which constituted the longest period of such growth since independence in 1960. Other economic fundamentals also remained strong during that period, with an inflation rate and a budget deficit well under 3 percent. Since 2006, the economic performance has slowed down when compared with the previous decade. Real growth fell on average by one point (to 3.5 percent) during in 2006-2007 with a deterioration of the external and budget deficits and an increase in inflation. These counter-performances reflect in part the negative impact of high fuel prices since 2005 and the recent increase in food prices.
2. Despite the good harvests expected in 2008/2009, the latest projects indicate that the expected growth rate of 5 percent will not be reached dueto the persistence of external shocks (fuel and food). The balance of payments remains vulnerable and the Treasury has accumulated significant arrears with the domestic private sector.
3. Government has initiated budget reforms as a way of controlling the impact of these shocks on public finances. This has led to a reduction in investment and recurrent expenditures in the Government budget. During appraisal, the Government agreed that these reductions would not unduly impact the social sectors (education and health). Other risks that were discussed include the continued negative impact of increases in fuel and food prices; consequences of drought and the fact that more than half of the population still lives in absolute poverty, earning less than 640 dollars per year.
4. The Government’s ten year education sector plan, the Programme Décennal de l’Éducation et de la Formation or PDEF, was prepared in collaboration with key stakeholders, including civil society and the donor community, and outlines the Government policies for the sector. It sets out the key objectives for the sector, as well as the specific actions and the resources needed for their attainment. The second phase of the PDEF has attained most of its objectives, and the preparations for the third phase are well advanced.
5. So far, the implementation of the education program has been satisfactory in terms of increase of access to education, gender parity and decentralization of the education sector management. Over the last few years, Senegal has successfully increased access to primary education from a gross enrollment rate of 79 percent in 2004 to 90.1 percent in 2008. The grade one intake rate improved from 92 percent in 2004 to 113.6 percent in 2008. Girls’ GER has increased to 92.4 percent in 2008, against 88.0 percent for boys. The education sector management is being decentralized to the local government authorities and deconcentrated to the regional and district education authorities. The regional education authorities (Inspection d’académie or IA) and at district level (Inspection départementale or IDEN) are handling greater responsibilities and are provided with additional human and financial resources. The
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Government is piloting the transfer of authority over school construction to local government authorities that also receive direct transfers of funds from the central Government to finance non teacher recurrent cost necessary to improve the quality of education. Government has demonstrated its willingness to give higher priority to education by allocating more than 37 percent of its recurrent budget (net of debt service) to the education sector, with the share of the primary level in the overall education budget increasing from 44 percent in 2004 to 48 percent in 2007.
6. Despite clear progress as summarized above, the education sector still faces some challenges. Regional disparities in access to and overall low quality of basic education remain of serious concern. . The primary GER rate of 90.1 percent at the national level in 2008 hides important regional disparities, with low enrollments in Diourbel (53.1 percent), Louga (68.6), and Kaolack (70), while enrollments are above 100 percent in Dakar, Fatick, Kolda, and Ziguinchor. Second, the quality of education is still low. The high rates of repetition and dropout have hindered further progress of the primary completion rate. Among 100 students attending grade one of primary school, only 56 achieve six years of schooling without repeating. Among the key reasons for low access and high dropout are: the absence of schools with complete primary cycles, especially in rural areas where up to 52 percent of students are in incomplete schools (as compared to 93 percent in urban areas); schools without water and sanitary facilities (only 62 percent have a water point and latrines, and only 52 percent have toilets specifically for girls); and the lack of alternative options for parents in more traditional areas for whom the teaching of religion and of Arabic are powerful determinants of their willingness to send their children to school.
7. Donors play an important role in the sector: The donors group provides technical and financial support to Government, under the leadership of the Canadian development agency (CIDA or ACDI). They contribute in the policy dialogue but also in financing the education program mainly recurrent expenditure for quality inputs but also for investment. They financed approximately a quarter of the elementary classrooms built during the first phase. Most key donors in the sector routinely meet to discuss issues of common interest, and conduct a joint supervision mission mid-year, as well as an annual review at the end of each year, both with participation from all key stakeholders at the central, regional, district and local levels. However, the harmonization of donor implementation arrangements has not yet been effectively done: parallel implementation arrangements including the use of executing agencies, project units, long-term technical assistants (coopérants), and civil service top-ups are still widely used to channel resources to the education system. It should be noted, however, the two of the largest sector support programs are provided in the form of budget support operations from CIDA and from AFD.
B. Rationale for the FTI/CF and Bank involvement
8. The FTI CF allocation will help the Senegalese Government achieve the objective of the PDEF of Universal Primary Education (UPE) in 2015. The proposal from Senegal is based on documents of the second phase of the Senegal’s PDEF, the Government’s ten-year program for the sector (1998-2008). The Senegal education sector plan was formally endorsed for the FTI by the local donor group in 2006. A country program document requesting support from the
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Catalytic Fund was prepared by the Government and submitted to the local donor group, which found it satisfactorily. On the basis of the Government’s application, the EFA-FTI Catalytic Fund Strategy Committee approved, in December 2007, a grant of US$81.5 million for the period 2008-2010.
C. Higher level objectives to which the program contributes
9. The FTI Catalytic Grant contributes to objectives set out at both the international and national levels, most particularly the Millennium Development Goals. First, it will contribute to the attainment of the objective of the Senegal education sector plan (PDEF), which aims to achieve UPE by 2015. Second, it supports the Government’s Poverty Reduction Strategy and the Accelerated Growth Strategy, which highlights human resource development as a key national objective, with a particular emphasis on education and skills development. Third, the project directly responds to the Country Assistance Strategy, the second objective of which is to build national capacities while improving the quality of, and access to, social services. The last CAS identified low level of skills and technology used by the private sector as one of the biding constraints to accelerated growth and recognizes the need to expand human capital achievements through education to further increase productivity and productive innovations.
PROGRAM DESCRIPTION
A. Financing instrument
10. The lending instrument selected for this project is a sector investment loan (SIL), which the team considers to be the best adapted instrument to the macro-economic realities, including the financial and budget crises.
B. Program Development Objective (PDO) and key indicators
11. This CF grant aims to contribute to the Government’s goal of attaining universal primary education by 2015, though construction, extension and equipment of classrooms and ancillary buildings.
12. The CF will use the overall indicators of the PDEF to track progress on the ten-year sector program, and will use the specific indicators mentioned below to track the attainment of the objectives for the grant. Annex 1 provides baseline and target values for those indicators.
(a) Indicators drawn from the PDEF matrix:
1. Admission rate into grade 1: from 13.6 percent in 2008 to 110.3 percent in 2011.
2. Primary gross enrollment rate: from 90.1 percent in 2008 to 95.9 percent in 2011
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3. Primary completion rate: from 58.4 percent in 2008 to 70.4 percent in 2011
4. Repetition rate: from 7 percent in 2008 to 6.8 percent in 2011
5. Dropout rate: de 9.2 percent in 2007 to 5 percent in 2010
b) Progress and output indicators specific to the CF:
6. Number of classrooms financed by the CF delivered by 2011.
7. Number of temporary structures replaced by 2011 under CF.
8. Number of schools with completed cycles by 2011 under the CF.
9. Number of schools equipped with auxiliary facilities (toilets, water points, administrative blocks, etc.) by 2011 financed by the CF.
10. Number of meetings held by the Construction Coordination and Monitoring Committee in 2009, 2010 and 2011.
11. Frequency of monitoring reports provided by the DCS after field visits/technical supervision missions.
C. Program components
13. The CF program has three components, each of which is discussed in detail in Annex 1. They complement the activities financed with other sources by building additional education facilities that have not been funded.
Component 1: Construction and equipment of classrooms 14. The FTI CF would finance the construction and equipping of 4,360 classrooms, including:
(a) 2,010 additional classrooms (46 percent of the total construction under the CF) would be built to extend existing schools in those areas where schools are over capacity;
(b) 1,900 classrooms (44 percent) would replace temporary structures put up by communities to accommodate growing demand.
(c) 450 new classrooms (10 percent) would be built as part of 150 new schools, each containing a 3-classroom block, a water point, an administrative building, a toilet block and a wall fence. Of these new schools, 100 schools (300 classrooms, constituting 7 percent of all classrooms) would be for Franco-Arabic schools in the regions of Diourbel, Louga and Kaolack that offer the official curriculum.
15. These classrooms will be built in areas where there is a problem of access due either to the unavailability of adequate classrooms or to the disconnect between community demand and the type of school currently offered. The CF would complement funding for school/classroom construction under the Government budget, and from other donors including AFD, AfDB, IsDB,
5
JICA and KfW, among others; none of the CF classes will be built on sites or on buildings also financed by other donors. Classrooms would be built in those areas where enrollments are low; the various regions and sites are selected based on the demand expressed by the regional and district education offices (IA/IDEN) relative to the objectives set for each region and taking into account the planned activities under other donor programs. A micro-planning exercise that brought together central and regional education officers as well as local government authorities and parents was carried out to specifically identify the school sites where these classrooms would be built. The selection criteria and the allocations by region are provided in Annex 1A.
16. Government has ongoing operations under JICA that support maintenance and rehabilitation of school buildings, with a significant contribution expected from Government at the central level and from local government authorities. The CF classrooms would be included in these maintenance efforts, although these new structures will not need attention in the immediate future.
Component 2: Construction of auxiliary facilities in existing schools
17. This component would use the same criteria as Component 1 above to select the sites where these facilities would be built in order to bring the schools up to a minimum standard:
In order to bring existing schools up to standard, the CF would finance:
(a) 814 water points in elementary schools,
(b) 814 toilet blocks of 4 cabins each (2 each for girls and boys); and
(c) 500 administrative buildings each with a headmaster’s office and a storeroom;
Component 3: Coordination and monitoring/evaluation. 18. Under this component, the CF would finance the activities necessary to coordinate the construction under Components 1 and 2, and the monitoring and evaluation mechanisms consistent with the Government’s overall ten-year sector program, the Programme Décennal de l’Education et de la Formation (PDEF). It will also provide capacity development assistance to the directorate charged with school construction (Direction des Constructions Scolaires - DCS). Activities would include:
(a) Coordination meetings for the diverse set of actors involved in construction, including the Ministry of Education at central, regional and district levels, the Ministry of Urbanism (within which is housed the Directorate for the Construction of Schools or DCS), the local government authorities, the delegated management agency, and parents, teachers and students.
(b) Technical monitoring and supervision visits by the DCS as well as the activities and missions of the entity charged with environmental and safeguard issues, the Direction de l’Environnement et des Etablissements classés (DEEC) within the Ministry of the Environment.
(d) Communications, especially with local partners and actors;
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(e) Capacity development activities for the DCS, and
(f) Technical and financial audits.
Cost summary table: The detailed table is in Annex 2
COMPONENT Total (CFA Francs)
Total (US$)
Component 1: Construction and equipment of classrooms 28,065,900,000 65,574,533
1. Construction and equipment of new classrooms to replace temporary structures
5,427,000,000 12,679,907
2. Construction and equipment of additional classrooms (extension of existing schools)
11,637,900,000 27,191,355
3. Construction and equipment of new schools, including wall fences
11,001,000,000 25,703,271
Component 2: Construction of auxiliary facilities in existing schools
3,230,820,000 7,548,645
1. Installation of water points in existing elementary schools 569,800,000 1,331,308
2. Construction of toilet blocks in existing elementary schools 1,571,020,000 3,670,607
3. Construction of administrative blocks in existing elementary schools
1,090,000,000 2,546,729
Component 3: Coordination and monitoring/evaluation 3,585,280,000 8,376,822
1. Construction assistance (Components 1 and 2) 3,009,698,581 7,032,006
2. Coordination et monitoring/evaluation 575,581,419 1,344,816
GRAND TOTAL 34,882,000,000 81,500,000
Justification of program design • Other project loan/grant instruments considered: As noted in the section under
fiduciary risk, the current budget crisis points to challenges both in public financial management and in withstanding the consequences of the global financial and food/fuel crises. In that context, the IDA team believes that the sector investment loan instrument is the one best adapted to that situation, and would allow speedy and efficient implementation of the planned construction program.
• Use of delegated management agency: The IDA team has discussed with Government
the current lengthy delays in the delivery of the 2007 and 2008 construction programs, both financed by the Government budget and by other donor programs. As a result, it is unlikely that the Government would have the capacity to deliver on this ambitious construction program. As a result, using a delegated management agency to deliver in two years the 4,360 classrooms envisaged is the best alternative at this time. To ensure
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that this will not be the case in future years, the CF envisages a capacity development program for the DCS.
• Focus on increasing access and improving existing classrooms: Although the Government and the donors to the sector have been supporting all aspects of the ten-year sector program, there has been consistent under-funding of the construction program. Therefore, rather than focus resources on several program areas, the in-country donors accepted the Government’s proposal to close the investment/infrastructure gap by focusing almost exclusively on classroom construction (with strong monitoring and evaluation support) under the CF program.
IMPLEMENTATION MODALITIES AND MECHANISMS
A. Partnership arrangements
19. The CF fund was prepared and discussed with the entire in-country donor team, which participated in the endorsement as well as in the several meetings held to discuss the Government’s final proposal. The donor coordination in the education sector is considered a reference in Senegal, with key donor partners meeting at least once and often twice a month to discuss issues of interest or to share information on ongoing programs. This group serves as a thematic liaison with the overall donor coordination team for the Government’s Poverty Reduction Strategy Document (DSRP). As of 2008, the Director of Planning is invited to participate in these donor meetings, and has done so regularly. Donors participate in joint supervision and review missions, including field visits, and have agreed on a common progress reporting format (an internal program execution report as well as an external economic and financial analysis conducted every year) as well as a common indicator matrix. In the technical discussions held to finalize this appraisal document, at least four other donor partners participated in the full day discussions held between IDA and Government, and expressed their overall support for the approach outlined here. The IDA team has been communicating with KfW, which has shown an interest in closely coordinating its own construction activities for the sector with those envisaged under the CF.
B. Institutional and implementation arrangements
20. The CF would use the existing implementation modalities and institutional arrangements under the PDEF, and would be executed in parallel with the ongoing IDA Quality Education for All, Phase 2 project, using the same arrangements and procedures manual.
21. The Ministry for Pre-school, Elementary, Middle/Secondary School Education and National Languages (MEPEMS) would execute the CF activities. The Director of Planning and Education Reform (DPRE) of the MEPEMS, which is responsible for the coordination of the entire ten-year program, would be responsible for \the coordination of activities under the CF.
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The MEPEMS has already the relevant legislative documents needed for the following coordination structures: (a) a Steering Committee for the PDEF, chaired by the Minister of the MEPEMS or his designee, for which the Director (DPRE) would be the Secretary; (b) a Committee for Construction Coordination and Monitoring, which would hold monthly meetings chaired by the Minister or his designee and bringing together all the relevant actors, including those from other ministries. Given the relatively complex institutional arrangements in the education sector, where five ministries and one agency are involved,1 the Prime Minister’s Office will be represented on the Committee for Construction Coordination and Monitoring.
C. Monitoring and evaluation of outcomes/results
22. The monitoring and evaluation of construction implementation under the FTI CF will remain within the overall monitoring and evaluation framework for the ten-year sector program. Annual reviews and supervision missions will track progress and identify challenges. The performance indicators would be aligned with those of the PDEF. Periodic meetings of the Steering Committee and the Construction Coordination and Monitoring Committee will ensure regular follow-up throughout the implementation period. The DCS will ensure technical supervision through regular field visits, which would include the deconcentrated education offices (IAs and IDENs) as well as the local government authorities. Financial audits would be carried out by independent firms recruited by the Cellule d’Appui aux Projets et aux Programmes (CAP/DDI) and in accordance with procedures acceptable to IDA. Technical audits would be launched by the MEPEMS. Other than the quarterly reports to be provided by the DAGE, by the DCS and by the delegated management agency, implementation progress reports and technical and financial updates under the PDEF will heretofore include the CF. At the end of the implementation of the first tranche, the Ministry of Education would prepare a progress report acceptable to IDA to trigger the release of the second tranche. This report will comprise all the indicators as discussed in the donors’ letter of endorsement to the FTI Committee in 2006, and will be discussed by the in-country donors before transmission to the World Bank.
D. Sustainability:
23. With Government financing the largest share of the program budget by far (up to 91 percent of the overall program costs from 2000-2006 were financed by the budget), the issue of financial sustainability is not considered to be a serious problem. However, the team recognized the potential risk that, given the current budget crisis, Government could substitute the CF funds for its own planned construction activities, thereby compromising the additionality expected with the CF funds. The team has mitigated against this risk as highlighted in the relevant section below, but feels vigilance will be necessary not only from the IDA team (HD and PREM teams, as well as the Country Department) but also from other donor partners.
1 Ministry of Education charged with pre-school, elementary and middle school education; Ministry of Technical Education and Vocational Training, Ministry of Secondary and Tertiary Education are key players. In addition, the Ministry of Urbanism handles school construction, the Ministry of Culture handles adult literacy and the Agence des Cases de Tout Petits handles early childhood education.
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D. Risks
Risks Mitigation measures Rating*
The Government reduces its investment expenditures to substitute CF resources for those expected under the Budget.
PRSC missions and those under the PDEF will follow up on this issue to ensure additionality of CF funds in the draft budget and in the expenditures to ensure the education sector is not adversely affected.
S
Classrooms for Franco-Arabic schools will be used solely for religious education without integrating the official curriculum
The district education offices (IDEN) will conduct close monitoring visits to ensure these schools offer the official curriculum. The Government will define a standard type/norm for public Franco-Arabic schools to ensure harmonization.
M
Ambiguities remain in the division of procurement roles and responsibilities between the DAGE, the AGETIP and the DCS.
The delegated management contract will clearly specify in an unequivocal manner the roles and responsibilities of each actor for the implementation of the construction program.
M
Recurrent changes in school sites will impede rigorous planning and monitoring.
The MEPEMS will confirm to the World Bank that the structures to be built will be implemented as discussed during appraisal, and that field visits will confirm that the structures were indeed built in the localities identified, unless IDA formally agrees to a change.
M
Disinterest in the monitoring of environmental and social aspects.
The DEEC in the Ministry of Environment will ensure regular monitoring of these aspects. Funds have been allocated within the CF for this, as well.
M
Overall MRatings: H=high; S=substantial; M=modest; N=Low or negligible * Risks after mitigation
EFFECTIVENESS CONDITIONS AND OTHER SPECIFIC UNDERTAKINGS 24. There are two effectiveness conditions for the Grant:
(a) Government and the Delegated Management Agency will sign a Delegated Management Agency Agreement, in form and substance satisfactory to IDA.
(b) Government has updated the Project Implementation Manual to (i) reflect the financial management procedures specific to the Project.; and (ii) the procurement responsibilities of DAGE and DCS.
Dated covenants:
25. Government will: (a) submit to IDA, before February 15 of each year, an updated procurement plan for the
following year; (b) in August and February of each year, submit semi-annual progress reports including all key indicators; and (c) no later than June 30 of each year, submit audited annual financial statements of the previous fiscal year.
(b) carry out a mid-term review of the project to assess implementation progress, and to determine the measures necessary to ensure the efficient carrying out of the project and
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the attainment of its objectives. One month before the mid-term review, under terms of reference satisfactory to IDA, Government will prepare and furnish to IDA a report integrating the results of the monitoring and evaluation activities performed on AGETIP’s implementation of the first year of activities, and the DCS’s delivery of its 2006-2009 construction program for the education sector.
(c) Government will provide a yearly program of activities, together with a timetable and budget for its implementation, and any environmental management plan and/or resettlement plan that may be required for such activities as per the Environmental and Social Safeguard Management Framework and Resettlement Policy Framework.
(d) Not later than three months after effectiveness, Government will amend the contract with the external auditors of the ongoing Quality Education for All, Phase 2 project to include the audit of this operation.
APPRAISAL SUMMARY
E. Economic and financial analyses
26. The economic and financial analyses conducted during the appraisal of the ongoing IDA operation (PEQT2) remain valid. These latest analyses were conducted to determine whether the overall program was both realistic and sustainable.
27. The specific focus on elementary education is justified on the basis of solid economic and social factors, especially with regard to the focus on education quality in the second phase. It has been established that expenditures in elementary education have a direct impact on the health of the families of the beneficiaries and on agricultural productivity. In Senegal, the analyses show that both rural revenues and rural productivity are improved considerably with higher educational attainment, especially for those who have had secondary education, followed by those who have completed elementary. With regard to health, analyses have shown that an additional year of education for the mother translates into a 2.83 percent reduction in the probability that her child would have growth problems.
28. Government is committed to attaining the Millennium Development Goals (MDGs) by 2015. The intermediate objectives include attaining, in elementary, a gross enrollment rate of 100 and a completion rate of 70 by 2010. The policy options to be taken in order to reach these goals include: (a) maintaining the current policy of recruiting contractual teachers in elementary even as similar options are considered in middle and high schools; (b) defining a strategy for keeping teachers in rural areas; (c) constructing 2,400 new classrooms and replacing 300 existing classrooms in elementary each year; (d) allocating to elementary 48 percent of recurrent expenditures in education; (e) increasing the share of the recurrent education budget allocated for non-salary, non-transfer budget items, with a growing focus on block grants to schools and
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reforms of pre- and in-service teacher training; and (f) reducing repetition rates in primary from 14 percent in 2004 to 7 percent in 2010.
29. Financial analyses had been conducted to ascertain the sustainability and feasibility of the objectives identified for the PDEF and the MDGs. These analyses were updated to ensure that Government would have sufficient budget resources to finance the recurrent costs, especially salaries, necessary to enable the optimal use of the classrooms planned under the CF, among others. Government prepared a medium-term expenditure framework for the sector for the period 2008-2010. The overall costs for elementary education are estimated to be around 586.9 billion CFA Francs: Government plans to contribute 469.2 billion CFAF, representing 80 percent of the total, with a 12 percent contribution from external partners. Therefore, there is little threat to the sustainability of the CF’s investment in classrooms. Further details are provided in Annex 8.
F. Technical
30. The first tranche of the CF program would be executed through a delegated management contract with the AGETIP. The AGETIP has both the implementation capacity and years of experience with the execution of school construction programs, having participated in a significant share of the construction under the first phase of the PDEF. This arrangement is acceptable to IDA and to the rest of the donors and was confirmed by Government during the appraisal, due in large part to the difficulties encountered in the delivery of the current construction program by the Directorate of School Construction (DCS) under the Government’s consolidated investment budget and under ongoing construction programs from external financing sources. On the basis of an evaluation of the AGETIP’s execution of the first phase, together with an analysis of the progress and performance under the DCS’s ongoing construction program, the DCS may be asked to execute the second tranche. A more general examination by the Directorate-General of Construction (within which the DCS currently resides) is necessary to improve the efficacy and efficiency in the delivery of the school construction programs.
31. The CF will provide considerable support to the development of the sector and help maintain the existing gains and further increase enrollments. One of the greatest challenges will be to ensure equity in access, to keep children in school and to help them succeed. To that end, the CF would:
(a) Provide education access in areas where the school-age population does not have access because of the lack of sufficient classrooms, because of incomplete elementary cycles, or because of the lack of any schools within an accessible distance;
(b) Ensure equity in access by diversifying the supply to fit the specific needs of the population, most particularly those for whom the classic school is not generally acceptable for socio-cultural reasons. These zones, especially Diourbel, Louga and Kaolack, which have some of the lowest enrollment rates, cannot hope to improve their rates unless the supply of schools is better adapted to the demand. Franco-Arabic schools are in high demand in these areas and can play a key role in helping the country attain its education goals, provided these schools teach the official curriculum and offer their
12
students the same chances as those for children in French-only schools. The CF would help support this innovation by creating a small number of public Franco-Arabic schools, adding to the small but growing number of such school built under Government and other donor support.
(c) Improve retention in schools. School continuity would be positively influenced through improvements in the learning environment, with a policy of positive discrimination for those children in vulnerable circumstances. These would include those in incomplete cycle schools, those in temporary shelters without the minimum basic facilities, and those in poor, rural areas. It is no coincidence that these are also the areas where girls have the most difficulty in completing elementary school.
G. Fiduciary responsibilities
32. At the national level: Since the Country Financial Accountability Assessment (CFAA) conducted in 2003, the Government has implemented several reforms to improve the system of public finance management. These reforms, outlined in a CFAA Action Plan, were implemented during the period 2004-2007 under the coordination and supervision of an Executive Secretariat created for this purpose within the Ministry of Economy and Finance. In 2007, Senegal decided to participate in an evaluation of its financial management, following the criteria of the Public Expenditure and Financial Accountability Assessment (PEFA). The conclusion of that exercise has enabled Government to update the Action Plan on budget and financial reforms, to define what is now the PEFA Action Plan.
33. In August 2008, an audit conducted by the Finance Inspectorate General (IGF)upon the recommendation of the IMF identified significant budget abnormalities. This audit, done in the context of the Instrument de Soutien à la Politique Economique (ISPE), raises critical questions regarding the public finance management system despite the advances in reforming the public procurement system. Recognizing the critical nature of the situation, the Government of Senegal has committed to the IMF and other donor partners to implement priority reforms, with their support and assistance, to reduce the budget deficits and restore the balance in public finances. There are also other reforms to be put in place in the areas of internal and external financial control of budget executions and of state enterprises.
34. At the project level: The mechanism for financial management under the CF will be based on existing systems in place under the ongoing IDA Quality Education for All, Phase 2 project, which is also in use by all projects managed by the Directorate for Administration and Management (DAGE) of the MEPEMS. This system has been found satisfactory by IDA consistent with the minimum policy and procedures for financial management as outlined in OP/BP 10.02.
35. The DAGE would be responsible for all financial management and disbursements, in collaboration with the Directorate for Debt and Investment (DDI) within the Ministry of Economy and Finance. A team is already in place to handle both procurement and financial management under the ongoing operation, and the same team would execute the same functions under the CF. Disbursements would go through a designated account at the DDI, for which a sub-account would be opened at the DAGE, or through direct payments. The CF would benefit
13
from the solid experiences of the Government’s fiduciary teams engaged in the activities of the ongoing IDA operation. The disbursement methods would be the unaudited interim financial reports (IFR). The disbursement procedures of all components and sub-components would be identical to those used under the ongoing IDA project, QEFA 2 (4231-SN).
36. The CF would be audited by an independent and competent auditor acceptable to IDA. The terms of reference and the contract of the auditor for the ongoing QEFA2 project would be revised to include the CF. The management software currently in use by the DAGE would be updated to include the CF. Given the experience of the personnel of the DAGE in the management of IDA funds, the disbursement method proposed for the CF is report-based disbursements and the DAGE will prepare the unaudited Interim Financial Report (IFR), consistent with the disbursements under the ongoing IDA project.
H. Procurement
37. The DAGE within the MEPEMS would be charged with procurement unrelated to the construction activities, consistent with the process currently in place for the ongoing IDA project (QEFA2) and justified by the satisfactory performance of the DAGE under QEFA, Phase 1. The procurement of civil works and equipment/furniture of schools would be delegated to the AGETIP, which has capacities in the procurement area judged to be satisfactory by IDA. The DAGE has a director, a financial management specialist, an agent responsible for operations and monitoring and a procurement specialist. The Procurement Unit team comprises the procurement specialist and two assistants trained in procurement under previous IDA projects. All staff actively participated in the evaluation of the program. The responsibilities of the procurement specialist include the preparation and execution of the Procurement Plan, the preparation of standing bid documents, the supervision of the bid process, the support of the team in the contract award process, the monitoring and management of contracts, and the follow up and supervision of the delegated management arrangements. The overall risk for the entire project in terms of procurement is moderate.
38. The Government and the Delegated Management Agency will sign a Delegated Management Agency Agreement, in form and substance satisfactory to IDA, including: (i) a procurement plan for the first phase of the construction program; (ii) the procurement methods for the extension of schools; (iii) a cost estimate for the construction program, with a breakdown of fees for the contract management services; (iv) the terms of reference for land-surveyors, architects, engineers and quantity surveyors to be recruited by the Delegated Management Agency; (v) sufficient description of the construction program; (vi) the obligation to carry out the Project in accordance with World Bank procurement Guidelines, the Project Implementation Manual and any Memorandum of Understanding between the Government of Senegal and the donors; and (vii) a technical annex indicating the methodology and organization that the Delegated Management Agency will use for the management of the construction program, including its own decentralized organization of contract supervision, and qualifications of key permanent staff.
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I. Social Evaluation
39. Several major constraints to the effective access and to completion of elementary by all children have been identified. Government has integrated the removal of these constraints into its national education policy and has initiated a series of actions aiming at finding solutions to these problems. In the second phase of the PDEF, even though gender parity has been attained in elementary, boys are still more likely to complete their studies and are generally able to have more years of schooling. By increasing the number of school places, by bringing them closer to communities, and by equipping schools with auxiliary facilities like latrines, the CF will help keep children, and especially girls, in school and will reduce the gaps in terms of access and completion between rural and urban areas, between children with or without disabilities, and between boys and girls. By making water points and latrines available in schools, girls will be more likely to attend and stay in school, especially as they approach puberty. The education policy outlines the necessity of making a strong push to integrating children with special needs into the system. The construction plans for the CF-financed schools will ensure greater accessibility for children with physical disabilities.
40. Disparities between urban and rural populations in access and in learning outcomes are of great concern. The Gross Enrolment Rate (GER) is estimated to be 106 in urban areas and 72 in rural areas, with the largest number of out-of-school children found in the regions of Diourbel, Kaolack and Louga. It is not surprising that poverty is similarly disproportionately rural in nature, where two-thirds of the population is poor. Significant progress has been seen in expanding access, but rural areas remain disadvantaged. Consequently, the CF program would build schools and classrooms primarily in the rural areas. In those traditional communities where the teaching of Arabic is an important prerequisite to school attendance, Government has progressively gained the confidence of the religious community in the groundnut basin by creating the public Franco-Arabic schools that provide the official curriculum using both French and Arabic.
J. Environmental Evaluation
41. The MEPEMS conducted an environmental and social evaluation and prepared the relevant framework documents. An Environmental and Social Management Framework (ESMF) and a Resettlement Policy Framework (RPF) were disclosed to the public when the QEFA 2 project was appraised in FY07. These documents were intended to find solution to identified safeguard problems and provide directives and guidelines to those enterprises involved in school construction. The planned construction in the CF program is the same as that under QEFA2. The framework documents are included in the Procedures Manual of the QEFA project and financing for the monitoring and evaluation have been included in the PAD, including the participation of key actors such as the Ministry of Environment’s Direction de l’Environnement et des Etablissements Classés or DEEC. The delegated management agency will make the safeguard documents available on its website, and will include a chapter on environmental and social safeguard issues in its progress reports. All schools will be constructed using the technical
15
specifications and quality norms already prepared by the MEPEMS during the first phase of the IDA project, with the modifications discussed during preparation and appraisal.
K. Safeguard policies
42. The project has triggered OP 4.01 (Environmental Assessment) and OP 4.12 (Involuntary Resettlement) due to potential negative environmental and social impacts related to the construction of schools. The safeguard screening category is S2, and the environmental screening category is B. To address potential negative impacts consistent with the requirements of these safeguard policies, the project has prepared an ESMF and a RPF. In addition to describing the environmental and social screening process, the ESMF makes recommendations regarding capacity building needs to ensure its effective implementation, and consultations with potentially affected persons as part of the screening process that will take place at the time construction plans are prepared. The two documents were re-disclosed in-country, as noted above, prior to negotiations. The DEEC will ensure, on behalf of Government, the adherence to the environmental and social management mechanisms outlined in the documents, and will provide a progress report as part of the overall quarterly and semi-annual reports by the MEPEMS.
Safeguard Policies Triggered by the Project Yes No Environmental Assessment(OP/BP/GP4.01) [X] [ ] Natural Habitats (OP/BP4.04) [ ] [X] Pest Management (OP 4.09) [ ] [X] Cultural Property (OPN 11.03, being revised as OP 4.11) [ ] [X] Involuntary Resettlement (OP/BP4.12) [X] [ ] Indigenous Peoples (OD 4.20, being revised as OP 4.10) [ ] [X] Forests (OP/BP4.36) [ ] [X] Safety of Dams (OP/BP4.37) [ ] [X] Projects in Disputed Areas (OP/BP/GP7.60)* [ ] [X] Projects on International Waterways (OP/BP/GP7.50) [ ] [X]
L. Policy Exceptions and Readiness
Project staff in place: The key staff that will follow up on project activities within the MEPEMS are all in place, including the fiduciary team. Please note that this program does not use a Project Implementation Unit; instead, it places key contractual personnel with scarce skills (financial management, accounting, informatics) in the relevant directorates of the MEPEMS. Counterpart funds budgeted/released: As country financing parameters have been established for Senegal, the CF program would finance 100 percent of all expenditures. Procurement plan for the first 18 months of activities: A procurement plan was provided to the team on July 3, 2009. Disclosure requirements met: The Environmental and Social Management Framework and the Resettlement Plan were fully disclosed for the ongoing IDA project. Since no new types of
* By supporting the proposed project, the Bank does not intend to prejudice the final determination of the parties’ claims on the disputed areas
16
activities are planned, and since construction activities under those framework documents have not yet begun (i.e. no performance measures can be provided at this time), those documents would be still considered in force. The documents were redisclosed prior to negotiations with an explanatory cover note indicating that the FTI CF activities would be covered under the same framework documents. Results assessments arrangements completed: The Results Framework has been discussed and agreed upon with Government.
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1: Detailed description of components and sub-components
Component 1: Construction and equipment of classrooms The construction and equipment program for the 4,360 classrooms envisaged will (a) increase the number of school places in existing schools, (b) replace temporary structures and (c) create new schools in under-served areas. The CF program will complement ongoing programs of construction under the different Government and donor programs, including those financed by AFD, AfDB, IsDB and JICA, among others.
The construction and equipping of 2,010 additional classrooms (46 percent of the total construction planned under the CF) would be built to extend existing schools in those areas where schools are over capacity. The total need in terms of incomplete cycle schools is estimated to be 5,239 classrooms. To identify the sites, the allocation between the regions was based on the needs expressed by the regional and district education inspectorates (IA/IDEN) as compared to regional objectives and ongoing Government and donor programs. The criteria for selection included enrollment rates, distance of communities from existing schools, the demographic data for the area, the level of community motivation; these criteria were shared with local actors.
The 2,010 classrooms are divided up as follows: * 980 classrooms in 2009/10 and * 1,030 classrooms in 2010/11.
The construction of 1,900 classrooms (44 percent of the CF program) for students currently in temporary structures would recognize and support efforts by communities to accommodate the growing demand for schooling. These temporary structures include rented or borrowed quarters, or structures built from temporary materials (including hay/straw), often leaving children in an unacceptable learning environment.
The 1,900 classrooms are divided up as follows: * 920 classrooms in 2009/10 and * 980 classrooms in 2010/11.
A total of 450 new classrooms (10 percent) would be built as part of 150 new schools, each containing a 3-classroom block, a water point, an administrative building, a toilet block and a wall fence. Of these new schools, 100 schools (300 classrooms, constituting 7 percent of all classrooms) would be for Franco-Arabic schools in the regions of Diourbel, Louga and Kaolack that offer the official curriculum. These classrooms will be built in areas where there is a problem of access due either to the unavailability of adequate classrooms or to the disconnect between community demand and the type of school currently offered. The CF would complement funding for school/classroom construction under the Government budget, and from other donors including AFD, AfDB, IsDB, and JICA, among others. Classrooms would be built in those areas where enrollments are low; the various regions and sites are selected based on the demand expressed by the regional and district education offices (IA/IDEN) relative to the objectives set for each region and taking into account the planned activities under other donor programs. A micro-planning exercise that brought together central and regional education
18
officers as well as local government authorities and parents was carried out to specifically identify the school sites where these classrooms would be built. The selection criteria and the allocations by region are provided in Annex 1A.
The total need for new classrooms in new schools is 1,411. In order to reach out to children currently out of school, the Government has put in place a certain number of innovations, including the creation of public Franco-Arabic schools in response to the type of education demanded by some communities. To that end, bilingual elementary teachers are being trained in the teacher training institutions (Ecoles de Formation des Instituteurs or EFI) to teach in the Franco-Arabic schools, and textbooks are being designed for use in these schools.
The CF will allocate funds for communication at the local level in those communities where the Franco-Arabic schools will be built to ensure communities are fully committed to the option of having the official curriculum taught in those schools.
The 150 schools are divided up as follows: * 20 schools (with 60 classrooms, 1 sanitary and 1 administrative block, 1 water point and
awall fence) in 2010 and * 130 schools (with 390 classrooms, 1 sanitary and 1 administrative block, 1 water point
and a wall fence) in 2011. All of the Franco-Arabic schools would be completed in 2010.
Annex 1, Table 1: Regional division of the construction program under FTI CF First phase (2009) Second phase (2010) New Schools Region
Component 2: Construction of auxiliary facilities in existing schools
In the strategy for upgrading existing schools, the auxiliary facilities that will be financed include water points, and sanitary and administrative blocks. These activities would supplement ongoing programs financed by ACDI (CAREES project), IDA (PEQT2 project), AfDB (BAD4), IsDB (BID4), and JICA (JICA V), among others. This component would finance:
(a) 814 water points in elementary schools, to fill the gap of 4,047 water points in schools countrywide. These water points would either include connections to existing networks or construction of wells. The CF would finance 393 water points in 2009/10 and 421 in 2010/11.
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(b) 814 toilet blocks of 4 cabins each (2 each for girls and boys), to fill a gap of 3,417 toilets nationwide. A total of 4354 would be built in 2009/10 and 460 in 2010/11.
(c) 500 administrative buildings, each with a headmaster’s office and a storeroom, to fill a national gap of 4,297. A total of 234 would be built in 2009/10 and 266 in 2010/11.
Annex 1, Table 2: Regional allocation of auxiliary facilities under FTI CF
First Phase Second Phase Total
Region
Wat
erpo
int
Sani
tary
bloc
k
Adm
inis
trativ
ebl
ock
Wat
erpo
int
Sani
tary
bloc
k
Adm
inis
trativ
ebl
ock
Wat
erpo
int
Sani
tary
bloc
k
Adm
inis
trativ
ebl
ock
Fatick 42 32 24 42 32 24
Kaolack 67 61 44 67 61 44
Louga 100 122 60 100 122 60
Matam 110 104 72 110 104 72
St-Louis 56 29 20 56 29 20
Dakar 18 6 14 45 17 29 63 23 43
Kolda 10 6 10 10 6 10
Tambacounda 128 155 88 128 155 88
Thiès 130 150 69 130 150 69
Ziguinchor 81 89 46 81 89 46
Fatick 27 43 24 27 43 24
SENEGAL 393 354 234 421 460 266 814 814 500
Component 3: Coordination and monitoring/evaluation.
Under this component, the CF would finance the activities necessary to coordinate the construction under Components 1 and 2, and the monitoring and evaluation mechanisms consistent with the Government’s overall ten-year sector program, the Programme Décennal de l’Education et de la Formation (PDEF). This component would enable Government as well as its development partners to have a clear vision of the progress in the implementation of activities and the attainment of the identified objectives. Activities would include:
(a) Coordination meetings for the diverse set of actors involved in construction, including the Ministry of Education at central, regional and district levels, the Ministry of Urbanism (within which is housed the Directorate for the Construction of Schools or DCS), the local government authorities, the delegated management agency, and parents, teachers and students. The meetings may also include the local construction agents (CTR), private supervision firms and other enterprises to share information about the
20
progress of the program, to identify any constraints and difficulties, and to put in place corrective measures as needed so that budget ceilings and timetables are maintained.
(b) Technical monitoring and supervision visits by the DCS at least on a quarterly basis as well as the activities and missions of the entity charged with environmental and safeguard issues, the Direction de l’Environnement et des Etablissements classés (DEEC) within the Ministry of the Environment, which will conduct field visits and will do an evaluation at the beginning and at the end of each phase of the program.
(c) Communications, especially with local partners and actors, in support of an information/sensitization program for the target population, especially in the areas where new schools (and in particular Franco-Arabic schools) are to be built. Communications would also be done in all other areas where construction is envisaged. The objective of this component would be to ensure community participation and adherence to universal enrollment and retention of children in school. This communications sub-component should also share widely the ongoing efforts to attain quality universal primary education, particularly those financed under FTI CF.
(d) Capacity development activities for the Direction des Constructions Scolaires will be carried out, with a focus towards improving the performance of this directorate in the delivery of its construction program. This would focus primarily on its delivery of its 2006-2009 construction program both under the Government budget and under donor programs. An evaluation of its performance will be conducted before any decision is made regarding its participation in the second tranche of the CF construction program.
(e) Technical and financial audits, including the recruitment of independent consultants to conduct annual evaluations of the construction program, to conduct a more general evaluation of the performance of the DCS in the delivery of its 2006-2009 construction program. This sub-component also includes the financial audits that will be carried out annually, in a process already in place under PEQT2 and with an independent external auditor recruited through a process acceptable to the Bank.
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Annex 1A: Selection Criteria
Criteria for site selection of new schools:
 The enrollment rate in the area, with preference given to areas with low rates;
 Distance of the communities from existing schools, with preference given to those at more than 3 kilometers from the nearest elementary school;
 The number of school-age children within a radius of 3 kilometers;
 The availability of land, with preference given to those communities that have clear, uncontested title for the proposed site.
 The new school is not financed or planned to be financed by another funding source
Criteria for selection of schools to be extended
 The type of school, with preference given to schools with incomplete cycles;
 Trends in enrollment for past three years, with preference given to those with the highest annual enrollment growth rates;
 The average class size, with preference given to the highest;
 The type of classes in the school, with preference given to those with “complex” classrooms, including multigrade and double shift.
 The school extension is not financed or planned to be financed by another funding source.
Criteria for selection of temporary structures to be replaced
 The number of classrooms in temporary structures;
 The number of pedagogic groups in the school, with preference given to those with “complex” classrooms, including multigrade and double shift.
 The average class size;
 The replacement of classrooms is not financed or planned to be financed by another funding source.
Criteria for selection of schools where auxiliary facilities would be built (water points, sanitary and administrative blocks)
 The size of the school as measured by the number of students;
 The percentage of girls enrolled.
 The number of years a school has been functioning.
 The realization of facilities is not financed or planned to be financed by another funding source.
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Annex 2: Detailed costs
Component Total (FCFA) (US$) 2009/2010 2010/20111. Construction and equipment of classrooms 28,065,900,000 65,574,533 11,724,600,000 16,341,300,000
New schools 5,427,000,000 12,679,907 723,600,000 4,703,400,000 Civil works 5,007,000,000 11,698,598 667,600,000 4,339,400,000
5 No. of classrooms delivered to complete incomplete cycles
980 % 1030 % 2010 %
6 No of temporary structured replaced 920 % 980 % 1900 %
7 No. of new schools constructed 20 % 130 % 150 %
8 No of schools receiving a water point 393 % 421 % 814 %
9 No of schools receiving a latrine block 354 % 460 % 814 %
10 No of schools receiving an administrative block
234 % 266 % 500 %
11No. of meetings held by the Construction Committee and by the Steering Committee
4 4 8
12Frequency of technical supervision reports by the DC following a technical field visit.
Quarterly Quarterly Quarterly
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Annex 4 : Institutional arrangements (As per CF PAD guidelines, this section can be found in the main text, III (2) since it is under 2 pages)
25
Annex 5: Financial Management and Disbursement Arrangements
Analytical Summary and Conclusions of Appraisal Fiduciary responsibilities Since the Country Financial Accountability Assessment (CFAA) conducted in 2003, the Government has implemented several reforms to improve the system of public finance management. These reforms, outlined in a CFAA Action Plan, were implemented during the period 2004-2007 under the coordination and supervision of an Executive Secretariat created for that purpose within the Ministry of Economy and Finance. In 2007, Senegal decided to participate in an evaluation of its financial management, following the criteria of the Public Expenditure and Financial Accountability Assessment (PEFA). The conclusion of that exercise has enabled Government to update the Action Plan on budget and financial reforms, to define what is now the PEFA Action Plan.
In August 2008, an audit conducted by the Finance Inspectorate General (IGF) upon the recommendation of the IMF identified significant budget abnormalities. This audit, done in the context of the Policy Support Instrument (PSI) of the IMF, raises critical questions regarding the public finance management system despite the advances in reforming the public procurement system. Recognizing the critical nature of the situation, the Government of Senegal has committed to the IMF and other donor partners to implement priority reforms, with their support and assistance, to reduce the budget deficits and restore the balance in public finances. There are also other reforms to be put in place in the areas of internal and external financial control of budget executions and of state enterprises.
The implementation of the decentralization strategy and of local mechanisms for financial management has seen long delays. Various studies conducted in Senegal indicate that the excessive centralization of decision making and the lack of accountability undermine the capacity of communities and local government authorities to manage their own activities. The inadequacy of intergovernmental financial transfers, the heavy bureaucracies and the weaknesses of the tax collection system are additional constraints to local development. Several Bank projects (the Programme National de Développement Local, in particular), including the ongoing educatioin project, contribute to efforts to redress the inadequacies noted above. IDA expects to transfer fiduciary responsiblities to local authorities over time so that they would have the necessary capacity to manage IDA resources.
Evaluation of problems and financial risk in the country
At national level: As noted above, the overall risk associated with public financial management is high, but the Government has taken several measures to mitigate this risk. Government gives priority to improvements in the areas of external and internal controls, and of financial management reforms. A multi-donor fiduciary trust fund (MDTF) has been put in place for the implementation of these reforms.
26
At the project level: Because of the high fiduciary risks at the country level, IDA has taken special steps to ensure sound financial management for the projects it finances. Personnel charged with financial management in IDA projects are recruited competitively, and IDA financing always follows special mechanisms for reducing fiduciary risks. IDA projects are always audited by competent, independent audit firms. Internal control mechanisms given below will enable reductions of project risks in the medium term.
Risk Risk level*
Mitigation measures Residual
Risk
Conditions of Negotiations or Effectiveness
Comments
Inherent Risk H S
Country Level
HCFAA/PEFA Action Plan for implementation of public finance reforms is supervised by Executive Secretariat of PCRBF in MinFin.
S No Implementation of reforms is supported in particular by a multi-donor trust fund (MDTF).
Entity Level
S
Regulatory/institutional mechanisms in place but political interference could impact project. IDA will give particular attention to this risk.
M No .
Project Level
S
FTI funds would be used exclusively for classroom construction. Though the project will be implemented in a complex sector with multiple donors, the DAGE has experience with implementation of IDA-financed projects.
M No
Procedures under ongoing IDA project will be used, esp. Administrative and financial procedures. Close attention to be paid to internal controls to avoid ineligible expenses.
Control Risk M M
Budget M
A work-plan and annual budget will be developed and submitted for IDA approval, ideally in November of each year.
M No
Accounting System
M
Administrative and accounting functions will be under responsibility of qualified specialist with necessary experience in IDA-financed projects. Accounting software to be adjusted to integrate FTI CF information.
M No
Internal Controls
S
There is no specific structure for internal controls ; however, the Procedures Manual envisages the necessary controls to be conducted (approvals, authorizations, payments, etc.). Use of Ministry of Education internal controls is envisaged.
M No
External auditors and IDA supervision missions will ensure functional internal control systems are in place.
Funds Flow
L
A designated account will be opened and managed in collaboration with the DDI (Direction de la Dette et de l’Investissement). The flow of funds is well known and managed by the DAGE
L No
Financial Reporting
LThe DAGE is familiar with the necessary arrangements for the unaudited Interim Financial Reports (IFR).
L No IDA will ensure timely production of IFRs.
External Audit
MA qualified and independent external auditor acceptable to IDA will be recruited for the annual audits of CF funds.
M No
* H = High S = Substantial M = Moderate L = Low
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In view of the weaknesses of the public country financial management issues and those relative to the project, the overall financial management risk rating for this EFA/FTI project is Moderate.
Strengths
The financial management arrangements for the implementation of the CF program will be based on the system already in place for the second phase of the IDA QEFA project, which has been judged satisfactory by IDA.
Weaknesses and Action Plan
Risk/Weakness Action Responsible
Party Implementation
Date
1Lack of information on
FTI/CF Modification of software to include FTI information.
CAAF/DAGE One month after
effectiveness
2Procedures specific to
FTI not taken into account
Updating of the Procedures Manual to include FTI
activities COMO/DPM
One month after effectiveness
4External auditor not yet
identified Recruitment of an external auditor acceptable to IDA.
DAGE/CAP
First quarter after effectiveness
Financial management arrangements Arrangements regarding personnel and implementation
Resources would be mobilized in the form of project aid within a sector-wide approach. The DAGE would be responsible for all financial management for the CF, in collaboration with the Directorate for Debt and Investment (DDI) within the Ministry of Economy and Finance. A team is already in place to handle both procurement and financial management under the ongoing operation, and the same team would execute the same functions under the CF.
The DAGE team would be responsible for: (i) collection and verifying invoices before payment; (ii) maintain the advance account and sub-accounts; (iii) process and generate data in the accounting software; (iv) prepare the IFRs as well as the annual financial statements; (v) facilitate the annual audit missions and transmit to IDA audit reports within the deadlines agreed upon.
28
The following figure illustrates the financial management process for accounts used for the Catalytic Fund.
Delegation Management Contract with AGETIP As with many projects in the IDA portfolio in Senegal (GPOBA, Local Authority Development Project, The Highway Project, among others), a delegated management contract has been signed with AGETIP, which will be in charge of the implementation of the construction program. In that contract, AGETIP will be subject to an annual audit undertaken by an auditor acceptable to IDA. A copy of the audit report will be sent to IDA by June 30 of each year. Accounting practices and procedures The CF would be implemented with the same terms and conditions for financial management as other external resources (credits, grants, subsidies) managed by the DAGE within the PDEF. SYSCOAHA ou SYSCOA. The DAGE will apply the accounting directives of the Système Comptable Ouest Africain (SYSCOA), a system initiated in 1998 and application in the private and semi-public sectors of UEMOA countries, including Senegal. This system is based on the traditional Plan Comptable in Francophone countries with many innovations reflecting the principles established in international accounting norms. SYSCOA envisages three reporting systems: normal (système normal), simplified (système allégé) and minimal (système minimal de trésorerie). The DAGE is eligible for the simplified system. The administrative, accounting and financial manual of the PDEF will be updated and applied to the CF funds. The accounting software used by the DAGE will be updated to incorporate the components and categories of the CF.
Ministère de l’Economie et des Finances - DDI
Ministère de l’ÉducationDAGE
DAGECAAF
Suppliers and other service providers; delegated
management agencies
29
Production of Un-Audited Interim Financial Reports (IFR) and follow-up The DAGE will be responsible for all project reports. The CAAF within the DAGE will ensure, on a quarterly basis, that the IFR is produced and transmitted to IDA no later than 45 days after the end of each quarter. The first IFR will be provided to IDA no later than 45 days after the first quarter after the effectiveness date and will cover the period from the first expenditure to the end of the first quarter of the calendar year. The format and contents of the IFRs are already known to the DAGE. On an annual basis, the DAGE will produce, no later than 31 March of the following year, the annual financial statements which will be audited. Information system: The DAGE’s software will incorporate the new components and categories of the CF. It will be updated regularly so as to provide all of the information indicated above in additional to the analytical accounting to ensure the necessary follow-up as required from the beneficiaries. Internal audit: In Senegal, the Directorate of Debt and Investment (DDI) is controlling ex ante all the expenditures and withdrawal applications before sending them to IDA. Although there isn’t an internal audit body within the DAGE, key internal controls will be undertaken. Thus several controls will be undertaken by respective staff of the DAGE: approval and authorization controls (including for procurement) are already documented in the manual, Bank reconciliation statements will be prepared regularly and on a timely basis by staff independent of the payment function, subsidiary records of fixed assets and stocks will be maintained, and all assets will be duly insured. In addition, the external auditors and IDA will pay attention to the continuing adequacy of and conformity with the project’s procedures by the DAGE during their review. External audits: An annual audit of the financial statements will be conducted by external auditors with qualifications and experience satisfactory to IDA. Besides expressing an opinion on the Financial Statements in accordance with International Standards on Auditing, the auditors will be required to comment on whether the counterpart funds (if such funds are agreed upon) have been provided regularly and used in accordance with the Financing Agreement. In addition to the audit report, the auditors will be expected to prepare Management Letters giving observations and comments, and providing recommendations for improvements in accounting records, systems, controls and compliance with financial covenants in the Financing agreement. The auditors will be required to express an opinion on compliance with the laws and regulations. A specific opinion related to the implementation of the delegated management contract with AGETIP will be included in the auditor’s terms of reference. The audit reports for the fiscal year ended must be submitted not later than June 30 following the end of that fiscal year. The table below summarizes the auditing requirements:
Audit report (DAGE) Due Date � Financial Statements � Counterpart funds (if they exist) � Management Letter
June 30
Audit report (AGETIP) � Financial Statements
June 30
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Flow of funds The flow of funds will include:
� At the central level, a Designated Account will be opened in a commercial bank acceptable to IDA and managed by DDI. This Designated Account will be used to finance all activities eligible under the CF;
� At the central level, a Sub Designated Account will be opened in a commercial bank acceptable to IDA and managed by DAGE.
The table below specifies the IDA accounts to be opened at the various levels:
Admin. Level
Primary Resp.
Account Type Nature of expenditure
Signatories Bank Number of
accounts
National DDI Designated Account
(FCFA) All the
activities Director of DDI or
Deputy Commercial
Bank 1
National DAGE Sub Designated Account (FCFA)
All the activities
Joint signature of Director of DAGE and
CAAF of DAGE
Commercial Bank
1
Disbursement methods The disbursement method will be the Interim Un-Audited Financial Report (IFR). Fund flows under the project are expected to take place, as follows: IDA will authorize a six-month advance to the designated account based on the procurement/disbursement plans. Funds would be used to: (i) honor eligible expenditures, (ii) and make advances to the sub-designated account. Each quarter, the project would prepare and transmit to IDA the IFR together with fund requests and IDA reconciliation statements. The sub designated account would be replenished from the designated account at the DDI. The first advance would correspond to six months of planned activities. Data related to FTI would be included in the consolidated IFRs prepared by the DAGE. Minimum value of applications The minimum value of Direct Payment and Special Commitment will be equivalent to 20 percent of the advance in the designated account. Advances • Type of Designated Accounts: one account for all CF program expenditures • Currency of Designated Accounts: FCFA • Financial institution at which the Designated Accounts will be opened: acommercial bank
acceptable to the Association.] • Ceiling (subsection 6.1): Forecast for two quarters as provided in the quarterly Interim
Financial Report ; Reporting on use of grant proceeds Supporting documentation should be provided with each Withdrawal Application as set out below:
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• For reporting eligible expenditures paid from the Designated Accounts:o IFR in a form acceptable to IDA o List of payments against contracts that are subject to IDA’s prior review
• For requests for reimbursement o IFR in a form acceptable to IDA
• For direct payment o Records evidencing eligible expenditures, e.g., copies of receipts, supplier invoices.
• For special commitment o Letter of credit o Copy of the contract
The project would submit bank statements and a reconciliation of the Designated Account and the Sub Designated Accounts, together with the withdrawal applications, on a quarterly basis. All supporting documentation would be retained at the DAGE and must be made available for review by periodic World Bank review missions and external audits. The format of the quarterly Interim Un-audited Financial Report will be discussed and agreed upon during negotiations and will be attached to the Disbursement Letter.
(a) Counterpart funding As IDA has established Country Financing Parameters for Senegal, the project will finance 100 percent of expenses. This is fully justified since Government is now financing more than 80 percent of expenditures in the education sector. (b) Disbursements by category The table below sets out the expenditure categories to be financed out of the grant proceeds, based on the components of the project as per Government’s expressed preference. The allocations for each expenditure category are the following:
Disbursement Categories (to be confirmed at negotiations)
Category Amount of the Grant
Allocated (expressed in USD)
Percentage of Expenditures to be Financed
(1) Works, Goods, Consultants’ Services, Operating Costs for Construction and equipment of classrooms
65,600,000 100%
(2) Works, Goods, Consultants’ Services, and Operating Costs for construction of auxiliary facilities in existing schools
7,500,000 100%
(3) Coordination and monitoring/evaluation 8,400,000 100%
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TOTAL AMOUNT 81,500,000
Supervision
The supervision of the CF would be conducted at the same time as the supervision for the IDA-financed QEFA2 project. Nevertheless, and given the level of risk, supervision missions would be done at least once a year. The level of intensity will be adjusted with the evolution of the identified risks.
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Annex 6: Procurement Arrangements
A) General
Procurement for the proposed project would be carried out in accordance with the World Bank’s “Guidelines: Procurement Under IBRD Loans and IDA Credits” dated May 2004, revised October 2006; and “Guidelines: Selection and Employment of Consultants by World Bank Borrowers” dated May 2004, revised October 2006, and the provisions stipulated in the Financing Agreement. The general descriptions of various items under different expenditure categories are described below. For each contract to be financed by the CF grant, the different procurement methods or consultant selection methods, the need for prequalification, estimated costs, prior review requirements, and time frame are agreed between the Recipient and IDA in the Procurement Plan. The Procurement Plan will be updated at least annually or as required to reflect the actual project implementation needs and improvements in institutional capacity.
National procurement system and ongoing reforms Senegal adopted a Public Procurement Law in June 2006 and Public Procurement Code in April 2007 (decree N� 2007-545, date April 25th, 2007), as part of the action plan of the Country Procurement Assessment Review (CPAR) for Senegal carried out in FY03. The legal framework is in line with the international standard and the West African Monetary Union’s (WAEMU) guidelines. The independent regulatory body (ARMP) responsible for policy and handling complaints from bidders and the Procurement Department (DCMP) responsible for controls of procurements transactions are fully operational and appropriately deal with their respective missions. Controls within the contracting authorities (CA) are effective through their respective Procurement Commission and Procurement Units. A system (SIGMAP) for collecting, disseminating, managing procurement information and monitoring procurement statistics has been developed and is operational at the level of the DCMP. The Government intends to spread the SIGMAP over the contracting authorities to improve efficiency and monitoring of procurement transactions. Key decisions with regards to sanctions, contract awards, sole source justifications and complaints are posted on the Public Procurement Website (www.marchespublics.sn). National Standard Bidding documents (NSBD) have been drafted and are being used by the CA. However there is a need to ensure regular external and internal procurement compliance reviews. In general, Senegal's procurement laws and regulations do not conflict with IDA guidelines. However provisions related to the restriction of the eligibility of bidders to those coming from WAEMU countries only will not be applied. No special exceptions, permits, or licenses need to be specified in grant documents since IDA procedures take precedence other those laws and regulations.
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Advertising A General Procurement Notice (GPN) will be prepared and published in United Nations Development Business (UNDB), in Development Gateway (dgMarket), and in at least one national newspaper after the project is approved by the CF Committee, and before effectiveness. The GPN would show a summary of all International Competitive Bidding for works and goods contracts and a summary all consulting services involving international firms. Specific Procurement Notices for all goods and works to be procured under ICB, and Expressions of Interest for all consulting services to cost the equivalent of US$200,000 and above would also be published in the UNDB, dgMarket as well as in the national press. The Recipient may also advertize such information in an international newspaper or a technical magazine.
Procurement methods and procedures Procurement of Works: Works procured under this project would include, under Components 1 and 2, construction and extension of schools and classrooms, including the addition of auxiliary services (water points, latrines and administrative blocks). The procurement will be done using the Bank’s Standard Bidding Documents (SBD) for all ICB and National SBD agreed with or satisfactory to the Bank. In the case of ICB, the provisions of paragraphs 2.55 and 2.56 of the Procurement Guidelines, providing for domestic preference in the evaluation of bids, shall apply to works to be carried out by domestic contractors. In case of NCB, the following special requirements will be taken into account: (i) bids should be advertised in national newspapers with wide circulation; (ii) any bidder is given sufficient time to submit bids (4 weeks); (iii) bid evaluation and bidder qualifications criteria are clearly specified in the bidding documents; (iv) no preference margin is granted to domestic contractors; (v) eligible firms are not precluded from the competition; (vi) prior to issuing the first call for bids, a draft standard bidding document is submitted to and deemed acceptable to IDA; and, (vii) the procedures also include the publication of the results of evaluation and of the award of the contract, and provisions for bidders to protest. Small works for which there is not likely any possibility for grouping of contracts, and estimated at less than US$50,000 equivalent per contract may be procured through shopping on the basis of quotations obtained from not less than three (3) qualified domestic contractors (preferably more in order to obtain at least three comparable quotations) invited in writing to bid, in accordance with paragraph 3.5 of the procurement Guidelines. Procurement of Goods: Goods procured under this project would include furniture for the equipment of schools and their auxiliary services under Components 1 and 2, as well as some goods related to the management of the project, monitoring and evaluation, and communication activities under Component 3. The procurement will be done using the Bank’s SBD for all ICB and National SBD agreed with or satisfactory to the Bank. In the case of ICB, the provisions of paragraphs 2.55 and 2.56 of the Procurement Guidelines, providing for domestic preference in the evaluation of bids, shall apply to goods manufactured in the territory of the Recipient. Some of the goods may be specific ones (e.g. equipments for school laboratories, …) which may lead to the use of Limited International competitive Bidding (LIB) or direct contracting.
35
In case of NCB, the following special requirements as will be taken into account: (i) bids should be advertised in national newspapers with wide circulation; (ii) any bidder is given sufficient time to submit bids (4 weeks); (iii) bid evaluation and bidder qualifications criteria are clearly specified in the bidding documents; (iv) no preference margin is granted to domestic manufacturers; (v) eligible firms are not precluded from the competition; (vi) prior to issuing the first call for bids, a draft standard bidding document is submitted to and deemed acceptable to IDA; and, (vii) the procedures also include the publication of the results of evaluation and of the award of the contract, and provisions for bidders to protest. Goods for which there is not likely any possibility for grouping of contracts, and estimated at less than US$50,000 equivalent per contract may be procured through shopping on the basis of quotations obtained from not less than three (3) qualified domestic suppliers (preferably more in order to obtain at least three comparable quotations) invited in writing to bid, in accordance with paragraph 3.5 of the procurement Guidelines. Procurement of non-consulting services: Non-consulting services to be financed under the Grant may include building office and equipment maintenance; transport; insurance, etc. Regarding the size of these types of contracts, which are not expected to be more than US$50,000, the procurement process will be conducted under shopping on the basis of quotations obtained from not less than three (3) qualified domestic firms (preferably more in order to obtain at least three comparable quotations) invited in writing to bid, in accordance with paragraph 3.5 of the procurement Guidelines. Selection of Consultants: Consultant services to be financed under the CF Grant will include design and supervision for works, capacity development technical experts, expert reports and evaluations by national and international consultants, procurement agents, technical audit and financial audits, and periodical environmental evaluation. Shortlists of consultants for services estimated to cost less than US$200,000 equivalent per contract may be composed entirely of national consultants in accordance with the provisions of paragraph 2.7 of the Consultant Guidelines, provided that a sufficient number of qualified firms are available at competitive costs. However, if foreign firms have expressed interest, they will not be excluded from consideration. The Standard Request for Proposals (RFP), as developed by the World Bank, will be used for the selection of consulting firms. Simplified contracts may be used for short-term assignments. The Recipient intends to select AGETIP (Senegal) under a single source basis as the procurement agent (or a Contract Management Agency, or a delegated management contract) for the project, as has been done other education projects and other projects in different sectors in Senegal. For small assignments (less than US$100,000 and to be determined on a case by case basis), the selection based on the consultants’ qualifications method may be used in accordance with paragraphs 3.7 and 3.8 of the Consultants Guidelines.
Operating Costs: The Grant would finance the incremental operating costs of the units from the Ministry in charge of education,. A Contract Management Agency, or another entity that would implement the construction program, would also be financed under the grant. Operating costs would be covered using the Project Operational Manual acceptable to the Bank.
36
B. Assessment of the agency’s capacity to implement procurement The DAGE is the directorate within the MEPEMS, in charge of procurement, as is the case with the second phase of the ongoing IDA PEQT 2 project. The DAGE is staffed with a Director, a Financial Management Specialist, an Operations and Monitoring Officer, a Procurement Specialist who heads the Procurement Unit. The Procurement Unit is staffed by a procurement team composed of a specialist and two assistants, among others, who were trained in procurement during the first phase of the project. All staff actively participated in the appraisal of the program. The Procurement Specialist’s responsibilities include preparation and monitoring of the procurement plan, preparation or advising in the preparation of bidding documents or request for proposals, monitoring of the bidding process, assistance to the team in the evaluation process and contract award, follow-up on bid awards, contract management and reporting. The DAGE will take care of the procurement of equipment and consulting services that are not directly related to the execution of the school construction/extension as well as for the schools auxiliary services. The school construction and the related consulting services would be delegated to the AGETIP, with whom the MEPEMS will sign a delegated management contract. The DAGE would represent the MEPEMS in the management of this contract and would ensure that payments due to the AGETIP are paid as agreed. In addition, given that there is a Directorate of Construction of Schools (DCS) with the technical expertise in construction, this directorate would be responsible for the technical supervision of the program under execution by the AGETIP within the context of the contract. An assessment of the capacity of the Ministry of Education to implement procurement actions for the project was carried out by Cheick Traore, Procurement Specialist in the Dakar Country Office on April 10, 2009, based on the previous assessment done in June 2006. The assessment reviewed the organizational structure for implementing the project and the interaction between the project staff responsible for procurement and the Ministry’s relevant Directorate for administration and finance. The assessment showed that the Procurement Specialist and his team have significant experience with World Bank procedures and are comfortable in applying them. That experience has been further strengthened by the team’s heavy involvement in procurement activities during the first phase of the project. The DAGE and the Procurement Unit having maintained their performance during the implementation of the last project, they have the relevant capabilities for implementing this CF program. With regard to the AGETIP, the agency has as part of its functions a specialized agent for procurement and to date no inadequacies have been identified in that regard. The key issues and risks concerning procurement for implementation of the project have been identified and include: (i) unclear division of responsibilities between the DAGE procurement
37
team and the Procurement Unit within the DCS; (ii) the use (eventually) of the Ministry’s administrative procedures to cover procurement related to operating costs even if the condition is that these procedures be “reviewed and found acceptable to IDA”, and (iii) involvement of the Procurement Specialist in the contract management process rather than just for advice purposes in the interpretation of clauses. The corrective measures that have been agreed with the Recipient to mitigate this risk are the following: • The Procurement Specialist in the agency responsible for procurement, i.e. AGETIP, will
follow up on the Procurement Plan to ensure deadlines for delivery of goods and services are respected. S/He will watch over all activities and any questions raised to ensure that the rules and regulations are respected. To that end, the Procurement Specialist will keep up with the execution of procurement activities to take corrective action promptly, if needed.
• The responsibilities of the DAGE and the DCS will be clearly spelled out in a document of
reference such as the Procedures Manual or in a Memorandum of Understanding between the Directorates.
• It is recommended that the procurement related to operating cost be covered under the
Project Operational Manual acceptable to the Bank • The Procurement Specialist should give up other functions, particularly those related to
contract execution and payment, to avoid any possible conflicts of interest. His role at this stage will be limited to advising the team in exceptional cases for dispute resolution purposes.
The overall project risk for procurement is moderate. C. Procurement Plan The Recipient will finalize the procurement plan prior to negotiations. Once it is agreed upon between the Recipient and the project team, it will be made available by the DAGE. It will also be available in the project database, on the AGETIP website and on the Bank’s external website. The Procurement Plan will be updated in agreement with the project team annually or as required to reflect the actual project implementation needs and improvements in institutional capacity. D. Frequency of Procurement Supervision In addition to the prior review supervision to be carried out by the IDA team, the capacity assessment of the MEPEMS recommends two supervision missions per year to visit the field to carry out a post review of procurement actions
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E. Details of the Procurement Arrangements
I. General
1. Project information: Senegal, Education for All – Fast Track Initiative
2. Bank’s approval Date of the procurement Plan:Original: …, 2009;Revision 1: …, 2009
3. Date of General Procurement Notice: Immediately after the Board’s approval
4. Period covered by this procurement plan: …
II. Goods and Works and non-consulting services.
1. Prior Review Threshold: Procurement Decisions subject to Prior Review by the Bank as stated in Appendix 1 to theGuidelines for Procurement:
Procurement Method Prior ReviewThreshold
Comments
1. ICB and LIB (Goods) = or >US$500,000 ICB and LIB for goods will be used forUS$500,000 and above
2. NCB (Goods) The first twocontract, irrespectiveof their cost estimate
NCB for goods will be used for less thanUS$500,000
3. ICB (Works) = or >US$5,000,000 ICB for works will be used for US$5,000,000 andabove
4. NCB (Works) The first twocontracts, irrespectiveof their cost estimate
NCB for works will be used for less thanUS$5,000,000
5. ICB (Non-ConsultantServices), if any
= or >US$500,000 ICB for non-consultant services will be used forUS$500,000 and above
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6. NCB (Non-ConsultantServices)
The first twocontracts, irrespectiveof thecost estimate
NCB for non-consultants services will beused forless than US$500,000
7. Shopping = or >US$50,000 andthe first two contractunder US$50,000
Shopping for works, goods and non-consultantsservices, will beused for less than or equivalent toUS$50,000. If more than US$50,000, priorclearance is needed from IDA with relevantjustifications. Thecost estimatewill not exceedUS$100,000.
8. Direct contracting All, irrespectiveofthecost estimate
None
2. Prequalification. Not applicable.
3. Proposed Procedures for CDD Components (as per paragraph. 3.17 of the Guidelines: Not applicable.
4. Reference to Project Operational Manual: theProject Implementation Manuel and theProject Operational Manual will beelaborated upon theproject approval by the Bank.
5. Any Other Special Procurement Arrangements: Domestic preferencewill beused in ICBs.
6. Procurement Packages with Methods and Time Schedule
Procurement Plan for goods/equipment and works (First Tranche)
1 2 3 4 5 6 7 8 9 10 11
Ref.No.
Contract(Description)
EstimatedCost
US$ 000XOF mill
Procure.Method
Pre-qualif?
(Yes/No)
Nationalpreference?
(Yes/No)
IDAprior/post
review
Bidopening
date
Evaluationand Contract
AwardStart of
ExecutionReception
Construction and equipment of schools: Tranche 1Construction and equipping of additional classrooms (extensions)
1 Construction of 980 classrooms
40
2 Equipping of 980 classrooms
Construction and equipping of classrooms to replace temporary structures1 Construction of 920 classrooms
2 Equipping of 920 classrooms
Construction and equipping of new schools1 Construction of 60 classrooms
2 Construction of water points
3 Construction of sanitary blocks
4Construction of administrative
blocks
5 Equipping of 60 classrooms
5 Equipping of 20 admin blocks
Construction and equipment of schools: Tranche 2Construction and equipping of additional classrooms (extensions)
1 Construction of 1,070 classrooms
2 Equipping of 1,070 classrooms
Construction and equipping of classrooms to replace temporary structures1 Construction of 940 classrooms
2 Equipping of 940 classrooms
Construction and equipping of new schools1 Construction of 390 classrooms
2 Construction of water points
3 Construction of sanitary blocks
4Construction of administrative
blocks
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5Equipping of 105 (390?)
classrooms
6 Equipping of 25 admin blocks
Construction of auxiliary facilities in existing schools1 Construction of water points
2Construction of 460 sanitary
blocks
3 Construction of 266 admin blocks
4 Equipping of 266 admin blocks
III. Selection of Consultants
1. Prior Review Threshold: Selection decisions subject to Prior Review by Bank as stated in Appendix 1 to theGuidelinesSelection and Employment of Consultants:
Selection Method Prior Review Threshold Comments1. Competitive Methods (Firms) > or = US$200,000 None2. Single Source (Firms) All, irrespective of thecost
estimateNone
3. Individual Consultants > or = US$100,000 None4. Single source for Individual Consultants All, irrespective of thecost
estimateNone
5. Contracts for specific assignments such as contracts for theelaboration/update of manual of the project implementation and themanual of procedures, contracts for monitoring and evaluationassignments; contracts for financial assistanceassignments;contracts for financial audit; contracts for technical audit; contractsfor environmental and social issues; contracts for legal assignments
All, irrespective of thecostestimate
Those contractsarenotselection methods; butdue to their sensitivity,they will besubject toprior review
42
2. Short list comprising entirely of national consultants: Short list of consultants for services, estimated to cost less than $200,000 equivalent per contract, may compriseentirely of national consultants in accordancewith theprovisionsof paragraph 2.7of theConsultant Guidelines.
3. Any Other Special Selection Arrangements: None
4. Consultancy Assignments with Selection Methods and Time Schedule
OP 4.01 Environmental Assessment OP 4.01 was triggered due to the construction and extension of schools to be funded under the project. To address the potential negative environmental and social impacts under this operation, the Government re-disclosed the existing Environmental and Social Management Framework (ESMF) prepared for the ongoing IDA-financed Quality Education for All, Phase 2 project. ESMF: The ESMF will be applied by qualified personnel from the Environment Impact Assessment Unit of Senegal’s Ministry of Environment. The responsible officer(s) will be consulted by the Ministry of Education at the time when plans for the construction of schools are made to ensure that potential environmental and social impacts are identified, assessed and appropriately mitigated. Thus, the ESMF (i) describes the environmental and social screening process; (ii) includes an environmental checklist to be applied/amended by qualified personnel as appropriate; (iii) provides generic draft terms of reference for an environmental analysis, should one be required; and (iv) it summarizes IDA’s operational policies to ensure that these are taken into account during project implementation as required. Furthermore, the ESMF includes provisions, including costs estimates, for environmental management capacity building to ensure effective implementation of the ESMF; these costs will be incorporated into the project cost tables. To ensure adequate monitoring of the implementation of the ESMF and the RPF, the Recipient institution responsible for environmental management, i.e. the Ministry of Environment will be charged with the responsibility of supervising implementation and sharing their findings with IDA and other interested parties. Resources for this have been incorporated into the costing for this operation. OP 4.12 Involuntary Resettlement OP 4.12 was triggered due to the potential need for land acquisition which might lead to the loss of assets, loss of shelter, loss of access to economic assets or loss of livelihood, requiring that affected persons be compensated and/or resettled. Government re-disclosed the existing Resettlement Policy Framework (RPF) and Environmental and Social Management Framework (ESMF) documents (as noted above), which had already been disclosed in appropriate locations in the country as well as at the Bank’s InfoShop.
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Annex 8: Economic and Financial Analysis
Economic Analysis This annex is an update of the economic analyses that were conducted during the preparation and appraisal of the second phase of the Quality Education for all Program (covering the period 2006-2009), which supports Senegal’s 10-year national education development plan (PDEF). This annex outlines: (i) the rationale of investing on primary education; (ii) the recent outcomes of the primary education sector; (iii) an analysis of the fiscal sustainability of the expected objectives of the FTI CF project. RATIONALE OF THE PROJECT
Links to Country Assistance Strategy (CAS) and Poverty Reduction Strategy Paper (PRSP)
The Country Assistance Strategy of Senegal supports two main pillars of the PRSP: (i) wealth creation; and (ii) capacity building and social service delivery. The PRSP clearly specifies that education is a priority area in the delivery of basic social services. This education project operation is directly linked to the second pillar and contributes to the achievement of the Millennium Development Goals related to universal primary completion and gender parity as outlined in the low case scenario of the CAS. The implementation of the PDEF, which sets out the Government’s education program up to 2010, is the strategy developed by the Government in its PRSP to improve basic social service delivery in the education sector, develop and reinforce the human capital. This ten-year program was initiated by the Government in collaboration with donors, civil society, and the institutions and agencies of the education sector with the aim of spurring quantitative and qualitative development of the education and training system. In the context of the Education For All, the main objectives for the primary education level are, among others: (i) to achieve a universal primary education by 2015; (ii) to improve the access to primary education and retention for girls. Links to sector work During the preparation and appraisal of the education sector program, economic and sectoral works were key elements in helping the Government define its policies, strategies and priorities. With the support of the CREA and IDA, the Ministry of education prepared a sectoral analysis in 2004. That sectoral analysis is regularly updated by the yearly education economic and financial annual report. Impact of education in agriculture and health The level of education has a direct impact on productivity in agriculture. An impact analysis of schooling on agriculture productivity shows that Producers Organizations with a leader who achieves primary education earn 2.55 % more than those led by someone without any education. The revenues increase when the chairman achieves secondary education. The analysis of the data from the Multiple Indicator Cluster Survey (MICS) done by the Directorate of Statistics in 2000 showed a correlation between child nutrition and the mother’s level of education. The findings show that reducing the mother’s level of education by one year resulted in the likelihood that a child has a growth risk of 2.83 percent. The
46
analysis of urban and rural areas shows that this risk is higher in rural areas than in urban ones when education level is kept constant. RECENT ACHIEVEMENTS IN SENEG AL’S EDUCATIO N SECTOR
During the first phase of the PDEF, Senegal implemented a sustainable framework of developing its primary education. That policy is being pursued during the ongoing second phase. Thanks to an accelerated recruitment of teachers and construction of classrooms to meet the increasing demand, the Gross enrollments in primary increased from about 68 percent in 2000 to 86 percent in 2007. The CI (grade 1) admission rate increased from 81 percent in 2000 to 103 percent in 2007. However, this important extension was primarily supported the expansion of shelters to accommodate primary schools notably in rural areas. The primary school completion rate improved during the first phase but not as fast as the access to primary education. It increased from 36.3 percent in 2000 to 55 percent in 2007. Despite the decrease of the repetition rate, the dropout rate remains high. These dropouts are dueby: a lack of education continuity, the long distances to school, and the high opportunity costs supported by parents when they compare the anticipated gains of schooling with direct and indirect cost they support to send their children to school. The Gender disparities in access to school are close. Senegal made huge progress in reducing disparities between girls and boys. The percentage of girls in the total number of students at primary school was 49.6 percent in 2007. The parity index girls/boys is 1,07 at girls’ advantage. Only Tambacounda and Kolda regions with respectively 47 percent and 46 percent of girls representing the total number of primary students have not yet achieved the gender parity. However, they are among regions that are making the most important progress regarding girls schooling. Important disparities remain between urban and rural area, between the various regions in the country as well as between poor and rich. Access to education depends consequently to the living condition of the family considering that for all levels in the education system, children from rural areas have less access to education compared to those living in urban area. Approximately 60 percent of schools in rural areas do not offer a full primary cycle against 17 percent in urban areas. These disparities are more important in regions like Diourbel, Kaolack, Louga and Matam that are less performing in terms of schooling as shown by the table bellow. Children from poor families in these rural areas are often obliged to support direct costs to attend school. Those direct costs are usually important barriers for poor children to get to school. These costs are related to construction of shelters for classrooms usage (14 percent of the total classrooms), supply of student materials and various school fees to support recurrent expenditure at school level.
Table 9.1: Comparison of GER between regions Region GER in 2005 GER in 2007
Dakar 104% 124%
Diourbel 35% 49%
Fatick 69% 104%
Kaolack 52% 65%
Kolda 66% 102%
Louga 42% 60%
Matam 43% 62%
Saint louis 66% 84%
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Tambacounda 58% 82%
Thiès 74% 93%
Ziguinchor 108% 101%
Senegal 68% 86%
Inequalities in the access to education public resources lead to disparities in schooling. The table below compares the degree of inequality in the public allocation of education resources in Senegal, as compared with the average French-speaking and English-speaking African countries with per capita GDP levels under US$1,000. The table also presents the Gini coefficient, which measures the degree of inequality in the public allocation of resources. The value of this index varies between 0 (perfect equality) and 1 (situation in which only one individual holds all the resources). In 2005, the value of the Gini coefficient in Senegal was 0.59. The analysis done with ESAM2 data shows that access of children to each level of education (measured by the gross enrollment rate) is as weak as the households are poor. In primary education, gross enrollments in primary education were at 52.3 percent for children from the poorest households (quintile 1), and 93.6 percent for children from the wealthiest households (quintile 5).
Table 9.2: of Inequality in the Public Allocation of Resources to Education Percentage of resources for the
highest educated 10 percent of the population
Gini Coefficient Or Index
Senegal 50.8% 0.59
French-speaking Africa a 46% 0.56
English-speaking Africa 28% 0.36 aCountries with GDP per capita under US$1,000
FISCAL SUSTAINABILITY OF THE EFA/FTI CATALYTIC FUND FINANCING
The Senegal economic growth is slowing down and the fiscal space is reduced. In a short run, the education sector will involve in a fiscal environment emphasized by more budget constraints. A negative fiscal balance of 300 million dollars is estimated for the period 2006/2008. The management of this budget deficit will induce a reduction of the budget starting with the year 2009 until an adequate macro economic balance is reestablished. To avoid a negative impact of this budget crisis in the achievement of the poverty reduction objective and the protection of vulnerable groups, the Government and its development partners, including the IMF, agreed to protect social sectors, notably education and health, of budget reduction. They will continue to receive the planned budget to achieve their development objective. The fiscal sustainability will be achieved by preventing the reduction of the education budget and by maintaining an adequate share of the primary level in the overall education budget. The share of the national recurrent budget allocated to the education sector represented 4.9 percent of the GDP against an average of 3.8 percent for the most performing countries regarding the allocation of public resources to education. The public resources allocated to the education will pursue the same trends during the implementation of the project. Considering the education budget compared to the domestic revenues, Senegal provides 25 percent to the education sector while the international norm is 20 percent.
48
The resources allocation to the education sector will follow the same trends observed during the last years. To ensure sufficient resources to achieve the primary school development, the Government has decided to maintain an allocation of 50 percent of the education budget (48% in 2008) to the primary education and to pursue its HR policy to recruit a minimum of 3000per year and to build 1500 new classrooms with its domestic resources.
Table 9.3: Resources for the education sector 2006 2007 2008 2009 2010 Education public expenditure 233 257 293 301 331
Recurrent expenditure as % of GDP 4.9 4.9 5.1 4.8 4.9
% of education recurrent expenditure in total recurrent expenditure without debt service 25.7 28.2 30.6 30.1 30.8
% education expenditure in domestic resources
24 24 25 25 25
Source: MTEF/MOE, TOFE, calculation World Bank team The budget allocation to the education sector has been favorable to primary education sector. The distribution of education expenditure by level of education during the period 2005-2008 is presented in the table below. The Government has planned to improve this already good budget allocation to the primary sector. That will reinforce the fiscal space for the education Medium Terms Expenditure Framework.
The important share of staff expenditure in the overall recurrent expenditure will allow the Government to support salaries for teachers that will be hired for classrooms that will be built with the FTI/CF. The analysis of the economic composition of education public expenditure shows that the recurrent budget dedicated to staff salary represents approximately 70percent of the total recurrent expenditure over the last 8 years while non staff expenditure represented between 3 percent and 6 percent. The remaining was consecrated to transfer expenditure, mainly grants, to Universities and other tertiary schools. The implementation of the EFA/CF will be done in a similar framework with internal resources targeting the financing of recurrent expenditure notably staff salaries while external resources from various donors would help to fill the financing gap for quality inputs and investments. .
Table 9.5: Economic composition of education expenditutre (2000-2005)
The Government prepared the medium-term expenditure framework (MTEF) based on a simulation model that was used to determine the resources needed to achieve the objectives in the education sector. The objectives outlined in the MTEF for primary education are to ensure a gross enrollment rate of 100 percent and a completion rate of 70 percent by 2010. For that, an average of 2,400 additional classrooms have to be constructed per year, primarily in rural areas, and access to education has to be expanded for girls and for children with special needs as well as those from low incomes households. Approximately 3000 teachers will be recruited each year. Administrative and pedagogical reforms will be systematically implemented, and grants would be provided to private schools. An emphasis will be put in regions with low level of access to school.
Financing the education system education de base 2005-2010 2005-2007 2008-2010 Cumul 2005-2010
Total %
du Coût Total %
du Coût Total %
du Coût Basic education costs 361,130 100.0% 586,904 100% 948,034 100% Total resources available 324,942 90.0% 552,266 94% 877,208 93%
A three-year Medium Term Expenditures Framework (MTEF) to finance the total cost of the period 2008/2010 was prepared by the Government. This MTEF discussed and approved with the Ministry of Finance is coherent with the PRSP and the financial law. The estimated costs for the primary education are approximately 586,904 million CFAF. The Government plans to contribute for about 269,241 million FCFA representing 80 percent of the total budget. Considering the recent trends in the Government contribution to the education sector and the priority position given to the education sector in the national policy, it is assumed that the Government will be able to meet its commitment to the education sector. At appraisal, there was a financing gap of about 34 billion FCFA representing 6 percent of the total cost of the period 2008-2010. The FTI CF will be additional resources to contribute to fill the education program financing gap. The remaining financing gap will consist of investment costs needed to complete schools, the construction of administrative facilities or the replacement of shelters. The budget to finance teacher salaries is already planned in the national recurrent budget while donors are supporting non-salary/transfer recurrent expenditures.
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Annex 9 : Preparation and Supervision of the CF Program
Planned Actual PCN review Not applicable Initial PID to PIC Not applicable Initial ISDS to PIC Not applicable Appraisal 22 Sept. to 3 Oct. 2008 Negotiations June 23, 2009 Planned date of effectiveness August 2009 Planned date of mid-term review August 2010 Planned closing date 31 décembre 2011
Institutions responsible for the preparation of the project: • Ministère de l’Enseignement du Pré-scolaire, de l’élémentaire, du moyen secondaire et
des langues nationales • Ministère de l’Urbanisme et de l’Habitat • Ministère de l’Environnement • Ministère de l’Economie et des Finances
Bank staff and consultants who have worked on the CF program Name Title Unit Nom Spécialité Unit Meskerem (Lily) Mulatu Task team leader /Sr. Education Specialist AFTH2 Wolfgang Chadab Senior Financial Officer LOAG2Astou Diaw-Ba Program Assistant AFCF1 Saidou Diop Financial Management Specialist AFTFMSidy Diop Procurement Specialist AFTPC Nathalie Lahire Education Economist AFTH2 Nathalie Munzberg Senior Counsel LEGAF Atou Seck Senior Education Économist AFTH2 Cheick A. T. Traore Senior Procurement Specialist AFTPC Souleymane Zerbo Consultant, Construction Specialist
Bank funds expended to date on project preparation: Bank resources: Staff time (approximately 10 weeks) EPDF: US$80,000
Estimated annual supervision cost: US$100,000
Donor partners who participated in discussions of this program Name Institution
Gilles Chausse Agence Française de Développement (AFD) Khadidiatou Gassama European Union Macaty Fall JICA (Japan) Ibrahima Diome ACDI (Canada) Rosa Eckle KfW
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Annex 10 : Major related projects or activities financed by the Bank and/or other donors
Projects Allocation in
FCFA Access Quality Management Total %IDA 11,026,919,111 648,798,936 978,486,978 734,135,026 2,361,420,940 21,42%AfDB - EDUCATION IV 6,326,200,000 388,516,572 912,787,285 257,894,721 1,559,198,578 24,65%Agence Française de Développement (AFD) 6,702,727,250 299,516,808 808,333,382 521,022,644 1,628,872,834 24,30%Nordic Devt Fund 561,300,000 0 134,937,020 0 134,937,020 24,04%ACDI 2,460,123,812 2,804,102,937 1,740,200,591 679,216,635 5,223,520,163 212,33%IsBD - EDUCATION IV 6,129,266,820 193,457,901 287,106,300 95,440,682 576,004,883 9,40%AIDE & ACTION 365,178,239 NR NR NR NR NRUNICEF 1,105,514,047 0 196,204,670 54,816,350 251,021,020 22,71%Coop Française - Projet Qualité* 516,238,815
NR NR NR NRNR
Japan 5,139,000,000 850,722,618 41,674,070 138,143,240 1,030,539,928 20,05%USAID – PAEM 4,753,477,311 NR NR NR NR NR
Luxembourg 3,310,701,351 NR NR NR NR NR
NGOs 489,093,455 NR NR NR NR NR
World Food Prog. 2,496,054,000 NR NR NR NR NR
UNESCO 35,467,000 NR NR NR NR NR
Belgium 86,258,346 NR NR NR NR NR
Total Program Budget 51,503,519,557 5,185,115,772 5,099,730,296 2,480,669,298 12,765,515,366 24,79%Source : ME/DPRE/BSS, et ME/DAGE, 2008
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Annex 11 : Country at a Glance
Senegal at a glance 4/15/09
Sub-Key Development Indicators Saharan Low
Senegal Africa income(2008)
Population, mid-year (millions) 12.2 800 1,296Surface area (thousand sq. km) 197 24,242 21,846Population growth (%) 2.7 2.4 2.1Urban population (% of total population) 42 36 32
GNI (Atlas method, US$ billions) 10.3 762 749GNI per capita (Atlas method, US$) 870 952 578GNI per capita (PPP, international $) 1,640 1,870 1,500
GDP growth (%) 2.5 6.2 6.5GDP per capita growth (%) -0.2 3.7 4.3
(most recent estimate, 2003–2008)
Poverty headcount ratio at $1.25 a day (PPP, %) .. 50 ..Poverty headcount ratio at $2.00 a day (PPP, %) .. 72 ..Life expectancy at birth (years) 63 50 57Infant mortality (per 1,000 live births) 60 94 85Child malnutrition (% of children under 5) 15 27 29
Adult literacy, male (% of ages 15 and older) .. 69 72Adult literacy, female (% of ages 15 and older) .. 50 50Gross primary enrollment, male (% of age group) 81 99 100Gross primary enrollment, female (% of age group) 79 88 89
Access to an improved water source (% of population) 77 58 68Access to improved sanitation facilities (% of population) .. 31 39
Net Aid Flows 1980 1990 2000 2008 a
(US$ millions)Net ODA and official aid 260 812 423 825Top 3 donors (in 2006):
France 108 230 147 287United States 36 57 23 38Germany 12 80 17 35
Aid (% of GNI) 7.6 14.7 9.2 8.9Aid per capita (US$) 46 108 43 71
Exports of goods and services 23.9 25.4 27.9 24.9 1.6 4.1 4.0Imports of goods and services 38.4 32.2 37.2 47.4 1.9 2.0 7.9Gross savings 0.1 -0.5 14.6 17.9
Note: Figures in italics are for years other than those specified. 2008 data are preliminary. .. indicates data are not available.a. Aid data are for 2006.
Development Economics, Development Data Group (DECDG).
(average annual growth %)
(% of GDP)
20 10 0 10 20
0-4
15-19
30-34
45-49
60-64
75-79
percent
Age distribution, 2007
Male Female
020406080
100120140160180200
1990 1995 2000 2006
Senegal Sub-Saharan Africa
Under-5 mortality rate (per 1,000)
-4
-2
0
2
4
6
8
95 05
GDP GDP per capita
Growth of GDP and GDP per capita (%)
53
Senegal
Balance of Payments and Trade 2000 2008
(US$ millions)Total merchandise exports (fob) 922 2,033Total merchandise imports (cif) 1,517 5,137Net trade in goods and services -436 -2,968
Current account balance -275 -1,627as a % of GDP -5.9 -12.3
Workers' remittances andcompensation of employees (receipts) 233 874
Reserves, including gold 385 1,760
Central Government Finance
(% of GDP)Current revenue (including grants) 17.3 20.2
(US$ millions)Total debt outstanding and disbursed 131 345 Agricultural land (% of land area) 42 43Total debt service .. .. Forest area (% of land area) .. ..Debt relief (HIPC, MDRI) 641 1,298 Nationally protected areas (% of land area) .. ..
Total debt (% of GDP) 2.8 2.6 Freshwater resources per capita (cu. meters) .. 2,192Total debt service (% of exports) .. .. Freshwater withdrawal (% of internal resources) 8.6 ..
Foreign direct investment (net inflows) .. .. CO2 emissions per capita (mt) 0.38 0.43Portfolio equity (net inflows) .. ..
GDP per unit of energy use(2005 PPP $ per kg of oil equivalent) 5.5 6.0
Energy use per capita (kg of oil equivalent) 257 258
IDATotal debt outstanding and disbursed 1,330 663Disbursements 127 120
Private Sector Development 2000 2008 Total debt service – –
Time required to start a business (days) – 8 IFC (fiscal year)Cost to start a business (% of GNI per capita) – 72.7 Total disbursed and outstanding portfolio 23 46Time required to register property (days) – 124 of which IFC own account 13 38
Disbursements for IFC own account 5 13Ranked as a major constraint to business 2000 2007 Portfolio sales, prepayments and
(% of managers surveyed who agreed) repayments for IFC own account 2 4Access to/cost of financing .. 71.0Tax rates .. 50.0 MIGA
Gross exposure 0 0Stock market capitalization (% of GDP) .. .. New guarantees 0 0Bank capital to asset ratio (%) 9.9 8.1
Note: Figures in italics are for years other than those specified. 2008 data are preliminary. 4/15/09.. indicates data are not available. – indicates observation is not applicable.
Development Economics, Development Data Group (DECDG).
With selected targets to achieve between 1990 and 2015(estimate closest to date shown, +/- 2 years)
Goal 1: halve the rates for extreme poverty and malnutrition 1990 1995 2000 2007Poverty headcount ratio at $1.25 a day (PPP, % of population) .. .. .. ..Poverty headcount ratio at national poverty line (% of population) 33.4 .. .. ..Share of income or consumption to the poorest qunitile (%) 3.5 6.5 6.6 ..Prevalence of malnutrition (% of children under 5) .. 21.9 20.3 14.5
Goal 2: ensure that children are able to complete primary schoolingPrimary school enrollment (net, %) .. .. .. ..Primary completion rate (% of relevant age group) 42 37 38 49Secondary school enrollment (gross, %) 15 .. 16 24Youth literacy rate (% of people ages 15-24) .. .. .. ..
Goal 3: eliminate gender disparity in education and empower womenRatio of girls to boys in primary and secondary education (%) .. .. .. ..Women employed in the nonagricultural sector (% of nonagricultural employment) .. .. .. ..Proportion of seats held by women in national parliament (%) .. .. .. ..
Goal 5: reduce maternal mortality by three-fourthsMaternal mortality ratio (modeled estimate, per 100,000 live births) .. .. .. ..Births attended by skilled health staff (% of total) .. .. .. ..Contraceptive prevalence (% of women ages 15-49) .. .. .. ..
Goal 6: halt and begin to reverse the spread of HIV/AIDS and other major diseasesPrevalence of HIV (% of population ages 15-49) .. .. 0.4 1.0Incidence of tuberculosis (per 100,000 people) .. .. .. ..Tuberculosis cases detected under DOTS (%) .. .. .. ..
Goal 7: halve the proportion of people without sustainable access to basic needsAccess to an improved water source (% of population) 67 69 72 77Access to improved sanitation facilities (% of population) .. .. .. ..Forest area (% of total land area) .. .. .. ..Nationally protected areas (% of total land area) .. .. .. ..CO2 emissions (metric tons per capita) 0.4 0.4 0.4 0.4GDP per unit of energy use (constant 2005 PPP $ per kg of oil equivalent) 4.8 5.9 5.5 6.0
Note: Figures in italics are for years other than those specified. .. indicates data are not available. 4/15/09
Development Economics, Development Data Group (DECDG).
Senegal
0
25
2000 2002 2004 2006
Primary net enrollment ratio (..)
Ratio of girls to boys in primary & secondary education (..)
Education indicators (%)
0
10
20
30
40
2000 2002 2004 2006
Fixed + mobile subscribers Internet users
ICT indicators (per 100 people)
0
25
50
75
100
1990 1995 2000 2006
Senegal (..) Sub-Saharan Africa
Measles immunization (% of 1-year olds)
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Annex 12: List of Documents in the Project File
1. Project documents Sénégal: Lettre d’endossement des PTFs locaux du programme du Sénégal au Fast Track
Initiative (2006) Senegal: Proposal for support from the FTI Catalytic Fund Committee; Senegal: Guidelines for the use of FTI/CF funds; Senegal: Country Information Form for the FTI Catalytic Fund Committee. 2. World Bank documents Note de la Banque mondiale sur la requête du Sénégal au Fonds Catalytique du FTI Country Assistance Strategy, March 2003 Country Assistance Strategy, May 2007 Implementation Completion Report of Quality Education for All, Phase 1, May 2006 Aide-Memoire (covering several years) Rapport de Suivi du Projet PEQT2 Implementation Status Report (ISR), Seq #1-16 (2000-2005) Project Appraisal Document (PAD), Report No 35798-SN, 8 August 2006; Accord de Financement du projet PEQT2 (CA), April 28, 2000 ; Sénégal : Revue des Dépenses publiques, Réduire la Vulnérabilité en milieu rural, 2005 ; School Construction in Developing Countries: What do we know?, World Bank, 2008, by
Serge Theunynck) 3. Government documents Country Status Report (CREA-UCAD, 2004) Revised Education Policy, January 2005 Evaluation of school construction, 2005 Evaluation of QEFA 1, DPRE 2005 Medium Term Expenditures Framework (MTEF), MOE, 2006 Technical and Financial Annual Report, Various versions, CREA 2000-2006 Annual statistical yearbook, various versions, 2000-2006 Etat de l’Education au Sénégal DPRE 2007 4. Other references Aide-mémoires conjoint de diverses missions de supervision du PDEF Notification of the CF allocation to Senegal by the FTI Secretariat
