Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized I. Basic Information Date prepared/updated: 04/24/2007 INTEGRATED SAFEGUARDS DATASHEET APPRAISAL STAGE Report No.: AC2879 1. Basic Project Data Country: Indonesia Project ID: P097104 Project Name: BERMUTU-Better Education through Reformed Management and Universal Teacher Upgrading Task Team Leader: Mae Chu Chang Estimated Appraisal Date: April 18, 2007 Estimated Board Date: June 26, 2007 Managing Unit: EASHD Lending Instrument: Specific Investment Loan Sector: General education sector (100%) Theme: Education for all (P) IBRD Amount (US$m.): 26.00 IDA Amount (US$m.): 61.50 GEF Amount (US$m.): 0.00 PCF Amount (US$m.): 0.00 Other financing amounts by source: BORROWER/RECIPIENT 60.50 NETHERLANDS: Min. of Foreign Affairs / Min. of Dev. Coop. 52.00 112.50 Environmental Category: C - Not Required Simplified Processing Simple [] Repeater [] Is this project processed under OP 8.50 (Emergency Recovery) [ ] No [] 2. Project Objectives The development objective is to contribute to the improvement of the overall quality and performance of teachers through enhancing teachers knowledge of subject matter and pedagogical skills in the classroom. In terms of higher level objectives, the project will contribute to improving teacher competency and performance to promote student learning and thus contribute to the development of quality human resources, ultimately leading to a growth in productivity and the improvement of Indonesia?s competitiveness in the global economy. 3. Project Description The Project consists of four components: Component 1: Reforming University-Based Teacher Education. The quality of teachers entering the profession will be upgraded through development of an accreditation process to ensure that the curricula of teacher training institutions, and associated teaching methods for delivering curricula, are revised in line with international best practice.
Distance learning modules will be developed in order to assist teachers to upgrade to meet certification requirements without leaving their post. Component 2: Strengthening Structures for Teacher Improvement at the Local Level. The quality of the teachers already in and entering the profession will be improved through the implementation of teacher classroom performance assessment and the professional development elements of the upgrading and certification process. Component 3: Reforming teacher accountability and incentives systems for performance appraisal and career advancement. The objective of this component is to develop an integrated framework designed to sustain and continually enhance the quality and accountability of teachers, post-certification. Component 4: Improving Program Coordination, Monitoring and Evaluation. This component will support the monitoring of project components 1 through 3, development of an improved teacher database and a range of research and evaluation studies to document the effects of the project on teaching behavior and student achievement. 4. Project Location and salient physical characteristics relevant to the safeguard analysis The project will be located in 14 selected provinces: Papua, Sulawesi Tengah, Gorontalo, Sulawesi Selatan, Jambi, Nanggroe Aceh Darussalam, Sumatera Barat, Kalimantan Tengah, Jawa Tengah, Jawa Barat, Jawa Timur, Nusa Tenggara Barat, Nusa Tenggara Timur, Maluku, and in 80 districts where there is a varying degree of presence of indigenous people who are defined as isolated and vulnerable people (IVP) in the Indonesian context. 5. Environmental and Social Safeguards Specialists Ms Sulistiowati Nainggolan (EASSO) 6. Safeguard Policies Triggered No Environmental Assessment (OP/BP 4.01) Natural Habitats (OP/BP 4.04) Forests (OP/BP 4.36) Pest Management (OP 4.09) Physical Cultural Resources (OP/BP 4.11) Indigenous Peoples (OP/BP 4.10) Involuntary Resettlement (OP/BP 4.12) Safety of Dams (OP/BP 4.37) Projects on International Waterways (OP/BP 7.50) Projects in Disputed Areas (OP/BP 7.60)
II. Key Safeguard Policy Issues and Their Management A. Summary of Key Safeguard Issues 1. Describe any safeguard issues and impacts associated with the proposed project. Identify and describe any potential large scale, significant and/or irreversible impacts: Environment. The project is rated category C, no construction is envisaged and no environmental impact plan is required. Indigenous People. The project will be implemented in 14 provinces, where there are varying degrees of presence of IVPs. While the targeted primary beneficiaries are teachers in these provinces, the project would have an indirect but positive impact on the IVP through improved quality of teaching and learning in schools serving the local communities with IVP presence. The survey and assessment undertaken during project preparation have identified specific education issues in access and quality faced by remote areas where most of the IVP live. The project design has thus taken into account of these issues through targeted support to narrow the gaps in resources and capacity. These considerations are reflected in the design of the distance learning grants (component 1) and grants for teachers, principals and supervisors of clusters (component 2). In addition to the above, a framework for treatment of IVP has been developed which entails the following: * Develop screening procedures and criteria for selection of teacher working groups as grantees: The screening procedures and criteria will be integrated into the grant manual. The manuals should incorporate feedback of teacher working groups and other key stakeholders to ensure that needs are addressed, including those of IVP. The allocation of grants to working groups for both IVP and non-ivp areas would be based on the criteria specified in the manual. * Develop teacher working group modules for strengthening professional development that are adaptable and adoptable to local needs: The design of the modules should be flexible to adapt to the needs and content that are relevant to the local cultural and educational context. For example: for classroom action research, teachers are able to pick a topic, design it according to their classroom situation, implement and revise based on results in their classroom. The modules will be developed by technical assistance provided through the project. Reviewing development of the modules will involve local teachers, working group coordinators, stakeholders and NGO groups who are familiar with education issues and service delivery in areas where IVP live. The modules will be developed by technical assistance provided through the project. * Develop distance learning course modules: The modules will provide equal opportunity and access to upgrading by teachers in remote areas, who often do not have easy access to regular university programs. The modules would allow teachers to upgrade their skills without leaving their post. The modules will be developed by selected universities (UT and LPTK).
* Develop a support system specifically for teachers in the remote areas: The working groups in remote areas will require a unique support structure that includes targeted technical assistance, facilitation and material support. * Provide additional resources for remote teacher working groups: In order to meet the unique needs of teachers in remote areas, the project will provide working groups in remote areas with a larger grant to cover higher operating costs. In addition, the activities are modified to best suit the remote teacher context. * Put in place a monitoring and evaluation system and grievance procedure: Four instruments will be used to monitor and evaluate the social impact of BERMUTU: (a) the teacher census will provide statistics on factors such as teachers serving IVP areas, gender distribution and percentage of teachers who have earned various education credentials; (b) grant progress and completion reports will document the process and progress that groups establish for addressing the identified issues as well as their outcomes; (c) the proposed project impact evaluation scheduled to be carried out at midterm and upon project completion would include an assessment of the direct and or indirect impact of the project on the IVP population as envisaged, and; (d) A grievance and complaint handling system will be put in place to address concerns arising from both the Government-led certification process and BERMUTU implementation, including issues related to proper treatment of IVP. The system will be web-based for public disclosure of the complaints as well as the actions taken to address the complaints. 2. Describe any potential indirect and/or long term impacts due to anticipated future activities in the project area: Project envisages positive long term impact on improved quality of education as a result of improved teacher quality in all project locations including the areas with IVP. 3. Describe any project alternatives (if relevant) considered to help avoid or minimize adverse impacts. Not relevant 4. Describe measures taken by the borrower to address safeguard policy issues. Provide an assessment of borrower capacity to plan and implement the measures described. The framework was developed by the borrower and will be integrated into the project manuals to address issues related to IVP. The PCU will be responsible for implementation of the framework, including the preparation of the manuals with technical assistance to ensure compliance with the framework. Consultants will be employed to carry out the social impact assessment as part of the overall project impact evaluation. 5. Identify the key stakeholders and describe the mechanisms for consultation and disclosure on safeguard policies, with an emphasis on potentially affected people. The key stakeholders of the project are teachers, principals and their supervisors.
The manuals were developed through a consultation process with key stakeholders such as teachers and principals. The framework will be made available to the public through the Bank s Project Information Center in Jakarta and Washington. The manuals will be made available to education offices in participating provinces and districts. B. Disclosure Requirements Date Indigenous Peoples Plan/Planning Framework: Date of receipt by the Bank 04/16/2007 Date of "in-country" disclosure 04/20/2007 Date of submission to InfoShop 04/18/2007 * If the project triggers the Pest Management and/or Physical Cultural Resources, the respective issues are to be addressed and disclosed as part of the Environmental Assessment/Audit/or EMP. If in-country disclosure of any of the above documents is not expected, please explain why: C. Compliance Monitoring Indicators at the Corporate Level (to be filled in when the ISDS is finalized by the project decision meeting) OP/BP 4.10 - Indigenous Peoples Has a separate Indigenous Peoples Plan/Planning Framework (as appropriate) been prepared in consultation with affected Indigenous Peoples? If yes, then did the Regional unit responsible for safeguards or Sector Manager review the plan? If the whole project is designed to benefit IP, has the design been reviewed and approved by the Regional Social Development Unit or Sector Manager? The World Bank Policy on Disclosure of Information Have relevant safeguard policies documents been sent to the World Bank s Infoshop? Have relevant documents been disclosed in-country in a public place in a form and language that are understandable and accessible to project-affected groups and local NGOs? All Safeguard Policies Have satisfactory calendar, budget and clear institutional responsibilities been prepared for the implementation of measures related to safeguard policies? Have costs related to safeguard policy measures been included in the project cost? Does the Monitoring and Evaluation system of the project include the monitoring of safeguard impacts and measures related to safeguard policies? Have satisfactory implementation arrangements been agreed with the borrower and the same been adequately reflected in the project legal N/A
documents? D. Approvals Signed and submitted by: Name Date Task Team Leader: Ms Mae Chu Chang 04/18/2007 Environmental Specialist: Social Development Specialist Ms Sulistiowati Nainggolan 04/18/2007 Additional Environmental and/or Social Development Specialist(s): Approved by: Sector Manager: Mr Christopher J. Thomas 04/22/2007 Comments: