Cover Note for COVID-19 Accelerated Funding Request · strengthen its disaster preparedness and...

Cover Note for

COVID-19 Accelerated Funding Request

OVERVIEW

Country: Djibouti

Grant agent(s): World Bank

Coordinating agency(ies): UNICEF

Program name: Education Emergency Response to COVID-19 (P174128)

COVID-19 Accelerated Funding amount requested: USD 5,000,000

Agency fees amount (additional to COVID-19 Accelerated Funding amount requested):1

200,000

Agency fees as % of total COVID-19 Accelerated Funding requested:

4%

COVID-19 Accelerated Funding application date: 5/13/2020

Estimated COVID-19 Accelerated Funding program start date: 7/1/2020

Estimated COVID-19 Accelerated Funding program closing date (must be last day of the month, e.g. June 30, 2021):

12/31/2021

Expected submission date of completion report (At the latest 6 months after program closing date):

6/30/2021

Grant modality - (please enter ‘X’)

Sector Pooled

Project Pooled/ Co-financed

x Project/ Stand-alone

1 General agency fees are additional to the Accelerated Funding amount requested, and determined by the grant agent’s own internal regulations. They are paid to the agency’s headquarters and relate to overhead costs and are typically used to assist in the defrayment of administrative and other costs incurred in connection with the management and administration of grant funds. These fees are pre-determined in the Financial Procedure Agreement (FPA) between the grant agent and the GPE Trustee.

Note to the user

Informing the Secretariat:

➔ Prior to submitting a COVID-19 Accelerated Funding application, the Government

or the Coordinating Agency informs the Secretariat of the country’s intention to apply

and provides a timeline for the submission of their application to the GPE Secretariat.

COVID-19 Accelerated Funding Guidelines:

➔ Applicants should read the GPE Guidelines for COVID-19 Accelerated Funding

Window, which explain the application development process, including timeline, and

necessary steps. In case additional information is needed, the applicant can contact

the Country Lead at the Secretariat.

https://www.globalpartnership.org/content/guidelines-covid-19-coronavirus-accelerated-funding-window

https://www.globalpartnership.org/content/guidelines-covid-19-coronavirus-accelerated-funding-window

Document of

The World Bank FOR OFFICIAL USE ONLY

Report No:

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT AND/OR INTERNATIONAL DEVELOPMENT ASSOCIATION

PROJECT PAPER

ON A

PROPOSED GRANT

IN THE AMOUNT OF

US$5 MILLION

TO THE

REPUBLIC OF DJIBOUTI

FOR A

{EDUCATION EMERGENCY RESPONSE TO COVID-19 } { RVP/CD CLEARANCE DATE }

{Education Global Practice}

{Middle East And North Africa Region}

CURRENCY EQUIVALENTS

(Exchange Rate Effective {May 12, 2020})

Currency Unit =

= US$1

FISCAL YEAR

January 1 - December 31

Regional Vice President:

Country Director:

Global Director:

Practice Manager:

Task Team Leader(s):

ABBREVIATIONS AND ACRONYMS

CFEEF Training Center of the Ministry of Education

CPF Country Partnership Framework Partnership

CRIPEN National Education Research and Information Production Center

DA Designated Account

DGA Directorate for Central Administration

E&S Environmental and Social Safeguards

FM Financial Management

GBV Gender-based Violence

GDP Gross Domestic Product

GPE Global Partnership for Education

GOD Government of Djibouti

IBRD International Bank for Reconstruction and Development

IDA International Development Association

LEG Local

M&E Monitoring and Evaluation

MENFOP Ministry of Education and Vocational Training

PDO Project Development Objective

PFS Project Financial Statement

PRODA Expanding Opportunities for Learning Project

SOE Statement of Expenditures

WB World Bank

WFP World Food Program

The World Bank Education Emergency Response to COVID-19 (P174128)

Page 1 of 32

BASIC INFORMATION

Is this a regionally tagged project? Country (ies)

No

Financing Instrument Classification

Investment Project Financing Small Grants

[✔] Situations of Urgent Need or Assistance/or Capacity Constraints

[ ] Financial Intermediaries (FI)

[ ] Series of Projects (SOP)

OPS_BASI CINFO_TABLE _3

Approval Date Closing Date Environmental and Social Risk Classification

Approval Authority Bank/IFC Collaboration

No

Please Explain

Proposed Development Objective(s) The project development objectives are a) to expand access to and improve quality of remote learning and b) strengthen education system resilience to tackle COVID-19 and other crises.

Components

Component Name Cost (USD Million)

Organizations

Borrower :

Republic of Djibouti


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Implementing Agency : MENFOP

PROJECT FINANCING DATA (US$, Millions)

Expected Disbursements (in USD Million)

INSTITUTIONAL DATA

Practice Area (Lead)

Education

Contributing Practice Areas

OVERALL RISK RATING

Risk Category Rating

COMPLIANCE

Policy

Does the project depart from the CPF in content or in other significant respects?

[ ] Yes [ ] No

Does the project require any waivers of Bank policies?

[ ] Yes [ ] No


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Environmental and Social Standards Relevance Given its Context at the Time of Appraisal

E & S Standards Relevance

Assessment and Management of Environmental and Social Risks and Impacts

Stakeholder Engagement and Information Disclosure

Labor and Working Conditions

Resource Efficiency and Pollution Prevention and Management

Community Health and Safety

Land Acquisition, Restrictions on Land Use and Involuntary Resettlement

Biodiversity Conservation and Sustainable Management of Living Natural

Resources

Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional

Local Communities

Cultural Heritage

Financial Intermediaries

Legal Covenants

Conditions

PROJECT TEAM

Bank Staff

Name Role Specialization Unit

Samira Halabi Team Leader(ADM Responsible)

HMNED

Yash Gupta Procurement Specialist(ADM Responsible)

EMNRU

Melance Ndikumasabo Procurement Specialist EMNRU


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Rock Jabbour Financial Management Specialist

EMNGU

Eloise Sophie Fluet Social Specialist(ADM Responsible)

SMNSO

Mohamed Adnene Bezzaouia

Environmental Specialist(ADM Responsible)

SMNEN

Abdo Said Abdo Team Member HMNED

Bridget Sabine Crumpton Team Member HMNED

Franco Russo Team Member HMNED

Saba Nabeel M Gheshan Counsel LEGAM

Simon Thacker Team Member HMNED

Extended Team

Name Title Organization Location


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DJIBOUTI

EDUCATION EMERGENCY RESPONSE TO COVID-19

TABLE OF CONTENTS

I. STRATEGIC CONTEXT ...................................................................................................... 6

A. Country Context .................................................................................................................. 6

B. Sectoral and Institutional Context ...................................................................................... 6

C. Higher Level Objectives to which the Project Contributes ................................................. 8

II. PROJECT DEVELOPMENT OBJECTIVES .............................................................................. 8

A. PDO ...................................................................................................................................... 8

B. Project Beneficiaries ............................................................................................................ 8

C. PDO-Level Results Indicators ............................................................................................... 9

III. PROJECT DESCRIPTION .................................................................................................... 9

A. Project Components ............................................................................................................ 9

B. Project Cost and Financing ................................................................................................ 10

IV. IMPLEMENTATION ........................................................................................................ 10

A. Institutional and Implementation Arrangements ............................................................. 10

B. Results Monitoring and Evaluation ................................................................................... 12

C. Sustainability ..................................................................................................................... 13

V. KEY RISKS ..................................................................................................................... 13

A. Overall Risk Rating and Explanation of Key Risks .............................................................. 13

VI. APPRAISAL SUMMARY .................................................................................................. 14

A. Legal Operational Policies ................................................................................................. 19

B. Environmental and Social .................................................................................................. 19

VII. WORLD BANK GRIEVANCE REDRESS .............................................................................. 19

VII. RESULTS FRAMEWORK AND MONITORING .................................................................... 30


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I. STRATEGIC CONTEXT

A. Country Context 1. The COVID-19 pandemic is causing profound socio-economic disruption to Djibouti. Djibouti has a population

of only an estimated one million, but high geostrategic importance as the regional gateway and logistics hub for the

Horn of Africa and military bases for countries including US, China, Spain, France and Japan. The country depends

heavily on food imports for domestic consumption and relies on ports for almost 20% of GDP. While international

travel has been suspended in and out of Djibouti, cargo flights and ports are still operating, providing an economic and

humanitarian lifeline to neighboring countries. The impressive economic growth Djibouti has experienced in recent

years is facing adverse effects from the pandemic. Closing of the port or cessation of cargo would escalate the

negative impacts for the Djiboutian economy and other countries in the region. At the same time, the Government of

Djibouti is facing falling tax revenues in a situation that requires additional spending to mitigate the health and socio-

economic impacts of the COVID-19 crisis.

2. Djibouti is at high risk of COVID-19 transmission and is the country currently worst-affected by COVID-19 in

East and the Horn of Africa, recording 1035 confirmed cases by 27 April and 2 deaths. It is vulnerable not only to

imported cases of diseases but also has the potential to spread diseases in the region if not managed and contained

first within its borders. The impact will be extensive and exacerbated by the cumulative threats of high debt,

weakened public finance, locust infestations and recent flooding. To date, the Government of Djibouti has responded

swiftly, preparing the first draft of the Djibouti COVID-19 Preparedness and Response Plan, establishing a crisis

committee to coordinate multisectoral COVID-19 efforts and introducing a suite of measures to contain the spread of

infection. Continued concerted action by the Government of Djibouti will be needed to address the current crisis,

strengthen its disaster preparedness and resilience, avert these shocks placing human capital and the well-being of

citizens at long-term risk.

B. Sectoral and Institutional Context 3. The COVID-19 pandemic is having an unprecedented impact on education, triggering school closures in over

175 countries, affecting over 1.5 billion students. As exemplified during the Ebola crisis, this places additional pressure

on education systems, exacerbating already low learning levels and widening inequities. Djibouti took early measures

to close all schools and universities from March 23 and has extended the closure until September 2020. These closures

combined with the adverse health and economic effects generated by the crisis add to the challenges of an already

stretched education system in the short to medium term. Reduced economic activity is likely to increase household

poverty and the opportunity costs of education for households. School closures bring a higher risk of early marriage,

child labor, violence against children and school drop-out, especially for girls. Lower family incomes, increased food

insecurity and a disruption to school feeding programs are expected to contribute to higher levels of malnutrition

which in turn hinders learning and child development. Moreover, for vulnerable children, the risk of dropping out

increases the longer they are out of school. In Djibouti, refugee students, displaced students (whose number is

increasing due to the closure of national borders), students in remote areas as well as special needs children and girls

are identified as being at heightened risk of being left behind. School re-opening and plans to postpone high stake


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end-of-high-school exams to the beginning of the new school year create a risk of COVID-19 transmission and will

require careful planning and management.

4. Over the past two decades, the government has placed education at the center of its development policies,

with reforms focusing on improving quality, access and relevance. Access to education at all levels continues to be a

major challenge with at least one out of five school age students never having been to school. Learning levels are also

low with efforts underway to strengthen assessment against learning standards, modernization of the curriculum and

new, more interactive teaching and learning pedagogies. Accompanying this is an expansion of digital learning,

adapted to the context of limited internet connectivity.

5. In response to COVID-19, MENFOP has built on its existing experience of distance learning to expand

programming and ensure continuity of learning for its student population of over 66,000. It has drawn on the

expertise and production capacity in TV and radio of the National Education Research and Information Production

Center (CRIPEN) to disseminate and develop new content and programs. Distance learning is delivered through

multiple-channels aimed at reaching urban and rural students with limited internet access: (a) televised courses for all

grades; (b) radio programs; (c) e-learning platforms for secondary students and pre-service teacher training; (d)

booklets and paper materials aimed a marginalized areas and refugees. This program is set out in Le cadre conceptuel

des cours télévisés et de l’e-Learning du 16 mars 2020. To complement this, MENFOP has launched communication

campaigns for students and parents to raise awareness of COVID-19 and prevention methods such as hygiene and

sanitation with the support of UNICEF. The transition to distance learning has proved challenging as it was introduced

at speed with limited possibilities to support teachers and adapt learning content to the different needs of students.

It brings an increased risk of exclusion for vulnerable children, such as refugees, children in remote areas and with

special needs, compounded by an unfavorable learning environment at home where there is limited access to

electricity, radio of television.

6. MENFOP is looking at ways to turn the crisis into an opportunity to build back better in public schools. Central

to this will be improving the quality and access to distance learning as well as strengthening MENFOP’s preparedness

and resilience to address future waves of COVID-19 or other emergencies, reflecting Djibouti’s vulnerability to natural

and other disasters. A priority focus will be to ensure children enroll and remain in school, target refugees, girls and

other vulnerable groups at heightened risk of dropping out. To mitigate against limited access of vulnerable children

to remote learning channels, MENFOP has prioritized the distribution of printed learning materials to students across

the five regions. Additional attention will be given to improving the quality and interactivity of distance learning,

aligning with emerging research on practices to maximize the impact of remote learning experiences. A “learning

from evidence” approach will be adopted through frequent pulse surveys of stakeholders. This will enable MENFOP to

generate early data on access to distance learning systems and take an agile approach to adjusting programming that

draws on both local experience and global good practice. In addition, MENFOP will continue to collaborate closely

with the Ministry of Health and other relevant agencies on preparing for school reopening and procurement of health

and sanitation materials.

7. ROLE OF PARTNERS: Development partners including the World Bank, UNICEF, USAID, WFP and UNHCR are

seeking ways to repurpose on-going programming in education to support the COVID crisis to the extent possible.

Development partners have indicated that new and additional financing for education is considered unlikely given

competing objectives, hence the importance of the dedicated GPE grant for COVID-19. To maximize scarce resources,

development partners, through the Local Education Group, will collaborate closely to ensure their contribution is


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harmonized, complementary and in support of government-led priorities. USAID has reprogrammed $20,000 of an

existing project to purchase 15 portable computers to support the teleworking of the staff of the Training Center of

the Ministry of Education (CFEEF) and of the Research, Information and Production Center of the National Education

(CRIPEN) to continue working on early grade reading during the confinement period. This will allow the project to

meet the deadline of May 31, 2020 for the completion of reading materials for the 2nd year, so that they will be

available for the start of the 2020-21 academic year. The reprogramming will also allow technical assistance from

CFEEF in the implementation of initial teacher training. USAID will also support the provision of 587 solar radios to

low-income households living in rural and peri-urban areas. This activity will also benefit children with disabilities.

C. Higher Level Objectives to which the Project Contributes 8. This emergency response is in line with the World Bank’s current CPF and multi-sectoral response to COVID-

19. It aligns closely to World Bank’s multi-sectoral response to the COVID-19 emergency including a new emergency

health program to strengthen the country’s health response to the disease, a new emergency budget support

operation for early mitigation of economic shocks and a new program to tackle the locust infestation.

9. The COVID-19 response aligns closely to the transitional Education Sector Plan from 2017-2019 and the newly

conducted sectoral analysis. It addresses the principal sector challenges of access, gender disparity and student

learning through a focus on learning continuity, addressing inequality and expanding access to and use of higher

quality distance learning products.

10. The COVID-19 response aligns closely to the newly launched World Bank/GPE supported program “Expanding

Opportunities for Learning Project” (PRODA - P166059), which is supporting the Government of Djibouti’s (GOD) to

increase access to basic education, improve teaching practices and strengthen the management capacity of MENFOP.

II. PROJECT DEVELOPMENT OBJECTIVES

A. PDO

The project development objectives are a) to expand access to and improve quality of remote learning and b) strengthen education system resilience to tackle COVID-19 and other crises. B. Project Beneficiaries 11. The project beneficiaries include students, teachers and parents. Specifically, the project will benefit all

students in public schools, estimated at 116,000 from primary to secondary school level and over 2,900 teachers (at

primary and secondary levels). An estimated 56,400 primary school children in public schools will be the principal

beneficiaries of the project, with a particular focus on vulnerable children including children in remote areas, children

with special needs, refugees and girls. The project will also benefit 37,100 students in lower secondary school

(college) for a total of 93,500 students. Around 22,100 students in public secondary schools will benefit from some

project interventions, such as the baccalaureate test and setting up the online learning platform. The project will also

reach over 3,660 refugee students (2,850 primary students and 810 lower secondary students) through various project

activities. In addition, a “back-to-school” campaign will target children at high risk of not going to or dropping out of


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school. Through social mobilization campaigns and incentives, the project will emphasize efforts to reach rural girls,

who typically have lower enrolment at the lower secondary level and are at heightened risk of dropping out during

COVID. Teachers will benefit from training and professional development in improved use of distance learning tools

for radio, TV, and e-learning.

C. PDO-Level Results Indicators

• PDO Indicator 1. Number and percentage of students with access to remote learning resources (disaggregated by gender; urban/rural; refugee status)

a) Number and percentage of students receiving learning kits with printed materials b) Number and percentage of students with access to televised learning c) Number and percentage of students with access to e-learning

• PDO Indicator 2. Number and percentage of teachers benefitting from training in remote teaching approaches

• PDO Indicator 3. Number and percentage of schools with emergency plans adapted to the local context

III. PROJECT DESCRIPTION

A. Project Components

Activities/Components

12. Component 1: Improving the access to and quality of remote learning. Supporting learning continuity and

increasing inclusion by generating systemic improvements in distance learning are the primary aims of this

component. The project will finance: (a) development and broadcast of lessons for TV, lessons for radios, lessons for

MENFOP’s e-learning platform, including technical support (TA) to strengthen the quality of content and delivery; (b)

development, printing and distribution and/or purchase of learning materials (such as booklets, readers) for

vulnerable children in all five regions; and (c) professional development for teachers, pedagogical advisors, and

inspectors on effective delivery of diverse remote learning approaches. This component will include retroactive

financing to printing and distribution activities already undertaken. Televised lessons will be close-captioned to help

hearing-impaired students. The televised content will be based on the national curriculum. In vulnerable areas (such

as refugee communities, rural areas), local monitors will be engaged as focal points ensure that children are able to

access the material and they will also be available to provide pedagogical support and respond to questions.

13. Component 2: Supporting healthy and safe re-opening of schools. This component is centered on ensuring

schools open safely with a package of activities in place to promote student well-being, enrolment and retention and

to address the heightened risk of drop-out of vulnerable groups including girls and children with disabilities. The

project will finance (a) the rehabilitation of latrines and improvement of WASH infrastructure to improve school

hygiene; (b) psycho-social support programs to address well-being of children, parents and teachers; (c)

communication campaigns for parents and students to prevent disease transmission, and targeted back-to-school

campaigns to motivate vulnerable students at high risk of drop-out; (d) protection of vulnerable groups of children and


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young people through school meals programs and/or take-home rations for girls to encourage their re-enrollment,

support to refugee students and families; (e) roll-out of refresher lessons to cover missed content; and (f) provision of

school kits for vulnerable students in primary grades. MENFOP will also undertake a learning diagnostic of all children

at the start of school re-opening to determine the extent of learning loss and need for refresher courses. In case of

shortages in the sanitation service linked to the Ministry of Health, this component will also finance the disinfection of

schools for the baccalaureate exams and for general school re-opening.

14. Component 3: Strengthening resilience of the education sector to respond to emergencies. This component

is designed to build the long-term capacity and resilience of the sector in use of digital learning with a long-term view

to strengthen the self-learning abilities of students. Emergency preparation and contingency planning will be

prioritized to strengthen resilience from the school to the central level, and the capacity to generate and localize

contingency plans. Activities to be financed include (a) establishment of an SMS-type system and purchase of

equipment if needed to reinforce communication between schools, teachers and families, and to facilitate surveys for

feedback and monitoring; (b) establishment of a dedicated education technology team to manage digital resources

(including hardware and software) and associated technical assistance; (c) purchase of educational hardware and

software for use in schools located in disadvantaged zones; (d) equipping regional centers of pedagogical resources

(CRP) to strengthen their capacity to respond independently to learning needs and local emergencies; (e) capacity

building in emergency planning and management at the level of MENFOP, regional offices, and schools.

B. Project Cost and Financing

Project Components Project cost Trust Funds

Component 1 411,000 411,000

Component 2 2,354,000 2,354,000

Component 3 1,965,000 1,965,000

M&E 70,000 70,000

Total Costs

Total Project Costs 4,800,000 4,800,000

World Bank Supervision Fees 200,000

Total Financing Required 5,000,000

IV. IMPLEMENTATION

A. Institutional and Implementation Arrangements


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15. MENFOP had mobilized its teams quickly to roll-out the first phase of the response using available resources

such as televised learning and distribution of printed materials. Implementation will be mainstreamed within MENFOP

with the Secretary General acting as the project leader. FM, procurement and coordination arrangements will follow

the same model designed to support PRODA. FM and procurement will be overseen by specialized officers in the

Directorate for Central Administration (DGA) within MENFOP. The DGA will be the focal point responsible for liaising

with all concerned departments and for results monitoring and reporting. The Project’s Service Unit (SGP or service de

la gestion des projets) will manage fiduciary aspects of the project, with the support of additional fiduciary, M&E, and

environmental and social specialists (currently being recruited). The procurement of health and sanitation materials

and services associated with school re-opening and school safety will be managed in close coordination with the

Ministry of Health, which is benefitting from IDA support for COVID-19 response.

16. The project Steering Committee established to provide strategic direction to and oversight of PRODA in the

context of overall sector reform, will perform a similar function for this project. The Secretary General will chair this

committee, engage relevant MENFOP directors and coordinate cross-sectorally with other government departments,

notably Ministry of Health, as required. MENFOP will also play a strategic role on the crisis committee established by

the GOD to coordinate multisectoral COVID-19 efforts.

17. The national platform of the LEG, comprised of education development partners and civil society

organizations, has proven to be an effective coordination mechanism in Djibouti, under the leadership of MENFOP and

UNICEF. The LEG will play a vital role in collaboration and implementation of activities where appropriate to maximize

harmonization and complementarity of effort.

18. The proposal has benefited from contributions and review from the LEG with close collaboration from several

key partners. UNICEF has been directly involved in developing and prioritizing activities and will continue to be

engaged in implementation areas where it has a comparative advantage – including psychosocial programing, targeted

school enrolment campaigns, COVID-19 prevention communication campaigns. The Bank and MENFOP are working

closely with the World Food Program (WFP) to explore funding sources for school feeding, the budget for which has

been adversely impacted by the economic crisis.

Table 1: Implementation Timeline for Djibouti COVID-19 Response Strategy in Education Sector


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B. Results Monitoring and Evaluation 19. In line with PRODA arrangements, the monitoring of implementation progress will rely on the systematic use

of data to assess whether implementation is on track and modifications are needed. The monitoring of

implementation progress of activities will rely on data, information and documents submitted from relevant

departments as part of the overall M&E system. Monitoring will include innovations, notably SMS surveys to help

generate real time feedback and data on students, parents and teachers’ engagement with distance learning and

school re-opening. A dedicated M&E specialist will support the SGP in its M&E functions to regularly collect data on

project progress.

20. M&E will include a “learning from evidence” approach in order to generate early information on the extent to

which distance learning and new approaches are showing promise and where adjustments are needed to enhance

delivery and performance. This will generate an important body of evidence to continuously improve the quality of

distance learning programming and capacity in MENFOP and CRIPEN and its contribution to meaningful student

learning. In this way, the evolving evidence will also inform strategies to scale up the use of digital tools and education

technology as part of the regular teaching and learning process and enable Djibouti to engage more systematically in

education technology networks for knowledge exchange.

21. Monitoring and evaluating learning. Monitoring and evaluating the efficacy of remote learning tools and

materials will be carried out through quick sample-based assessments of student learning (with a focus on literacy and

numeracy in the early grades) to track their use and how learning is maintained. A priority for MENFOP is to

strengthen its capacity to assess student learning. With USAID support, preparations are advanced for an assessment

of literacy in Grade 3. Djibouti’s first national assessment of literacy and numeracy in Grade 4 is one of the first

interventions of PRODA. While preparations have been progressing, implementation has been delayed due to school

closures. The assessments will be rescheduled for school year 2020-21 and will provide an important baseline of

PLANNED TIMELINE

Activities / deliverables

Recruitment/delivery of TA for quality of programs

Development and broadcast of lessons (continuous)

Professional development for improved remote learning

Printed materials distribution (done)

Rehabilation of latrines

Psychosocial support programs

Communication campaigns

School meals program (4 months)

Refresher Courses (start of term)

Disinfection of school buildings

Procurement and distribution of school kits

Establish SMS-type communication system

Appoint/establish education technology team

Purchase educational hardware & software

Equip regional centers of pedagogical resources

Build capacity in emergency planning and management

C3: Strengthening education sector resilience to respond to emergencies

C2: Supporting healthy and safe re-opening of schools

C1: Improving access to and quality of remote learning

Jul-Sep 20 Oct-Dec 20 Jan-Mar 21 Apr-Jun 21 Jul-Sep 21 Oct-Dec 21


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foundational learning. In the medium-term, the scope to adapt the national learning assessment system to remote

forms of assessment will be explored to strengthen response capacity for future shocks.

C. Sustainability

V. KEY RISKS

A. Overall Risk Rating and Explanation of Key Risks 22. The overall risk is substantial. The COVID-19 pandemic has led to school closures, adverse social and

economic impacts, and multiple uncertainties, especially around school re-opening. Key risks derive from constraints

on the system’s capacity to resume normal school functions, emotional trauma experienced by students and teachers,

increased poverty levels throughout the country and deteriorating economic conditions. A major risk is Djibouti’s

vulnerability to natural disasters, such as flooding, and high risk of COVID-19 transmission which carries the threat of

subsequent waves of COVID-19 and further disruptions to schooling. Key risks rated substantial include:

23. The macro-economic risk is substantial. The pandemic threatens Djibouti’s positive growth trajectory. It’s

heavy reliance on food imports and as a port and trading gateway for neighboring countries heightens its vulnerability

to exogenous shocks. The cumulative threats of high debt, weakened public finance, locust infestations and recent

flooding are triggering an economic downturn. This is tightening the fiscal space in a situation that requires additional

spending to mitigate the health and socio-economic impacts of the COVID-19 crisis. To ease the strain on public

resources and dept levels, an emergency COVID-19 budget support operation is under design by the World Bank.

24. Technical Design risk is substantial. The project is designed to address the COVID-19 crisis and strengthen

the resilience of MENFOP. The short 18-month duration of the project combined with uncertainties around COVID-19

situation and the re-opening of schools create implementation challenges and may trigger delays. The achievement of

the PDO relies on adopting new and more effective approaches to distance learning with increased outreach to

vulnerable groups, both of which will require timely technical support and follow up. To mitigate against these risks,

implementation will build on activities already underway, such as educational programming for TV and radio and

initiatives with refugee students and parents. It will also promote new ways of working and build on lessons learned

from successful programs in the region, notably more interactive radio and TV programming. SMS surveys will be

introduced to monitor student engagement with distance learning and build an evidence base of what’s working to

guide adjustments to implementation and contribute to good practice. School feeding programs are a high priority

during COVID-19 to offset rising food insecurity and sustain good nutrition that is vital to resistance to disease,

physical and mental health and increased school attendance and learning. Existing school feeding programs, financed

through a combination of external support from WFP and national budget are Bank, are facing a funding shortfall due

to the economic crisis. World Bank, MENFOP and WFP are exploring alternative financing options to counter this

funding threat, including GPE financing. In addition, through the preparation of a Master Plan for emergency response

and individual school emergency plans, the project places emphasis on strengthening the capacity and resilience of

MENFOP to prepare for and manage future crises.


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25. Institutional capacity risk is substantial. MENFOP has had to respond quickly to the COVID-19 crisis and

project implementation will be underway during and after the confinement period when both the education sector

and wider economy will not be functioning normally. This places additional pressure on existing institutional capacity

and additional challenges around availability of human resources and access to regional and international technical

assistance. To mitigate this risk, the project will support capacity building initiatives for teachers and other MENFOP

staff through virtual channels as appropriate and strengthen MENFOP’s resilience to prepare and manage future

crises, including human resource management and support.

VI. APPRAISAL SUMMARY

A. Fiduciary

26. The proposed project is based on the economic and financial analysis carried out for PRODA. This aims to

contribute to improvements in student learning outcomes by increasing access to quality basic education with a

special focus on vulnerable populations, including refugees, as well as strengthening the professional development

and assessment system of teachers, school leaders, inspectors and pedagogical advisors. The expected gains in

student learning due to improved conditions of teaching and learning in schools will in turn contribute to a decrease in

repetition rates and raise future employability and wages of students. The economic analysis is focused on monetary

private returns. The total value of the project is however expected to be considerably higher when accounting for

non-monetary returns for beneficiaries, as well as social returns such as increased aggregate productivity, reduced

crime, better health and nutrition, and greater integration and socio-economic inclusion of refugee children.

27. The results of economic analysis based solely on the impact of the qualitative improvements of basic

education estimated a net present value (NPV) of $12.94 million, corresponding to an internal rate of return of 21

percent. The estimates are based on the following assumptions about the expected impact of PRODA: a 38.5 percent

reduction in fifth year repetition; a 15 percent reduction in lower secondary school repetition; a 5 percent reduction in

dropouts. Additional benefits from expected positive externalities are likely to materialize from innovative

interventions that are adopted for their cost-effectiveness in improving teaching and learning, but are not able to be

quantified at this stage.

(i) Financial Management

28. The Financial Management (FM) arrangement for the proposed GPE grant will follow the same FM

arrangement put in place to manage PRODA. The proposed project will be implemented in line with World Bank policy

guidelines for small Recipient Executed Trust Finds and IPF including the July 2016 “Procurement Framework”. The

MENFOP will be the implementing agency. The Projects Service Unit (PSU) within the Ministry will be handling the FM

aspects of the project. The PSU is a department related to the General Directorate of Administration. The FM

assessment conducted during appraisal rated the FM risk, as a component of the fiduciary risk, as Substantial. The

proposed mitigating measures MENFOP is adopting will meet the financial management requirements of the World

Bank for Investment project funding and will have an acceptable financial management system and the residual FM

risk rating would be moderate. Details are provided in the annex.


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29. A segregated Designated Account (DA) in US Dollars will be opened at a commercial bank in Djibouti

acceptable to the World Bank. Payments and withdrawal of eligible expenditures will be made based on Statements of

Expenditures (SOE). MENFOP will be responsible for submitting withdrawal applications to claim the funds. All

disbursements will be subject to the terms of the Grant Agreement and to the procedures defined in the DFIL.

30. The general accounting principles for the project will be as follows: (a) project accounting will cover all sources

and uses of project funds, including payments made and expenses incurred. Project accounting will be based on

accrual accounting; and (b) project transactions and activities will be separated from other activities undertaken by

MENFOP.

31. The project financial reporting will include unaudited Interim Financial Reports (IFRs) and yearly Project

Financial Statements (PFS): (a) IFRs should include data on the financial situation of the project. These reports should

include: (i) a statement of funding sources and uses for the period covered and a cumulative figure, including a

statement of the bank project account balances; (ii) a statement of use of funds by component and by expenditure

category; (iii) a reconciliation statement for the DA; (iv) a budget analysis statement indicating forecasts and

discrepancies relative to the actual budget; and (v) a comprehensive list of all fixed assets; (b) PSU will produce the

IFRs every quarter and submit to the Bank within 45 days at the end of each quarter. The annual PFS should include: (i)

a cash flow statement; (ii) a closing statement of financial position; (iii) a statement of ongoing commitments; (iv)

analysis of payments and withdrawals from the grant account; and (v) a complete inventory of all fixed assets acquired

under the project. (c) IFRs and PFSs will be produced based on the accounting system and submitted for an external

financial audit.

32. The PSU will be responsible for preparing periodic reports and maintaining the project bookkeeping and will

produce annual PFS and quarterly Unaudited IFRs.

33. The PFS will be audited annually and will cover all aspects of the project, uses of funds and committed

expenditures. The audit will also cover the financial operations, internal control and financial management systems

and a comprehensive review of statement of expenditures. The annual audit report will include: (a) the auditor’s

opinion on the project's annual financial statements; (b) a management letter on the project internal controls; and (c)

a limited yearly review opinion on the IFRs. The annual reports will be submitted to the World Bank within six months

from the closure of each fiscal year and the limited review opinion will also be submitted to the World Bank with the

IFRs.

(ii) Procurement

34. Procurement under the project will be carried out in accordance with the World Bank’s Procurement

Regulations for IPF Borrowers for Goods, Works, Non-Consulting and Consulting Services, dated July 1, 2016 and

revised in November 2017 and August 2018 (Procurement Regulations). The project will be subject to the World

Bank’s “Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA

Credits and Grants”, October 15, 2006, revised in January 2011, and as of July 1, 2016. The project will use the

Systematic tracking of Exchanges in Procurement (STEP) to plan, record and track procurement transactions, including

for eligible contracts under retroactive financing.


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35. The procurement procedures for Situations in Urgent Need of Assistance or Capacity Constraints described

under paragraph 12 of Section III of the IPF Policy will be applicable to fast track the procurements which include:

(a) use of Borrower’s national procurement arrangements provided the arrangements are consistent with the Bank’s

Core Procurement Principles; (b) Advance Procurement, using procedures consistent with Sections I, II & III of the

Procurement Regulations for Borrowers; (c) Direct Selection, as appropriate; (d) increased thresholds for Requests For

Quotations and national procurement; (e) streamlined competitive procedures with shorter bidding time; (f) use of

framework agreements including pre-existing ones; (g) procurement from UN Agencies; and (h) no standstill period. If

requested by the Borrower, the Bank will provide Hands-on Expanded Implementation Support (HEIS) to help expedite

all stages of procurement, such as, helping to draft technical requirements and specifications, drafting procurement

documents, providing advice on evaluation procedures and, participating as observers during negotiations to clarify

any matters regarding Bank Procurement Regulations. Simplified procurement documents developed by the Bank for

COVID-19 operations will be used for procurements under the project.

36. The major planned procurement will include: school kits for vulnerable students in primary grades; food

expenditures for school feeding; communication equipment; educational hardware and software for school use; civil

works for rehabilitation of latrines and handwashing stations; technical support (TA) to strengthen the quality of

content and delivery of learning platforms, monitoring & evaluation; health and sanitation materials (with technical

support from Ministry of Health), printing and distribution of learning material. Based on nature and relatively small

size of contracts, it is expected that most procurement will approach the national market.

37. Retroactive financing may be applied to the contracts procured in advance and within amount specified in the

financing agreement. The criteria for determining the eligibility of contracts for retroactive financing include: (i)

alignment with the project development objectives and/or consistent with the project description, (ii) consistence

with Sections I, II and III of the Procurement Regulations, (iii) incorporation in contract of application of the World

Bank’s Anti-Corruption Guidelines and Sanctions Framework or signature by the supplier/consultant/contractor of the

Letter of Acceptance of the World Bank’s Anti-Corruption Guidelines (ACG) and Sanctions Framework, (iv)

conformance of payments according to the terms and conditions of the contract, and (v) payments made by the

borrower before the signing of the Financing Agreement but on, or after, the date specified in the Financing

Agreement.

38. Procurement implementation under the Project will be undertaken by the project management unit of the

Ministry of Education and Vocational Training (MENFOP) of the ongoing Bank financed project (“Expanding

Opportunities for Learning Project” -PRODA - P166059) which is already staffed with 3 persons dedicated to

procurement. Although PRODA is not an emergency operation, the hands-on experience and knowledge in the

implementation of Bank financed operations will minimize likely procurement implementation risks. Given the lengthy

procurement processing and contract signature (for all contracts above $ 28,000) through the oversight of the central

national public procurement commission (CNMP), the MENFOP will be encouraged to advocate the CNMP for

accelerated approvals to accommodate the emergency nature of the project.

39. The key risks identified at this stage of project implementation are: delay in procurement processing due to

low threshold of oversight (US$28,000) by the CNMP and contract award requiring many signatures while

implementing emergency project; lack of competition or unsuccessful bidding due to COVID-19 movement limitation

vis à vis risk of infection; quality of school meals; short period of project implementation (18 months). To mitigate


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these risks, the following measures are envisioned: seek from the CNMP application of flexibility/priority or

significantly increase thresholds of its oversight given the emergency nature of the project; apply fit-for-purpose

procurement approaches adaptable to volatile market and global environment caused by COVID-19; contracting WFP

for school feeding based on its supplying mechanism already in use in Djibouti schools and using Standard Form of

agreement between World Bank Borrowers and WFP; close monitoring for timely procurement implementation.

40. The residual risk after the implementation of the mitigation measures is “Moderate”. The uncertainty caused

by COVID-19 operating environment is alleviated by non-complex and small value of contracts which will mainly be

procured approaching the national market using flexibilities available under streamlined procurement procedures for

COVID-19 related operations.

41. The project would use a streamlined project procurement strategy for development (PPSD) during

implementation. An initial procurement plan for the first three months would be agreed with the Borrower and will

be updated during implementation.

42. Record keeping and asset management: The MENFOP will be responsible for maintaining (i) procurement

documents for the entire procurement processing and contract execution, and (ii) detailed records of assets and

inventory to ensure assets purchased are safeguarded.

43. The Bank’s oversight of procurement will be done through increased implementation support, and increased

procurement post review based on a 20 percent sample. Prior review by the Bank will not apply.

(iii) Environmental and Social

44. Impacts/Risks. The key Environmental Risks/impacts of the project are related mainly to project activities

under Component 2. These activities will be confined to small civil works interventions (only minor civil works

supporting the rehabilitation of latrines and improvement of WASH infrastructure to improve school hygiene) within

the facilities of existing schools. These activities may raise some adverse Risks/Impacts linked to Occupational and

Community Health and Safety, Environment and Waste management. Other Risks/impacts are linked to school meals

programs or take-home rations activities. The potential risks and impacts are linked to the fact of not including in the

capacity building program training sessions dealing with Hygiene, Environment and Food quality and Safety

requirements.

45. The key social risk associated with the project is ensuring that poor and vulnerable students, such as students

living in the rural areas and refugees are not excluded from the benefits of the project. This risk is mitigated by

activities that have been included in the project design under component 2, such as the financing of school meals

programs or take-home rations for girls to encourage their re-enrollment, the design of refresher lessons to cover

missed content, and the provision of school kits for vulnerable students, including refugees, in primary grades. The

project will only finance minor rehabilitation civil works and will not generate labor influx. However, the risk of

propagation or contraction of Covid19 as a result of project activities has been identified as a transversal risk.

46. ESMF. The ESMF prepared for the Expanding Opportunities for Learning project (P166059) is covering most

Environmental and Social Risks/Impacts related to this project as they are funding similar activities. It will be updated


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for this project and also include risks/impacts related to the implementation of project activities under COVID 19

Pandemic. The ESMF will be part of the Project Operations Manual (OM).

47. Stakeholder Engagement: Key project stakeholders include beneficiary students and their parents, the

Ministry of Education, teachers and school administrative personnel. Vulnerable stakeholders include the refugee

student population, female students, in particular in rural areas, students who are from households below the national

poverty level and disabled students. A preliminary Stakeholder Engagement Plan (SEP) was prepared and will be used

during the first two months after the project effectiveness. The preliminary SEP will be updated and implemented

throughout the project lifecycle. In addition to disseminating and engaging stakeholders about the environmental and

social risks associated with the project, the SEP will also include a communication campaign for parents and students

to prevent disease transmission, and targeted back-to-school campaigns to motivate students at high risk of drop-out

to pursue avenues of remote learning.

48. E&S organizational structure. Within the ministry, the same project management unit (PMU) that is currently

implementing the PRODA, will be used to carry out the planning, preparation and execution of the various activities of

this project. The borrower has nominated an environmental and social focal point and a stakeholder engagement focal

point. Provincial E&S focal points have not yet been designated under PRODA but should be able to closely monitor

the implementation of E&S aspects and stakeholder engagement, including future contracted companies, and periodic

report to the central E&S focal point.

49. Grievance Redress Mechanism (GRM): MENFOP, as part of PRODA, is in the process of appointing a focal

point for the implementation of consultations, communication and complaint management. The activities of this team

member will consist of: (a) implementation of the communication and stakeholder engagement plan for all project

activities; (b) ensuring the establishment, coordination and documentation of complaint management for all project

activities; (c) harmonization of information messages related to project activities, in particular related to learning

assessments (loss of learning due to school closures) and professional development; (d) the dissemination of learning

assessment results to parents and other key stakeholders; (e) routine updating of the Stakeholder Communication and

Engagement Plan to ensure its operationalization. In addition, the project will benefit from the complaint

management mechanism that MENFOP is in the process of setting up as part of PRODA which will help resolve

complaints and grievances quickly, effectively and efficiently, to the satisfaction of all parties concerned. The

complaints mechanism will be proportionate to the potential risks and impacts of the project and will be accessible

and inclusive. Where possible and appropriate for the project, the grievance mechanism will use existing formal or

informal grievance mechanisms, supplemented as necessary by project-specific provisions.

50. Gender and gender-based violence: global evidence shows that context of the COVID-19 crisis presents

additional risks of GBV and teenage pregnancy. Women and girls are at higher risk of domestic abuse under stay-at-

home conditions and without regular access to schools or other support systems in the community. While the

proposed project activities present low risk of GBV, it provides an opportunity to support initiatives aimed at

addressing gender gaps and disparities in access and learning achievement for boys and girls; addressing GBV among

out-of-school children and female teachers; promoting disability inclusion activities. The project will explore the use of

mass broadcasting tool and campaigns as well as psycho-social support programs to promote messages on healthy

conflict resolution, healthy parenting, stress and anger management in the community. The “back-to-school

campaign” will include a particular focus on teenage girls to address the expected spike in school drop-out for girls.


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51. Disability Inclusion: children and young people with disabilities represent one of the main vulnerable groups

under the COVID-19 crisis. A comprehensive situation analysis on special needs education will be financed under

PRODA. This emergency project will aim to leverage ongoing MENFOP efforts to promote disability inclusion. It will

target students with disability as a key group in “back-to-school campaigns”. In addition, the project will identify entry

points for distance learning content to address special needs including use of closed-captioning for TV content, and

text-to-speech option on e-learning platform for hearing-impaired students.

A. Legal Operational Policies . . Triggered?

Projects on International Waterways OP 7.50

Projects in Disputed Areas OP 7.60

.

B. Environmental and Social

VII. World Bank Grievance Redress

Communities and individuals who believe that they are adversely affected by a World Bank (WB) supported project may submit complaints to existing project-level grievance redress mechanisms or the WB’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed in order to address project-related concerns. Project affected communities and individuals may submit their complaint to the WB’s independent Inspection Panel which determines whether harm occurred, or could occur, as a result of WB non-compliance with its policies and procedures. Complaints may be submitted at any time after concerns have been brought directly to the World Bank's attention, and Bank Management has been given an opportunity to respond. For information on how to submit complaints to the World Bank’s corporate Grievance Redress Service (GRS), please visit http://www.worldbank.org/en/projects-operations/products-and-services/grievance-redress-service. For information on how to submit complaints to the World Bank Inspection Panel, please visit www.inspectionpanel.org.

http://www.worldbank.org/en/projects-operations/products-and-services/grievance-redress-service

http://www.inspectionpanel.org/


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Djibouti – Education Emergency COVID Response Project

Financial Management - Annex Financial Management Assessment

The FM team reviewed the financial management arrangements at Ministry of Education and Vocational Training (MENFOP). Currently MENFOP is implementing the Expanding Opportunities for Learning Project (PRODA - P166059) financed by the Bank and through the Project Services Unit (PSU) which is a unit created within the Directorate for Central Administration (DCA) at the MENFOP. PRODA was declared effective in February 2020. The PSU includes fiduciary staff (a financial officer and an accountant) that will be handling the FM aspects of this project. The financial officer and the accountant are already experience in FM procedures in Bank financed operations. Additional staff will be recruited/assigned as needed. Based on the results of the assessment, the FM risk, as a component of the fiduciary risk, is rated as Substantial. With the proposed mitigating measures, the MENFOP through the PMU will have acceptable FM arrangements as per OP/BP 10.00 requirements. In view of the risks identified and the weaknesses observed, the overall financial management risk is deemed to be Substantial. The following risks are identified: (i) MENFOP has no accounting software to record the daily transactions and produce the required financial information; (ii) MENFOP has limited human resource capacities; (iii) MENFOP has limited internal controls; and (v) MENFOP falls under the audit purview of the Supreme Audit Institution (SAI). Although the SAI may have the technical experience it lacks the human resources capacities to audit the project on a regular basis which would give limited assurance about the project’s use of funds. Based on the risks, the following measures have been agreed upon in order to reduce the FM risk level and have an adequate FM system in place: (i) the PSU will utilize the accounting software that will be acquired under PRODA to record the daily transactions of the project and produce the interim un-audited financial reports (IFRs). A new module will be opened for the project. The format of the IFRs will be agreed upon with the Bank. The IFRs will be submitted to the Bank no later than 45 days after the end of each quarter; (ii) for the purpose of the project the PSU will develop an operational manual which will contain a FM chapter describing in detail the FM procedures, including internal controls; and (iii) the technical committee will get into a contract with an independent external auditor using a Terms of Reference (ToRs) acceptable to the Bank to audit the Project Financial Statements (PFS). The auditor will prepare an audit report and management letter. The project will submit the annual audit report and management letter to the Bank no later than six (6) months after the end of each fiscal year. In addition, a technical audit will be undertaken to verify all goods purchased and works/services done. the TORs of the external audit will be expanded to include the technical audit. Financial Management and Disbursement Arrangements Staffing: MENFOP through the PSU will utilize existing staff working in the PRODA Project to implement the project. The PSU includes a director, a Financial Officer (FO), an accountant, three procurement officers. The FO will be handling the FM aspects of the project. The FO is already familiar with the FM procedures of the Bank. Additional staff will be recruited as needed. The Bank will provide the necessary support to the FO regarding Bank FM procedures.


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Budgeting: for the purpose of the project, the PSU will be preparing a separate annual budget and disbursement plan. The budget will be prepared on an annual basis and submitted to the Bank in November/December of each year covering the subsequent year. The disbursement plan will cover each fiscal year and will be divided by quarter and submitted with the quarterly Interim Un-Audited Financial Reports (IFRs). The technical committee will monitor the variances in the disbursement plan and provide justification for any major divergence(s). Project accounting system: MENFOP through the PSU will utilize the accounting software that will be acquired for PRODA and will open a new module for the purpose of the project. The software will be utilized to record daily transactions and produce the Interim Un-Audited Financial Reports (IFRs) for all categories. The project Financial Officer will be responsible for preparing the IFRs before their transmission to the PSU Director for approval. Periodic reconciliation between accounting statements and the IFRs will also be done by the Financial Officer. The general accounting principles for the project are as follows: (i) project accounting will cover all sources and uses of project funds, including payments made and expenses incurred; (ii) the International Public-Sector Accounting Standards (IPSAS) cash basis will be followed; and (iii) all transactions related to the project will be entered into the accounting system. Project financial reporting will cover all categories and will includes quarterly IFRs and yearly Project Financial Statements (PFS). IFRs should include data on the financial situation of the project, including:

1) A Statement of Cash Receipts and Payments by category and component.

2) Accounting policies and explanatory notes including a footnote disclosure on schedules: (i) “the list of all signed Contracts per category” showing Contract amounts committed, paid, and unpaid under each contract, (ii) a Reconciliation Statement for the balance of the Project’s Designated Account, (iii) a Statement of Cash payments made using Statements of Expenditures (SOE), iv) a budget analysis statement indicating forecasts and discrepancies relative to the actual budget, and (v) a comprehensive list of all fixed assets.

The project IFRs should be produced by technical committee every quarter and sent to the Bank within 45 days from the end of each quarter. The PFS should be produced annually. The PFS should include: (i) a cash flow statement; (ii) a closing statement of financial position; (iii) a statement of ongoing commitments; (iv) an analysis of payments and withdrawals from the project’s account; (v) a statement of cash receipts and payments by category and component; (vi) a reconciliation statement for the balance of the Project’s Designated Account; (vii) a statement of cash payments made using the Statements of Expenditures (SOE) basis; and (viii) the yearly inventory of fixed assets acquired under the project. Internal control: For the purpose of this project, MENFOP through the PSU will prepare a Project Operational Manual (POM), which will define the roles, functions and responsibilities for the implementing agency. The POM will contain a separate FM chapter detailing the FM and accounting procedures and will also include internal controls procedures. Category 2: Supply of School Meals The project will be financing school meals to be handed out for students or take-home rations for young girls, the activity will cost about US$ 800,000. The implementation of this activity will be either directly through MENFOP or through the


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utilization of the World Food Program (WFP) UN agency. In case MENFOP decides to implement the activity, it will be through the PSU and MENFOP will need to ensure that detailed processes and procedures are spelled out in the POM concerning the acquisition and distribution of the school meals and the payments and reporting. In case MENFOP decide to utilize WFP, a standard agreement will be signed with WFP which will include details about the implementation and payments mechanism to WFP. Details will be added to the POM. Flow of funds: Payment shall require three signatures: The Secretary General of MENFOP, the Director of the External Financing Department at the MoF and the Director of the Debt Department at the Ministry of Budget. The funds will be channeled from the Bank through the single segregated Designated Account (DA) in US$ opened at a commercial bank in Djibouti acceptable to the World Bank. A bank sub-account will be opened in Djibouti Francs to make local payments and will bear the same three signatories. Advances from the World Bank will be disbursed to the designed account and used for project expenditures. Audit of the project financial statements: An annual external audit of the project financial statements will cover the financial transactions of all categories, internal controls and financial management systems. It will also include a comprehensive review of statements of expenditures (SOEs). An external auditor will be appointed according to a Terms of Reference acceptable to the Bank. The audit should be conducted in accordance with international auditing standards. The auditor should produce: (i) an annual audit report including his/her opinion on the project's annual financial statements; (ii) a management letter on the project internal controls; and (iii) a limited review opinion of the IFRs on a yearly basis. The annual reports will be submitted to the World Bank within six months from the closure of each fiscal year, and the limited review opinion will be submitted to the Bank along with the yearly audit report. The technical committee will ensure that the recruitment of the external auditor will be done no later than 6 months from Credit effectiveness. This will enable the auditor to start field work early so to deliver the audit report and management letter within the deadlines, thereby avoiding any delays in this regard. A technical audit will be undertaken to verify that all goods purchased, and works/services rendered under the project. The TORs for the external auditor will be expanded to include the technical audit. The technical audit will be required on a yearly basis and will be submitted 6 months after the closure of the fiscal year. Flow of information: The technical committee will be responsible for preparing periodic reports on project implementation progress, as well as on both physical and financial achievements. These reports will be based on project activity progress (by component and expenditure category), including technical and physical information reported on a quarterly basis. MENFOP will maintain the project bookkeeping and will produce an annual PFS and quarterly IFRs.

Disbursements The project funds will be disbursed according to the World Bank guidelines and should be used to finance project activities. The project will have the following disbursements methods: advance, reimbursement and direct payments. Funds will be channeled from the World Bank to a single segregated Designated Account (DA) to be opened at a commercial bank acceptable to the Association.


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Allocation of the Credit Proceeds

Category Amount of the Credit Allocated

Percentage of Expenditures to be Financed

(inclusive of Taxes)

(1) Works, goods, non-consulting services, consulting services, training and workshops, incremental operating costs and audits under components 1,2 (a), (b), (c), (e) and (f) and 3 of the project

US$ 4,000,000 100%

(2) Supply of food vouchers under component 2 (d) of the project

US$ 800,000 100%

Total US$ 4,800,000

Designated Account On behalf of MENFOP, the Department of External Financing will open a segregated DA in a Commercial Bank in Djibouti acceptable to the World Bank in US Dollars to finance its share of eligible project expenditures. The ceiling of the DA will be US$ 750,000 of the project amount. MENFOP through the PSU will be responsible for submitting monthly replenishment applications with appropriate supporting documentation. The proceeds under the project will be disbursed in accordance with the traditional disbursement procedures of the Bank and will be used to finance activities through the disbursement procedures currently used, including: Advances, Direct Payments, and Reimbursements accompanied by appropriate supporting documentation (records and/or Statement of Expenditures (SOEs)) in accordance with the procedures described in the Disbursement Letter and the Bank's "Disbursement Guidelines". The ceiling of the project Designated Account (DA) is set at US$ 750,000. The IFRs and the PFS will be used as financial reporting mechanisms, and not for disbursement purposes. The minimum application size for direct payment and reimbursement will be equal to 15% of the ceiling advance. Retroactive Financing will be permitted for an amount not exceeding 20% of the total amount of the project for eligible expenditures incurred 12 months prior to the signature of the financing agreement but on or after January 1, 2020. Statement of Expenditures (SOEs):

For requests for Reimbursements and for reporting eligible expenditures paid from the Designated Account:

- Statement of Expenditures (attachment xxx of the DFIL) - Bank reconciliation statement (attachment xxx of the DFIL)

For requests for direct payments: records evidencing eligible expenditures, for example, copies of receipts, and copies of suppliers’ invoices above the minimum application size.


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Category 3 of the project An “Emergency Response Operational Manual” (EROM) will be prepared as a condition of disbursement under this category. Triggers for this component will be clearly outlined in the EROM acceptable to the World Bank. Disbursements will be made against an approved list of goods, works, and services required to support crisis mitigation, response and recovery. All expenditures under this activity will be appraised, reviewed, and found to be acceptable to the World Bank before any disbursement is made. Once the set of criteria enumerated above are fulfilled, the Bank will reallocate funds to this category. Governance and Anti-corruption Fraud and corruption may affect the Project resources, thereby negatively impacting Project outcomes. The World Bank FMS worked closely with Project’s Task Team Leader (TTL) as well as project’s consultants and developed an integrated understanding of possible vulnerabilities and agreed on actions to mitigate the risks. The proposed fiduciary arrangements, including POM with a detailed FM chapter, utilization of an independent verification agent and reporting and auditing and review arrangements are expected to address the risks of fraud and corruption that are likely to have a material impact on Project outcomes. Supervision Plan: The financial management of the Project will be supervised by the Bank in conjunction with its overall supervision of the Project and conducted at least three times a year. Supporting Documentation and Record Keeping: All supporting documentation will be obtained to support the conclusions recorded in the FM Assessment.


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PDO. The project development objectives are a) to expand access to and improve quality of remote learning and b) strengthen education system resilience to tackle COVID-19 and other crises.

Unit Baseline (Y0)

End Target (Y2))

PDO Indicators

Objective/Outcome 1.

PDO Indicator 1 Number (and percentage) of children benefiting from remote learning programs (disaggregated by gender; urban/rural; refugee status)

Number 0 74 400 (80% of elementary and middle school students)


PDO Indicator 2 Number of teachers trained in using distance learning methods (by gender, level of education, and geographical zones)

Number 0 1 000


PDO Indicator 3 Number of schools with approved / adapted emergency plans in place (by geographical zone)

Number 0 70

Intermediate Results (IR) Indicators

C1: Improving the access to and quality of remote learning

IRI 1: Number of sessions of educational programs broadcast on radio/TV / Number of average users of online platform

Number 1a. radio 1b. TV 1c. online

1a. 480 1b. 1280 1c. 300 average weekly users

IRI 2: Number of children who have received learning kits (by gender;

Number 0 10 000 (80% of primary school children in rural areas and refugee students)


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urban/rural; refugee status)

IRI 3: Developing and using appropriate mechanisms to inform parents and community leaders of the content and methods of distance learning

Yes/No NA Yes

C2: Supporting healthy and safe re-opening of schools

IRI 4: Percentage of previously schooled children returning to school with the reopening of schools

Percentage NA 95%

IRI 5: Number of supported schools with minimum hygiene standards for COVID prevention -19

Number 0 30

IRI 6: Number of children whose learning has been assessed to measure the impact of school closures on their learning (by gender, level of education, geographic area)

Number 0 74 000 (80% of elementary and middle school students)

IRI 7: Number of schools implementing a refresher program

Number 0 100

IRI 8: Number of children benefiting from school meal programs

7 400 (80% of students in rural areas)

C3: Strengthening resilience of the education sector to respond to emergencies

IRI 9: : Equipment for school internet structures

Number 0 15 schools

IRI 10: Educational hardware for primary school students

Number 0 10,000


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IRI 11: Establishing an SMS/USSD system

Yes/no No Yes

Indicator Definition/ Description  

Frequency Data source Data collection method Responsibility for data collection

PDO Indicator 1 PDO Indicator 1 Number (and percentage) of children benefiting from remote learning programs (disaggregated by gender; urban/rural; refugee status)

Bi-monthly MENFOP Reported by MENFOP in statistical report

Director of Planning and Statistics

PDO Indicator 2 Number of teachers trained in using distance learning methods (by gender, level of education, and geographical zones)

Bi-monthly MENFOP/CFEEF Reports of teacher distance learning practices will be collected from inspectors and pedagogical advisors by MENFOP

General Inspection/CFEEF

PDO Indicator 3 Number of schools with approved / adapted emergency plans in place (by geographical zone)

Bi-monthly MENFOP Reported and implemented by MENFOP


IR Indicator 1: Number of sessions of educational programs broadcast on radio/TV / Number of average users of online platform

Bi-monthly CRIPEN

Reported and implemented by MENFOP

CRIPEN


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IR Indicator 2: Number of children who have received learning kits (by gender; urban/rural; refugee status)



IR Indicator 3: Developing and using appropriate mechanisms to inform parents and community leaders of the content and methods of distance learning


School Life inspectors and General Inspection

IR Indicator 4: Percentage of previously schooled children returning to school with the reopening of schools

Bi-monthly MENFOP Calculated based on administrative data/ school reports


IR Indicator 5: Number of supported schools with minimum hygiene standards for COVID prevention -19


Directorate General of Administration

IR Indicator 6: Number of children whose learning has been assessed to measure the impact of school closures on their learning (broken down by gender, level of education, geographic area) [learning]


Evaluation Service within MENFOP

IR Indicator 7: Number of schools implementing a refresher program


General Inspection


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IR Indicator 8: Number of children benefiting from school meal programs



IR Indicator 9 Equipment for school internet structures


ICT unit within MENFOP

IR Indicator 10 Educational hardware for primary school students



IR Indicator 11 Establishing an SMS/USSD system


ICT unit within MENFOP

.


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VII. RESULTS FRAMEWORK AND MONITORING


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Results Framework COUNTRY : Djibouti

Education Emergency Response to COVID-19 Project Development Objectives

The project development objectives are a) to expand access to and improve quality of remote learning and b) strengthen education system resilience to tackle COVID-19 and other crises.

Project Development Objective Indicators

Indicator Name Corporate Unit of Measure

Baseline End Target Frequency Data Source / Methodology

Responsibility for Data Collection

Intermediate Results Indicators

Indicator Name Corporate Unit of Measure

Baseline End Target Frequency Data Source / Methodology

Responsibility for Data Collection


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Target Values Project Development Objective Indicators FY

Indicator Name

Intermediate Results Indicators FY

Indicator Name

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