World Bank Documentdocuments.worldbank.org/curated/en/926851507911156465/...Domestic political developments in 2015 and 2016, such as national elections in June and November 2015,

Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No: PAD2161

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT

PROJECT APPRAISAL DOCUMENT

ON A

PROPOSED GRANT

IN THE AMOUNT OF EUR 150 MILLION

(US$158 MILLION EQUIVALENT)

TO THE

REPUBLIC OF TURKEY

FOR A

EDUCATION INFRASTRUCTURE FOR RESILIENCE (EU FACILITY FOR STUP)

February 8, 2017

Social, Urban, Rural, and Resilience Global Practice

Europe and Central Asia

This document is being made publicly available prior to Board consideration. This does not imply a presumed outcome. This document may be updated following Board consideration and the updated document will be made publicly available in accordance with the Bank’s policy on Access to Information.

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CURRENCY EQUIVALENTS

(Exchange Rate Effective {Jan 11, 2017}) Currency Unit = Turkish Lira (TL)

TL 3.88= US$1

US$ 1.35 = SDR 1

US$ 1.052 = EUR 1 FISCAL YEAR January 1 – December 31

ABBREVIATIONS AND ACRONYMS AA Administrative Agreement AFAD Prime Ministry Disaster and Emergency Management Presidency BU Budget Unit CEA Cost Effectiveness Analysis DRM Disaster Risk Management EC European Commission ESAP Environmental and Social Action Plan ESMF Environmental and Social Management Framework EMP Environmental Management Plan EU European Union

EUD European Union Delegation

FDI Foreign Direct Investment

FRiT Facility for Refugees in Turkey FM Financial Management GRS Grievance Redress Service IPF Investment Project Financing ISP Implementation Support Plan IUFR LARPF

Interim Unaudited Financial Reports Land Acquisition and Resettlement Policy Framework

M&E Monitoring and Evaluation ML Management Letter MoNE NMS

Ministry of National Education National Muhtar Survey

O&M Operations and Maintenance PAD Project Appraisal Document PDO Project Development Objective POM Project Operations Manual PPR PPSD

Project Progress Report Project Procurement Strategy for Development

PIU Project Implementation Unit SoE Statement of Expenditures SORT Systematic Operations Risk-Rating Tool STEP Systematic Tracking and Exchanges in Procurement SuTP Syrians under Temporary Protection UN United Nations

Regional Vice President: Cyril E Muller

Country Director: Johannes C.M. Zutt Senior Global Practice Director: Ede Jorge Ijjasz-Vasquez

Practice Manager: David N. Sislen Task Team Leader(s): Elif Ayhan, Joel E. Reyes

BASIC INFORMATION

Is this a regionally tagged project? Country(ies) Lending Instrument

No Investment Project Financing

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

[ ] Financial Intermediaries

[ ] Series of Projects

Approval Date Closing Date Environmental Assessment Category

31-Jan-2017 30-Jun-2019 B - Partial Assessment

Bank/IFC Collaboration

No

Proposed Development Objective(s) The objective of the Project is to support Turkey in improving access to education by Syrians under temporary protection (SuTP) and host communities through the expansion of disaster resilient education infrastructure in priority provinces. Components Component Name Cost (US$, millions)

Supporting School Infrastructure Investments 141.79

Enhancing Quality Learning Environment 3.68

Project Management and Technical Capacity Building for Infrastructure 4.73

Cost recovery and other fees 7.57

Organizations Borrower :

Ministry of National Education

Implementing Agency : Ministry of National Education - Real Estate and Construction Department

The World Bank Education Infrastructure for Resilience (EU Facility for SuTP) (P162004)

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Safeguards Deferral OPSTABLE Will the review of safeguards be deferred?

[✔ ] Yes [ ] No

PROJECT FINANCING DATA (IN USD MILLION)

[ ] Counterpart Funding [ ✔ ] Trust Funds [ ] Parallel Financing

Total Project Cost: Total Financing: Financing Gap:

157.78 157.78 0.00

Of Which Bank Financing (IBRD/IDA):

0.00

Financing (in US$, millions)

Financing Source Amount

Free-standing TFs for ECA ECCTR Country Unit 157.78

Total 157.78

Expected Disbursements (in US$, millions)

Fiscal Year 2017 2018 2019

Annual 0.00 0.00 0.00

Cumulative 0.00 0.00 0.00


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INSTITUTIONAL DATA

Practice Area (Lead)

Social, Urban, Rural and Resilience Global Practice

Contributing Practice Areas

Education

Gender Tag Does the project plan to undertake any of the following? a. Analysis to identify Project-relevant gaps between males and females, especially in light of country gaps identified through SCD and CPF Yes b. Specific action(s) to address the gender gaps identified in (a) and/or to improve women or men's empowerment Yes c. Include Indicators in results framework to monitor outcomes from actions identified in (b) Yes

SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT)

Risk Category Rating

1. Political and Governance Moderate

2. Macroeconomic Moderate

3. Sector Strategies and Policies Moderate

4. Technical Design of Project or Program Low

5. Institutional Capacity for Implementation and Sustainability Moderate

6. Fiduciary Substantial

7. Environment and Social Moderate

8. Stakeholders Moderate

9. Other

10. Overall Moderate


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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

Safeguard Policies Triggered by the Project Yes 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 ✔

Legal Covenants

Conditions

PROJECT TEAM

Bank Staff

Name Role Specialization Unit

Elif Ayhan Team Leader(ADM Responsible)

Disaster Risk Management GSU09


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Joel E. Reyes Team Leader Educational Resilience GEDGE

Salih Bugra Erdurmus Procurement Specialist(ADM Responsible)

Procurement GGO03

Salih Kemal Kalyoncu Procurement Specialist Procurement GGO03

Zeynep Lalik Financial Management Specialist

Financial Management GGO21

Arzu Uraz Safeguards Specialist Social Development GSU03

Edouard Ereno Blanchet Team Member Disaster Risk Management GFDRR

Elif Yonca Yukseker Team Member Program Assistance ECCTR

Esra Arikan Safeguards Specialist Environmental Safeguards GEN03

Esse Ayse Erkan Team Member Disaster Risk Management GSU09

Gozde Yilmazturk Team Member Program Assistance ECCTR

Hulya Bayramoglu Team Member Procurement Assistance ECCTR

Jasna Mestnik Team Member Finance Officer WFALN

Jose C. Joaquin Toro Landivar

Team Member Regional DRM Coordinator for ECA

GSU09

Lisa Fonick Haworth Team Member Program Assistance GSU09

Lisa Lui Counsel Country Lawyer LEGLE

Sanjay Agarwal Team Member Social Safeguards GSU03

Ulker Karamullaoglu Team Member Program Assistance ECCTR

Extended Team

Name Title Organization Location

Bilgen Kahraman Communications and External Affairs Consultant

Burcu ERGIN Social Safeguards Specialist

Pinar Arikan DRM Analyst

Suha Satana Economic/Financial Analyst Ankara,Turkey


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TURKEY


TABLE OF CONTENTS

I. STRATEGIC CONTEXT ...................................................................................................... 8

A. Country Context ................................................................................................................. 8

B. Sectoral and Institutional Context ..................................................................................... 8

C. Higher Level Objectives to which the Project Contributes ............................................. 15

II. PROJECT DEVELOPMENT OBJECTIVES ............................................................................ 16

A. PDO ................................................................................................................................... 16

B. Project Beneficiaries......................................................................................................... 16

C. PDO-Level Results Indicators ........................................................................................... 17

III. PROJECT DESCRIPTION .................................................................................................. 18

A. Project Components ................................................................................................. 18

B. Project Cost and Financing ........................................................................................ 19

C. Lessons Learned and Reflected in the Project Design ..................................................... 20

IV. IMPLEMENTATION`....................................................................................................... 21

A. Institutional and Implementation Arrangements ........................................................... 21

B. Results Monitoring and Evaluation ................................................................................. 24

C. Sustainability .................................................................................................................... 25

D. Role of Partners ................................................................................................................ 25

V. KEY RISKS ..................................................................................................................... 27

A. Overall Risk Rating and Explanation of Key Risks ........................................................... 27

VI. APPRAISAL SUMMARY .................................................................................................. 28

A. Economic and Financial (if applicable) Analysis .............................................................. 28

B. Technical ........................................................................................................................... 28

C. Financial Management ..................................................................................................... 28

D. Procurement ..................................................................................................................... 30

E. Social (including Safeguards) ............................................................................................ 31

F. Environment (including Safeguards) ................................................................................ 33

G. World Bank Grievance Redress ....................................................................................... 34


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VII. RESULTS FRAMEWORK AND MONITORING .................................................................... 35

ANNEX 1: DETAILED PROJECT DESCRIPTION ......................................................................... 42

ANNEX 2: IMPLEMENTATION ARRANGEMENTS .................................................................... 48

ANNEX 3: IMPLEMENTATION SUPPORT PLAN ...................................................................... 63

ANNEX 4: ENVIRONMENTAL AND SOCIAL ACTION PLAN ....................................................... 67

ANNEX 5: PROCUREMENT PLAN ........................................................................................... 84


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I. STRATEGIC CONTEXT

A. Country Context

1. Turkey’s economic performance since 2000 has been impressive, both before and after the 2008/2009 global financial crisis. Macroeconomic and fiscal stability were at the heart of its economic performance, enabling increased employment and labor incomes, making Turkey an upper-middle-income country as well as the world’s 17th largest economy. Poverty incidence more than halved during the 2002–2012 period, from 44 percent to 21 percent of the population, and this decrease was shared across both urban and rural areas. Extreme poverty fell even faster, from 13 percent to 4.5 percent. During this time, Turkey witnessed dramatic urbanization, opened up to foreign trade and finance, harmonized many of its laws and regulations with European Union (EU) standards, and greatly expanded access to public services. It also recovered well from the global crisis of 2008/2009, with high economic growth during the 2010–2012 period.

2. During 2012–2016, economic growth slowed, per capita income stagnated around US$10,000 per year, and unemployment began to inch upwards. These developments raise concerns about Turkey’s progress toward reaching high income and reducing income inequality. In addition, slow growth in Europe and a deteriorating geopolitical environment in parts of Eastern Europe, Central Asia, and the Middle East have negatively affected exports, investment, and growth in Turkey.

3. Domestic political developments in 2015 and 2016, such as national elections in June and November 2015, a change of prime minister and a cabinet reshuffle in May 2016, and an attempted coup in July 2016 have all affected the Government’s reform momentum. To counter these effects, the Government launched new reforms in 2016, focused on incentivizing research and development and enhancing labor market flexibility, to improve the investment and business climate in Turkey. The Government also continues to take action to promote savings, improve social security and the pension system, and establish a sovereign wealth fund, as well as housing and dowry account schemes. However, further reform measures will be needed to address continuing structural vulnerabilities, revitalize private investment, boost growth, and resume Turkey’s convergence with Europe. Most notably, new reform momentum is needed to improve the quality of education and to upgrade skills. Only by boosting productivity growth and creating enough high-productivity jobs to accommodate a rapidly growing labor force will Turkey be able to continue to reduce poverty and share prosperity.

B. Sectoral and Institutional Context

4. The vast majority of the world's refugees—some 86 percent—are hosted in developing countries, with more than a quarter in the world's least developed countries. Turkey has become one of the world’s largest refugee hosting countries because of the Syrian influx, which has taken place over the last five years. As of July 2016, there are some 2.75 million Syrians with SuTP status1 residing in the country. Only a small share (approximately 10 percent) resides in camps, while the rest (90 percent) live outside camps, mostly in urban areas. The total number of SuTP may seem modest when placed against

1 Syrians under Temporary Protection (SuTP) is the term used by the Government of Turkey to identify those

populations receiving its support during the Syrian crisis.


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Turkey’s total population of 76.6 million; however, this population represents a significant percentage of the population in border provinces such as Hatay, Gaziantep, Şanlıurfa, and Mardin. In Kilis, there are as many Syrians as Turks and in Istanbul a non-negligent (and growing) percentage of the population is Syrian. Most of the provinces hosting a high concentration of Syrians are already more vulnerable or disadvantaged cities in Turkey, which exacerbates the development challenges for Turkey. Figure 1 provides a visual depiction of the growing presence of Syrians throughout Turkey. Moreover, data collected by the World Bank jointly with the Government of Turkey2 (Muhtar3 survey) not only validates the information shown in figure 1, but it also provides more precise information on the location of Syrians at the municipal level and the ratios to the local population.

Figure 1. Provincial Breakdown of Syrian Refugees in Turkey (as of November 2016)

Source: UNHCR, DGMM, November 2016

4

5. Economically disadvantaged regions in the country now host large numbers of Syrians. As shown before, provinces with large numbers of SuTP are mostly located in the southern and southeastern regions of Turkey. Unfortunately, the same provinces are also among the least developed in the country. As such, their capacity to absorb the large influx of SuTP is very limited, and the socioeconomic consequences of hosting SuTP have not all been positive. Some negative socioeconomic impacts are evidenced through competition over jobs, rising rents, growing demand for municipal services, and capacity distress in social services, including education and health infrastructure.

2 World Bank (2016), Mapping Location and Living Conditions of Syrians under Temporary Protection in Turkey:

Results from National Muhtar Survey 3 Muhtar (headmen) is the elected head of neighborhoods and villages in Turkey.

4 UNHCR and Directorate General for Migration Management (DGMM) data, November 2016, available at:

http://reliefweb.int/sites/reliefweb.int/files/resources/RegisteredSyrianRefugees-09November16.pdf

http://reliefweb.int/sites/reliefweb.int/files/resources/RegisteredSyrianRefugees-09November16.pdf


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6. To tackle challenges faced by the SuTP, a legal framework was established by issuing Law No. 6458 on Foreigners and International Protection in 2013 and Regulation No. 29153 on Temporary Protection of Syrians in 2014.5 While the primary responsibility for emergency response and coordinating humanitarian needs are fulfilled by the Prime Minister Disaster and Emergency Management Authority (AFAD), relevant ministries and local authorities, depending on their respective area of jurisdiction, assume responsibility to provide registered SuTP with access to education, health care, social services, and labor markets.

7. Since the beginning of the crisis in 2011, the Government of Turkey has spent an estimated US$12 billion, largely from national emergency funds, to meet the SuTP’s immediate humanitarian and basic needs. Receiving a large number of people from Syria led the Government to take necessary measures for alleviating the strain on social services, supporting acceptable living conditions, and preventing negative effects on human development of SuTP and the national population. Integrating SuTP into host communities—social, economic, and cultural life—and providing them accessibility to employment opportunities are priorities for the Government. As such, the Government has undertaken commendable steps to facilitate access to critical public services such as education and health and also made regulatory changes to ease access to labor markets.

8. As it related to education, the general framework of the national education system in Turkey is set by the Basic Law of National Education No. 1739 and issued in 1973. By law, regardless of sex, race, and religion, all people have right to access formal education and informal education facilities. Basic (primary) and secondary education is compulsory to all people and provided free of charge in public schools, while higher education services are also free of charge, though not compulsory.

9. Regarding the aforementioned mandates, the Ministry of National Education (MoNE) is assigned to provide free access to education to all school-age SuTP with regard to facilitating education services.6 Furthermore, it is stated in MoNE’s Strategic Plan for 2015–2019, under Strategy 7, that “Necessary measures shall be taken to integrate school aged refugees, displaced and stateless individuals into the public education system during their stay in Turkey.”

10. MoNE has undertaken many activities to meet the educational needs of the SuTP. The SuTP education response has so far been addressed as a short-term effort. As an immediate solution, around 400 temporary education centers7 have been established and overseen by MoNE in areas where the presence of SuTP is most prevalent. Given the protracted nature of Syrian refugee resettlement, the Government has changed its policy and started to show substantial efforts to integrate SuTP to the national education system with a longer-run view.

5 All Syrians who entered the country after April 27, 2011 were retroactively placed under temporary protection,

which provides access to registration and documentation and to services. 6 Article 28 of Regulation No. 29153 on Temporary Protection of Syrians.

7 Temporary Education Centers are primary and secondary education institutions which provide education to

Syrian children and teenagers in Arabic and according to the Syrian curricula; they are active both inside and outside the camps.


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11. To date, of the 833,000 school-age SuTP in Turkey, some 454,000 are enrolled in publicly owned formal education facilities.8 This includes both Turkish schools and temporary education centers (TECs). Enrollment rates indicate that, 90 percent of in-camp and only 26 percent of non-camp Syrian children have access to formal education. Official figures shared by MoNE indicate that 124,540 Syrian children currently have access to formal education through Turkish schools, while 329,988 SuTP receive education services in TECs.

12. A holistic approach to rapid integration of SuTP to social, education, and labor life calls for complementary support services. According to the International Labor Organization, “around half of (working age) Syrian refugees are economically active and just one-third have access to mostly informal and low-skilled employment.” The number is over 400,000 in Turkey, with 2.7 million Syrian refugees.9 However, there is ambiguity on what Syrians were doing before they became refugees and limited knowledge about what their skills are and how they can best be placed in the workforce.

13. Access for SuTP to informal education as well as vocational and technical training programs has been shown to also be vital for the successful integration of SuTP in Turkey and society at large. The Government (and the nongovernmental community) has provided access to various types of formation schemes to encourage eligible SuTP to participate in vocational trainings provided by MoNE between 2015 and 2016. The number of SuTP who enrolled in skill training programs executed by MoNE was around 76,889, of which 61.5 percent were women. In addition, to overcome language barriers, 119,847 SuTP benefitted from language learning courses executed by MoNE; about 49.5 percent of course participants were female.

Table 1. Number of SuTP who benefitted from Skill Training Conducted by MoNE

Year Female Male Total

2015 36,229 25,115 61,344

2016 11,169 3,389 14,558

TOTAL 47,398 28,504 75,902

Source: MoNE, October 2016.

Table 2. Number of SuTP who benefitted from Language Training Conducted by MoNE

YEAR FEMALE MALE TOTAL

2015 40,904 28,639 69,543

2016 18,423 31,881 50,304

8 Formal education is conducted within public and private educational facilities for individuals from certain age

groups, following official curricula developed in accordance with specific learning objectives. Formal education includes preprimary, primary, secondary (including regular high schools and vocational and technical high schools), and tertiary education (undergraduate schools/universities and above) institutions. Nonformal education covers formation schemes targeting those who have never received education or who dropped out without achieving a qualification and education in particular subjects for those who are still attending formal education. Nonformal education activities are offered out of school to teach adults how to read and write, provide basic knowledge, further develop knowledge and skills already acquired, and create new opportunities for improving individuals’ standard of living. Nonformal education is carried out through public education and apprenticeship training centers, as well as distance education schemes which fall under jurisdiction of MoNE. 9 Brookings Institute. 2016. https://www.brookings.edu/2016/06/20/syrian-refugees-and-the-promise-of-work-

permits/.

https://www.brookings.edu/2016/06/20/syrian-refugees-and-the-promise-of-work-permits/

https://www.brookings.edu/2016/06/20/syrian-refugees-and-the-promise-of-work-permits/


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YEAR FEMALE MALE TOTAL

TOTAL 59,327 60,520 119,847

Source: MoNE, October 2016.

14. Enrollment of SuTP children in schools remain limited despite all ongoing efforts. Some of the most vital issues facing SuTP are (a) the need to increase the number of education facilities in areas where SuTP are concentrated (where either their ratio to the total population is high or where the absolute number of SuTP is high), (b) high degree of mobility of the SuTP population, which results in school dropouts; (c) high levels of psychosocial trauma, which disrupts concentration; (d) difficulties in retaining Syrian teachers; (e) need for financial support to cover transportation costs; and (f) overcrowding, damage, and disruption to Turkish schools where double shifts are in place.10

15. In addition to education infrastructure needs, there is an integrated international response in support of the Government for the immediate humanitarian and basic needs of SuTP, including the EU contributions totaling EUR 3 billion for 2016–2017. UN agencies, bilateral donors and international and national NGOs are providing core education and complementary services for SuTPs. The EU funding includes a special measure worth EUR 1,415 million to address needs in the priority areas of education, health, municipal infrastructure, and socioeconomic support. In addition, the EU has allocated EUR 300 million to MoNE11 to co-finance expenditures such as staff salaries and operational costs, equipment and utility costs, and costs relating to guidance, training, and certification of both Turkish and Arabic speaking staff. As for education infrastructure to facilitate SuTP access to Turkish schools, the EU has also allocated a total of EUR 200 million: EUR 150 million will be provided through the World Bank and EUR 50 million through KfW. This PAD details the project design, institutional arrangements, fiduciary procedures and safeguards to be applied for education infrastructure investments and related technical capacity building activities.

16. The Bank will undertake all reasonable efforts to ensure that there is no overlap of activities and coordinate with the other ongoing EU financed school construction and other educational projects, such as:

The European Union Regional Trust Fund in Response to the Syrian Crisis (EUTF or “Madad Fund”) to UNICEF. These actions are complementary and provide an integrated package of activities to increase access to formal schooling and informal education.

“Education for All in Times of Crisis 1+2” implemented by the KfW, funded by the EUTF and the by the FRIT. The main objective of these actions is to finance the construction of education facilities. The provision of additional school infrastructure can be even more effective if complementary activities facilitate the use of such infrastructure.

10

Refugee Studies Centre. 2014. Ensuring Quality Education for Young Refugees from Syria. Research Report, Refugee Studies Centre, Oxford. http://www.rsc.ox.ac.uk/files/publications/other/rr-syria-youth-education-2014.pdf. 11

At the time this PAD is being written, the EU had already signed the EUR 300 million grant with the Government of Turkey, to be implemented by MoNE.


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ECHO, UNICEF, IOM and GIZ funded/coordinated programs focus on activities complementary and quality educations services.

17. The World Bank will support the Government in using its extensive experience in disaster risk management within the social crisis and in education more generally. To provide specialized support, the World Bank Global Practices for Education and for Social, Urban, Rural, and Resilience have formed an interdisciplinary team, which brings together specialists in disaster risk management and education resilience. Turkey has been a flagship country considering all the policy and institutional changes following the lessons learned from devastating Marmara earthquakes of 1999 and especially commended for its emergency management system. This experience is an asset that can serve as foundation to a more systematic response and preparedness in education settings. Such response will require serving both displaced and host communities and interacting with a range of government, humanitarian, and development actors. Within the World Bank, in addition to education and safe schools, the team possesses skills in overall disaster risk management, just-in-time monitoring, and rapid response.

18. Turkey has made significant progress over the last decade with regard to improving education infrastructure and quality of learning environment through constructing new schools. As of 2015, there are approximately 60,000 schools, which serve 18 million students. About 20 percent of these schools have been constructed over the last decade to meet the demand for new schools caused by rapid urbanization, recent educational policies which call for single shifts and 30 students per classroom, and the increased length of compulsory education from 8 to 12 years (often referred to as the 4 + 4 + 4 education system). Despite this significant development in construction of new schools, Turkey continues to face a shortage of quality learning spaces in densely populated urban areas, which are subject to frequent waves of immigration. Also, the physical risk reduction programs need to be expedited to address vulnerability of existing schools and improve their resilience.12

19. Expanding and sustaining investments in education since the end of the 1990s yielded rapid increases in skills in Turkey. The net secondary enrollment rate jumped from 38 percent in 1997–1998 to 80 percent in 2015–2016, while the schooling rates of boys and girls have converged significantly. When fully implemented, the 2012 reforms that made 12 years of education mandatory will increase the secondary gross schooling ratio even further.13

20. Existing roadblocks for enhancing education infrastructure quality coupled with additional need for learning spaces for SuTP specifically in the southeastern region of Turkey makes increased investments in school infrastructure and services a priority. This increased demand in education infrastructure may hinder the overall quality of education under distress and create social tension between SuTP and host communities. School buildings in the southeastern provinces in Turkey may be—and in certain cases are—deployed as community centers facilitating normalization processes for SuTP. Hence, in addition to the need for establishing new and/or safe education compounds, the possibility of education facilities having to be deployed as assembly areas, safe havens, shelters, and refuge for SuTP and host communities is yet another aspect to be factored in.

12

Data compiled from MoNE officials and TUIK education statistics, http://www.tuik.gov.tr/PreTablo.do?alt_id=1018 13

World Bank. 2016., Republic of Turkey Systematic Country Diagnostic: Turkey’s Future Transitions.

http://www.tuik.gov.tr/PreTablo.do?alt_id=1018


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21. The budget composition of MoNE calls for attention about Turkey’s ability to quickly expand its school infrastructure stock to meet the growing needs for additional learning spaces. In 2016, approximately US$2 billion is allocated to MoNE for infrastructure investments, which corresponds to about 9.4 percent of public investment budget of Turkey.14

22. Over the last decade, the World Bank has developed a strong collaboration with the Government of Turkey in the education sector. The World Bank has supported MoNE in addressing lower educational attainment and learning achievements. Through the Secondary Education Project, implemented with the World Bank funding between 2006 and 2012, the World Bank-funded investments that supported improvement of conditions for student learning in secondary education and in schools in sub-provinces with lower enrollment rates. The project has been instrumental in revision and implementation of general education and vocational education curricula and facilitation of student evaluation and assessment of the quality of education.

23. In addition, the Government, with the support of the World Bank, retrofitted and reconstructed 873 schools (1,030 school buildings) in Istanbul since 2006.15 Moving forward, the Government considers advancing the safer schools agenda as one of the key areas for operationalizing risk reduction in a systematic manner. Following the third United Nations (UN) World Conference on Disaster Risk Reduction in Sendai in April 2015, Turkey endorsed the Worldwide Initiative for Safe Schools after hosting a regional meeting at Istanbul back in October 2014. This initiative promotes the application of the Comprehensive School Safety Framework which consists of three core pillars: (a) safer school facilities, (b) school-based disaster risk management, and (c) disaster risk reduction and resilience education. Advancing all pillars in Turkey will require significant scaling-up of retrofitting and reconstruction activities to reduce the vulnerability of the existing school building stock, advancing emergency response and contingency planning across the country, and continuing to integrate disaster risk management into formal and informal education.

24. Meeting the growing demand for education facilities and quality learning environment to accommodate the needs of SuTP calls for a programmatic approach that builds on and complements the ongoing efforts of the Government. The Construction and Real Estate Department of MoNE is responsible for the construction of new education facilities and strengthening and maintenance of existing schools. Adding a work stream related to the construction of new schools for SuTP does not only offer a window of opportunity to reduce transaction costs and ensure timely implementation, it will also further ensure sustainability of investments as it is an integrated part of the Government’s overall education infrastructure program.

25. Harmonization, collaboration, and cooperation with fellow units of MoNE are key to developing a holistic approach exceeding those posed by solely infrastructure needs. In this vein, the General Directorates of Lifelong Learning16 and Support Services17 of MoNE provide the overall

14

Ministry of Development. 2016., 2016 Annual Investment Program. 15

Istanbul Seismic Risk Mitigation and Emergency Preparedness Project, Implementation Completion Report, Report No: ICR00003698, June 25, 2016. 16

The General Directorate of Lifelong Learning, in Action Plan for 2014–2018, under Priority 3.4 marks disadvantaged groups, including women, children, disabled, elderly, and refugees, access to nonformal education, and vocational trainings as top priority; http://hbogm.meb.gov.tr/str/files/LLL_ACTION_PLAN.pdf.

http://hbogm.meb.gov.tr/str/files/LLL_ACTION_PLAN.pdf


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educational framework to tailor need-based and demand-driven services, as well as ensure that the new education facilities are designed for effective delivery of these activities. For example, complementary activities for students from SuTP families include language programs, remedial education, extracurricular activities, and transportation and translation services. Planning and coordination with other specialized partners (for example, UN and bilateral agencies) will guarantee a coordinated community-school engagement for safety, social support, and sustainable use of school spaces and other cross-sector SuTP services best delivered to beneficiaries.

26. Disaster resilient infrastructure, context-adaptive school environments and school-community communication guide a resilience approach to the expansion of education infrastructure. Internationally, Turkey is an active agent in terms of implementing and encouraging global frameworks for disaster risk reduction and school safety (for example, the Hyogo Framework for Action and Sendai’s Framework for Risk Reduction). These standards and lessons learned on safe schools will be incorporated in the construction of the new and rehabilitated school infrastructure. In addition, to better manage the dynamic nature of the present influx of SuTP, school environments and furniture are designed to be flexible and adapt to different types of use. The resilience approach also focuses on maintaining close communication with beneficiaries, including outreach and information programs.

27. Expanding education infrastructure is a prerequisite to continue to implement Turkey’s policy of integration into Turkish schools for SuTP. Turkey grants access to education for Syrian children and youth, and seeks now to integrate further their schooling in Turkish schools along host students. To-date, however, access has been limited, in part, by available schools near the place of residence of Syrian families or limited space in existing schools. MONE, through this project, seeks to expand school construction, to contribute to additional classroom places and relevant education environments for both Syrian and host students. The ultimate expected direct impact is to increase the number of Syrian children attending Turkish schools, as part of the integration policy, and also to improve learning environments for host students.

C. Higher Level Objectives to which the Project Contributes

28. The proposed project is consistent with the ongoing World Bank Group Country Partnership Strategy for Turkey (2012–2016), which has three main strategic objectives and pillars: (a) enhanced competitiveness and employment, (b) improved equity and public services, and (c) deepened sustainable development. The proposed project is also aligned with the Indicative Strategy Paper for Turkey (2014–2020), specifically ‘Education, employment and social policies sector’ via complementing the sector objective on development of a more inclusive society by addressing employment and labor market needs and improving the effectiveness of social protection and social inclusion policies, including promoting decent jobs, improving social dialogue, and increasing the quality of and access to education and training systems.

29. Moreover, the Project responds to European Commission Implementing Decision of 28.7.2016 adopting a Special Measure on education, health, municipal infrastructure and socio-economic support

17

The General Directorate of Support Services is mandated by law to undertake entire procurement processes that entail furnishing and equipping education facilities as well as facilitating transportation services in public education.


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to refugees in Turkey, to be financed from the General Budget of the European Union for the years 2016 and 2017 and Action 5 of its Annex I.

30. The project is also in alignment with the 10th National Development Plan of Turkey and the Strategic Plan of MoNE which identify increased access to education for all, including SuTP; capacity improvements in education infrastructure; and increase of school building stock factoring in not only physical upgrades but also other aspects required by law such as accessibility, workers’ health and safety, environmental provisions, and disaster resilience as priority goals to be achieved by 2019.

II. PROJECT DEVELOPMENT OBJECTIVES

A. PDO

31. The objective of the Project is to support Turkey in improving access to education by Syrians under temporary protection (SuTP) and host communities through the expansion of disaster resilient education infrastructure in priority provinces.

B. Project Beneficiaries

32. The project will focus primarily on Turkey’s southeastern and southern provinces where the majority of school-age SuTP reside and currently host the highest concentration of out-of-school SuTP: Adana, Mersin, Hatay, Kilis, Kahramanmaraş and Osmaniye. In addition, the project will also facilitate expanding education infrastructure investments in Istanbul, Ankara, Bursa, İzmir, Konya and Kayseri which host a high number of SuTP and has high concentration of out-of- school SuTP at the district level.

33. The criteria to select the twelve provinces, and locations within the provinces, included a detailed analysis of concentration of SuTP at the district level, their access to education, and population densities of SuTP compared to host communities. Based on these criteria, the selected locations represent the following conditions:

a. Districts which host more than 50,000 SuTP and with a resident population over 500,000 (where the ratio of SuTP versus host community creates considerable distress for existing infrastructure and service capacity) b. Districts where the majority of school-aged SuTP reside and which currently host the highest concentration (ratio) of out-of-school SuTP due to very limited (deprived) access to education services, c. Districts where a planned change from double-shifts to single-shifts and abolishment of Temporary Education Centers are imminent, d. Districts where the appropriate public land is available and secured for construction.

34. The Bank team jointly with MoNE used various sources of available data to ensure all dimensions of the aforementioned criteria were addressed in the selection. Apart from administrative data from MoNE and DGMM, the team also used the National Muhtar Survey (NMS). The NMS was conducted in every neighborhood and village throughout Turkey, jointly by the World Bank and the Government, to ascertain the accessibility criteria. The survey relies on the information provided by muhtars, who are the elected heads for neighborhoods and villages. They report on population related


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matters (count of SuTP), as well as access of SuTPs to key basic services (e.g. education, health). The analysis of combined data sources shows that some provinces which are not among the first priority list identified by the EU, have higher concentrations (by ratios to population or levels) of SuTPs by districts than previously reported. 35. Locations have been ranked and prioritized according to their level of deprivation in access to education to inform the selection of project sites for school construction. Deprivation in access to education has been assessed through a National Muhtar Survey conducted in every neighborhood and village of the country. In each location, muhtars who are the elected heads for neighborhoods and villages have reported on and rated Syrian refugees’ access to education. This unique information has allowed the ranking of all locations in the country and produce an informed list of prioritized locations for better need-based targeting. This analysis shows that some provinces which are not among the first priority list identified by the EU, there is higher concentration of refugees by district. The top 5 percent districts with the highest concentration of SuTP are listed in Annex 4.

36. As the proposed project aims to provide additional education facilities to help implement the integration policy of Syrian students in Turkish schools, the direct beneficiaries would be both the SuTP who currently do not have access to education and residents of local communities. MoNE will construct approximately 56 formal and informal education facilities reaching out to more than 40,000 direct beneficiaries with EUR 150 million EU support through the World Bank. The project will not only facilitate access of SuTP and host students to formal education facilities, but will also facilitate construction of informal education facilities that would benefit the community at large.

C. PDO-Level Results Indicators 37. A selection of direct impact (PDO) and intermediate outcome indicators linked to the project outputs related to school construction. The “results chain” of the project includes construction and furnishing outputs, leading to intermediate outcomes of available and relevant school places. The PDO (direct impact) expected is increased access of Syrian and host students to formal and informal education facilities. These result chain will be monitored and evaluated by the following indicators18:

(a) PDO-level indicator:

o Number of direct beneficiaries provided with access to disaster resilient, formal education facilities

o Number of direct beneficiaries provided with access to disaster resilient, informal education facilities

o Percentage of direct female beneficiaries reached out to via project interventions o Percentage of direct male beneficiaries reached out to through project interventions

(b) Intermediate Outcome Indicator:

18

During monitoring and data collection, PDO level indicator for access to formal institutions will be disaggregated by (i) level of education (primary, secondary and technical-vocational), (ii) student background (SuTP or Host

Community), and (iii) gender.


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o Number of primary education facilities built o Number of secondary education facilities built o Number of vocational and technical education facilities built o Number of community training facilities built o Number of additional classrooms built at the primary level o Number of additional classrooms built at the secondary level o Number of additional classrooms built at the vocational and technical education level o Percentage of newly constructed and ready for usage education facilities provided with

proper equipment and furnishing o Number of capacity-building activities, trainings, and informative meetings for staff and

beneficiaries organized by MoNE o Percentage of grievances resolved within the stipulated time

III. PROJECT DESCRIPTION

A. Project Components

38. The project includes three components: (a) supporting school infrastructure investments; (b) enhancing quality learning environment; and (c) project management and technical capacity building for infrastructure.

Component 1: Supporting School Infrastructure Investments (US$141.79 million)

39. The objective of Component 1 is to support enhancing school infrastructure for SuTP. This component will provide support for construction of priority formal and informal schools and education facilities. Design reviews, soil surveys, or other analysis for ground conditions and construction supervision will also be supported under this component. Schools and other education facilities to be constructed will satisfy all applicable Turkish regulations and codes for seismic safety, land use planning, energy efficiency, fire, safety at workplace, access for people with disabilities and so on as well as all standards related with the materials to be used. Building up-to-standard and safe schools will result in avoiding the creation of new risks and serve the purpose of long-term risk reduction in school buildings; thus, the project will contribute to the safer schools agenda in Turkey. New, disaster-resilient and modern facilities will also contribute to a better learning environment that has a positive effect on the learning abilities of students/trainees.

Component 2: Enhancing Quality Learning Environment (US$3.68 million)

40. The objective of Component 2 is to improve the indoor and outdoor quality of schools to create an enhanced learning environment. This component will provide support for equipment and furnishing required to create a quality learning environment and to enable flexible use of education facilities for other activities for SuTP. Equipment and furniture support can include not only all desks and chairs but also establishment of laboratories with proper equipment and material for various science and technical courses, language labs with equipment and systems, sports equipment and tools, IT equipment, and


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vocational/skills training materials. Given that the education facilities will target a diverse and changing population and may need to be used for teacher-parent meetings and education planning with SuTP and host families, the schools would benefit from flexible furniture (for example, chairs and tables could be adjusted to different ages and equipment could be on wheels).

Component 3: Project Management and Technical Capacity Building for Infrastructure (US$4.73 million).

41. The objective of Component 3 is to support all operational expenses and technical capacity-building activities that would be needed for timely and efficient implementation of the project which will be implemented by MoNE’s Construction and Real Estate Department that has extensive technical capacity for outsourcing and managing design and construction of schools. The component will support strengthening the department’s staff capacity by hiring experts including, but not limited to, procurement, financial management (FM), disbursement, monitoring and evaluation (M&E), and environmental and social safeguards. M&E will be given special emphasis and the component will support all activities related to data collection, implementation assessments, and evaluations to ensure outcome targets are met. Consultancy services and specific activities for capacity building, equipment, and software to implement the project and to monitor and evaluate the results, organization of workshops, trainings, and other informative meetings for central and local staff of MoNE will be supported under this component. This component will also support financing of all communications and visibility activities to be conducted during the life-span of the project. For a detailed description and indicative budget breakdown, see section E. Visibility. The software to be procured by MoNE, among others, includes a full-fledged information management and monitoring system, which enables tracking of not only contract management and disbursement figures but also follow-up on the physical progress made on each construction site through visuals, video graphics, and so on.

B. Project Cost and Financing

42. The project will be financed by the EC grant under the Facility for Refugees in Turkey (FRiT) and delivered through a World Bank administered, Recipient-executed Trust Fund which was established end-2016.

43. Investment Project Financing procedures will be applied. The implementation period for the project is three years.

44. Indicative breakdown of costs per component is listed in this table.

Project Components Project Cost (US$) Trust Funds

Component 1: Supporting School Infrastructure Investments

141.79 million EU

Component 2: Enhancing Quality Learning Environment

3.68 million EU

Component 3: Project 4.73 million EU


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Management and Technical Capacity Building for Infrastructure

Total Costs 150.20 million EU

Cost recovery and other fees 7.57 million

Total Financing Required 157.77 million

45. Retroactive financing. An amount of up to Euro 3,575,000 will be available for retroactive financing of eligible expenditures made before the date of the Grant Agreement, but on or after the signing of the Administrative Agreement between the Bank and the EU which is December 22, 2016.

C. Lessons Learned and Reflected in the Project Design

46. Leveraging from the Government’s and the World Bank’s rich experience in Turkey and in other countries, the following key lessons were identified and have been applied to the project’s design:

(a) Turkey has been recognized regionally and globally for its increased institutional capacity for disaster risk management, especially after the 1999 Marmara earthquake. The Government has already implemented several risk reduction programs at the provincial level and for certain types of schools and is in the process of developing a national safer schools program. Therefore, MoNE has acquired the experience and capacity to implement the project and scale up its infrastructure capacity.

(b) Turkey’s regulations and codes for structural design and seismic safety are well developed and applying those would avoid the creation of new risks and improve resilience in education facilities.

(c) Project design and location selection is based on thorough analysis of quality education needs of SuTP at the provincial and community levels. Increasing education facilities’ capacity is a major expressed need, as well as the support mechanisms to encourage SuTP children and youth to remain in school.

(d) The prioritization of education facilities to be constructed was done by MoNE during project preparation and is in line with the findings of the World Bank-Government’s joint Muhtar survey (formally titled ‘Mapping Location and Living Conditions of Syrians under Temporary Protection in Turkey: Results from National Muhtar Survey’), which identifies localities where access to education is most stringent.

(e) As learned from other country examples (for example, the Syrian response in Jordan and Lebanon), the geographical proximity of construction sites to communities experiencing fast growth due to intake of displaced populations provides useful criteria for education access expansion. Thus, the design and prioritization of investment packages seek to maximize efficient usage by the careful selection of locations to construct new or expanded education facilities.


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(f) For the education infrastructure to be most effective, it is critical to ensure that they are aligned with complementary services—such as adequately trained teachers, materials, transport, resources—for SuTP. Such student, family, and community services are provided by humanitarian and development partners, as well as by the programs administered directly by MoNE, including language training, remedial education, psychosocial services, community involvement and advocacy, and transportation.

(g) Institutionally, the World Bank’s global experience for responding to emergencies in the education sector focus as well on the resilience of education systems to continue to deliver services during crisis and to build back better after emergencies; specific examples reviewed are the World Bank’s support to Jordan, Lebanon, Nigeria, and Bosnia and Herzegovina, among others.

IV. IMPLEMENTATION

A. Institutional and Implementation Arrangements

47. The project will be implemented by MoNE through its Construction and Real Estate Department (CRED). The department brings extensive experience with managing school infrastructure projects across all 81 provinces of the country. Between 2003 and 2014, MoNE has invested an estimated US$10 billion in school infrastructure. The department has well-qualified technical staff who have significant experience in conducting vulnerability assessments and managing design, construction, and retrofitting contracts. To guarantee the timely operation of newly built schools, the department coordinates its education infrastructure investments with other MoNE departments and partners providing core and complementary education services for SuTP and Turkish students.


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Figure 2. Organigram of Construction and Real Estate Department

Note: PPP = Public-Private Partnership; GIS = Geographic Information System

48. A Project Implementation Unit (PIU) will be established under the CRED of MoNE, which will be responsible for overall implementation, management, and coordination of the project. The PIU is to be led by the head of CRED with its current staff who will be supported by consultants. The specific number of consultancy positions will be defined based on the program needs and work demands. The PIU organizational structure will include functions on procurement, FM, disbursement, M&E, and environmental and social safeguards. A fiduciary specialist will support procurement and FM procedures. The M&E staff will be responsible for data collection, implementation assessments, and monitoring of progress. A social and environmental specialist will coordinate with relevant units, at the central and local levels, to guarantee the environmental and social soundness of the education infrastructure program. The communication plan will be a key tool to provide information and consult with the SuTP and Turkish communities before, during, and after the education infrastructure investments.

Figure 3. Composition of PIU

Construction and Real Estate Department

Director

Site Planning Procurement and Contracts

Financial Management

Monitoring and Evaluation

Environmental and Social Safeguards

Department Staff


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49. The PIU will be supported by several specialized unit within the department itself (Department of R&D and Projects, Department of Construction Works, Department of Investments and PPP, Department of Monitoring and Evaluation, and Department of Geographic Information System and Property) and fellow general directorates, namely the General Directorate on Support Services and on Lifelong Learning. The Monitoring and Evaluation unit will be directly responsible for collecting data to monitor the implementation of program outputs (components 1-3) as well as the intermediate outcomes related to availability and use of complemented schools and community centers. They also will collect relevant data to be used for project evaluations (see section B below).

50. PIU staffing will require both short and longer term consultants. However, the exact number of these consultancies is not yet determined. This will be defined based on the capacity building needs of MoNE Construction and Real Estate Department as part of the Operational Manual for the project. The number of consultancies will take into consideration the available positions in the Project Management Unit that coordinates the other education services for SuTP, to avoid duplication.

51. Coordination for core and complementary education services. Education infrastructure is only one of the various services that are being provided to SuTP and the education communities that are hosting them. These services range from core education services such as teachers, teacher training and incentives, and educational service to complementary support for SuTP, such as language courses, remedial education, and community-based activities. The PIUs will coordinate with the MoNE departments and parents responsible for these education activities, in particular with the PIU for the activities under the EUR 300 million grant of the EU to MoNE, as described in section 1.A. The aim will be to sequence the delivery of newly built schools and timely operation along core and complementary education services.

52. A Steering Committee, composed of the World Bank, the EU, and the Government representatives will be set up and convene every six months to review together the progress in the implementation of the project and to endorse corrective measures according to the implementation of the project (where necessary). The composition of the Steering Committee will be finalized during the inception phase of the project, while the committee is envisaged to gather together representatives from MoNE (including representatives of respective general directorates which MoNE deems appropriate), AFAD, European Union Delegation (EUD), and the World Bank.

53. The inception phase will be for a duration of three months following the signing of the Administrative Agreement (AA) dated December 22, 2016 between the EUD and the World Bank. The first meeting of the Steering Committee is expected to take place by the end of the inception period while the entire operational aspects to be applied during the life-span of the project will be discussed and agreed upon during this first meeting.

54. This project will be processed under OP 10.00 (Investment Project Financing) by invoking paragraph 12 (Projects in Situations of Urgent Need of Assistance or Capacity Constraints) of and benefits from condensed procedures, deferral of environmental and social requirements, and streamlined fiduciary procedures.

55. Regarding legal relationships, fund flow, and the control of funds, upon the establishment of the Trust Fund, World Bank and MoNE will sign a Trust Fund Grant Agreement for the financing of the


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activities. MoNE will use the proceeds of the grant to carry out procurement for activities under referred components, as defined in the Grant Agreement.

56. The MoNE will prepare and shall carry out the Project in accordance with a Project Operations Manual (POM) which will be prepared in consultation with the Bank, which consists of different schedules setting forth rules, methods, guidelines, specific development plans, standard documents and procedures for the carrying out of the Project. The POM shall include, inter alia, provisions on the following; (i) the detailed description of all Project activities supported under this Agreement, their sequencing and the prospective timetable and benchmarks in relation thereto; (ii) the list of selected schools and/or educational facilities, satisfactory to the World Bank, determined to be eligible for support under the Project; (iii) the Environmental and Social Management Framework (ESMF); (iv) the financial management arrangements for the Project; (v) coordination arrangements governing the day-to-day execution of the Project; and (vi) Project monitoring, evaluation, reporting, and communications.

57. Fund flow under the project will be overseen by the PIU. Within the scope of the project, the PIU is also responsible for ensuring that funds are used to finance eligible expenditures in accordance with the applicable policies and procedures stipulated in the Grant Agreement.

58. A multidisciplinary task team—including specialists for disaster risk management, educational resilience, procurement, FM, and environmental and social safeguards as well as EU affairs and operations—will provide close implementation support during the life of the project. The task team will follow the project progress and will report to the Government as well as to the World Bank management and the EU on implementation progress, results, potential issues, and proposed solutions.

B. Results Monitoring and Evaluation

59. The PDO focuses on supporting the Government of Turkey to improve access to education of SuTP. This is measured through the first PDO indicator. Long-term sustainability requires meaningful expansion of the education infrastructure (including quality learning environment and access support services) and linking that to sustainable financing through externally or internally funded investment plans. The intermediate outcome indicators related to education facilities, M&E, and capacity building will measure sustainability within the project. Access indicators will be disaggregated by gender and country of origin (that is, Turkish, Syrian, and other nationalities if applicable).

60. The PIU will collect data for results indicators from the field through its provincial directorates and by outsourcing as needed, monitor the quality of data collection, and evaluate results. Consequently, the PIU will review and verify the data and evaluate results before including these results in reports to be sent to the World Bank. If deemed necessary by the ministry, the PIU may receive support from externally hired M&E specialists to ensure quality monitoring and reporting up to par with the standards of the World Bank and those of the EU. The incremental costs for the project M&E arrangements will be part of Component 3 ‘Project Management’.

61. A guideline on collecting and evaluating indicators and appropriate reporting templates will be included in the POM. The progress on meeting these indicators and the evaluation of the data will be provided in the Project Progress Reports (PPRs) (quarterly information notes), submitted quarterly by MoNE. The PPR will be transmitted by the PIU to the World Bank which is responsible for the


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consistency and timely submission of the PPRs to the EUD. The PPRs shall demonstrate the progress made during the reporting period as against the results framework developed and target values identified in a clear and tangible manner.

62. Reporting on the implementation of the Facility will be subject to guidelines on monitoring and evaluation - including reporting – which are currently under preparation by EU services. Therefore, templates envisaged at this stage may be subject to changes once the guidelines will be in place.

C. Sustainability

63. The project aims to support the Government in its response effort by enhancing its capacity to provide quality education services to SuTP and host communities alike. As such, the focus of the project is to rapidly increase the capacity and resilience of education infrastructure in the localities most affected by the influx of SuTP. Such an increase of infrastructure is meant to increase the immediate access to the newly constructed facilities and the relevant education services offered. Thus, the core activities of the investment are to construct reinforced concrete education facilities, which follow the Guidelines on Minimum Design Standards Applicable to Construction of Education Facilities Standards of MoNE (meant to have an estimated lifetime of 50 years), and to equip such education facilities with the relevant equipment, following standard guidelines.

64. Turkey has established a robust system for supporting physical sustainability of education facilities. Thus, according to the established system, it is expected that the undertaking of major maintenance and repair works of the schools constructed (if need be) will fall under the responsibility of the Construction and Real Estate Department of MoNE. With respect to minor maintenance issues, which may arise during the lifetime of the constructed education facilities, the responsibility will fall under the Maintenance and Repair Sub-department of the Construction and Real Estate Department.

D. Role of Partners

65. The EC will be financing the project through a grant released under the FRiT. The project will be implemented by the PIU to be established under the Construction and Real Estate Department of MoNE and supported by the World Bank. The World Bank has signed an Administrative Agreement (AA) with the EUD to Turkey on behalf of the EC on December 22, 2016. The AA is the basis for the Trust Fund to be administered by the World Bank in the amount of EUR 150 million, which the World Bank will provide as a grant to MoNE in accordance with agreed fiduciary and safeguards standards after mandatory fees and cuts. This arrangement is underpinned by the AA between the World Bank and the EUD, and by the Grant Agreement between the World Bank and the Government of Turkey. This PAD presents the appraised program design and implementation arrangements, as required by the EU and as prepared, discussed, and agreed with MoNE.

66. As stipulated in the Grant Agreement, MoNE will be the sole recipient of the funds. MoNE will be responsible for implementing the project and utilizing the funds in accordance with overall design, including fiduciary and safeguard arrangements, as set out in this PAD and in the project OM and in the Grant Agreement.


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67. MoNE will be directly responsible for procurement and FM of the funds, implementation and management of the project while the Bank assumes overall coordination role and reporting responsibility to the EUD and pledges implementation support to the PIU. The PIU also will coordinate with the Project Management Team (PMT) formed under General Directorate of Lifelong Learning in order to ensure delivery of other SuTP services.

68. The implementation time frame of the grant is determined by the EC and will be completed by end-December 2019. If the grant resources remain unused within the time frame indicated above, these funds do not roll over to any other investment project.

69. As noted earlier, the education infrastructure for resilience project is part of a larger set of humanitarian support and development investments for SuTP. The World Bank will be part of the coordination efforts across UN agencies, bilateral donors, and international and national NGOs. This will guarantee that new formal and informal education facilities can become operational as soon as possible and benefit from the core education and complementary services provided by other partners.

70. The chart below summarizes the nature and direction of responsibilities of the aforementioned parties against one another.

E. Visibility

71. The EU’s support shall be visible to all direct beneficiaries – in particular on school buildings and educational facilities. All communications and visibility actions carried out under the project will comply


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with the Communication and Visibility Manual for EU External Actions.19 The EU-Turkey cooperation logo will appear on all visibility materials and at all events, accompanied by the following text: ‘This project is funded by the EU’.

72. The visibility and communication activities and products envisaged to be developed in the scope of the project are detailed in annex II.

73. A detailed Communication and Visibility Plan will be drafted, containing overall and specific communication objectives, clearly identified target groups, main communication activities and tools, indicators of achievement, and information on human and financial resources required to implement the project.

V. KEY RISKS

A. Overall Risk Rating and Explanation of Key Risks

74. The overall risk for the project is rated as Moderate primarily due to political sensitivities around the SuTP agenda and potential tension among Syrian population and host communities. Both ratings for ‘Political and Governance’ and ‘Sector Strategies and Policies’ are proposed as Moderate. This is probably the largest population movement happening in the region in recent history. Although the Government has established a sound system to accept and document Syrians coming to Turkey, the conflict situation in the region continues. This may potentially result in more Syrian people coming to Turkey during the course of the project and increased demand for all social services, primarily education. The current situation already has had a negative impact on provision of services for host communities, which may be further exacerbated. Such risks will be mitigated, working very closely with MoNE on public information and communication activities and embedding such targeted awareness raising into the project design and daily implementation.

75. ‘Fiduciary’ risks to the project are rated as Substantial because of the (a) unfamiliarity of the Construction and Real Estate Department regarding handling procurement procedures and contract administration in World Bank-financed projects; (b) high number of procurement transactions expected within the initial stages of the project; (c) delays in implementation of contracts with regard to deviation from the original work schedules; and (d) unfamiliarity of the Construction and Real Estate Department regarding FM systems that need to be put in place for efficient and timely implementation.

76. Last but not least, the project may have potential negative social effects, which needs to be recognized up front and managed closely. This is reflected in the proposed Moderate rating for ‘Environment and Social’. During project preparation, MoNE has shown full commitment to visibility and communication issues which by nature would mitigate potential negative social impacts.

77. ‘Macroeconomic’, ‘Institutional Capacity for Implementation and Sustainability’, and ‘Stakeholders’ risks are rated as Moderate and ‘Technical Design of Project’ is rated as Low.

19

Communication and Visibility Manual for European Union External Actions. 2010. http://ec.europa.eu/europeaid/sites/devco/files/communication_and_visibility_manual_en_0.pdf.


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VI. APPRAISAL SUMMARY

A. Economic and Financial (if applicable) Analysis

78. Economic analyses often highlight education as an investment in the future, because it will increase productivity and generate economic growth. It will reduce poverty because educated people tend to earn higher incomes. It can also produce better adaptation to new technology and improved ability to cope with economic shocks. Education can thus suggest a path out of poverty.

79. Annex 2 includes the necessary details for the application of a Cost-effectiveness Analysis (CEA) adopted for the purposes of the project. The results show that the project investment of US$165 million is expected to generate benefits of more than US$1.5 billion in unadjusted terms and more than US$1 billion in adjusted (for repatriated Syrians during or after the schooling period)20 terms. The CEA ratio for the investment part is 6.52. This means that every dollar invested yields at least 6.5 dollars. When the operations and maintenance (O&M) costs are considered, the CEA is halved but still offers a high level of returns per dollar invested.

B. Technical 80. The majority of these investments will follow the standard education facility design and hold a student-classroom ratio of 30 students for formal education facilities. This design will incorporate features to ensure that the schools have sufficient natural light, open and flexible spaces for learning, natural materials that will not influence students’ well-being, and high-quality indoor air.

C. Financial Management

81. The PIU has no recent prior implementation experience for projects financed through the World Bank. The project will use the PIU’s current systems as much as possible, with some additional tailored solutions to meet the requirements of the project for smooth and fast implementation. Accordingly, an assessment of the FM arrangements for the project was carried out in October 2016. The overall FM risk is assessed as substantial at entry and will be revised once the project FM arrangements are put in place. MoNE and World Bank teams identified action items to bring the FM arrangements to an adequate level to commence implementation. The action plan is presented in table 3.1 in annex 3.

82. The general requirements for the PIU throughout the implementation would be the following:

The PIU will maintain an adequate project FM system.

The PIU will maintain at least one FM staff member throughout the implementation and

20

There is an assumption in the analysis that a third of the Syrian students being educated in Turkey using project investments will either drop out or return to Syria before getting the targeted degree (completing the program). This would deprive Turkey of the benefits expected to be unleashed if these students were to complete the program and stay in Turkey. The unadjusted benefits refer to that scenario whereby all students being educated under the program actually complete the program as envisioned and remain in Turkey, while the adjusted benefits refer to the situation whereby there is a possible loss in the benefits stream due to drop outs and those opting to go back home to Syria.


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payment period of the project.

The PIU will prepare interim unaudited financial reports (IUFRs) for the project on a quarterly basis and submit these to the World Bank no later than 45 days after the end of each quarter.

The project financial statements will be audited by the treasury controllers on terms of reference acceptable to the World Bank, which will also be attached to the Minutes of Negotiation.

The annual audited statements of the project will be provided to the World Bank within six months of the end of each fiscal year.

The audit reports will be publicly disclosed by the PIU and World Bank.

83. As the project is financed through an EU-funded Trust Fund, the grant resources will not be included in the annual budget of MoNE and there will not be any allocations in the MoNE budget for project expenditures according to the regulations. MoNE, through its PIU established at the Construction and Real Estate Department, will maintain a separate accounting system to follow up the fund flows on a cash basis in euros and to produce data necessary to prepare regular project reports requested from the stakeholders.

84. The EU trust fund is established as part of special measures under the instrument for Pre-Accession Assistance IPA II. For that reason, the works, goods and services procured under the Project may benefit from tax exemptions as per the Ministry of Finance general communique on Turkey-EU IPA II Framework Agreement.21 Accordingly, MONE will have the responsibility of contacting the Revenue Administration and obtaining the exemptions from the relevant tax office.

85. The PIU, through the Budget Unit (BU) of the M&E and Coordination Section of the Construction and Real Estate Department, will have the overall responsibility for reporting of the project and the documentation of project transactions. The BU will open a project bank account in line with the procedures set forth in the Ministry of Finance communiqué through the Accountancy Office of MoNE (Saymanlik). The spending units will submit all documentation, including authorizations, acceptances, and approvals for payment, to the BU. All payments for the project will be made from this account. The BU will prepare the payment orders/bank transfer orders for execution of payments. The BU will also be responsible for the arrangements for the disbursements from the Trust Fund account to the project account in line with the Disbursement Letter. In addition to the accounts of the Accountancy Office, the transactions will be booked in a project accounting system in euros.

86. The PIU, through the BU, will prepare a project FM Manual that will be an integral part of the OM. This FM Manual will include (a) the financial and accounting policies and procedures for the project; (b) organization of the FM unit, functions, staffing, and relevant job descriptions with special emphasis on the segregation of duties; (c) the necessary templates for various transactions; (d) disbursement procedures; (e) project budgeting, planning procedures, and financial forecasting; and (f) project reporting. The FM Manual will be updated as necessary to reflect changes that may be required after the commencement of implementation.

87. Financial statements of the project, the IUFRs, will be prepared by the PIU on a quarterly basis

21

Published in the Official Gazette dated 13 February 2016, No. 29623.


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and submitted to the World Bank no later than 45 days after the end of the quarter. The IUFR templates will be prepared by the PIU in collaboration with the World Bank and will include at a minimum the following basic tables:

• Expenditure tables per activity, including explanation of significant variances between budgeted and actual figures

• Expenditure tables per category, including explanation of significant variances between budgeted and actual figures

• Designated account statement • Contract management tables • Other financial tables that may be requested by the EU

88. A narrative report on the progress in each component will be added to the set of financial tables mentioned above. The annual project financial statements will be audited by the treasury controllers based on the International Standards on Auditing and in line with a terms of reference acceptable to the World Bank. The audit reports, including a Management Letter (ML) providing recommendations for improving implementation, will be provided to the World Bank within six months of the end of each fiscal year. The audit reports excluding the ML will be publicly disclosed by the PIU and the World Bank in a manner acceptable to the World Bank.

D. Procurement

89. MoNE needs urgent assistance of the World Bank because of a natural or manmade disaster according to paragraph 12 of the World Bank’s OP 10.00 (Investment Project Financing). The World Bank’s procurement requirements set out in BP 10.00 and the procurement policy/directive that are applicable during the project’s preparation phase may be deferred to the project implementation phase under Investment Project Financing policy requirements.

90. Therefore, a simplified Project Procurement Strategy for Development (PPSD) has been prepared based on paragraphs 4.3 and 4.5 of the World Bank Procurement Regulations for IPF Borrowers applicable for the project. The initial version of the Procurement Plan of the project has been agreed and is provided as an annex to the PAD. The full version of the Procurement Plan will be completed within the first half year of the project implementation.

91. The World Bank has conducted the procurement assessment of the project. MoNE will handle the procurement activities through its PIU to be established under the Department of Construction and Real Estate. MoNE’s Construction and Real Estate Department conducts procurement activities with the local budget. The department has no prior implementation experience in World Bank-financed projects.

92. MoNE has requested the use of Turkey’s national procurement arrangements under the project. The World Bank’s initial assessment on the request concluded that this is possible provided that World Bank’s requirements are met in line with paragraphs 3.21, 3.32, 5.3, 5.4, and 5.7(a) of the World Bank Procurement Regulations for IPF Borrowers by using the sample bidding documents agreed between Bank and MoNE.


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93. Procurement-related project risks are briefly as follows: (a) unfamiliarity of the Construction and Real Estate Department regarding handling procurement procedures and contract administration in World Bank-financed projects; (b) high number of procurement transactions expected within the initial stages of the project; and (c) delays in implementation of contracts with regard to deviation from the original work schedules.

94. The mitigating measures proposed with regard to these risks are the following: (a) ensuring that regular support/advice is provided by the World Bank to MoNE during the initial implementation phase of the project for smooth transition; (b) improving procurement capacity by the Construction and Real Estate Department through the establishment of the PIU and assigning qualified internal staff in line with the needs of the PIU; (c) updating Procurement Plan on a semiannual basis and combining similar activities to reduce the number of procurement transactions; and (d) conducting regular supervisions missions and implementing the M&E mechanism established by the PIU.

95. Those procurements not previously reviewed by the World Bank will be subject to ex post review on a random basis in accordance with the procedures set forth in paragraph 4 of the World Bank Procurement Regulations for IPF Borrowers. More details on the findings of the procurement assessment, the proposed procurement monitoring arrangements, the risks, and relevant mitigation measures to address them are provided in annex 2.

E. Social (including Safeguards)

96. Safeguard policies - Land acquisition/expropriation, involuntary resettlement. The project is not expected to have any involuntary resettlement or land acquisition as all the plots for the 55 schools and 1 community center (and even more) have been secured by MoNE and are public land designated for building new schools. These selected land/plots are expected to have no title deed or ownership issues. Further land acquisition or expropriation is not foreseen under this project. Consequently, safeguards policy OP 4.12 (Involuntary Resettlement) will not be triggered. MONE will ensure that: (i) there is no land acquisition in anticipation of this project (ii) there are no squatters/users on public land that is used; (iii) there are no OP 4.12 issues on land acquired previously which is then used for the project. As a part of its due diligence, the World Bank will request that the borrower fills out a land acquisition checklist (provided in Annex 4) for each subject plots to justify that there are no prevailing conditions to trigger OP 4.12, all plots are public land and allocated for MONE. Any land (designated for building schools) that involves involuntary land acquisition that will trigger OP 4.12 will not be eligible for financing. For such cases, all civil construction works planned will be executed on other alternative sites that the borrower will provide and confirm which do not require acquisition and are not occupied or being used for economic activities that will trigger OP 4.12

97. In general, acquisition through expropriation is not realized very often by MoNE. According to the prevailing laws of MONE, if there is a plot designated for education facilities under the zoning plan the land is allocated to MONE by law. Expropriation is a last resort and especially the enforcement of Article 27 on Urgent Expropriation is not generally put into practice. MoNE will proceed with the Expropriation Law No. 2942 if needed. When MoNE requires land for new schools, ministry-owned lands are considered. In certain cases, MoNE may have to request land from the State Treasury, which has already been designated as educational facilities under the master plan. Majority of the lands are obtained under this process. However, depending on the location, MoNE can acquire other lands


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through expropriation. Here, zoning plans prepared by municipalities are considered and lands allocated for educational facilities are determined.

98. As this project is classified as an emergency response project, it is expected to invoke paragraph 12 under the World Bank’s OP 10.00, which is ‘Projects in Situations of Urgent Need of Assistance or Capacity Constraints’ and has more condensed procedures and defers some of the safeguards requirements from project preparation to implementation phase. During the implementation phase, due diligence will be carried out by the World Bank on the selected 56 plots to ensure that there are no noncompliance issues with the World Bank’s OP 4.12. Within the due diligence, there will be an assessment of national legislation and of MoNE’s land acquisition processes and mitigation measures under the Environmental and Social Action Plan (ESAP) (see Annex 4) will be proposed. For the implementation phase, in case more plot(s) are needed or the availability of the plots change, the borrower commits to find alternative lands that (i) do not have issues triggering OP 4.12 and (ii) there are no squatters/users on public lands that will be used.

99. Citizen engagement and grievance redress mechanism. This project will have a visibility and communications strategy. To avoid any negative feedback or misunderstanding from the host communities, it will be important to have a good communications strategy in place for both the SuTP communities and host communities. Having both visibility and communications bilingually (Turkish and Arabic) would be key for potential beneficiaries (parents, teachers, students, and so on) to easily engage and be informed about the project. As a good practice, MoNE can provide leaflets or other means of information to inform the communities about the new schools. Coordination with the community outreach programs of other services providers could also enhance citizen engagement.

100. MoNE will have a grievance mechanism in place to resolve and administer the grievances that could be encountered during the construction of school buildings as well as to address other social issues pertaining to social cohesion and integration once the schools are operational. Host communities may have concerns regarding the inclusion of SuTP in the mixed school system that will be adapted in the new schools. Similarly, the mechanism will allow SuTP to express their concerns and requests. To be able to facilitate the needs of both communities, the grievance mechanism should be launched in both languages: Turkish and Arabic. MoNE should recruit communication liaison officers from both nationalities as well as disseminate information regarding the grievance mechanism in both languages (Turkish and Arabic). Grievances will be addressed at multiple levels: (a) contractor level; will administer grievances received during the construction of the schooling facilities. Each contractor appointed for conducting the civil works will have a designated person and number to receive, record and resolve grievances lodged due to construction works by host community or beneficiaries (b) provincial level at MoNE; grievances and concerns that cannot be resolved through the first level will be dealt by the provincial directorates of MoNE in each province; and (c) national level at the PIU of MoNE; grievances of higher importance will be escalated to the national level to be resolved by PIU and when necessary will seek additional assistance from other service providers. Throughout implementation, depending on the local community demands and needs these multiple levels may be subject to change. Details about the grievance mechanism will be specified in the OM.

101. In the last decade, MoNE has accomplished 100 percent enrollment of both female and male students in Turkey and aims to provide equal access to education facilities of both female and male children of Syrian communities. Infrastructure designs of schools have paid attention to gender friendly


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spaces, safe bathroom and sanitary facilities and spaces for community activities and also taking into account the special needs of disabled. These designs are part of MONE’s school design standards and applied to newly built or retrofitted schools. The project aims to collect gender-disaggregated beneficiary data, and during implementation gender-specific interventions may arise depending on the needs of both the SUTP and host communities. Some recent studies22 indicate that the education of the Syrian female students have been interrupted more. Therefore, gender-friendly mechanisms in the context of resilience will be discussed according to the needs of the beneficiary communities with MoNE and will aim to inform any future research or project that MoNE might undertake.

F. Environment (including Safeguards)

102. The project will support construction of formal and informal education facilities. Building construction works are expected to have limited, reversible, and insignificant impacts on the environment. Still, projects with limited environmental impacts need to comply with the World Bank’s environmental safeguard requirements. The World Bank is classifying the projects according to environmental risks, as Category A (high risk), Category B (medium risk), and Category C (no/negligible risk). Simple construction works with limited and insignificant impacts, such as this proposed project, fall into ‘Category B’. Regarding the impacts and mitigation measures related to construction works, Turkey improved its environmental management legislation (that is, waste management, noise management, and so on) during the EU acquis phase; therefore, no major gaps are expected in fulfilling the World Bank’s safeguard standards. To assess the national environmental legislation related to building construction works and to compare them with World Bank operational policies, the World Bank prepared an ESAP during the preparation phase (See Annex 4). ESAP suggests MoNE prepares an Environmental and Social Management Framework (ESMF) to describe how MONE, construction contractors, construction supervision consultants and WB will manage the environmental management process of the project. ESMF will also include generic impact-related mitigation and monitoring actions, which will then be used by construction contractors to prepare site specific environmental management plans (EMPs). The bidding documents for the construction works will include the ESMF and as soon as the exact locations and footprints of the school construction works are determined, the subproject EMPs, tailored to include site-specific information, will be produced by the construction contractors to be awarded by the PIU of MoNE. The ESMF will be reviewed, approved by the Bank and will be disclosed by MoNE and the Bank on respective websites.

103. The environmental safeguards policies triggered for this project are OP 4.01 (Environmental Assessment) and OP 4.11 (Physical Cultural Resources). For OP 4.01, the environmental safeguard documents, as explained in the paragraph above, will provide guidance for project implementation. OP 4.11 was triggered to include procedures and responsibilities for managing works in culturally and historically significant areas and accidentally discovered or chance find cultural artifacts. Since policy on Natural Habitats is not triggered, the borrower was informed that any projects on natural habitats will be ineligible for financing.

22

SETA, Türkiye’deki Suriyeli Çocukların Eğitimi: Temel Eğitim Politikaları, 2016.


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G. World Bank Grievance Redress

104. 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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VII. RESULTS FRAMEWORK AND MONITORING

Results Framework COUNTRY : Turkey

Education Infrastructure for Resilience (EU Facility for SuTP) Project Development Objectives

The objective of the Project is to support Turkey in improving access to education by Syrians under temporary protection (SuTP) and host communities through the expansion of disaster resilient education infrastructure in priority provinces. Project Development Objective Indicators

Indicator Name Core Unit of Measure

Baseline End Target Frequency Data Source/Methodology Responsibility for Data Collection

Name: Number of direct beneficiaries provided with access to disaster resilent, informal education facilities (to be disaggregated by gender)

Number 0.00 360.00 Annual

PPRs, PIU data from Ministry, MONE Strategic Plan

PIU

Description: This indicator measures the number of students/trainees registered in the newly built informal education facility up to the expected capacity. Indicator will be disaggregated by gender and country of origin.

Name: Number of direct beneficiaries provided with access to disaster resilient,


PPRs, PIU data from Ministry, MONE Strategic Plan

PIU


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formal education facilities (to be disaggregated by gender)

Description: This indicator measures the number of students/trainees registered in the newly built formal education facility each year up to the expected capacity. Indicator will be disaggregated by gender and country of origin.

Name: Percentage of direct female beneficiaries reached out to via project interventions

Percentage 50.00 50.00 Annual

PPRs

PIU

Description: This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.

Name: Percentage of direct male beneficiaries reached out to via project interventions.

Percentage 50.00 50.00 Annual

PPRs

PIU

Description: This indicator measures the percentage of direct male beneficiaries reached out to via project interventions

Intermediate Results Indicators



Name: Number of primary Number 0.00 28.00 Quarterly PPRs PIU


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education facilities built

Description: This indicator measures the number of primary education facilities built resulting from project interventions

Name: Number of secondary education facilities built

Number 0.00 17.00 Quarterly

Project Progress Reports

PIU

Description: This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.

Name: Number of vocational and technical education facilities built


PPRs

PIU

Description: This indicator measures the number of vocational and technical education facilities built resulting from project interventions.

Name: Number of community training facilities built


PPRs

PIU

Description: This indicator measures the number of community training facilities built resulting from Project interventions.

Name: Number of additional classroom built at the primary level


PPRs

PIU


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Description: This indicator measures the number of additional classroom built at the primary level from project interventions

Name: Number of additional classroom built at the secondary level


PPRs

PIU

Description: This indicators measures number of additional classroom built at the secondary level from project interventions

Name: Number of additional classroom built at the vocational and technical education level

Number 0.00 240.00 Quaterly

PPRs

PIU

Description: This indicator measures number of additional classroom built at the vocational and technical education level from project interventions

Name: Percentage of newly constructed and ready for usage education facilities provided with proper equipment and furnishing.

Percentage 0.00 100.00 Quarterly

Project Progress Report

PIU

Description: This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.

Name: Number of capacity building activities, trainings and informative meetings for staff and beneficiaries



PIU


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organized by MoNE.

Description: This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.

Name: Percentage of grievances resolved within the stipulated time.

Percentage 0.00 90.00 Quarterly


PIU

Description: This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time frame.


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Target Values Project Development Objective Indicators FY

Indicator Name Baseline YR1 YR2 YR3 End Target

Number of direct beneficiaries provided with access to disaster resilent, informal education facilities (to be disaggregated by gender)

0.00 60.00 100.00 200.00 360.00

Number of direct beneficiaries provided with access to disaster resilient, formal education facilities (to be disaggregated by gender)

0.00 7200.00 21600.00 10800.00 39600.00

Percentage of direct female beneficiaries reached out to via project interventions

50.00 50.00

Percentage of direct male beneficiaries reached out to via project interventions.

50.00 50.00 50.00 50.00

Intermediate Results Indicators FY


Number of primary education facilities built 0.00 18.00 6.00 4.00 28.00

Number of secondary education facilities built 0.00 10.00 4.00 3.00 17.00

Number of vocational and technical education facilities built

0.00 7.00 3.00 10.00


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Number of community training facilities built 0.00 1.00 0.00 0.00 1.00

Number of additional classroom built at the primary level

0.00 432.00 144.00 96.00 672.00

Number of additional classroom built at the secondary level

0.00 240.00 96.00 72.00 408.00

Number of additional classroom built at the vocational and technical education level

0.00 168.00 72.00 240.00

Percentage of newly constructed and ready for usage education facilities provided with proper equipment and furnishing.

0.00 20.00 54.00 26.00 100.00

Number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by MoNE.

0.00 15.00 10.00 5.00 30.00

Percentage of grievances resolved within the stipulated time.

0.00 90.00 90.00 90.00 90.00


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ANNEX 1: DETAILED PROJECT DESCRIPTION

COUNTRY: Turkey Education Infrastructure for Resilience (EU Facility for STUP)

Project Components

1. The proposed project consists of three components: (a) supporting school infrastructure investments; (b) enhancing quality learning environment; and (c) project management and technical capacity building for infrastructure.

Component 1: Supporting School Infrastructure Investments

2. This component aims to support the expansion of school learning spaces for SuTP through priority formal and informal education facility construction investments.

3. During the project implementation period, the proposed project’s allocated funds for this component will finance the following subcomponents:

Subcomponent 1.1: Construction of Formal Education Facilities

4. The subcomponent will support construction of up to 55 formal education facilities, namely basic education schools, secondary schools, and vocational and technical high schools in 12 provinces of the country. The number of direct beneficiaries targeted to sums up to 39,600 (Table 1.1 and 1.2).

Subcomponent 1.2: Construction of Informal Education Facilities

5. The subcomponent will support construction of one informal education facility, namely a community training center in Kilis. The number of direct beneficiaries targeted is 360 (Table 1.1 and 1.2).

Subcomponent 1.3: Surveys and Design Reviews

6. The subcomponent will support preparatory activities such as development/fine-tuning of technical specifications to be deployed in tender processes and consulting services for land analysis/geotechnical surveys, design and design review, and supervision of construction works.

7. The majority of these investments will follow the standard education facility design and hold a student-classroom ratio of 30 students for formal education facilities. This design will incorporate features to ensure the schools have sufficient natural light, open and flexible spaces for learning, natural materials that will not influence students’ well-being, and high-quality indoor air.


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Table 1. 1. Types of Education Facilities in Each of the Provinces

No. Province Basic

Education Facility

Secondary Education

Facility

Vocational and

Technical High School

Community Training Center

Total Number of Buildings

1 ANKARA 2 3 1 6

2 ADANA 4 1 1 6

3 MERSİN 2 2 1 5

4 KONYA 3 1 1 5

5 HATAY 2 2 1 5

6 KİLİS 3 1 1 1 6

7 BURSA 3 2 1 6

8 İZMİR 2 1 1 4

9 İSTANBUL 3 2 1 6

10 KAHRAMANMARAŞ 2 2 1 5

11 OSMANİYE 1 1

12 KAYSERİ 1 1

TOTAL 28 17 10 1 56

Note: MoNE on October 26, 2016.

Table 1. 2. Annual Beneficiary Capacity of Education Infrastructure by Provinces

No. Province Basic

Education Facility

Secondary Education

Facility

Vocational and

Technical High School

Community Training Center

Total Number of

Beneficiaries

1 ANKARA 1440 2160 720 4320

2 ADANA 2880 720 720 4320

3 MERSİN 1440 1440 720 3600

4 KONYA 2160 720 720 3600

5 HATAY 1440 1440 720 3600

6 KİLİS 2160 720 720 360 3600

7 BURSA 2160 1440 720 4320

8 İZMİR 1440 720 720 2880

9 İSTANBUL 2160 1440 720 4320

10 KAHRAMANMARAŞ 1440 1440 720 3600

11 OSMANİYE 720 720

12 KAYSERİ 720 720

TOTAL 20,160 12,240 7,200 360 39,960


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Table 1. 3. Breakdown of Education Facilities According to Education Types

Type of Education Facility Number Description

Formal Education

(55)

Basic Education Facility 28

24 classroom-6500m2 construction area/ Approximate cost per school: US $ 2.5 million (including land analysis, construction, supervision and furnishing and equipment)

Secondary Education Facility 17

24 classroom-6500m2 construction area/ Approximate cost per school: US $ 2.5 million (including land analysis, construction, supervision and furnishing and equipment)

Vocational and Technical High School 10

24 classroom-6500+2000m2 construction area / Approximate cost per school: US $ 3.5 million (including land analysis, construction, supervision and furnishing and equipment)

Informal Education

(1) Community Training Center 1

5000m2 construction area / Approximate cost per education facility: US $ 2.3 million (including land analysis, construction, supervision and furnishing and equipment)

Component 2: Enhancing Quality Learning Environment

8. This component aims to enhance the indoor learning environment. It will finance investments in equipment and furnishing required to create quality learning environment and to enable flexible use of education facilities for other activities for SuTP.

9. These investments can include, among others, desks and chairs, the establishment of laboratories with proper equipment and material for various science and technical courses, language labs with equipment and systems, sports equipment and tools, and IT equipment and vocational/skills training materials.

10. Given that the education facilities will target a diverse and changing population and may need to be used for teacher-parent meetings and education planning with SuTP and host families, the schools would benefit from flexible furniture (for example, chairs and tables could be adjusted to different ages and equipment could be on wheels).

11. Preliminary list of equipment/materials to be provided for each formal education facility is provided in table 1.4.


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Table 1.4. Equipment Available in the Education Facilities

S. No. Education

Facility Number of Classrooms

Type of Equipment Amount

1

Formal Education Facility with 24 Classrooms

24

Desk 360

Teacher desk 24

Meeting table 2

Classroom cubboard 30

Trio set 30

Principal office desk 3

Officer table 2

Teacher locker 10

Coat hooks 30

School board 24

Computer 6

Photocopier 2

Printer 4

Scanner 3

Fax 2

Telephone exchange 1

Form chair 100

Principal chair 3

Officer chair 2

Projector 24

Background wall panel 5

Ataturk bust 1

Approximate cost per education facility US $ 70.000

Component 3: Project Management and Technical Capacity Building for Infrastructure

12. This component will provide support for the project implementation and management, including safeguards, procurement and FM, and communication, and M&E, and so on.

13. Since the project will be implemented through MoNE’s Construction and Real Estate Department, this component will leverage the existing strong capacity of the department, which will be able to implement the project efficiently. Capacities would increase in the areas of procurement, FM and disbursement, and M&E of the program.


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14. The component will finance operating costs of the projects as well as consultancy services required for the preparation and implementation of specific activities, trainings and informative meetings targeting central and local level staff of MoNE, technical capacity building, site visits and knowledge exchange, and so on if deemed necessary by MoNE. Additionally, equipment and software needs will be procured under this component.

15. M&E coordination responsibility rests with the PIU. Given that this project increases the amount of funds executed through the department, if deemed necessary by the ministry, additional human resources may be deployed to increase staffing to manage the project and to support establishment of an adequate M&E framework and system. M&E will include activities related to data collection, implementation assessments, and evaluations to ensure outcomes are met.

16. Project implementation progress will be monitored continuously by the PIU. This component shall further support financing the entire communications and visibility activities to be conducted during the life-span of the project. For detailed description see section E. Visibility.

17. Table 1.5 summarizes the indicative breakdown of estimated disbursements by component and by financiers in Turkish Lira, Euros, and U.S. dollars.


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Table 1.5. The Breakdown of Estimated Disbursements by Component

Turkey

Education Infrastructure for Resilience

(TL, millions)

(EUR, millions)

(US$, milliond)

Components by Financiers Government

FRiT funding (World Bank coordinated)

Total Governm

ent


Total Governm

ent


Total

Amount % Amount % Amount %

Amount

% Amoun

t %

Amount

%

Amount

% Amount % Amount %

1. Supporting School Infrastructure Investments

Construction of Formal Education Facilities

— — 542.04 100.0 542.04 88.5

— — 132.81 100.0 132.81 88.5

— — 139.7 100.0 139.7 88.5

Construction of Informal Education Facilities

— — 8.11 100.0 8.11 1.4

— — 1.99 100.0 1.99 1.4

— — 2.09 100.0 2.09 1.4

Subtotal

— — 550.15 100.0 550.15 89.9

— — 134.8 100.0 134.8 89.9

— — 141.79 100.0 141.79 89.9

2. Enhancing Quality Learning Environment

— — 14.30 100.0 14.30 2.3

— — 3.5 100.0 3.5 2.3

— — 3.68 100.0 3.68 2.3

3. Project Management and Technical Capacity Building for Infrastructure

— — 18.35 100.0 18.35 3.0

— — 4.50 100.0 4.50 3.0

— — 4.73 100.0 4.73 3.0

Total project costs

— — 582.80 100.0 582.80 95.2

— — 142.8 100.0 142.8 95.2

— — 151.22 100.0 150.20 95.2

Cost recovery and other fees — — 29.37 100.0 29.37 4.8

— — 7.2 100.0 7.2 4.8

— — 7.57 100.0 7.57 4.8

Total Disbursement

— — 612.17 100.0 612.17 100.0

— — 150.00 100.0 150.00 100.0

— — 157.77 100.0 157.77 100.0

*US$/TL = EUR/US$ =

3.88 1.052


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ANNEX 2: IMPLEMENTATION ARRANGEMENTS

COUNTRY : Turkey

Education Infrastructure for Resilience (EU Facility for STUP)

Project Institutional and Implementation Arrangements

1. Institutional and implementation arrangements build on existing arrangements applied to line ministries. As such MoNE will be the implementing agency for the project. Despite having limited experience in administering external funds, the Construction and Real Estate Department of the ministry has extensive experience in conducting high-volume procurement activities with the local budget. This operational experience, along additional specialized support, has been considered satisfactory for project implementation.

2. Project implementation. The World Bank will enter into an AA with the EUD to set up a Recipient-Executed Trust Fund. The AA will provide for the establishment of a Trust Fund to be administered by the World Bank, in the amount of EUR 150 million, which the World Bank will provide as a grant to MoNE. A PIU will be established under the Construction and Real Estate Department of MoNE for the implementation of the project. The PIU will be led by an individually hired project director and supported by additional specialized staff in procurement, FM, and technical sectors, as deemed necessary by the ministry.

Figure 2. 1.Construction and Real Estate Department Organization Structure

3. The PIU will function in full coordination with different departments of the ministry. The PIU will be supported by several specialized departments within the department itself (Department of R&D and Projects, Department of Construction Works, Department of Investments and PPP, Department of Monitoring and Evaluation and Department of Geographic Information System and Property) and will function in full coordination with fellow general directorates, namely the General Directorate on Support Services and General Directorate on Lifelong Learning.

4. Service-line specific attributes of implementation arrangements are further elaborated in respective sections listed below.


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Financial Management

5. MoNE is a general budget institution. Accordingly, its accounting is maintained in the Public Information Management System of the Ministry of Finance in Turkish lira, in accordance with the chart of accounts predetermined by the Ministry of Finance. However, as the project is financed through an EU-funded Trust Fund, it will not be included in the annual budget of MoNE and there will not be any allocations in the MoNE budget for project expenditures according to the regulations. MoNE, through its PIU established at the Construction and Real Estate Department, will maintain a separate accounting system to follow up the fund flows on a cash basis in euros and to produce data necessary to prepare regular project reports requested from the stakeholders.

6. The PIU, through the BU of the M&E and Coordination Section of the Construction and Real Estate Department, will have the overall responsibility for reporting of the project as well as the documentation of project transactions. The BU will open a project bank account in line with the procedures set forth in the Ministry of Finance communiqué23 through the Accountancy Office of MoNE (Saymanlik). The spending units will submit all documentation including authorizations, acceptances, and approvals for payment, to the BU. All payments for the project will be made from this account. The BU will prepare the payment orders/bank transfer orders for execution of payments. The BU will also be responsible for the arrangements for the disbursements from the Trust Fund account to the project account in line with the Disbursement Letter that will be part of the Grant Agreement between MoNE and the World Bank. In addition to the accounts of the Accountancy Office, the transactions will be booked in a project accounting system in euros. The BU will acquire an FM software that will be tailored for the purpose. The software, which can also be used in future for new and other such projects, will also be a tool for effective monitoring of contracts as well as reporting. The PIU is also encouraged to hire an FM consultant to support the unit in handling the excess workload that will be created.

7. The PIU, through the BU, will prepare a project FM Manual that will be an integral part of the OM. This FM Manual will include (a) the financial and accounting policies and procedures for the project; (b) organization of the FM unit, functions, staffing, and relevant job descriptions with special emphasis on the segregation of duties; (c) the necessary templates for various transactions; (d) disbursement procedures; (e) project budgeting, planning procedures, and financial forecasting; and (f) project reporting. The FM Manual will be updated as necessary to reflect changes that may be required after the commencement of implementation.

8. The PIU, through the BU, will be responsible for project reporting. Financial statements of the project, the IUFRs, will be prepared on a quarterly basis and will be submitted to the World Bank no later than 45 days after the end of the quarter. The IUFR templates will be prepared by the PIU in collaboration with the World Bank, by negotiations, and will include at a minimum the following basic tables:

• Expenditure tables per activity, including explanation of significant variances between budgeted and actual figures

23

Published in the Official Gazette no.26713 dated November 27, 2007.


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• Expenditure tables per category, including explanation of significant variances between budgeted and actual figures

• Designated account statement;

• Contract management tables;

• Other financial tables that may be requested by the EU.

9. A narrative report on the progress in each component will be added to the set of financial tables mentioned above.

10. The annual project financial statements will be audited by the Treasury Controllers based on the International Standards on Auditing and in line with a terms of reference acceptable to the World Bank. The audit reports, including an ML providing recommendations for improving implementation will be provided to the World Bank within six months of the end of each fiscal year. The audit reports excluding the ML will be publicly disclosed by the PIU and the World Bank in a manner acceptable to the World Bank.

11. The following action plan has been developed to bring the FM arrangements to an acceptable level for implementation. The FM risk at entry will be lowered from Substantial to Moderate after completion of the action plan items presented in table 2.1

Table 2.1. FM Action Plan

Action Responsibility Deadline

The PIU through the M&E and Coordination Section will nominate one or two of its own staff to work on the FM of the project.

PIU After signing of the grant agreement

The PIU through the M&E and Coordination Section will finalize the Terms of Reference of an FM consultant to help them deal with the additional FM workload and initiate the tendering procedures.

PIU Within 2 weeks after grant signing

The PIU and World Bank will design the financial report templates.

PIU and World Bank

After signing of the grant agreement

The PIU through the M&E and Coordination Section will determine their software needs for project, financial, and contract management and finalize the terms of reference to initiate procurement

PIU After signing of the grant agreement

The PIU will initiate the tender for the purchase of the FM software.

PIU Within 3 weeks after grant signing

A draft project FM Manual which will be part of the POM, will be prepared to reflect the work flows, internal controls, and FM arrangements of the project.

PIU By grant effectiveness


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Disbursements

12. Disbursements from the Trust Fund Account will follow the transaction-based method, that is, traditional World Bank procedures: Advances, Direct Payments, Special Commitments, and Reimbursement, with full documentation and against Statements of Expenditures (SOEs). The withdrawal applications will be prepared and authorized by PIU.

13. A detailed Disbursement Letter explaining all procedures will be provided to the PIU before negotiations. Disbursements below agreed thresholds indicated in the Disbursement Letter will be made according to certified SOEs. All eligible expenditures will be reported by SoEs.

14. During project implementation, the World Bank will supervise the project’s FM arrangements as follows: (a) during the World Bank’s implementation support missions, the FM and disbursement arrangements will be reviewed to ensure compliance with the World Bank's minimum requirements and (b) the project’s quarterly IUFRs as well as the project’s annual audited financial statements and auditor’s ML will be reviewed. A World Bank-accredited FM specialist, located in the World Bank Ankara Office, is a core member of the project team and will supervise FM aspects during formal supervision visits and in between, as required.

Procurement

15. Procurement risk assessment. MoNE will handle the procurement activities through the PIU to be established under the Construction and Real Estate Department. This department conducts procurement activities with the local budget. This department has no prior implementation experience in World Bank-financed projects.

16. Procurement-related project risks are briefly as follows: (a) unfamiliarity of the Construction and Real Estate Department in handling procurement procedures and contract administration in World Bank-financed projects; (b) high number of procurement transactions expected in the initial stages of the project; and (c) delays in implementation of contracts with regard to deviation from the original work schedules.

17. Risk rating and mitigation measures. Overall project risk for procurement is rated Substantial and the majority of the contracts are expected to be categorized as tactical acquisition with regard to supply positioning. After mitigation measures are implemented, the residual risk would be Moderate. Actions to mitigate the identified procurement-related risk are summarized as follows: (a) ensuring that regular support/advice is provided by the World Bank to MoNE during the initial implementation phase of the project for smooth transition; (b) improving procurement staff capacity of the Construction and Real Estate Department through establishment of the PIU and assigning qualified internal staff in line with the needs of the PIU; (c) updating Procurement Plan on a semiannual basis and combining similar activities to reduce the number of procurement transactions; and (d) conducting regular supervisions missions and implementing the M&E mechanism established by the PIU. Regarding the needs of the project, the initial draft of the General Procurement Notice (GPN) and Request for Expression of


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Interest for the consulting services on the design of pilot schools have been discussed and agreed between the parties. GPN of the project has been issued as of 09 December 2016.

18. Applicable regulations. ‘World Bank Procurement Regulations for IPF Borrowers’ (July 2016) (‘Procurement Regulations’) apply for the Project . In accordance with paragraph 5.9 of the Procurement Regulations the World Bank’s Systematic Tracking and Exchanges in Procurement (STEP) system will be used to prepare, clear, and update Procurement Plans and conduct all procurement transactions for the project together with the provisions stipulated in the Grant Agreement.

19. Goods, works, non-consulting services, and consulting services. The project is planned to finance (a) construction of formal and informal education facilities, namely primary schools, secondary schools, and vocational and technical high schools as well as a community center in 12 provinces of the country; (b) supply of desks and chairs, the establishment of laboratories with proper equipment and material for various science and technical courses, setting up language labs with equipment and systems, and providing equipment and software for project management, sports equipment and tools, and IT equipment and vocational/skills training materials; (c) consulting services for supervision of construction works and consulting services to increase and improve staffing capacity for management of the project, establishment of M&E framework and system, and other activities for the procurement of works, goods, non-consulting and consulting services as needed.

20. Standard Bidding Documents. The World Bank’s Standard Procurement Documents shall be used for all contracts subject to international competitive procurement (if any) and those contracts as specified in the Procurement Plan tables in STEP. However, the use of international competitive procurement procedures is very unlikely to happen for works contracts as construction activities similar to the ones expected under the project have been completed successfully with national contractors for many years and the scope, complexity, estimated construction costs, and diversity of construction locations did and do not attract foreign/international bidders. Accordingly, use of documents for the national competitive bidding procedures are expected to be used for the construction works. For the consulting services, Bank’s templates for relevant selection methods will be used.

21. National procurement arrangements. MoNE has requested the use of Turkey’s national procurement arrangements under the project. The World Bank’s initial assessment on the request concludes that this is possible provided that that the World Bank’s requirements on eligibility, fraud and corruption, and debarment are met in line with paragraphs 3.21, 3.32, 5.3, 5.4 and 5.7(a) of the Procurement Regulations and by using the sample bidding documents to be agreed between Bank and MoNE in Turkish.

22. In accordance with paragraph 5.3 of the Procurement Regulations, when approaching the national market (as specified in the Procurement Plan tables in STEP), the country’s own procurement procedures may be used. During the use of National Open Competitive Procurement arrangements as set forth in the Public Procurement Law of Turkey (Law No. 4734), such arrangements shall be subject to paragraph 5.4 of the Procurement Regulations and the conditions on (a) eligibility, (b) fraud and corruption and (c) debarment as detailed in the Procurement Plan of the project.

23. Other Procurement Methods. Other methods such as Request for Bids, Request for Quotations, Direct Selection for the procurement of goods, works, and non-consulting services, and Quality- and


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Cost-Based Selection, Selection under a Fixed Budget, Least-Cost Selection, Quality-Based Selection, Selection based on the Consultants’ Qualifications, Direct Selection for the Selection of Consulting Services together with Selection of Individual Consultants will be used as needed and defined in the Procurement Plan of the project that will be updated in regular intervals.

24. Special procurement arrangements. MoNE is deemed by the World Bank to be in urgent need of assistance because of a natural or manmade disaster according to paragraph 12 of the World Bank’s OP 10.00, the World Bank’s procurement requirements set out in BP 10.00, and the Procurement Policy/Directive, that are applicable during the project preparation phase and may be deferred to the project implementation phase under IPF policy requirements. Accordingly, Selection based on the Consultants’ Qualification method will be used with increased thresholds to enable the timely preparation of designs and deployment of supervision services according to paragraph 7.12 of the Procurement Regulations.

25. PPSD and Procurement Plan. A simplified PPSD has been prepared according to paragraphs 4.3 and 4.5 of the World Bank’s Procurement Regulations applicable for the project and the initial version of the Procurement Plan has been discussed, agreed and provided as an annex to the PAD. The full version of the Procurement Plan will be completed within the first half year of the project implementation.

26. Procurement supervision frequency. The World Bank will review the procurement arrangements performed by MoNE, including contract packaging, applicable procedures, and the scheduling of the procurement processes, for their conformity with the World Bank’s Procurement Regulations, the proposed implementation program, and the disbursement schedule on a post-review basis. Those procurements not previously reviewed by the World Bank will be subject to ex-post review on a random basis in accordance with the procedures set forth in paragraph 4 of the Procurement Regulations. Post review of the procurement arrangements will normally be undertaken during the World Bank’s supervision mission, or the World Bank may request to review any particular contracts at any time. In such cases, MoNE shall provide the World Bank the relevant documentation for its review.

Environmental and Social (including safeguards)

27. The project will support construction of formal and informal education facilities. Building construction works are expected to have limited, reversible, and insignificant impacts on the environment. Still, projects with limited environmental impacts need to comply with the World Bank’s environmental safeguard requirements. The World Bank is classifying the projects according to environmental risks, as Category A (high risk), Category B (medium risk), and Category C (no/negligible risk). Simple construction works with limited and insignificant impacts, such as this proposed project, fall into ‘Category B’. Regarding the impacts and mitigation measures related to construction works, Turkey improved its environmental management legislation (that is, waste management, noise management, and so on) during the EU acquis phase; therefore, no major gaps are expected in fulfilling the World Bank safeguard standards. To assess the national environmental legislation related to building construction works and to compare them with the World Bank’s operational policies, the World Bank prepared an ESAP during the preparation phase (See Annex 4). ESAP suggest MoNE prepares an Environmental and Social Management Framework (ESMF) to describe how MONE, construction contractors, construction supervision consultants and WB will manage the environmental management


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process of the project. ESMF will also include generic impact-related mitigation and monitoring actions, which will then be used by construction contractors to prepare site specific environmental management plans (EMPs). The bidding documents for the construction works will include the ESMF and as soon as the exact locations and footprints of the school construction works are determined, the subproject EMPs, tailored to include site-specific information, will be produced by the construction contractors to be awarded by the PIU of MoNE. The ESMF will be reviewed, approved by the Bank and then disclosed by MoNE and the Bank on respective websites.

105. The project is expected not to have any involuntary resettlement or land acquisition required as all the plots for 55 schools and 1 community center (and even more) have been secured by MoNE and are public land designated for building new schools. These selected land/plots are expected to have no title deed or ownership issues. Further land acquisition or expropriation is not foreseen under this project. Therefore, the project will not trigger Bank’s safeguards OP 4.12 (Involuntary Resettlement). However, as a part of its due diligence, the World Bank will request that the borrower fills out a land acquisition checklist (see annex of Annex 5-ESAP) for each subject plots to justify that there are no prevailing conditions to trigger OP 4.12, all plots are public land and allocated for MONE. Any land (designated for building schools) that involves involuntary land acquisition that will trigger OP 4.12 will not be eligible for financing. For such cases, all civil construction works planned will be executed on other alternative sites that the borrower will provide and confirm which do not require acquisition and are not occupied or being used for economic activities that will trigger OP 4.12. A detailed process is explained under the ESAP, Annex 4 of this document.

28. In general, acquisition through expropriation is not realized very often by MoNE. According to the prevailing laws of MONE, if there is a plot designated for education facilities under the zoning plan the land is allocated to MONE by law. Expropriation is a last resort and especially the enforcement of Article 27 is not generally put into practice. When MoNE requires land for new schools, ministry-owned lands are considered. In certain cases, MoNE may have to request land from the State Treasury, which has already been designated as educational facilities under the master plan. Majority of the lands are obtained under this process. However, depending on the location, MoNE may need to acquire other lands through expropriation. Here, zoning plans prepared by municipalities are taken into consideration and lands allocated for educational facilities are determined. MoNE will proceed with the Expropriation Law numbered 2942.

29. As this project is classified by the World Bank as an emergency response project, it is expected to invoke paragraph 12 under the World Bank’s OP 10.00, which is ‘Projects in Situations of Urgent Need of Assistance or Capacity Constraints’ and has more condensed procedures and defers some of the safeguards requirements from the project preparation to the implementation phase. During the implementation phase, due diligence will be carried out by the World Bank on the selected 56 plots ensuring that there are no noncompliance issues with the World Bank’s OP 4.12 (Involuntary Resettlement and Land Acquisition). Within the due diligence, there will be an assessment of social risks, national legislation, and of MoNE’s land acquisition processes to identify any potential gaps and mitigation measures if necessary under the ESAP will be proposed.

30. Some of the new schools might be constructed within existing and active school grounds; the issue of ‘host communities’ is likely to emerge. For these new schools, MoNE will carry out construction activities in the off-semester season. The existing schools will eventually be affected by the project’s


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construction activities that will coincide with the academic calendar. In such cases, parallel to the citizen engagement activities, existing parent-teacher associations could be expanded to form Harmonization Committees comprising representatives and parents from both host communities and SuTP. If not, MoNE could encourage and support the establishment of such Harmonization Committees that will serve to communicate the needs and concerns of the project-affected population in addition to defining/addressing resources needed to take actions to meet these requests. The Harmonization Committee could be composed of several stakeholders including parents, teachers, representatives of school administrations, and social workers. The committee will meet at frequent intervals and discuss issues related to the combined school system on various aspects; social cohesion, dialogue between Turkish and Syrian nationals, language barrier, psychosocial development, and so on. For schools that will be built on separate grounds allocated for new educational facilities, such committees could be established soon after the school is operational.

31. MoNE will have a grievance mechanism in place to resolve and administer the grievances that could be encountered during the construction of school buildings as well as to address other social issues pertaining to social cohesion and integration, once the schools are operational. Host communities may have concerns regarding the inclusion of SuTP in the mixed school system that will be adapted in the new schools. Similarly, the mechanism will allow SuTP to express their concerns and requests. To be able to facilitate the needs of both communities the grievance mechanism should be launched in both languages, Turkish and Arabic. MoNE should recruit communication liaison officers from both nationalities as well as disseminate information regarding the grievance mechanism in both languages (Turkish and Arabic). Grievances will be addressed at multiple levels: (a) contractor level; (b) provincial level at MoNE; and (c) national Level at the PIU of MoNE. Implementation details about the grievance mechanism will be specified in the OM.

Monitoring and Evaluation 32. Results-based M&E will follow a methodology for measuring and monitoring results, as well as for review. In light of the clear environment in the outputs and immediate outcome areas, the baselines for identified results indicators are zero. A results framework and monitoring matrix to track outputs and outcomes has been developed for the project with intermediate results and PDO indicators (see section VII).

33. A guideline on collecting and evaluating indicators and appropriate reporting templates is included in the OM. The progress on meeting these indicators and the evaluation of the data will be provided in the PPR (quarterly informative notes), submitted quarterly by MoNE. The PPR will be transmitted by the PIU to the World Bank which is responsible for the consistency and timely submission of the PPRs to the EUD. The PPRs shall demonstrate the progress made during the reporting period against the results framework developed and target values identified in a clear and tangible manner. Additionally, the PIU is responsible for submission of annual interim progress reports, while a midterm review (MTR) and final ICR will be issued by the World Bank Team.

34. The PIU will collect data for results indicators from the field, monitor the quality of data collection, and evaluate results. Consequently, the PIU will review and verify the data and evaluate results before including these results in reports to be sent to the World Bank. If deemed necessary by


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the ministry, the PIU may receive support from externally hired M&E specialists to ensure quality monitoring and reporting on par with the standards of the World Bank and those of the EU. The incremental costs for the project M&E arrangements will be part of Component 3.

35. As stipulated, responsibility of data collection will rest with the PIU complemented by close World Bank implementation support. Project implementation progress will be monitored by the World Bank through implementation support missions to be conducted every six months throughout the life-span of the project. Outputs and outcomes will be reviewed during project supervision to evaluate progress using data compiled by the PIU. M&E will measure individual project performance according to results framework targets and the provided progress reports will pinpoint the progress based on timely delivery of targets, the management of contractors, and inclusion of and outreach to external stakeholders.

36. The PIU, according to the results framework, will be responsible for the overall strategy guidance and monitoring of the project, including review of budget; progress against the defined milestones; critical findings of audits and evaluation reports; and taking corrective measures wherever necessary.

37. In view of the project’s financing nature and the strategic importance of scaling up education infrastructure investments to better meet the needs of SuTP and members of host communities, the M&E system will target the identification of lessons to be applied to the design of follow-up projects.

38. Monitoring of contracts. The BU to be established under the PIU is encouraged to acquire an FM software that can be tailored for the purpose. Such software, which can also be used in future for new and other such projects, will also be a tool for effective monitoring of contracts as well as reporting. If necessary, the BU can hire an FM consultant to support the unit.

39. Monitoring of environmental and social aspects. To assess the national environmental legislation related to building construction works and to compare them with World Bank operational policies, it is proposed that the borrower prepares an ESMF during the preparation phase. This ESMF will include the generic impact and related mitigation and monitoring actions. Guidance for the preparation of the ESMF will be provided by the World Bank. As soon as the exact locations and footprints of the school construction works are determined, the subproject EMPs, tailored to include site-specific information, will be produced by the PIU with the support of the task team, both to inform awarded contractors about environmental safeguard responsibilities and to support monitoring processes of environmental aspects.

Economic Analysis 40. Economic analyses often highlight education as an investment in the future, because it will increase productivity and generate economic growth. It will reduce poverty because educated people tend to earn higher incomes. It can also produce better adaptation to new technology and improved ability to cope with economic shocks. Education can thus suggest a path out of the so called lost generation, which the displaced SuTP is feared to be trapped into.


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41. Today, there are 16.1 million refugees worldwide, more than half of whom are children, and 6 million are of primary and secondary schooling age. The average length of time a refugee spends in exile is about 20 years. Of the 6 million primary and secondary school-aged refugees, 3.7 million do not have access to public education facilities. Reportedly, refugee children are five times more likely to be out of school than non-refugee children, while 50 percent have access to primary education, compared with a global level of more than 90 percent. As they get older, the gap becomes wider as 84 percent of non-refugee adolescents attend lower secondary school, but only 22 percent of refugee adolescents have that same opportunity.24

42. Recent policy changes in Turkey. Since the beginning of project preparation by the World Bank team, two important policy decisions have been made by MoNE. The first policy change is the emphasis on the seamless integration of Syrian refugee children in the Turkish educational system (and a heavy emphasis on the acquisition of Turkish language skills) while the second policy change is the decision to scrap the double-shift schooling system with a phased migration to a full-time system over the next three years. Both policy decisions and ensuing implementation will have very significant impact on the natural (and hence logical for most projects) linkage between the project benefits and project costs. Since the Syrian refugee children will be interspersed with the Turkish children there is clearly an issue in attributing the investments in the specific structures to be funded under the proposed project to the number of beneficiaries. This is the natural outgrowth of the integration decision.

43. The abolishment of the double-shift system and the huge number of educational facilities to be built by the Government makes the linkage of specific school to Syrian beneficiaries even more tenuous, as there will be many more choices for spreading the Syrians across schools. Therefore, a traditional cost-benefit analysis may not always be applicable in the context of the Syrian children’s educational needs. However, it is still possible to estimate the costs and benefits separately and try to link the two as much as possible at the macro level (overall impact) rather than do the same at the micro-level (individual cases of specific investments).

44. United Nations Children’s Fund (UNICEF) Cost Benefit Study: According to a recent UNICEF study25 the impact of dropping out from basic and secondary education is significantly large. In Syria, the economic cost of dropping out from basic education is estimated at US$6,251 for a boy and US$5,481 for a girl. The economic loss due to dropping out from basic education is about twice as large as the country’s gross domestic product per capita for both males and females. The male and female wage differentials between having a basic education and less than a basic education are 8 and 10 times larger than the wage differential between having a secondary education and a basic education, respectively. This indicates that dropping out from basic education creates a far more severe economic loss, and bringing children of basic-education age back to school is one of the most crucial and urgent tasks for the reconstruction of the economy.

24

UNHCR, Missing Out: Refugee Education in Crisis, http://www.unhcr.org/57d9d01d0 25

Economic Loss from School Dropout due to the Syria Crisis - A Cost-Benefit Analysis of the Impact of the Syria Crisis on the Education Sector http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pd

http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pd

http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pd


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Table 2.2. Present Value of Wage Differential and Economic Impact of Students Dropping Out

Gender Level at which Students

Drop Out

Number of Students who

Drop Out

Present Value of Wage

Differential in US$

Economic Impact (US$, millions)

A B A × B

Male From basic education 937,000 6,251 5,857

From secondary education 44,000 778 34

Female From basic education 871,000 5,481 4,774

From secondary education 48,000 535 26

Total From basic education 1,808,000 — 10,631

From secondary education 92,000 — 60

Total 1,900,000 — 10,691

45. A Modified Cost-benefit Analysis Approach for Turkey. Using existing data and information, a preliminary and indicative CEA is being offered for illustrative purposes to highlight the soundness of the proposed investment idea. The analysis is preliminary because there is scope for further improvement. It is indicative because it captures only a part of the potential benefits. It is illustrative because it is based on benchmarking and the CEA (a less rigorous approach than formal cost-benefit analysis) using the UNICEF study as basis, as discussed below.

46. Project costs and relationship to capacity creation. Project costs comprise the World Bank portion of US$165 million (EUR 150 million) to construct 56 buildings where, on average, each facility will accommodate 720 students (24 classrooms per building and 30 students per classroom). This corresponds to the creation of incremental capacity for about 40,000 students. It is estimated that the teacher salaries, utilities, and other O&M costs for the facilities will amount to another US$165 million over the next 20 years.

47. The benefit stream for the CEA. The UNICEF study dealt with the potential benefit side by trying to calculate the avoidable economic loss connected with students dropping out of school. Using the UNICEF study’s outcome and methodology as benchmark, a similar analysis was attempted for the case of Turkey, where some adjustments were made to provide for the transfer of knowledge. These adjustments involved (a) simplification of the methodology to account for the 12-year uninterrupted base education system in Turkey, (b) correction for the purchasing parity based minimum wages in Turkey and Syria, and (c) adoption of a 20-year planning horizon on the number of graduates coming out of the system. The objective of this exercise is to be able to come up with some quantitative estimate for the project benefits which consist of avoided income loss to the Syrian children because of school dropouts.

48. Discussion of results of CEA. Table 2.3 includes the details of the analysis for the CEA for the project investment of US$165 million, which helps generate benefits of more than US$1.5 billion in unadjusted terms, and more than US$1 billion in adjusted (for repatriated Syrians during or after the schooling period) terms. The CEA ratio for the investment part is 6.52. This means every dollar invested yields at least 6.5 dollars. When we consider the O&M costs, the CEA is halved, but still offers a high


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level of returns per dollar invested.

Table 2.3.Project Parameters and Calculation of Cost Effectiveness Ratio

Description Units

Quantities,

Amounts,

Descriptions

PHYSICAL ASPECTS

Number of provinces in which the World Bank coordinated

infrastructure investments will take place

Province 12

Number of education facilities to be constructed Education facility 56

Number of classrooms per building Class per building 24

Number of students per classroom Students per class 30

Overall annual capacity created per building Student per building 720

Overall annual capacity created for system Students 40,320

Education system 4+4+4 12-Year

Number of expected graduates per year Graduate 3,360

Planning horizon Years 20

Number of expected graduates for planning horizon Graduate 67,200

CALCULATIONS FOR BENEFITS FROM AVOIDED SCHOOL

DROP-OUTS

Unadjusted wage differential for both boys and girls US$/student 5,000

Purchasing parity adjusted minimum wage in Turkey US$ (2016) 12,800

Purchasing parity adjusted minimum wage in Syria US$ (2013) 2,800

Adjustment factor for wage differential 4.57

Adjusted wage differential for both boys and girls US$ 22,857

Number of graduates over planning horizon Graduates 67,200

Avoided economic loss from school dropouts US$, billion 1.54

Adjustment for repatriation before getting degree Percent 30

Net avoided loss due to school drop out US$, billion 1.08

Project investment cost US$, billion 0.165

Project operation and maintenance cost US$ 0.165

Cost-effectiveness ratio (investment cost only) 6.52

Cost-effectiveness ratio (overall cost) 3.26

Note: The Syrian wage differential for girls was rounded down and adopted for both boys and girls, and the wage differential for secondary education was ignored; Purchasing parity value for the minimum wages come from: http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pdf.

http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pdf

http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pdf


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Table 2.4.Project Parameters and Comparisons with Overall Sector Statistics

Description Units

Quantities or EUR Amounts

TURKEY COUNYTRYWIDE NATIONAL STATISTICS FOR COMPARISON

Number of students under MoNE’s mandate Million students 18

Number of existing educational buildings Building 60,000

Annual classroom construction capacity of MoNE Classroom 22,500

Average annual classroom construction target to be built in the scope of the project

Classroom 440

Percent of project investments within the annual classroom construction capacity of MoNE

Percent 2

49. According to the figures provided above, the project, in total, is expected to facilitate construction of 56 education facilities which roughly corresponds to construction of 1,320 classrooms in a three-year span of time. Based on the current financial resources allocated to infrastructure investments by MoNE, annually the ministry undertakes construction of approximately 1,250 education facilities corresponding to 22,500 classrooms in total. With the 440 classrooms to be constructed as a result of project investments annually, a 2 percent increase in the expansion of education infrastructure is expected. Even though such percentages appear modest, the investments are expected to help support the need to support bridging the gap, given the exigency of providing SuTP and residents of host communities with quality learning environments and safe structures.

Visibility and Communication

Table 2.5.Indicative List of Communications and Visibility Activities/Products and Indicative Budget

Activity/Product Description Indicative

Budget (EUR, thousands)

Website/logo/social media Includes design of a project logo and development and management of a project website and social media accounts in Turkish, English, and Arabic

100

Project tracking software

Includes development, management, and maintainance of a software that allows the public to track project activities, procurement awards, status of school constructions, and so on

50

Kick-off and closing events Includes a kick-off event and a closing event; 500 participants expected to attend each event

200

School opening and groundbreaking ceremonies

Includes school opening and groundbreaking ceremonies to be organized in 12 provinces

150

Local launch events Includes public events to be organized in 12 provinces 150


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to inform local stakeholders about the project

Field trips Includes field trips to the school construction areas 250

International conferences Includes 3 international conferences to be organized annually during the life-span of the project; 1,000 participants expected to attend each event

750

Project documentary/ TV spots/ videos

Includes camera shootings, videoscript, editing, and broadcasting of audiovisual productions

50

Infographics/videographics Includes informative infographics and animated videographics to be posted on the social media and on the website

20

Newsletter Includes design, content development, and dissemination of a project newsletter that would be produced quarterly

20

Project information call center

Includes creation of a Project Information Call Center (to respond to inquiries on/complaints about the project) and delivery of the information services for three years

30

Design and printing of visibility materials/promotional items

Includes design, printing, and dissemination of display panels, banners, brochures, posters, notepads, and other visibility items

50

Translation into Arabic

Includes written translation of brochures, posters, newsletters, website content, and social media postings into Arabic; and Turkish-Arabic simultaneous translation services to be provided during local launch events

100

TOTAL

1,920


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Table 2.6. Timeline of Communication and Visibility Activities

2017 2018 2019

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12

Newsletter Newsletter Newsletter Newsletter Newsletter Newsletter Newsletter Newsletter Newsletter Newsletter Newsletter Newsletter

Kick-off event Local project launch events (6 provinces)

Local project launch events (3 provinces)

1st International Conference

Local project events



Opening ceremony of schools





Local project launch events (3 provinces)

Groundbreaking ceremony (3 provinces)



Project’s 1st Year anniversary video

2nd International Conference

3rd International Conference


Infographic/videographic

Project’s 2nd

Year anniversary video

Closing event

Designing of logo, website and other visibility products


Project documentary

Creating social media accounts


Developing a project tracking software

Creating a project information call number


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ANNEX 3: IMPLEMENTATION SUPPORT PLAN

COUNTRY: Turkey Education Infrastructure for Resilience (EU Facility for STUP)

Strategy and Approach for Implementation Support

1. Experience under previous emergency operations have shown that, given the sensitive and challenging nature of such projects, specific World Bank responsibilities require higher than normal supervision and support requirements, including the transfer of knowledge that the World Bank has gained over the past decade in similar operations.

2. Implementation support will be provided by the World Bank team, consisting of staff with relevant competencies in operations, procurement, finance, safeguards, and content. The World Bank team will undertake periodic field missions/implementation support missions every six months throughout the project’s implementation as allowed by security status.

3. To enable the World Bank honor its corporate commitments regarding fiduciary and safeguards responsibility; oversight and implementation support; and M&E of project implementation, outcomes, and results, the World Bank will maintain close contact with the PIU which will manage day-to-day implementation of the project and produce and transmit to the World Bank all required data, reports, and information required to follow project implementation progress, detect deviations and problems, and identify and respond to problems and bottlenecks, including procurement transactions and FM requirements, verification of construction sites and assets acquired under the project against the specifications, and report to the World Bank on the progress and status of project implementation and contract administration against agreed or contractual timetables and schedules.

4. The PIU will also report to the World Bank on compliance with the triggered environmental and social safeguards policies. The PIU will receive support from the World Bank to prepare relevant environmental and social documents and instruments applicable to the project, support the World Bank conduct due diligence processes, and monitor the timely preparation of environmental and social assessments and management instruments, which will be required to be completed and approved by the World Bank before any physical activity or works may commence in the field. The PIU will also ensure that a functioning grievance redress mechanism is in place and maintained for each subproject.

5. The Implementation Support Plan (ISP) for the project has been developed based on the specific nature of the project activities, factoring in the existing capacity of the implementing agency and the respective emergency context in which lessons learned from past operations and current projects in the country, and the project’s risk profile in accordance with the Systematic Operations Risk-Rating Tool. This ISP reflects the assessments conducted by the World Bank during the project preparation and will be regularly reviewed and revised as required.

6. The ISP includes frequent review of implementation performance and progress. The World Bank team will monitor progress on several fronts, including (a) indicators as defined in the results framework; (b) regional and subproject level project implementation; (c) independent verification of project activities; (d) proper fiduciary management of all activities carried out by the PIU; (e) reconciliation of payments with contracts; and (f) monitoring of key legal covenants.


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7. Implementation support missions, including field visits, would concentrate on the overall implementation of project activities at all levels. Field visits will serve to verify compliance with the approved OM. Support will be provided by the World Bank, in collaboration with other experts, to ensure that activities are implemented in an efficient and cost-effective fashion in accordance with the PDO. The World Bank team will also facilitate knowledge exchange and mobilize appropriate global expertise.

8. Client relations. Task team leaders will (a) coordinate World Bank implementation support to ensure consistent project implementation as specified in the legal documents (that is, AA and Grant Agreement) and (b) follow up with senior representatives of the ministry (where appropriate) to gauge project progress in achieving the PDO and address implementation bottlenecks as they arise. In addition, the task team leader will ensure regular exchanges of information and coordination with other key stakeholders, including bilateral, multilateral donors, and if required, UN agencies.

9. FM. The World Bank’s FM specialist will also provide timely and effective support. The FM specialist will review all FM reports and audits and take necessary follow-up actions according to World Bank procedures. The project will be supervised on a risk-based approach. It will comprise the review of audit reports, financial reports, and advice to the task team on all FM issues. The Implementation Status and Results Report will include an FM rating of the project. To the extent possible, mixed onsite supervision missions will be undertaken together with procurement, M&E, and safeguards colleagues.

10. Procurement. With regard to procurement activities, implementation support will include prior procurement reviews. The World Bank’s procurement specialist will carry out at least two missions per year to provide support to the implementation of procurement activities and as the need arises. This support will include the set-up and functioning of the Procurement Plan and the implementation of procurement activities listed in the Procurement Plan. In addition to carrying out random ex post review of procurement activities, the procurement specialist may lead thematic focused missions depending on the procurement needs and as agreed to by the ministry.

11. Safeguards. The World Bank team’s social and environmental safeguards specialists took the lead for development of the ESAP as required by OP 10.00, paragraph 12. The team will furthermore provide technical support and oversight throughout project implementation and will take responsibility for initiating the timely preparation of required safeguards instruments (Environmental and Social Management Framework, EMPs). Semiannual inputs from the environmental and social specialists will be required throughout the project, and formal implementation support missions and field visits will ensure that the safeguards processes are adhered to in a fashion acceptable to the World Bank.

12. MTR. An MTR will be carried out after 1.5 years of project implementation. In preparation for the MTR, an independent review of implementation progress will be carried out, including audits. Results will provide input to any potential revisions or restructuring at the time. The MTR will cover, among others, review of the Results Framework, Systematic Operations Risk-Rating Tool, country ownership, stakeholder participation, FM, procurement processing, and sustainability aspects.

13. Implementation Completion and Results Report (ICR). To satisfy accountability needs and provide lessons from completed operations, an ICR will be drafted within six months of project completion. ICRs are tailored to enhance development effectiveness through a continuous process of


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self-evaluation, lesson learning and application, sharing of knowledge, and being accountable for results. The lessons learned from ICRs improve the quality and effectiveness of World Bank operations, while borrower/stakeholder participation in the ICR process informs later designs, preparation, and implementation.

14. Implementation support will be provided by direct support from the World Bank team and additional consultants to provide technical assistance as needed. During the first year of the project, it is foreseen that frequent missions will take place to essential areas to support the ministry in initiating activities, given the nature of the project.

Implementation Support Plan and Resource Requirements

15. The following ISP reflects the preliminary estimates of the skill requirements, timing, and resource requirements over the life of the project. Keeping in mind the need to maintain flexibility over project activities from year to year, the ISP will be reviewed annually to ensure that it continues to meet the implementation support needs of the project.

16. Table 3.1 indicates the level of inputs that will be needed from the World Bank to provide implementation support for the proposed project.

Table 3.1. Implementation Support Plan

Time Focus Skills Needed

Partner Role

First twelve months

Support to o the successful start of project, o FM systems, o functioning, o procurement, o practices on World Bank norms, and o establishment of M&E system.

Monitor implementation of project activities.

All skills Task team to support smooth start up

Ensure safeguards on track

Support PIU

12–36 months

Ensure adequate implementation support of all aspects of project.

Monitor implementation of project activities, including site visits.

Support to final evaluation and ICR.

All skills Ensure safeguards are on track

Support PIU

Provide technical assistance

Skills Mix Required

Skills Needed Number of Staff Weeks

Number of Trips Comments

Task Team Leader (DRM) 40 10 International Staff

Co-Task Team Leader (Education) 40 10 International staff

DRM Specialist 75 10 Field-based staff

Technical Specialist 10 2 International staff

Technical Specialist 20 Local travel as needed Field-based staff

Environmental Specialist 20 Local travel as needed Field-based staff


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Skills Needed Number of Staff Weeks

Number of Trips Comments

Social Specialist 20 Local travel as needed Field-based staff

Economist (M&E) 10 Field-based staff

Procurement Specialist 50 Field-based staff

FM Specialist 20 Local travel as needed Field-based staff

Consultant for DRM 90 Local travel as needed STC/STCs

Consultant for Education 60 Local travel as needed STC

Consultant for Safeguards 75 Local travel as needed STC

Consultant for Communications and Visibility 75 Local travel as needed STC

Partners Name Institution/Country Role

EC EU Financier

ANNEX 4: ENVIRONMENTAL AND SOCIAL ACTION PLAN

TURKEY

EDUCATION INFRASTRUCTURE FOR RESILIENCE (EU FACILITY for SuTP) PROJECT (P162004)

ENVIRONMENTAL AND SOCIAL ACTION PLAN

---- FINAL ----

JANUARY, 2017


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1. INTRODUCTION

The overall objective is to support the Government of Turkey maintaining long-term goals in

education by responding to the growing demand for access to education among Syrians under

Temporary Protection. The specific project development objective is to support the GT to improve

access to education of SuTP and host communities by expanding disaster resilient education

infrastructure in priority provinces. This objective will be achieved through needs-based

investments to increase the number and quality of formal and informal education facilities.

The proposed Education Infrastructure for Resilience (EU Facility for SuTP) project would be

implemented through three Components: (i) supporting school infrastructure investments; (ii)

enhancing quality learning environment; (iii) project management and technical capacity building

for infrastructure.

Component 1: Supporting School Infrastructure Investments. The objective of Component 1 is to

support enhancing school infrastructure for SuTP. This Component will provide support for

construction of priority formal and informal schools and education facilities. Design reviews, soil

surveys or other analysis for ground conditions, as well as construction supervision will also be

supported under this component. Schools and other education facilities to be constructed will

satisfy all current regulations and codes for seismic safety, land use planning, energy efficiency, fire,

safety at workplace, etc. as well as all standards related with materials to be used. Building up-to-

standards and safe schools will result as avoiding creation of new risks and serve for the purposes

of long term risk reduction in school buildings, thus the Project will contribute to Safe Schools

agenda in Turkey. New, disaster resilient and modern facilities will also contribute to better learning

environment that affects learning abilities of students/trainees positively.

Component 2: Enhancing Quality Learning Environment. The objective of Component 2 is to

improve quality of indoors and outdoors in schools to create enhanced learning environment. This

Component will provide procurement of equipment and furnishing required to create quality

learning environment and to enable flexible use of education facilities for other activities for SuTP.

Equipment and furniture support can include, not only all desks and chairs; but also, establishment

of laboratories with proper equipment and material for various science and technical courses;

language labs with equipment and systems; sports equipment and tools; IT equipment and

vocational/skills training materials. Given that the education facilities will target a diverse and

changing population and may need to be used for teacher-parent meetings and education planning

with SuTP and host families, the schools would benefit from flexible furniture (e.g. chairs and tables

could be adjusted to different ages and equipment could be on wheels).

Component 3: Project Management, and Technical Capacity Building for Infrastructure. The

objective of Component 3 is to support all operational expenses and technical capacity building

activities that would be needed for timely and efficient implementation of the project which will be

implemented by MoNE’s Construction and Real Estate Department who has extensive technical


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capacity for outsourcing and managing design and construction of schools. The component will

support strengthening the Department’s staff capacity by hiring experts including but not limited to

procurement, financial management, disbursement, monitoring and evaluation, environmental and

social safeguards. Monitoring and evaluation will be given special emphasis and the component

will support all activities related to data collection, implementation assessments, and evaluations to

ensure outcome targets are met. Consultancy services and specific activities for capacity building,

equipment and software to implement the project and to monitor and evaluate the results,

organization of workshops, trainings and other informative meetings for central and local staff of

MoNE will be supported under this component. This Component will also support financing of all

communications and visibility activities to be conducted during the lifespan of the Project. The

software to be procured by MoNE, inter alia, include a full-fledged information management and

monitoring system which enables track of not only contract management and disbursement figures

but also to follow-up on the physical progress made on each construction site via visuals, video

graphics etc.


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2. COMPLIANCE WITH WORLD BANK SAFEGUARDS POLICIES

The Environment Law (No. 2872), which was published in Turkish Official Gazette No. 18132 dated

August 11, 1983 and revised in Turkish Official Gazette dated May 29, 2013 (Law No. 6486) is

Turkey’s primary framework for environmental legislation and is supported by a series of

regulations. Article 10 of the Environment Law sets the framework for the Regulation on

Environmental Impact Assessment, Official Gazette No. 29186 dated November 25, 2014,

(henceforth “EIA Regulation”). The World Bank’s environmental and social safeguards policies

require that the borrower country perform an Environmental Assessment Study, integrated with

the EIA Regulation and WB’s Operational Policy for Environmental Assessment (OP 4.01).

Construction of schools are not listed in Turkish EIA Regulation. Due to that reason, projects are

exempted from the EIA Process. Therefore, this Environmental and Social Action Plan (ESAP) has

been prepared to fulfill the requirements of WB Operational Policies on Environmental Assessment

(OP 4.01), and Physical Cultural Resources (OP4.11)). The purpose of this plan is also to assist the

Project Management Teams in screening all the subprojects for their likely social and environmental

impacts, identifying E&S management requirements and prioritizing investments.

OP 4.01 Environmental Assessment:

Simple construction works triggers OP 4.01 due to anticipated limited environmental and social

impacts which will occur within close project boundaries on existing footprints, and will be mostly

of a temporary nature. The triggering of OP 4.01 necessitates the preparation of general E&S

management and “good housekeeping” instruments. The proposed EU Facility for SuTP project is

classified as category ‘B’ by considering its potential temporary impacts

Major social and environmental impacts caused by the project are expected on sensitive receptors

(e.g. existing schools, hospitals, healthcare centers and houses) located near proposed project sites.

In that respect, all project sites and their surrounding areas should be evaluated in terms of

sensitive receptors. In some of the proposed locations, demolishing existing school buildings will be

deemed necessary due to these buildings being non-compliant with national legislation regarding

seismic hazards. Current status and process for such buildings will be provided by MoNE.

Infrastructure projects are subject to varying levels of review that begin while projects are in the

development and pre-operation phases. Additional regulations apply to facilities once they are in

operation. As part of European Union accession process, several institutional and legislative reforms

have been made by Turkey. Because of these reforms, environmental legislations and instruments

for environmental protection have been aligned with international standards. Those that pertain to

construction works include the following:

Waste Management Regulation, Official Gazette No. 29314 dated April 2, 2015;

Hazardous Wastes Control Regulation, Official Gazette No. 25755 dated March 14, 2005

and lastly revised in Official Gazette No. 28812 dated November 5, 2013;

Waste Oil Control Regulation, Official Gazette No. 26952 dated July 30, 2008 and revised in

Official Gazette No. 28812 dated November 5, 2013;


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Vegetable Waste Oil Control Regulation, Official Gazette No. 29378 dated June 6, 2015;

Packaging Waste Control Regulation, Official Gazette No. 28035 dated August 24, 2011;

Waste Batteries and Accumulators Control Regulation, Official Gazette No. 25569 dated August 31, 2004 and lastly revised in Official Gazette No. 28812 dated November 5, 2013;

Medical Waste Control Regulation, Official Gazette No. 25883 dated July 22, 2005 and lastly revised in Official Gazette No. 28948 dated March 21, 2014;

Excavation, Construction and Demolition Waste Control Regulation, Official Gazette No. 25406 dated March 18, 2004 and revised in Official Gazette No.27533 dated March 26, 2010;

Waste Tires Control Regulation, Official Gazette No. 26357 dated November 25, 2006 and lastly revised in Official Gazette No. 29292 and dated March 11, 2015;

Landfill Regulation, Official Gazette No.27533 dated March 26, 2010 and lastly revised in Official Gazette No.29292 dated March 11, 2015;

Communique on Recovery of Some Non-Hazardous Wastes, Official Gazette No. 27967 dated June 17, 2011 and revised in Official Gazette No. 29292 dated March 11, 2015;

Regulation on Control of Electrical and Electronic Equipment, Official Gazette No. 28300 dated May 22, 2012;

Regulation on Soil Pollution Control and Contaminated Sites by Point Source, Official Gazette No. 27605 dated June 8, 2010 and revised in Official Gazette No. 28704 dated June 7, 2013;

Water Pollution Control Regulation, Official Gazette No. 25687 dated December 31, 2014;

Regulation on Monitoring of Surface Water and Groundwater, Official Gazette No. 28910 dated February 11, 2014;

Regulation on Protection of Groundwater against Pollution and Deterioration, Official Gazette No: 28257 dated April 07, 2012;

Regulation on Control of Pollution Caused by Hazardous Substances in the Aquatic Environment and Its Surroundings, Official Gazette No. 26005 dated November 26, 2005;

Regulation on Water Intended for Human Consumption, Official Gazette No. 25730 dated February 17, 2005;

Regulation on Urban Wastewater Treatment, Official Gazette No. 26047 dated January 01, 2006;

Regulation on Assessment and Management of Air Quality, Official Gazette No: 26898 dated June 06, 2008;

Regulation on Minimization of Ozone-Depleting Substances, Official Gazette No. 27052 dated November 12, 2008;

Regulation on Assessment and Management of Environmental Noise, Official Gazette No. 27601 dated June 04, 2010;

Regulation Related to Noise Emissions by Equipment for Outdoor Use, Official Gazette No. 26392 dated December 30, 2006.

The Project will comply with the 6331 numbered Law on Occupational Health and Safety, Official Gazette No.28339, dated June 30, 2012 and its regulations.

In addition to the Environmental Law and its associated regulations, there are several other laws that directly or indirectly include environmental review, and thus, are applicable to the Project. These can be listed as follows:

Groundwater Law (Law No: 167), Official Gazette No. 10688 dated December 23, 1960;


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Law on Protection of Cultural and Natural Properties (Law No: 2863), Official Gazette No. 18113 dated July 23, 1983;

Highways Traffic Law (Law No: 2918), Official Gazette No. 18195 dated October 18, 1983;

Regulation on Highway Traffic, Official Gazette No. 23053 dated July 18, 1997;

Regulation on Work Place Establishment and Operating Licenses, Official Gazette No. 25902 dated August 10, 2005;

Regulation on Structures in Disaster Areas, Official Gazette No. 26582 dated July 14, 2007;

Regulation on Buildings Constructions in Earthquake Zones, Official Gazette No. 26454 dated March 06, 2007;

Regulation on the Transportation of Hazardous Substances by Road, Official Gazette No. 28801 dated October 24, 2013;

By-Law on Principles and Procedures Production, Importing, Transportation, Storage,

Stocking, Selling, Usage, Assessment of Explosive Materials which are Monopolized, Official Gazette No. 19589 dated September 29, 1987;

Regulation on the Septic Tanks to be installed where a Sewer System is not Available, Official Gazette No. 13783 dated March 19, 1971.

MoNE has proposed construction of 55 schools and 1 community center to be funded via this

project. Site selection process of these schools is ongoing by MoNE in coordination with State

Treasury. MoNE aims to prioritize the use of Ministry owned lands. In some cases, MoNE may have

to request land that has already been designated for educational facilities under the master plan

from the State Treasury. Majority of the lands are obtained under this process. As of today, location

information for 10 of the school sites located in Adana and Kahramanmaraş Provinces have been

provided by MoNE. Preliminary evaluation of sites through satellite image analysis and desk reviews

of available information shows that proposed school sites are mainly located in (or adjacent to)

settlement centers which are already under anthropogenic influences. MoNE states that the

remaining 46 sites proposed to be selected in the Project have similar land property characteristics.

MoNE intends to avoid sites that have sensitive habitats and protected areas during the site

selection process. Therefore, no interaction or impact is expected on sensitive or critical habitats.

Being located within settlement centers brings additional advantages to proposed schools in terms

of availability of infrastructure such as no need for additional access road or power connection line.

Existing sewer systems will be used for wastewater discharges. By considering these characteristics

of the sites no major environmental risk is anticipated from the project activities. In this respect, an

Environmental Management Plan (EMP) checklist is assumed to be sufficient in order to mitigate

and manage the potential impacts of the Project.

OP 4.11, Physical Cultural Resources (PCR): Proposed project sites as well as existing school

buildings may be identified as an archaeological or cultural asset that require special protection.

Turkish laws, notably Law No. 2863 dated 21.07.1983 on the Protection of Cultural and Natural

Assets (revised through the amendment issued on 27.07.2004 dated Official Gazette) and practices

are similar the World Bank requirements. The Regulation on Researches, Drillings and Excavations

in Relation to the Cultural and Natural Assets, which was published in the Official Gazette No.

18485 dated 10.08.1994 define the procedures and obligations concerning the cultural and natural

assets found out during construction. MoNE is responsible to avoid or mitigate impacts on physical


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or cultural resources of the financed projects. Therefore, MoNE will not proceed with project

funding until all requirements of the Turkish legislation are met. Since the national regulations on

the conservation of cultural properties are strict, it is not anticipated that any additional

requirements would arise WB safeguards policies. Nevertheless, a chance find procedure including

responsibilities for managing accidently discovered or chance find cultural artifacts will be

prepared. Additionally, all relevant official letters will be annexed to the site-specific EMPs.

Furthermore, depending on the requirement, a detailed evaluation report on archaeological or

cultural asset will be included in the EMPs.

The Project will have positive social benefits as it supports improved access to formal and informal

education for school-aged SuTP children through construction of schools (education facilities) in

provinces with high density of SuTP. Given that more than 60% of Syrian children at school age are

out of education due to the protracted displacement crisis they faced, this project is critical and

timely to support resilience of the SuTP families for social cohesion in Turkey. Beyond helping the

SuTP families through providing endowments for their children, children from the host

communities will also benefit from this project. Given that the schools will be mixed, in order to

avoid any potential adverse impacts, MoNE will also consider to have communications and

engagement plan to mitigate on possible tensions between host communities and SuTP families.

OP 4.04, Natural Habitats is not triggered for this project since according to information given by

borrower all the project sites will be located near to settlement centers in the master plan areas. As

a result, borrower is notified that projects which has impact on any Natural Habitats are defined as

ineligible.

OP 4.12, Involuntary Resettlement: The project is unlikely to involve land acquisition as it will be

carried out on lands owned by or designated to MoNE for the construction of educational facilities.

MoNE has selected plots with no ownership issues for the construction of 55 schools and 1

community center that will be funded by the Bank. Thus the project will not trigger the Bank policy

on Involuntary Resettlement OP 4.12. MONE ensures that by the project becomes effective: (i)

there is no land acquisition in anticipation of this project (ii) there are no squatters/users on public

land that is used; (iii) there are no issues which may trigger OP 4.12 on land acquired previously

which is then used for the project.

In general, acquisition through expropriation is not realized very often by MoNE. According to the

prevailing laws of MONE, if there is a plot designated for education facilities under the zoning plan

the land is allocated to MONE by law. Expropriation is a last resort and especially the enforcement

of Article 27 on Urgent Expropriation is not generally put into practice. When MoNE requires land

for new schools, Ministry owned lands are considered. In certain cases, MoNE may have to request

land from the State Treasury which has already been designated as educational facilities under the

master plan. Majority of the lands are obtained under this process. Shall there be a need to acquire

other lands through expropriation, zoning plans prepared by municipalities are taken into

consideration and lands allocated for educational facilities are identified. MoNE follows

Expropriation Law numbered 2942 to acquire such properties.

With regards to the Project, MoNE has started to provide the Bank with a list of land plots

according to a priority list of 56 buildings in 12 provinces. The lists include annexures such as title


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deeds, aerial photographs, relevant decisions or permits applicable to the selected plots to ensure

that the ownership status of the land is suitable for construction and in line with both national

legislation and Bank requirements. MoNE recently visited and verified the plots in several provinces

to be clean.

The Bank has started its due diligence including screenings/rapid assessments of 10 education

facilities in 2 provinces which are considered as priority investments. The Bank will continue its due

diligence in the remaining education facilities of the selected 56 plots through a piecemeal

approach during implementation to ensure that there is no non-compliance with WB OP 4.12.

Prior to the start of civil works, as part of due diligence process, MONE will fill out the land

acquisition checklist (provided as Annex 1) and enclose all relevant annexes for each plot, and send

them for Bank approval. This checklist will be filled for each subject plots and filed to justify that

there are no prevailing conditions to trigger OP 4.12, all plots are public land and allocated for

MONE. The land plots will also be reviewed if there was a recent land take in anticipation of the

project that had any issues that lead to OP 4.12. Any land (designated for building schools) that

involves involuntary land acquisition that will trigger OP 4.12 will not be eligible for financing. For

such cases, all civil construction works planned will be executed on other alternative sites that the

borrower will provide and confirm which do not require acquisition and are not occupied or being

used for economic activities that will trigger OP 4.12. The checklist will provide general information

such as ownership details and physical status of the plot. In cases where the subject land plot is

privately owned and triggers OP 4.12, MONE will find alternative plots that are clear of any land

acquisition requirement and ensure that there are no ongoing land acquisition issues or

expropriation process as well as having no users/squatters on selected public lands. . The due

diligence will be concluded once all designated plots are approved by the Bank ensuring that there

are no social safeguard issues. . Due to the nature of the Project, it is important that there is a

visibility and communications strategy in place. During implementation, to avoid any negative

feedback or misunderstanding from the host communities, MoNE will have a good communications

strategy for both the SuTP and host communities. Visibility and engagement activities with both

communities will be conducted through communication tools that will be prepared in both

languages (Turkish and Arabic) to ensure potential beneficiaries (parents, teachers, students etc.) to

easily engage and be informed about the Project. As a good practice, it is suggested that MoNE

provide leaflets or other informative documents to inform communities on the new schools that

will be constructed. Prior to construction, MoNE will also set up sign boards/posters with relevant

information of project, contact details of MoNE for any grievances or questions that might arise

from the communities. This will allow all potential beneficiaries and host communities to be

informed of the Project, its construction activities and related environmental and social impacts

and mitigation measures. Additionally, public consultation meetings both to inform and ensure

involvement of host communities and potential beneficiaries will be held. Potential environmental

and social impacts will also be discussed with the public during these meetings. MoNE will be

encouraged to seek coordination with the community outreach programs of other services

providers to also enhance citizen engagement. More broadly, community engagement will be

sought through timely consultations and local level grievance redress mechanisms will be set up to

resolve concerns as they arise. Both consultations and grievance mechanisms will consider the


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different needs and concerns of men and women as well as local and SuTP communities.

MoNE will have a grievance mechanism in place to resolve and administer the grievances that could

be encountered during the construction of school buildings as well as to address other social issues

pertaining to social cohesion and integration once the schools are operational. Host communities

may have concerns regarding the inclusion of SuTP in the mixed school system that will be adapted

in the new schools. Similarly, the mechanism will allow SuTP to express their concerns and

requests. In order to be able to facilitate the needs of both communities the grievance mechanism

should be launched in both languages; Turkish and Arabic. MoNE should recruit communication

liaison officers from both nationalities as well as disseminating information regarding the grievance

mechanism in both languages (Turkish and Arabic).

3. GUIDELINES FOR PREPARATION OF THE ENVIRONMENTAL AND SOCIAL

MANAGEMENT FRAMEWORK AND ENVIRONMENTAL MANAGEMENT PLAN

Before bidding phase of the project, MoNE will prepare an Environmental and Social Management

Framework (ESMF) to describe the implementation arrangements for safeguarding full compliance

of the project with WB environment and social safeguards requirements and national laws and

regulations. The ESMF will be reviewed and approved by WB, and will be disclosed by MoNE and

WB on their websites.

The ESMF will include guidance to construction contractors and construction supervision

consultants who will be responsible for preparing site specific environmental management

plans/checklists (EMPs) before any civil works begin.

For low-risk construction projects, an alternative approach has been developed by World Bank

safeguard teams. With this approach, it aimed to provide an opportunity for a more streamlined

approach to mainstreaming the World Bank’s environmental safeguards requirements into projects

which (a) are small in scale or by the nature of the planned activities have a low potential

environmental impact, (b) are located in countries with well-functioning country systems for

environmental assessment and management. The checklist-type format has been developed to

ensure that basic good practice measures are recognized and implemented, while designed to be

both user friendly and compatible with the World Bank’s safeguards requirements. The intention of

this checklist is that it offers practical, concrete and implementable guidance to contractors and

supervising engineers for simple civil works contracts. It should be completed during the final

design phase and, either freestanding or in combination with any environmental documentation

produced under national law (e.g. EIA reports), constitute an integral part of the bidding documents

and eventually the works contracts.

The EMP checklist attempts to cover typical core mitigation approaches to civil works contracts

with small, localized impacts. It is accepted that this format provides the key elements of an EMP to

meet World Bank Environmental Assessment requirements under OP 4.01. The intention of this

checklist is that it would be applicable as guidelines for the small works contractors and constitute

an integral part of bidding documents for contractors carrying out small civil works under Bank-

financed projects.

The checklist has three sections:


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Part 1 includes a descriptive part that characterizes the project and specifies in terms the

institutional and legislative aspects, the technical project content, the potential need for

capacity building program and description of the public consultation process. This section

could be up to two pages long. Attachments for additional information can be

supplemented when needed.

Part 2 includes an environmental and social screening checklist, where activities and

potential environmental issues can be checked in a simple Yes/No format. If any given

activity/issue is triggered by checking “yes”, a reference is made to the appropriate section

in the following table, which contains clearly formulated management and mitigation

measures.

Part 3 represents the monitoring plan for activities during project construction and

implementation. It retains the same format required for EMPs proposed under normal Bank

requirements for Category B projects. It is the intent of this check-list that Part 2 and Part 3

be included into the bidding documents for contractors, priced during the bidding process

and diligent implementation supervised during works execution.

4. SITE ALTERNATIVES

MoNE has conducted the site selection process of proposed 56 buildings. During site

selection process, MoNE’s aim is to choose existing schools which have structural problems

in accordance to Regulation on Structures in Disaster Areas and Regulation on Buildings

Constructions in Earthquake Zones. In addition to these existing schools; Treasury owned

lands, already dedicated to school construction in master plans, are chosen as proposed

school sites. MoNE states that all available sites are identified as proposed sites for this

project. Therefore, no alternative site analysis was performed by MoNE.


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5. ENVIRONMENTAL AND SOCIAL MONITORING AND GRIEVANCE MECHANISM

Environmental and Social Monitoring

The environmental and social issues included within the mitigation measures are monitored and

supervised by the appointed specialists through Ministry of National Education. Although the

environmental and social impacts are expected to be quite low, the potential negative

environmental impacts are planned to be prevented or mitigated during the construction stage.

Environmental and social monitoring system starts from the implementation phase of the project

thorough the operation phase in order to prevent negative impacts of the project and observe the

effectiveness of mitigation measures. This system helps the WB and the borrower to evaluate the

success of mitigation as part of project supervision, and allows taking an action when needed.

The monitoring system provides,

Technical assistance and supervision when needed,

Early detection of conditions related to mitigation measures,

Follow up on mitigation results,

Provide information of the project progress.

Grievance Redress Mechanism The Grievance Redress Mechanism (GRM) is a process that enables any stakeholder to submit a

complaint or a suggestion about how the project is being planned, constructed or implemented.

MoNE will establish a transparent and comprehensive GRM before Project implementation. This

GRM system will receive and resolve the affected communities’ (both host community and SUTP)

concerns, queries, complaints and grievances about the environmental and social aspects of the

Project that could be encountered during the construction of school buildings as well as to address

other social issues pertaining to social cohesion and integration once the schools are operational.

Some means of communicating information on MoNE’s GRM includes,

Distribution of leaflets to the public places, muhtar offices

Notice Boards

MoNE Website

Telecommunication Tools

Due to the nature of the Project, host communities may have concerns regarding the inclusion of

SuTP in the mixed school system that will be adapted in the new schools. Similarly, the mechanism

will allow SuTP to express their concerns and requests. In order to be able to facilitate the needs of

both communities the grievance mechanism should be launched in both languages; Turkish and

Arabic. MoNE should recruit communication liaison officers from both nationalities as well as

disseminating information regarding the grievance mechanism in both languages (Turkish and

Arabic). Grievances will be addressed at three levels:


Page 78 of 86

1. Contractor level;

2. Provincial level at MoNE; and

3. National Level at the PIU of MoNE.

Details about the grievance mechanism will be specified in the operational manual. The Grievance

Mechanism (sometimes also called Grievance Procedure) will be prepared according to WB policies.

Although there is no obligation, a Public Grievance Form has been prepared for convenience. All the

complaints and concerns through the grievance system to achieve and attempt to solve or mitigate

related issues within a reasonable timeframe. The borrower should report the statistics of

grievances to the WB. A sample of Grievance Form and Grievance Closeout Form are given in Annex

2.

6. IMPLEMENTATION ARRANGEMENTS

A project implementation unit (PIU) will be established under the Construction and Real Estate

Department of MoNE for the implementation of the project. PIU will make site specific evaluation

for each of proposed projects in accordance to national legislation as well as WB Safeguard Policies

to understand effectiveness of the EMP checklist. Moreover, PIU will guide the construction

contractors as well as supervision engineering consultants for the preparation of site specific EMP’s,

and assist them implementation of summary of roles and responsibilities is listed in Table given

below.


Page 79 of 86

TABLE: Roles and Responsibilities

Construction Contractor and

Supervision Engineering

Consultants

MoNE/PIU

Preparation Process Welcome and apply the

relevant laws and regulations

that are introduced by MoNE, in

discussion with WB and

included in the tender

documents

Prepare the ESMF, disclose the ESMF and

include the ESMF in the bidding documents. In

the ESMF, Provide sample EMP checklist

available for the construction contractors and

supervision engineering consultants as a part

of tender documents

Project Roles Preparation of site specific

EMPs and setting up &

managing the Grievance

Mechanism.

Monitoring site activities regular

(daily, weekly monthly etc.)

basis as defined in Site Specific

EMPs.

Preparation of EMP progress

reports for the review of MoNE.

Responsible for compliance of the project

with national environmental regulations, as

well as the WB environmental and social

safeguards policies

Perform supervision of EMP implementation

by the construction contractor and document

performance, recommendations and any

further actions required as part of overall

project supervision.

Summarizing the environmental and social

issues related to project implementation to

WB in regular progress reports

Be open to comments from affected groups

and local environmental authorities regarding

environmental aspects of project

implementation. Meet with these groups

during site visits, as necessary

Coordinate and liaise with WB supervision

missions regarding environmental and social

safeguard aspects of project implementation


Page 80 of 86

The preparation and implementation of EMPs is expected to cost only a small fraction of design and

construction cost, as most mitigation measures will be very generic, off-the-shelf, and

implementable without specialized skills, experience or equipment. Moreover, it is assumed that

the cost is covered in the bid proposals.

7. SCHEDULE

The preparation of the site specific EMPs (in the form of checklists) would require an estimated

time period of about 1 month for each site. This period also includes MONE’s review and approval,

and disclosure.


Page 81 of 86

ANNEX 1.

LAND ACQUISITION CHECKLIST

PART 1 – GENERAL INFORMATION

Location of the Subject Plot

Province Province

District District

Quarter Quarter

Ownership Status

A. Publicly Owned B. Privately Owned C. Both Public + Private

A. Status of registration if the land is publicly owned:

MONE Other Public Other Public institution’s name

Other Information

Type of land (indicated on master plan)

Already in use for educational purposes Yes No

If yes;

Active school facility Yes No

Number of students

Any decision for demolishing existing education facilities

Yes No

Have there been any complaints or concerns regarding the project

Yes No

PART 2 – DETAILED INFORMATION (if expropriation has taken place in the last 5 years)

Acquisition of Private lands

Date of acquisition

Acquisition method Willing Buyer/Seller Article 10 Article 27

Other (Please explain)

Is compensation paid at

replacement value?

Exceeds Equivalent Under

Pending court case Yes No If yes, provide # of open cases ………………….

ATTACHMENTS/ANNEXES

1. Copy of title deed

2. Satellite image (if any)

3. Photo of plot and surroundings

4. Other documents (if there is any demolishing decision for existing education facilities)


Page 82 of 86

ANNEX 2. SAMPLE OF GRIEVANCE FORM

Reference No

Full Name

Please mark how you wish

to be contacted (mail,

telephone, e-mail).

Please mark how you wish to be contacted

Province/Town/Settlement

Date

Category of the Grievance

1. On abandonment (public housing)

2. On assets/properties impacted by the project

3. On infrastructure

4. On decrease or complete loss of sources of income

5. On environmental issues (ex. pollution)

6. On employment

7. On traffic, transportation and other risks

9-Other (Please specify):

Description of the Grievance What did happen? When did it happen? Where did it happen?

What is the result of the problem?

What would you like to see happen to resolve the problem?

Signature: Date:


Page 83 of 86

SAMPLE OF GRIEVANCE CLOSEOUT FORM

Grievance closeout number:

Define immediate action

required:

Define long term action required

(if necessary):

Compensation Required? [ ] YES [ ] NO

CONTROL OF THE REMEDIATE ACTION AND THE DECISION

Stages of the Remediate Action Deadline and Responsible

Institutions

1.

2.

3.

4.

5.

6.

7.

8.

COMPENSATION AND FINAL STAGES

This part will be filled and signed by the complainant after s/he receives the compensation fees

and his/her complaint has been remediated.

Notes: Name-Surname and Signature

Date…./…../…..

Of the Complainant:

Representative of the Responsible Institution/Company

Title-Name-Surname and Signature


Page 84 of 86

ANNEX 5: PROCUREMENT PLAN

I. General

1. Project Information

Country : Turkey

Borrower : Republic of Turkey

Project Name : Education Infrastructure For Resilience (EU Facility For Stup)

TF No :

Implementing Agency : MONE CRED

2. Bank's Approval Date of the Procurement Plan: Original: 11 January 2017

3. Date of General Procurement Notice: 9-Dec-2016

4. Period Covered with this procurement plan: 1 January 2017 - 31 December 2019

5. TF Closing Date: 12/31/2019

Preamble

Mandatory Provisions for Procurement under Bank-Financed Contracts

Subject to National Procurement Procedures

II. Goods, Works and Non-ConsultingTechnical Services

1. Prior Review Threshold : Procurement decisions subject to Prior Review by the Bank as stated in Appendix 1 to the

Procurement Guidelines.

A. Eligibility

B. Fraud and Corruption

The request for bids/request for proposals document shall require that Bidders/Proposes submitting Bids/Proposals present a signed

acceptance at the time of bidding, to be incorporated in any resulting contracts, confirming application of, and compliance with, the Bank’s Anti-

Corruption Guidelines, including without limitation the Bank’s right to sanction and the Bank’s inspection and audit rights.

C. Debarment

The Bank may recognize, if requested by the Borrower, exclusion from participation as a result of debarment under the national system,

provided that the debarment is for offenses involving fraud and corruption and further provided that the Bank confirms that the particular

debarment procedure afforded due process and the debarment decision is final.

Procurement of Second Hand Goods. Not Applicable

Domestic preference as specified under paragraph 5.51 of the Procurement Regulations (Goods and Works) . Not applicable.

The procedures to be followed for National Open Competitive Bidding shall be those set forth in the Public Procurement Law of the

Borrower (Law No. 4734), as amended from time to time, with the latest amendment dated June 17, 2016 (the “PPL”) notwithstanding

anything to the contrary in the Borrower’s Law on Public Procurement Contracts (Law No. 4735), as amended from time to time, with the

latest amendment dated April 23, 2015, and subject to the following provisions:

The eligibility of bidders shall be as defined under Section III of the World Bank Procurement Regulations for IPF Borrowers; accordingly, no

bidder or potential bidder shall be declared ineligible for contracts financed by the Bank for reasons other than those provided in Section III of

the Procurement Regulations

Bidding shall not be restricted to domestic bidders. No restrictions in respect of eligibility to participate in bidding for contracts shall be placed

on the basis of nationality of the bidder and/or the origin of goods other than those set forth in paragraph 3.23 of the Procurement Regulations.

No restriction of any kind shall be applied to foreign bidders who wish to submit a bid.

Bidding shall not be restricted to pre-registered firms, and foreign bidders shall not be required to be registered with local authorities as a

prerequisite for submitting bids.

Participation shall be allowed from joint ventures on the condition that such joint venture partners will be jointly and severally liable under the

contract. Procuring entities shall use bidding documents agreed by the Bank, and included in the Project Operational Manuel.

This textual part along with the Procurement Plan tables in STEP constitute the Procurement Plan for the Project. The following conditions

apply to all procurement activities in the Procurement Plan. The other elements of the Procurement Plan as required under paragraph 4.4

of the Procurement Regulations are set forth in STEP.

The Bank’s Standard Procurement Documents : shall be used for all contracts subject to international competitive procurement and

those contracts as specified in the Procurement Plan tables in STEP.

National Procurement Arrangements: In accordance with paragraph 5.3 of the Procurement Regulations, when approaching the

national market (as specified in the Procurement Plan tables in STEP), the country’s own procurement procedures may be used.

PROCUREMENT PLAN


V1.0

P162004

In accordance with paragraph 5.9 of the “World Bank Procurement Regulations for IPF Borrowers” (July 2016) (“Procurement

Regulations”) the Bank’s Systematic Tracking and Exchanges in Procurement (STEP) system will be used to prepare, clear and update

Procurement Plans and conduct all procurement transactions for the Project.


Page 85 of 86

Procuremen

t MethodPrior Review Threshold

ICB / Open

Internationa

l

Works contracts valued ≥ $10,000,000, Goods

Contracts Valued ≥ $ 2,000,000

NCB / Open

NationalFirst Contract

NCB / Open

NationalFirst Contract

RFQ First Contract

RFQ First Contract

Direct

ContractingAll contracts are subject to prior review

III. Selection of Consultants

1. Prior Review Threshold : Selection decisions subject to Prior Review by the Bank as stated in Appendix 1 to the

Consultant Guidelines

Selection

MethodPrior Review Threshold

Quality and

Cost Based

Selection

(QCBS)

Least Cost

Selection

(LCS)

Quality

Based

Selection

(QBS)

Selection

Based on

Consultants

Qualification

(CQS or CQ)

Single

Source

Selection of

Firms (SSS)

All contracts are subject to prior review

Contracts valued ≥ $ 200,000 and,the first individual consultant contract and all

single source individual contracts are

subject to Bank's prior review irrespective of

contract amount. ToRs for individual consultant

contracts are all subject to prior review by the

Bank.

The selection of any audit, procurement or legal consultants financed by the project, even those are below

prior review threshold, shall be sent to the Bank for prior review.

2. Short list comprising entirely of national consultants: Short list of consultants for services estimated to cost less

than US$ 500,000 equivalent per contract, may comprise entirely of national consultants in accordance with provisions

of paragraph 2.7 of the Consultant Guidelines.

IV. Any Other Special Procurement Arrangements:

V. Procurement Packages with Methods and Time Schedule

- The estimated costs in the attached tables (sheets) include all the taxes (including VAT).

No threshold

Procurement Method Threshold

Default Method (No procurement

method threshold)

Contracts valued < US$30,000,000 -

Works

Contracts valued < US$2,000,000 -

Goods and Non-consulting Services

Contracts valued < US$100,000 -

Goods and Non-consulting

Services

Contracts valued < US$200,000 -

Works

None.

No selection method threshold

Individual

Consultants

(IC)


Selection Method Threshold

Default Method (No selection

method threshold)



Contracts valued <$ 300,000

Contracts valued ≥$ 1,000,000 and irrespective

of contract amount first contract of each

selection method


Page 86 of 86

Procurement Packages with Methods and Time Schedule - TURKEY- EU-IPA-FRIT

Initial version/ İlk Versiyon (DECEMBER / ARALIK 2016)

1 2 3 4 6 7

A. GOODS, WORKS and NON-CONSULTING SERVICES / MALLAR, YAPIM İŞLERİ, DANIŞMANLIK DIŞI HİZMETLER

C1 FRIT1-WB-Y-01/LOT1 Construction of 5 schools in Hatay / Hatay ili

5 Okulun Yapımı İşiW / Yİ Single/TEK RFB (NCB) NO/HAYIR PRIOR/ÖNCE N/A 16-Apr-17 16-May-17 N/A 26-May-17 29-May-17 3-Jul-18 18-Jul-18 18-Jul-19

C1 FRIT1-WB-Y-01/LOT2 Construction of 5 schools in Kahramanmaraş

/ Kahramanmaraş ili 5 Okulun Yapımı İşi

W / Yİ Single/TEK RFB (NCB) NO/HAYIR POST/SONRA N/A 16-Apr-17 16-May-17 N/A 26-May-17 29-May-17 3-Jul-18 18-Jul-18 18-Jul-19

C1 FRIT1-WB-Y-01/LOT3Construction of 6 schoold in Adana / Adana

ili 6 Okulun Yapımı İşiW / Yİ Single/TEK RFB (NCB) NO/HAYIR POST/SONRA N/A 16-Apr-17 16-May-17 N/A 26-May-17 29-May-17 3-Jul-18 18-Jul-18 18-Jul-19

C1 FRIT1-WB-Y-02 Construction of 1 school in Osmaniye /

Osmaniye İli 1 Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 18-Apr-17 28-May-17 N/A 7-Jun-17 13-Jun-17 8-Jun-18 23-Jun-18 23-Jun-19

C1 FRIT1-WB-Y-03 Construction of 5 schools in Mersin / Mersin

İli 5 Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 18-May-17 27-Jun-17 N/A 7-Jul-17 13-Jul-17 17-Aug-18 1-Sep-18 1-Sep-19

C1 FRIT1-WB-Y-04 Construction of 6 schools in Kilis / Kilis İli 6

Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 17-Jun-17 27-Jul-17 N/A 6-Aug-17 11-Aug-17 15-Sep-18 30-Sep-18 30-Sep-19

C1 FRIT1-WB-Y-05 Construction of 1 school in Kayseri / Kayseri

İli 1 Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 18-Apr-17 28-May-17 N/A 7-Jun-17 13-Jun-17 27-Aug-18 11-Sep-18 11-Sep-19

C1 FRIT1-WB-Y-06 Construction of 5 schools in Konya / Konya

İli 5 Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 18-May-17 27-Jun-17 N/A 7-Jul-17 13-Jul-17 26-Sep-18 11-Oct-18 11-Oct-19

C1 FRIT1-WB-Y-07 Construction of 6 schools in Ankara / Ankara

İli 6 Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 17-Jun-17 27-Jul-17 N/A 6-Aug-17 11-Aug-17 25-Oct-18 9-Nov-18 9-Nov-19

C1 FRIT1-WB-Y-08 Construction 6 schools in Bursa / Bursa İli 6

Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 17-Jul-17 26-Aug-17 N/A 5-Sep-17 11-Sep-17 25-Nov-18 10-Dec-18 10-Dec-19

C1 FRIT1-WB-Y-09 Construction of 4 schools in İzmir / İzmir İli 4

Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 16-Aug-17 25-Sep-17 N/A 5-Oct-17 11-Oct-17 15-Nov-18 30-Nov-18 30-Nov-19

C1 FRIT1-WB-Y-10 Construction of 6 schools in İstanbul /

İstanbul İli 6 Okulun Yapımı İşiW / Yİ Single/TEK RFB/LPM NO/HAYIR POST/SONRA N/A 15-Sep-17 25-Oct-17 N/A 4-Nov-17 10-Nov-17 24-Jan-19 8-Feb-19 8-Feb-20

Sub- Total / Ara Toplam

C2 FRIT1-WB-D-01

Procurement of Goods (IT Hardware,

Software etc.) for 2nd Group of Schools / 2.

Grup Okullar için Mal Alımı (Bilgisayar,

Yazılım, Donanım, Tefrişat Malzemeleri)

G / M Multiple/Çoklu RFB (NCB) NO/HAYIR PRIOR/ÖNCE N/A 1-Sep-17 1-Oct-17 N/A 22-Oct-17 21-Nov-17 20-May-18

C2 FRIT1-WB-D-02


Software etc.) for r̂d Group of Schools / 3.



G / M Multiple/Çoklu RFB (NCB) NO/HAYIR POST/SONRA N/A 30-Nov-17 30-Dec-17 N/A 20-Jan-18 19-Feb-18 18-Aug-18

C2 FRIT1-WB-D-03


Software etc.) for 1st Group of Schools / 1.



G / M Multiple/Çoklu RFB (NCB) NO/HAYIR POST/SONRA N/A 28-Feb-18 30-Mar-18 N/A 20-Apr-18 20-May-18 16-Nov-18

Sub-Total / Ara Toplam

C3 FRIT1-WB-TH-01 Danışmanlık Dışı Lojistik Hizmetleri NCS / TH Multiple/Çoklu RFQ HAYIR PRIOR/ÖNCE N/A 1-Jul-17

C3 FRIT1-WB-TH-02 Danışmanlık Dışı Lojistik Hizmetleri NCS / TH Multiple/Çoklu RFQ HAYIR POST/SONRA N/A

C3 FRIT1-WB-TH-03 Danışmanlık Dışı Lojistik Hizmetleri NCS / TH Multiple/Çoklu RFQ HAYIR POST/SONRA N/A


Total / Toplam

C3 FRIT1-WB-DH-01

Design Preparation for Pilot Schools / Pilot

Okullar Proje Hazırlanması Danışmanlık

Hizmetleri

CS/DH 1 CQS/KDSY YES/EVET PRIOR/ÖNCE 11-Jan-17 1-Feb-17 22-Feb-17 27-Feb-17 27-Feb-17 2-Mar-17 31-May-17

C3 FRIT1-WB-DH-02Construction Supervision Services for 7 Cities

/ 7 İl İçin Yapı Denetimi HizmetleriCS/DH Multiple RFP (QCBS) YES/EVET PRIOR/ÖNCE 1-Feb-17 22-Feb-17 5-Apr-17 20-Apr-17 23-Apr-17 20-May-17 14-May-20 14-May-20

C3 FRIT1-WB-DH-03Construction Supervision for 5 cities / 5 İl İçin

Yapı Denetimi HizmetleriCS/DH Multiple RFP (QCBS) YES/EVET POST/SONRA 1-Mar-17 22-Mar-17 3-May-17 18-May-17 21-May-17 17-Jun-17 11-Jun-20 11-Jun-20


C3 FRIT1-WB-DH-04

Consulting Services for Project

Implementation (Procurement, FM, M&E,

Coordinator, Legal Consultant, Support Staff

etc.) / Proje Uygulama Destegi (İhale, Mali

Yönetim, Koordinatör, Hukuk, Destek

Personeli vb. )

CS/DH MultipleIC / Bireysel

DanışmanNO / HAYIR PRIOR/ÖNCE

11 January 17- 11

March 17

C3 FRIT1-WB-DH-05Consulting Services for Communication and

Visibility / İletişim ve Görünülük MüşavirliğiCS/DH Multiple CQS/KDSY EVET ÖNCE

01 July 17- 01 July

18

14 July 17- 14 July

18

01 August 17- 01

Augiust 18

15 August 17- 15

August 18

16 August 17- 15

August 18

01 September 17- 01

September 1801 July 18- 01 July 19


Toplam / Total

Bileşen 3 N/A Operational Cost/İşletme Giderleri N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

(…………………………………………)

TOTAL/ TOPLAM

(#a): The Total Costs are inclusive of all physical and price contingencies .

(#a): Toplam Maliyet tutarları tüm fiziksel ve parasal beklenmedik durumları kapsamaktadır.

Applicable Methods: Abbreviations and Acronyms:

LPM / 4734 Local Procurement Method as per PPL No. 4734 CS: Consultants Services

RFB Request for Bids G: Goods

NCB National Competitive Bidding NCS: Non-Consulting Services

RFQ Request for Quotations W: Works

CQS Selection on Consultant's Qualifications

RFP Request for Proposals

Uygulanabilir Metodlar:

LPM / 4734 KİK 4734'e göre Ulusal Satınalma Metodu Kısaltmalar ve Kısa Adlar:

RFB İhaleye çağrı CS: Danışmanlık Hizmetleri

NCB Ulusal Rekabetçi İhale G: Mal Alımı

RFQ Fiyat Teklifine Çağrı NCS: Danışmanlık dışı Teknik Hizmetler

CQS Danışmanların Niteliklerine Dayalı Seçim W: İnşaat İşleri

RFP Teklife Çağrı

Expected REOI

Issue Date /

Tahmini Ilgi

Beyanı

Yayınlama Tarihi

Expected RFP/SPN

Issue Date /

Tahmini Teklif

İsteme

Dokümanı/İhale İlanı

Yayınlama Tarihi

Expected

Proposal/Bid

Submission Date /

İhale/Teklif Alma

Tarihi

Evaluation of

Technical

Proposals / Teknik

Tekliflerin

Değerlendirilmesi

Evalaution of

Financial Proposals

/ Mali Tekliflerin

Değerlendirilmesi

Expected Date of

Contract Signing /

Sözleşmenin

İmzalanması

Contract

Completion / İşin

Tamamlanması

B.CONSULTING SERVICES / DANIŞMANLIK HİZMETLERİ

Final Acceptance

/ Kesin Kabul

Yapılması

Taking-Over

/ Geçici

Kabul

Yapılması

İhale Metotları ve Zaman Çizelgesi ile Satın Alma Paketleri/Planları-TÜRKİYE-AB-FRİT-İPA

Component

/ Bileşen

Co

ntr

act

Ref.

No

./S

özle

şm

e N

o

Description/Tanım

Typ

e/

Tü

r

Nu

mb

er

of

Co

ntr

acts

/Sö

zle

şm

e

Sayıs

ı Procurement

Method / Satın

Alma Metodu

Prequalificati

on / Ön

Yeterlilik

(Evet/Hayır)

Bank's Review

Method (Prior/

Post) / Banka'nın

Değerlendirme

Metodu

(Önce/Sonra)