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+ "input_text": "Document of\n## **The World Bank**\n\n\nFOR OFFICIAL USE ONLY\n\n\nReport No: PAD2161\n\n\nINTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT\n\n\nPROJECT APPRAISAL DOCUMENT\n\n\nON A\n\n\nPROPOSED GRANT\n\n\nIN THE AMOUNT OF EUR 150 MILLION\n\n\n(US$158 MILLION EQUIVALENT)\n\n\nTO THE\n\n\nREPUBLIC OF TURKEY\n\n\nFOR A\n\n\nEDUCATION INFRASTRUCTURE FOR RESILIENCE (EU FACILITY FOR STUP)\n\n\nFebruary 8, 2017\n\n\nSocial, Urban, Rural, and Resilience Global Practice\nEurope and Central Asia\n\n\nThis document is being made publicly available prior to Board consideration. This does not imply a presumed\noutcome. This document may be updated following Board consideration and the updated document will be\nmade publicly available in accordance with the Bank’s policy on Access to Information.\n\n\n",
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+ "input_text": "CURRENCY EQUIVALENTS\n(Exchange Rate Effective {Jan 11, 2017})\n\nCurrency Unit = Turkish Lira (TL)\n\nTL 3.88= US$1\nUS$ 1.35 = SDR 1\nUS$ 1.052 = EUR 1\nFISCAL YEAR January 1 – December 31\n\n\n\n**ABBREVIATIONS AND ACRONYMS**\nAA Administrative Agreement\nAFAD Prime Ministry Disaster and Emergency Management Presidency\nBU Budget Unit\nCEA Cost Effectiveness Analysis\nDRM Disaster Risk Management\nEC European Commission\nESAP Environmental and Social Action Plan\nESMF Environmental and Social Management Framework\nEMP Environmental Management Plan\nEU European Union\nEUD European Union Delegation\nFDI Foreign Direct Investment\nFRiT Facility for Refugees in Turkey\nFM Financial Management\nGRS Grievance Redress Service\nIPF Investment Project Financing\nISP Implementation Support Plan\nIUFR Interim Unaudited Financial Reports\nLARPF Land Acquisition and Resettlement Policy Framework\n\n\n\nIUFR Interim Unaudited Financial Reports\nLARPF Land Acquisition and Resettlement Policy Framework\n\nM&E Monitoring and Evaluation\nML Management Letter\nMoNE Ministry of National Education\nNMS National Muhtar Survey\n\n\n\nMoNE Ministry of National Education\nNMS National Muhtar Survey\n\nO&M Operations and Maintenance\nPAD Project Appraisal Document\nPDO Project Development Objective\nPOM Project Operations Manual\nPPR Project Progress Report\nPPSD\n\n\n\nPPR Project Progress Report\nPPSD Project Procurement Strategy for Development\n\nPIU Project Implementation Unit\nSoE Statement of Expenditures\nSORT Systematic Operations Risk-Rating Tool\nSTEP Systematic Tracking and Exchanges in Procurement\nSuTP Syrians under Temporary Protection\nUN United Nations\n\n\n\nRegional Vice President: Cyril E Muller\n\nCountry Director: Johannes C.M. Zutt\nSenior Global Practice Director: Ede Jorge Ijjasz-Vasquez\n\nPractice Manager: David N. Sislen\nTask Team Leader(s): Elif Ayhan, Joel E. Reyes\n\n\n",
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+ "input_text": "|Is this a regionally tagged project?|Country(ies)|Lending Instrument|\n|---|---|---|\n|No
||Investment Project Financing|\n\n\n|Approval Date|Closing Date|Environmental Assessment Category|\n|---|---|---|\n|31-Jan-2017|30-Jun-2019|B - Partial Assessment
|\n|Bank/IFC Collaboration|
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|\n|No|||\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n|[ ] Counterpart Funding|Col2|[ ✔ ] Trust Funds|Col4|[ ] Parallel Financing|\n|---|---|---|---|---|\n|Total Project Cost:
157.78
|Total Financing:
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Of Which Bank Financing (IBRD/IDA):
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0.00|Financing Gap:
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|Financing Gap:
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|\n\n\n\n\n\n\n\n\n\nPage 2 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPage 3 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nPage 4 of 86\n\n\n",
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+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\nPage 5 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**TURKEY**\n**EDUCATION INFRASTRUCTURE FOR RESILIENCE (EU FACILITY FOR STUP)**\n\n\n**TABLE OF CONTENTS**\n\n\n**I.** **STRATEGIC CONTEXT ...................................................................................................... 8**\n\n\n**A.** **Country Context** ................................................................................................................. 8\n\n\n**B. Sectoral and Institutional Context** ..................................................................................... 8\n\n\n**C. Higher Level Objectives to which the Project Contributes** ............................................. 15\n\n\n**II.** **PROJECT DEVELOPMENT OBJECTIVES ............................................................................ 16**\n\n\n**A.** **PDO** ................................................................................................................................... 16\n\n\n**B.** **Project Beneficiaries** ......................................................................................................... 16\n\n\n**C.** **PDO-Level Results Indicators** ........................................................................................... 17\n\n\n**III.** **PROJECT DESCRIPTION .................................................................................................. 18**\n\n\n**A. Project Components .................................................................................................** 18\n\n\n**B. Project Cost and Financing ........................................................................................** 19\n\n\n**C. Lessons Learned and Reflected in the Project Design** ..................................................... 20\n\n\n**IV.** **IMPLEMENTATION`....................................................................................................... 21**\n\n\n**A.** **Institutional and Implementation Arrangements** ........................................................... 21\n\n\n**B. Results Monitoring and Evaluation** ................................................................................. 24\n\n\n**C. Sustainability** .................................................................................................................... 25\n\n\n**D. Role of Partners** ................................................................................................................ 25\n\n\n**V.** **KEY RISKS ..................................................................................................................... 27**\n\n\n**A. Overall Risk Rating and Explanation of Key Risks** ........................................................... 27\n\n\n**VI.** **APPRAISAL SUMMARY .................................................................................................. 28**\n\n\n**A. Economic and Financial (if applicable) Analysis** .............................................................. 28\n\n\n**B. Technical** ........................................................................................................................... 28\n\n\n**C. Financial Management** ..................................................................................................... 28\n\n\n**D. Procurement** ..................................................................................................................... 30\n\n\n**E. Social (including Safeguards)** ............................................................................................ 31\n\n\n**F. Environment (including Safeguards)** ................................................................................ 33\n\n\n**G. World Bank Grievance Redress** ....................................................................................... 34\n\n\nPage 6 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**VII. RESULTS FRAMEWORK AND MONITORING .................................................................... 35**\n\n\n**ANNEX 1: DETAILED PROJECT DESCRIPTION ......................................................................... 42**\n\n\n**ANNEX 2: IMPLEMENTATION ARRANGEMENTS .................................................................... 48**\n\n\n**ANNEX 3: IMPLEMENTATION SUPPORT PLAN ...................................................................... 63**\n\n\n**ANNEX 4: ENVIRONMENTAL AND SOCIAL ACTION PLAN ....................................................... 67**\n\n\n**ANNEX 5: PROCUREMENT PLAN ........................................................................................... 84**\n\n\nPage 7 of 86\n\n\n",
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+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**I.** **STRATEGIC CONTEXT**\n\n\n**A.** **Country Context**\n\n\n1. **Turkey’s economic performance since 2000 has been impressive, both before and after the**\n**2008/2009 global financial crisis.** Macroeconomic and fiscal stability were at the heart of its economic\nperformance, enabling increased employment and labor incomes, making Turkey an upper-middleincome country as well as the world’s 17th largest economy. Poverty incidence more than halved during\nthe 2002–2012 period, from 44 percent to 21 percent of the population, and this decrease was shared\nacross both urban and rural areas. Extreme poverty fell even faster, from 13 percent to 4.5 percent.\nDuring this time, Turkey witnessed dramatic urbanization, opened up to foreign trade and finance,\nharmonized many of its laws and regulations with European Union (EU) standards, and greatly expanded\naccess to public services. It also recovered well from the global crisis of 2008/2009, with high economic\ngrowth during the 2010–2012 period.\n\n\n2. **During 2012–2016, economic growth slowed, per capita income stagnated around US$10,000**\n**per year, and unemployment began to inch upwards.** These developments raise concerns about\nTurkey’s progress toward reaching high income and reducing income inequality. In addition, slow\ngrowth in Europe and a deteriorating geopolitical environment in parts of Eastern Europe, Central Asia,\nand the Middle East have negatively affected exports, investment, and growth in Turkey.\n\n\n3. **Domestic political developments in 2015 and 2016, such as national elections in June and**\n**November 2015, a change of prime minister and a cabinet reshuffle in May 2016, and an attempted**\n**coup in July 2016 have all affected the Government’s reform momentum.** To counter these effects, the\nGovernment launched new reforms in 2016, focused on incentivizing research and development and\nenhancing labor market flexibility, to improve the investment and business climate in Turkey. The\nGovernment also continues to take action to promote savings, improve social security and the pension\nsystem, and establish a sovereign wealth fund, as well as housing and dowry account schemes.\nHowever, further reform measures will be needed to address continuing structural vulnerabilities,\nrevitalize private investment, boost growth, and resume Turkey’s convergence with Europe. Most\nnotably, new reform momentum is needed to improve the quality of education and to upgrade skills.\nOnly by boosting productivity growth and creating enough high-productivity jobs to accommodate a\nrapidly growing labor force will Turkey be able to continue to reduce poverty and share prosperity.\n\n\n**B. Sectoral and Institutional Context**\n\n\n4. **The vast majority of the world's refugees—some 86 percent—are hosted in developing**\n**countries, with more than a quarter in the world's least developed countries.** Turkey has become one\nof the world’s largest refugee hosting countries because of the Syrian influx, which has taken place over\nthe last five years. As of July 2016, there are some 2.75 million Syrians with SuTP status [1] residing in the\ncountry. Only a small share (approximately 10 percent) resides in camps, while the rest (90 percent) live\noutside camps, mostly in urban areas. The total number of SuTP may seem modest when placed against\n\n\n1 Syrians under Temporary Protection (SuTP) is the term used by the Government of Turkey to identify those\npopulations receiving its support during the Syrian crisis.\n\n\nPage 8 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nTurkey’s total population of 76.6 million; however, this population represents a significant percentage of\nthe population in border provinces such as Hatay, Gaziantep, Şanlıurfa, and Mardin. In Kilis, there are as\nmany Syrians as Turks and in Istanbul a non-negligent (and growing) percentage of the population is\nSyrian. Most of the provinces hosting a high concentration of Syrians are already more vulnerable or\ndisadvantaged cities in Turkey, which exacerbates the development challenges for Turkey. Figure 1\nprovides a visual depiction of the growing presence of Syrians throughout Turkey. Moreover, data\ncollected by the World Bank jointly with the Government of Turkey [2] (Muhtar [3] survey) not only validates\nthe information shown in figure 1, but it also provides more precise information on the location of\nSyrians at the municipal level and the ratios to the local population.\n\n\n**Figure 1. Provincial Breakdown of Syrian Refugees in Turkey (as of November 2016)**\n\n\n_Source: UNHCR, DGMM, November 2016_ _[4]_\n\n\n5. **Economically disadvantaged regions in the country now host large numbers of Syrians.** As\nshown before, provinces with large numbers of SuTP are mostly located in the southern and\nsoutheastern regions of Turkey. Unfortunately, the same provinces are also among the least developed\nin the country. As such, their capacity to absorb the large influx of SuTP is very limited, and the\nsocioeconomic consequences of hosting SuTP have not all been positive. Some negative socioeconomic\nimpacts are evidenced through competition over jobs, rising rents, growing demand for municipal\nservices, and capacity distress in social services, including education and health infrastructure.\n\n\n2 World Bank (2016), Mapping Location and Living Conditions of Syrians under Temporary Protection in Turkey:\nResults from National Muhtar Survey\n3 Muhtar (headmen) is the elected head of neighborhoods and villages in Turkey.\n4 UNHCR and Directorate General for Migration Management (DGMM) data, November 2016, available at:\n_[http://reliefweb.int/sites/reliefweb.int/files/resources/RegisteredSyrianRefugees-09November16.pdf](http://reliefweb.int/sites/reliefweb.int/files/resources/RegisteredSyrianRefugees-09November16.pdf)_\n\n\nPage 9 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n6. **To tackle challenges faced by the SuTP, a legal framework was established by issuing Law No.**\n**6458 on Foreigners and International Protection in 2013 and Regulation No. 29153 on Temporary**\n**Protection of Syrians in 2014.** **[5]** While the primary responsibility for emergency response and\ncoordinating humanitarian needs are fulfilled by the Prime Minister Disaster and Emergency\nManagement Authority (AFAD), relevant ministries and local authorities, depending on their respective\narea of jurisdiction, assume responsibility to provide registered SuTP with access to education, health\ncare, social services, and labor markets.\n\n\n7. **Since the beginning of the crisis in 2011, the Government of Turkey has spent an estimated**\n**US$12 billion, largely from national emergency funds, to meet the SuTP’s immediate humanitarian**\n**and basic needs.** Receiving a large number of people from Syria led the Government to take necessary\nmeasures for alleviating the strain on social services, supporting acceptable living conditions, and\npreventing negative effects on human development of SuTP and the national population. Integrating\nSuTP into host communities—social, economic, and cultural life—and providing them accessibility to\nemployment opportunities are priorities for the Government. As such, the Government has undertaken\ncommendable steps to facilitate access to critical public services such as education and health and also\nmade regulatory changes to ease access to labor markets.\n\n\n8. **As it related to education, the general framework of the national education system in Turkey**\n**is set by the Basic Law of National Education No. 1739 and issued in 1973.** By law, regardless of sex,\nrace, and religion, all people have right to access formal education and informal education facilities.\nBasic (primary) and secondary education is compulsory to all people and provided free of charge in\npublic schools, while higher education services are also free of charge, though not compulsory.\n\n\n9. **Regarding the aforementioned mandates, the Ministry of National Education (MoNE) is**\n**assigned to provide free access to education to all school-age SuTP with regard to facilitating**\n**education services.** [6] Furthermore, it is stated in MoNE’s Strategic Plan for 2015–2019, under Strategy 7,\nthat “Necessary measures shall be taken to integrate school aged refugees, displaced and stateless\nindividuals into the public education system during their stay in Turkey.”\n\n\n10. **MoNE has undertaken many activities to meet the educational needs of the SuTP.** The SuTP\neducation response has so far been addressed as a short-term effort. As an immediate solution, around\n400 temporary education centers [7] have been established and overseen by MoNE in areas where the\npresence of SuTP is most prevalent. Given the protracted nature of Syrian refugee resettlement, the\nGovernment has changed its policy and started to show substantial efforts to integrate SuTP to the\nnational education system with a longer-run view.\n\n\n5 All Syrians who entered the country after April 27, 2011 were retroactively placed under temporary protection,\nwhich provides access to registration and documentation and to services.\n6 Article 28 of Regulation No. 29153 on Temporary Protection of Syrians.\n7 Temporary Education Centers are primary and secondary education institutions which provide education to\nSyrian children and teenagers in Arabic and according to the Syrian curricula; they are active both inside and\noutside the camps.\n\n\nPage 10 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n11. **To date, of the 833,000 school-age SuTP in Turkey, some 454,000 are enrolled in publicly**\n**owned formal education facilities** . [8] This includes both Turkish schools and temporary education centers\n(TECs). Enrollment rates indicate that, 90 percent of in-camp and only 26 percent of non-camp Syrian\nchildren have access to formal education. Official figures shared by MoNE indicate that 124,540 Syrian\nchildren currently have access to formal education through Turkish schools, while 329,988 SuTP receive\neducation services in TECs.\n\n\n12. **A holistic approach to rapid integration of SuTP to social, education, and labor life calls for**\n**complementary support services.** According to the International Labor Organization, “around half of\n(working age) Syrian refugees are economically active and just one-third have access to mostly informal\nand low-skilled employment.” The number is over 400,000 in Turkey, with 2.7 million Syrian refugees. [9]\nHowever, there is ambiguity on what Syrians were doing before they became refugees and limited\nknowledge about what their skills are and how they can best be placed in the workforce.\n\n\n13. **Access for SuTP to informal education as well as vocational and technical training programs**\n**has been shown to also be vital for the successful integration of SuTP in Turkey and society at large.**\nThe Government (and the nongovernmental community) has provided access to various types of\nformation schemes to encourage eligible SuTP to participate in vocational trainings provided by MoNE\nbetween 2015 and 2016. The number of SuTP who enrolled in skill training programs executed by MoNE\nwas around 76,889, of which 61.5 percent were women. In addition, to overcome language barriers,\n119,847 SuTP benefitted from language learning courses executed by MoNE; about 49.5 percent of\ncourse participants were female.\n\n\n**Table 1. Number of SuTP who benefitted from Skill Training Conducted by MoNE**\n\n|Year|Female|Male|Total|\n|---|---|---|---|\n|**2015**|36,229|25,115|61,344|\n|**2016**|11,169|3,389|14,558|\n|**TOTAL**|**47,398**|**28,504**|**75,902**|\n\n\n\n_Source:_ MoNE, October 2016.\n\n\n**Table 2. Number of SuTP who benefitted from Language Training Conducted by MoNE**\n\n|YEAR|FEMALE|MALE|TOTAL|\n|---|---|---|---|\n|**2015**|40,904|28,639|69,543|\n|**2016**|18,423|31,881|50,304|\n\n\n\n8 Formal education is conducted within public and private educational facilities for individuals from certain age\ngroups, following official curricula developed in accordance with specific learning objectives. Formal education\nincludes preprimary, primary, secondary (including regular high schools and vocational and technical high schools),\nand tertiary education (undergraduate schools/universities and above) institutions. Nonformal education covers\nformation schemes targeting those who have never received education or who dropped out without achieving a\nqualification and education in particular subjects for those who are still attending formal education. Nonformal\neducation activities are offered out of school to teach adults how to read and write, provide basic knowledge,\nfurther develop knowledge and skills already acquired, and create new opportunities for improving individuals’\nstandard of living. Nonformal education is carried out through public education and apprenticeship training\ncenters, as well as distance education schemes which fall under jurisdiction of MoNE.\n[9 Brookings Institute. 2016. https://www.brookings.edu/2016/06/20/syrian-refugees-and-the-promise-of-work-](https://www.brookings.edu/2016/06/20/syrian-refugees-and-the-promise-of-work-permits/)\n[permits/.](https://www.brookings.edu/2016/06/20/syrian-refugees-and-the-promise-of-work-permits/)\n\n\nPage 11 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n|YEAR|FEMALE|MALE|TOTAL|\n|---|---|---|---|\n|**TOTAL**|**59,327**|**60,520**|**119,847**|\n\n\n\n_Source:_ MoNE, October 2016.\n\n\n14. **Enrollment of SuTP children in schools remain limited despite all ongoing efforts.** Some of the\nmost vital issues facing SuTP are (a) the need to increase the number of education facilities in areas\nwhere SuTP are concentrated (where either their ratio to the total population is high or where the\nabsolute number of SuTP is high), (b) high degree of mobility of the SuTP population, which results in\nschool dropouts; (c) high levels of psychosocial trauma, which disrupts concentration; (d) difficulties in\nretaining Syrian teachers; (e) need for financial support to cover transportation costs; and (f)\novercrowding, damage, and disruption to Turkish schools where double shifts are in place. [10]\n\n\n15. **In addition to education infrastructure needs, there is an integrated international response in**\n**support of the Government for the immediate humanitarian and basic needs of SuTP, including the EU**\n**contributions totaling EUR 3 billion for 2016–2017.** UN agencies, bilateral donors and international and\nnational NGOs are providing core education and complementary services for SuTPs. The EU funding\nincludes a special measure worth EUR 1,415 million to address needs in the priority areas of education,\nhealth, municipal infrastructure, and socioeconomic support. In addition, the EU has allocated EUR 300\nmillion to MoNE [11] to co-finance expenditures such as staff salaries and operational costs, equipment and\nutility costs, and costs relating to guidance, training, and certification of both Turkish and Arabic\nspeaking staff. As for education infrastructure to facilitate SuTP access to Turkish schools, the EU has\nalso allocated a total of EUR 200 million: EUR 150 million will be provided through the World Bank and\nEUR 50 million through KfW. This PAD details the project design, institutional arrangements, fiduciary\nprocedures and safeguards to be applied for education infrastructure investments and related technical\ncapacity building activities.\n\n\n16. The Bank will undertake all reasonable efforts to ensure that there is no overlap of activities and\ncoordinate with the other ongoing EU financed school construction and other educational projects, such\nas:\n\n\n - The European Union Regional Trust Fund in Response to the Syrian Crisis (EUTF or “Madad\nFund”) to UNICEF. These actions are complementary and provide an integrated package of\nactivities to increase access to formal schooling and informal education.\n\n\n - “Education for All in Times of Crisis 1+2” implemented by the KfW, funded by the EUTF and\nthe by the FRIT. The main objective of these actions is to finance the construction of\neducation facilities. The provision of additional school infrastructure can be even more\neffective if complementary activities facilitate the use of such infrastructure.\n\n\n10 Refugee Studies Centre. 2014. Ensuring Quality Education for Young Refugees from Syria. Research Report,\nRefugee Studies Centre, Oxford. http://www.rsc.ox.ac.uk/files/publications/other/rr-syria-youth-education2014.pdf.\n11 At the time this PAD is being written, the EU had already signed the EUR 300 million grant with the Government\nof Turkey, to be implemented by MoNE.\n\n\nPage 12 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n - ECHO, UNICEF, IOM and GIZ funded/coordinated programs focus on activities\ncomplementary and quality educations services.\n\n\n17. **The World Bank will support the Government in using its extensive experience in disaster risk**\n**management within the social crisis and in education more generally.** To provide specialized support,\nthe World Bank Global Practices for Education and for Social, Urban, Rural, and Resilience have formed\nan interdisciplinary team, which brings together specialists in disaster risk management and education\nresilience. Turkey has been a flagship country considering all the policy and institutional changes\nfollowing the lessons learned from devastating Marmara earthquakes of 1999 and especially\ncommended for its emergency management system. This experience is an asset that can serve as\nfoundation to a more systematic response and preparedness in education settings. Such response will\nrequire serving both displaced and host communities and interacting with a range of government,\nhumanitarian, and development actors. Within the World Bank, in addition to education and safe\nschools, the team possesses skills in overall disaster risk management, just-in-time monitoring, and rapid\nresponse.\n\n\n18. **Turkey has made significant progress over the last decade with regard to improving education**\n**infrastructure and quality of learning environment through constructing new schools.** As of 2015,\nthere are approximately 60,000 schools, which serve 18 million students. About 20 percent of these\nschools have been constructed over the last decade to meet the demand for new schools caused by\nrapid urbanization, recent educational policies which call for single shifts and 30 students per classroom,\nand the increased length of compulsory education from 8 to 12 years (often referred to as the 4 + 4 + 4\neducation system). Despite this significant development in construction of new schools, Turkey\ncontinues to face a shortage of quality learning spaces in densely populated urban areas, which are\nsubject to frequent waves of immigration. Also, the physical risk reduction programs need to be\nexpedited to address vulnerability of existing schools and improve their resilience. [12]\n\n\n19. **Expanding and sustaining investments in education since the end of the 1990s yielded rapid**\n**increases in skills in Turkey.** The net secondary enrollment rate jumped from 38 percent in 1997–1998\nto 80 percent in 2015–2016, while the schooling rates of boys and girls have converged significantly.\nWhen fully implemented, the 2012 reforms that made 12 years of education mandatory will increase\nthe secondary gross schooling ratio even further. [13]\n\n\n20. **Existing roadblocks for enhancing education infrastructure quality coupled with additional**\n**need for learning spaces for SuTP specifically in the southeastern region of Turkey makes increased**\n**investments in school infrastructure and services a priority.** This increased demand in education\ninfrastructure may hinder the overall quality of education under distress and create social tension\nbetween SuTP and host communities. School buildings in the southeastern provinces in Turkey may be—\nand in certain cases are—deployed as community centers facilitating normalization processes for SuTP.\nHence, in addition to the need for establishing new and/or safe education compounds, the possibility of\neducation facilities having to be deployed as assembly areas, safe havens, shelters, and refuge for SuTP\nand host communities is yet another aspect to be factored in.\n\n\n12 Data compiled from MoNE officials and TUIK education statistics,\n_[http://www.tuik.gov.tr/PreTablo.do?alt_id=1018](http://www.tuik.gov.tr/PreTablo.do?alt_id=1018)_\n13 World Bank. 2016., _Republic of Turkey Systematic Country Diagnostic: Turkey’s Future Transitions._\n\n\nPage 13 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n21. **The budget composition of MoNE calls for attention about Turkey’s ability to quickly expand**\n**its school infrastructure stock to meet the growing needs for additional learning spaces.** In 2016,\napproximately US$2 billion is allocated to MoNE for infrastructure investments, which corresponds to\nabout 9.4 percent of public investment budget of Turkey. [14]\n\n\n22. **Over the last decade, the World Bank has developed a strong collaboration with the**\n**Government of Turkey in the education sector.** The World Bank has supported MoNE in addressing\nlower educational attainment and learning achievements. Through the Secondary Education Project,\nimplemented with the World Bank funding between 2006 and 2012, the World Bank-funded\ninvestments that supported improvement of conditions for student learning in secondary education and\nin schools in sub-provinces with lower enrollment rates. The project has been instrumental in revision\nand implementation of general education and vocational education curricula and facilitation of student\nevaluation and assessment of the quality of education.\n\n\n23. **In addition, the Government, with the support of the World Bank, retrofitted and**\n**reconstructed 873 schools (1,030 school buildings) in Istanbul since 2006.** [15] Moving forward, the\nGovernment considers advancing the safer schools agenda as one of the key areas for operationalizing\nrisk reduction in a systematic manner. Following the third United Nations (UN) World Conference on\nDisaster Risk Reduction in Sendai in April 2015, Turkey endorsed the Worldwide Initiative for Safe\nSchools after hosting a regional meeting at Istanbul back in October 2014. This initiative promotes the\napplication of the Comprehensive School Safety Framework which consists of three core pillars: (a) safer\nschool facilities, (b) school-based disaster risk management, and (c) disaster risk reduction and resilience\neducation. Advancing all pillars in Turkey will require significant scaling-up of retrofitting and\nreconstruction activities to reduce the vulnerability of the existing school building stock, advancing\nemergency response and contingency planning across the country, and continuing to integrate disaster\nrisk management into formal and informal education.\n\n\n24. **Meeting the growing demand for education facilities and quality learning environment to**\n**accommodate the needs of SuTP calls for a programmatic approach that builds on and complements**\n**the ongoing efforts of the Government** . The Construction and Real Estate Department of MoNE is\nresponsible for the construction of new education facilities and strengthening and maintenance of\nexisting schools. Adding a work stream related to the construction of new schools for SuTP does not only\noffer a window of opportunity to reduce transaction costs and ensure timely implementation, it will also\nfurther ensure sustainability of investments as it is an integrated part of the Government’s overall\neducation infrastructure program.\n\n\n25. **Harmonization, collaboration, and cooperation with fellow units of MoNE are key to**\n**developing a holistic approach exceeding those posed by solely infrastructure needs.** In this vein, the\nGeneral Directorates of Lifelong Learning [16] and Support Services [17] of MoNE provide the overall\n\n\n14 Ministry of Development. 2016., _2016 Annual Investment Program._\n15 Istanbul Seismic Risk Mitigation and Emergency Preparedness Project, Implementation Completion Report,\nReport No: ICR00003698, June 25, 2016.\n16 The General Directorate of Lifelong Learning, in Action Plan for 2014–2018, under Priority 3.4 marks\ndisadvantaged groups, including women, children, disabled, elderly, and refugees, access to nonformal education,\n[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)\n\n\nPage 14 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\neducational framework to tailor need-based and demand-driven services, as well as ensure that the new\neducation facilities are designed for effective delivery of these activities. For example, complementary\nactivities for students from SuTP families include language programs, remedial education,\nextracurricular activities, and transportation and translation services. Planning and coordination with\nother specialized partners (for example, UN and bilateral agencies) will guarantee a coordinated\ncommunity-school engagement for safety, social support, and sustainable use of school spaces and\nother cross-sector SuTP services best delivered to beneficiaries.\n\n\n26. **Disaster resilient infrastructure, context-adaptive school environments and school-community**\n**communication guide a resilience approach to the expansion of education infrastructure.**\nInternationally, Turkey is an active agent in terms of implementing and encouraging global frameworks\nfor disaster risk reduction and school safety (for example, the Hyogo Framework for Action and Sendai’s\nFramework for Risk Reduction). These standards and lessons learned on safe schools will be\nincorporated in the construction of the new and rehabilitated school infrastructure. In addition, to\nbetter manage the dynamic nature of the present influx of SuTP, school environments and furniture are\ndesigned to be flexible and adapt to different types of use. The resilience approach also focuses on\nmaintaining close communication with beneficiaries, including outreach and information programs.\n\n\n27. **Expanding education infrastructure is a prerequisite to continue to implement Turkey’s policy**\n**of integration into Turkish schools for SuTP.** Turkey grants access to education for Syrian children and\nyouth, and seeks now to integrate further their schooling in Turkish schools along host students. Todate, however, access has been limited, in part, by available schools near the place of residence of\nSyrian families or limited space in existing schools. MONE, through this project, seeks to expand school\nconstruction, to contribute to additional classroom places and relevant education environments for both\nSyrian and host students. The ultimate expected direct impact is to increase the number of Syrian\nchildren attending Turkish schools, as part of the integration policy, and also to improve learning\nenvironments for host students.\n\n\n**C. Higher Level Objectives to which the Project Contributes**\n\n\n28. The proposed project is consistent with the ongoing World Bank Group Country Partnership\nStrategy for Turkey (2012–2016), which has three main strategic objectives and pillars: (a) enhanced\ncompetitiveness and employment, (b) improved equity and public services, and (c) deepened\nsustainable development. The proposed project is also aligned with the Indicative Strategy Paper for\nTurkey (2014–2020), specifically ‘Education, employment and social policies sector’ via complementing\nthe sector objective on development of a more inclusive society by addressing employment and labor\nmarket needs and improving the effectiveness of social protection and social inclusion policies, including\npromoting decent jobs, improving social dialogue, and increasing the quality of and access to education\nand training systems.\n\n\n29. Moreover, the Project responds to European Commission Implementing Decision of 28.7.2016\nadopting a Special Measure on education, health, municipal infrastructure and socio-economic support\n\n\n17 The General Directorate of Support Services is mandated by law to undertake entire procurement processes that\nentail furnishing and equipping education facilities as well as facilitating transportation services in public\neducation.\n\n\nPage 15 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nto refugees in Turkey, to be financed from the General Budget of the European Union for the years 2016\nand 2017 and Action 5 of its Annex I.\n\n\n30. The project is also in alignment with the 10th National Development Plan of Turkey and the\nStrategic Plan of MoNE which identify increased access to education for all, including SuTP; capacity\nimprovements in education infrastructure; and increase of school building stock factoring in not only\nphysical upgrades but also other aspects required by law such as accessibility, workers’ health and\nsafety, environmental provisions, and disaster resilience as priority goals to be achieved by 2019.\n\n\n**II.** **PROJECT DEVELOPMENT OBJECTIVES**\n\n\n**A.** **PDO**\n\n\n31. The objective of the Project is to support Turkey in improving access to education by Syrians\nunder temporary protection (SuTP) and host communities through the expansion of disaster resilient\neducation infrastructure in priority provinces.\n\n\n**B.** **Project Beneficiaries**\n\n\n32. The project will focus primarily on Turkey’s southeastern and southern provinces where the\nmajority of school-age SuTP reside and currently host the highest concentration of out-of-school SuTP:\nAdana, Mersin, Hatay, Kilis, Kahramanmaraş and Osmaniye. In addition, the project will also facilitate\nexpanding education infrastructure investments in Istanbul, Ankara, Bursa, İzmir, Konya and Kayseri\nwhich host a high number of SuTP and has high concentration of out-of- school SuTP at the district level.\n\n\n33. The criteria to select the twelve provinces, and locations within the provinces, included a\ndetailed analysis of concentration of SuTP at the district level, their access to education, and population\ndensities of SuTP compared to host communities. Based on these criteria, the selected locations\nrepresent the following conditions:\n\na. Districts which host more than 50,000 SuTP and with a resident population over 500,000 (where\nthe ratio of SuTP versus host community creates considerable distress for existing infrastructure\nand service capacity)\nb. Districts where the majority of school-aged SuTP reside and which currently host the highest\nconcentration (ratio) of out-of-school SuTP due to very limited (deprived) access to education\nservices,\nc. Districts where a planned change from double-shifts to single-shifts and abolishment of\nTemporary Education Centers are imminent,\nd. Districts where the appropriate public land is available and secured for construction.\n\n34. The Bank team jointly with MoNE used various sources of available data to ensure all\ndimensions of the aforementioned criteria were addressed in the selection. Apart from administrative\ndata from MoNE and DGMM, the team also used the National Muhtar Survey (NMS). The NMS was\nconducted in every neighborhood and village throughout Turkey, jointly by the World Bank and the\nGovernment, to ascertain the accessibility criteria. The survey relies on the information provided by\nmuhtars, who are the elected heads for neighborhoods and villages. They report on population related\n\n\nPage 16 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nmatters (count of SuTP), as well as access of SuTPs to key basic services (e.g. education, health). The\nanalysis of combined data sources shows that some provinces which are not among the first priority list\nidentified by the EU, have higher concentrations (by ratios to population or levels) of SuTPs by districts\nthan previously reported.\n\n35. Locations have been ranked and prioritized according to their level of deprivation in access to\neducation to inform the selection of project sites for school construction. Deprivation in access to\neducation has been assessed through a National Muhtar Survey conducted in every neighborhood and\nvillage of the country. In each location, muhtars who are the elected heads for neighborhoods and\nvillages have reported on and rated Syrian refugees’ access to education. This unique information has\nallowed the ranking of all locations in the country and produce an informed list of prioritized locations\nfor better need-based targeting. This analysis shows that some provinces which are not among the first\npriority list identified by the EU, there is higher concentration of refugees by district. The top 5 percent\ndistricts with the highest concentration of SuTP are listed in Annex 4.\n\n\n36. As the proposed project aims to provide additional education facilities to help implement the\nintegration policy of Syrian students in Turkish schools, the direct beneficiaries would be both the SuTP\nwho currently do not have access to education and residents of local communities. MoNE will construct\napproximately 56 formal and informal education facilities reaching out to more than 40,000 direct\nbeneficiaries with EUR 150 million EU support through the World Bank. The project will not only\nfacilitate access of SuTP and host students to formal education facilities, but will also facilitate\nconstruction of informal education facilities that would benefit the community at large.\n\n\n**C.** **PDO-Level Results Indicators**\n\n\n37. A selection of direct impact (PDO) and intermediate outcome indicators linked to the project\noutputs related to school construction. The “results chain” of the project includes construction and\nfurnishing outputs, leading to intermediate outcomes of available and relevant school places. The PDO\n(direct impact) expected is increased access of Syrian and host students to formal and informal\neducation facilities. These result chain will be monitored and evaluated by the following indicators [18] :\n\n\n(a) PDO-level indicator:\n\n\n`o` Number of direct beneficiaries provided with access to disaster resilient, formal\n\neducation facilities\n\n`o` Number of direct beneficiaries provided with access to disaster resilient, informal\n\neducation facilities\n\n`o` Percentage of direct female beneficiaries reached out to via project interventions\n\n`o` Percentage of direct male beneficiaries reached out to through project interventions\n\n\n(b) Intermediate Outcome Indicator:\n\n\n18 During monitoring and data collection, PDO level indicator for access to formal institutions will be disaggregated\nby (i) level of education (primary, secondary and technical-vocational), (ii) student background (SuTP or Host\nCommunity), and (iii) gender.\n\n\nPage 17 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n`o` Number of primary education facilities built\n\n`o` Number of secondary education facilities built\n\n`o` Number of vocational and technical education facilities built\n\n`o` Number of community training facilities built\n\n`o` Number of additional classrooms built at the primary level\n\n`o` Number of additional classrooms built at the secondary level\n\n`o` Number of additional classrooms built at the vocational and technical education level\n\n`o` Percentage of newly constructed and ready for usage education facilities provided with\n\nproper equipment and furnishing\n\n`o` Number of capacity-building activities, trainings, and informative meetings for staff and\n\nbeneficiaries organized by MoNE\n\n`o` Percentage of grievances resolved within the stipulated time\n\n\n**III.** **PROJECT DESCRIPTION**\n\n\n**A.** **Project Components**\n\n\n38. The project includes three components: (a) supporting school infrastructure investments; (b)\nenhancing quality learning environment; and (c) project management and technical capacity building for\ninfrastructure.\n\n\n**Component 1: Supporting School Infrastructure Investments (US$141.79 million)**\n\n\n39. The objective of Component 1 is to support enhancing school infrastructure for SuTP. This\ncomponent will provide support for construction of priority formal and informal schools and education\nfacilities. Design reviews, soil surveys, or other analysis for ground conditions and construction\nsupervision will also be supported under this component. Schools and other education facilities to be\nconstructed will satisfy all applicable Turkish regulations and codes for seismic safety, land use planning,\nenergy efficiency, fire, safety at workplace, access for people with disabilities and so on as well as all\nstandards related with the materials to be used. Building up-to-standard and safe schools will result in\navoiding the creation of new risks and serve the purpose of long-term risk reduction in school buildings;\nthus, the project will contribute to the safer schools agenda in Turkey. New, disaster-resilient and\nmodern facilities will also contribute to a better learning environment that has a positive effect on the\nlearning abilities of students/trainees.\n\n\n**Component 2: Enhancing Quality Learning Environment (US$3.68 million)**\n\n\n40. The objective of Component 2 is to improve the indoor and outdoor quality of schools to create\nan enhanced learning environment. This component will provide support for equipment and furnishing\nrequired to create a quality learning environment and to enable flexible use of education facilities for\nother activities for SuTP. Equipment and furniture support can include not only all desks and chairs but\nalso establishment of laboratories with proper equipment and material for various science and technical\ncourses, language labs with equipment and systems, sports equipment and tools, IT equipment, and\n\n\nPage 18 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nvocational/skills training materials. Given that the education facilities will target a diverse and changing\npopulation and may need to be used for teacher-parent meetings and education planning with SuTP and\nhost families, the schools would benefit from flexible furniture (for example, chairs and tables could be\nadjusted to different ages and equipment could be on wheels).\n\n\n**Component 3: Project Management and Technical Capacity Building for Infrastructure (US$4.73**\n**million)** .\n\n\n41. The objective of Component 3 is to support all operational expenses and technical capacitybuilding activities that would be needed for timely and efficient implementation of the project which\nwill be implemented by MoNE’s Construction and Real Estate Department that has extensive technical\ncapacity for outsourcing and managing design and construction of schools. The component will support\nstrengthening the department’s staff capacity by hiring experts including, but not limited to,\nprocurement, financial management (FM), disbursement, monitoring and evaluation (M&E), and\nenvironmental and social safeguards. M&E will be given special emphasis and the component will\nsupport all activities related to data collection, implementation assessments, and evaluations to ensure\noutcome targets are met. Consultancy services and specific activities for capacity building, equipment,\nand software to implement the project and to monitor and evaluate the results, organization of\nworkshops, trainings, and other informative meetings for central and local staff of MoNE will be\nsupported under this component. This component will also support financing of all communications and\nvisibility activities to be conducted during the life-span of the project. For a detailed description and\nindicative budget breakdown, see section E. Visibility. The software to be procured by MoNE, among\nothers, includes a full-fledged information management and monitoring system, which enables tracking\nof not only contract management and disbursement figures but also follow-up on the physical progress\nmade on each construction site through visuals, video graphics, and so on.\n\n\n**B.** **Project Cost and Financing**\n\n\n42. The project will be financed by the EC grant under the Facility for Refugees in Turkey (FRiT) and\ndelivered through a World Bank administered, Recipient-executed Trust Fund which was established\nend-2016.\n\n\n43. Investment Project Financing procedures will be applied. The implementation period for the\nproject is three years.\n\n\n44. Indicative breakdown of costs per component is listed in this table.\n\n\n\n\n\n\n\n\n|Project Components|Project Cost (US$)|Trust
Funds|\n|---|---|---|\n|Component 1: Supporting
School Infrastructure
Investments|141.79 million|EU|\n|Component 2: Enhancing
Quality Learning Environment|3.68 million|EU|\n|Component 3: Project|4.73 million|EU|\n\n\n\nPage 19 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n|Management and Technical
Capacity Building for
Infrastructure|Col2|Col3|\n|---|---|---|\n|**Total Costs**|150.20 million|EU|\n|Cost recovery and other fees|7.57 million||\n|**Total Financing Required**|157.77 million||\n\n\n\n45. **Retroactive financing.** An amount of up to Euro 3,575,000 will be available for retroactive\nfinancing of eligible expenditures made before the date of the Grant Agreement, but on or after the\nsigning of the Administrative Agreement between the Bank and the EU which is December 22, 2016.\n\n\n**C. Lessons Learned and Reflected in the Project Design**\n\n\n46. Leveraging from the Government’s and the World Bank’s rich experience in Turkey and in other\ncountries, the following key lessons were identified and have been applied to the project’s design:\n\n\n(a) Turkey has been recognized regionally and globally for its increased institutional capacity\n\nfor disaster risk management, especially after the 1999 Marmara earthquake. The\nGovernment has already implemented several risk reduction programs at the provincial\nlevel and for certain types of schools and is in the process of developing a national safer\nschools program. Therefore, MoNE has acquired the experience and capacity to implement\nthe project and scale up its infrastructure capacity.\n\n\n(b) Turkey’s regulations and codes for structural design and seismic safety are well developed\n\nand applying those would avoid the creation of new risks and improve resilience in\neducation facilities.\n\n\n(c) Project design and location selection is based on thorough analysis of quality education\nneeds of SuTP at the provincial and community levels. Increasing education facilities’\ncapacity is a major expressed need, as well as the support mechanisms to encourage SuTP\nchildren and youth to remain in school.\n\n\n(d) The prioritization of education facilities to be constructed was done by MoNE during\n\nproject preparation and is in line with the findings of the World Bank-Government’s joint\nMuhtar survey (formally titled ‘Mapping Location and Living Conditions of Syrians under\nTemporary Protection in Turkey: Results from National Muhtar Survey’), which identifies\nlocalities where access to education is most stringent.\n\n\n(e) As learned from other country examples (for example, the Syrian response in Jordan and\n\nLebanon), the geographical proximity of construction sites to communities experiencing\nfast growth due to intake of displaced populations provides useful criteria for education\naccess expansion. Thus, the design and prioritization of investment packages seek to\nmaximize efficient usage by the careful selection of locations to construct new or\nexpanded education facilities.\n\n\nPage 20 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n(f) For the education infrastructure to be most effective, it is critical to ensure that they are\naligned with complementary services—such as adequately trained teachers, materials,\ntransport, resources—for SuTP. Such student, family, and community services are provided\nby humanitarian and development partners, as well as by the programs administered\ndirectly by MoNE, including language training, remedial education, psychosocial services,\ncommunity involvement and advocacy, and transportation.\n\n\n(g) Institutionally, the World Bank’s global experience for responding to emergencies in the\n\neducation sector focus as well on the resilience of education systems to continue to deliver\nservices during crisis and to build back better after emergencies; specific examples\nreviewed are the World Bank’s support to Jordan, Lebanon, Nigeria, and Bosnia and\nHerzegovina, among others.\n\n\n**IV.** **IMPLEMENTATION**\n\n\n**A.** **Institutional and Implementation Arrangements**\n\n\n47. The project will be implemented by MoNE through its Construction and Real Estate Department\n(CRED). The department brings extensive experience with managing school infrastructure projects\nacross all 81 provinces of the country. Between 2003 and 2014, MoNE has invested an estimated US$10\nbillion in school infrastructure. The department has well-qualified technical staff who have significant\nexperience in conducting vulnerability assessments and managing design, construction, and retrofitting\ncontracts. To guarantee the timely operation of newly built schools, the department coordinates its\neducation infrastructure investments with other MoNE departments and partners providing core and\ncomplementary education services for SuTP and Turkish students.\n\n\nPage 21 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Figure 2. Organigram of Construction and Real Estate Department**\n\n\n_Note:_ PPP = Public-Private Partnership; GIS = Geographic Information System\n\n\n48. A Project Implementation Unit (PIU) will be established under the CRED of MoNE, which will be\nresponsible for overall implementation, management, and coordination of the project. The PIU is to be\nled by the head of CRED with its current staff who will be supported by consultants. The specific number\nof consultancy positions will be defined based on the program needs and work demands. The PIU\norganizational structure will include functions on procurement, FM, disbursement, M&E, and\nenvironmental and social safeguards. A fiduciary specialist will support procurement and FM\nprocedures. The M&E staff will be responsible for data collection, implementation assessments, and\nmonitoring of progress. A social and environmental specialist will coordinate with relevant units, at the\ncentral and local levels, to guarantee the environmental and social soundness of the education\ninfrastructure program. The communication plan will be a key tool to provide information and consult\nwith the SuTP and Turkish communities before, during, and after the education infrastructure\ninvestments.\n\n\n**Figure 3. Composition of PIU**\n\n\n\n\n\n\n\n\n\n\n\n\n\nPage 22 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n49. The PIU will be supported by several specialized unit within the department itself (Department\nof R&D and Projects, Department of Construction Works, Department of Investments and PPP,\nDepartment of Monitoring and Evaluation, and Department of Geographic Information System and\nProperty) and fellow general directorates, namely the General Directorate on Support Services and on\nLifelong Learning. The Monitoring and Evaluation unit will be directly responsible for collecting data to\nmonitor the implementation of program outputs (components 1-3) as well as the intermediate\noutcomes related to availability and use of complemented schools and community centers. They also\nwill collect relevant data to be used for project evaluations (see section B below).\n\n\n50. PIU staffing will require both short and longer term consultants. However, the exact number of\nthese consultancies is not yet determined. This will be defined based on the capacity building needs of\nMoNE Construction and Real Estate Department as part of the Operational Manual for the project. The\nnumber of consultancies will take into consideration the available positions in the Project Management\nUnit that coordinates the other education services for SuTP, to avoid duplication.\n\n\n51. **Coordination for core and complementary education services.** Education infrastructure is only\none of the various services that are being provided to SuTP and the education communities that are\nhosting them. These services range from core education services such as teachers, teacher training and\nincentives, and educational service to complementary support for SuTP, such as language courses,\nremedial education, and community-based activities. The PIUs will coordinate with the MoNE\ndepartments and parents responsible for these education activities, in particular with the PIU for the\nactivities under the EUR 300 million grant of the EU to MoNE, as described in section 1.A. The aim will be\nto sequence the delivery of newly built schools and timely operation along core and complementary\neducation services.\n\n\n52. A Steering Committee, composed of the World Bank, the EU, and the Government\nrepresentatives will be set up and convene every six months to review together the progress in the\nimplementation of the project and to endorse corrective measures according to the implementation of\nthe project (where necessary). The composition of the Steering Committee will be finalized during the\ninception phase of the project, while the committee is envisaged to gather together representatives\nfrom MoNE (including representatives of respective general directorates which MoNE deems\nappropriate), AFAD, European Union Delegation (EUD), and the World Bank.\n\n\n53. The inception phase will be for a duration of three months following the signing of the\nAdministrative Agreement (AA) dated December 22, 2016 between the EUD and the World Bank. The\nfirst meeting of the Steering Committee is expected to take place by the end of the inception period\nwhile the entire operational aspects to be applied during the life-span of the project will be discussed\nand agreed upon during this first meeting.\n\n\n54. This project will be processed under OP 10.00 (Investment Project Financing) by invoking\nparagraph 12 (Projects in Situations of Urgent Need of Assistance or Capacity Constraints) of and\nbenefits from condensed procedures, deferral of environmental and social requirements, and\nstreamlined fiduciary procedures.\n\n\n55. Regarding legal relationships, fund flow, and the control of funds, upon the establishment of the\nTrust Fund, World Bank and MoNE will sign a Trust Fund Grant Agreement for the financing of the\n\n\nPage 23 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nactivities. MoNE will use the proceeds of the grant to carry out procurement for activities under referred\ncomponents, as defined in the Grant Agreement.\n\n\n56. The MoNE will prepare and shall carry out the Project in accordance with a Project Operations\nManual (POM) which will be prepared in consultation with the Bank, which consists of different\nschedules setting forth rules, methods, guidelines, specific development plans, standard documents and\nprocedures for the carrying out of the Project. The POM shall include, inter alia, provisions on the\nfollowing; (i) the detailed description of all Project activities supported under this Agreement, their\nsequencing and the prospective timetable and benchmarks in relation thereto; (ii) the list of selected\nschools and/or educational facilities, satisfactory to the World Bank, determined to be eligible for\nsupport under the Project; (iii) the Environmental and Social Management Framework (ESMF); (iv) the\nfinancial management arrangements for the Project; (v) coordination arrangements governing the dayto-day execution of the Project; and (vi) Project monitoring, evaluation, reporting, and communications.\n\n\n57. Fund flow under the project will be overseen by the PIU. Within the scope of the project, the\nPIU is also responsible for ensuring that funds are used to finance eligible expenditures in accordance\nwith the applicable policies and procedures stipulated in the Grant Agreement.\n\n\n58. A multidisciplinary task team—including specialists for disaster risk management, educational\nresilience, procurement, FM, and environmental and social safeguards as well as EU affairs and\noperations—will provide close implementation support during the life of the project. The task team will\nfollow the project progress and will report to the Government as well as to the World Bank\nmanagement and the EU on implementation progress, results, potential issues, and proposed solutions.\n\n\n**B. Results Monitoring and Evaluation**\n\n\n59. The PDO focuses on supporting the Government of Turkey to improve access to education of\nSuTP. This is measured through the first PDO indicator. Long-term sustainability requires meaningful\nexpansion of the education infrastructure (including quality learning environment and access support\nservices) and linking that to sustainable financing through externally or internally funded investment\nplans. The intermediate outcome indicators related to education facilities, M&E, and capacity building\nwill measure sustainability within the project. Access indicators will be disaggregated by gender and\ncountry of origin (that is, Turkish, Syrian, and other nationalities if applicable).\n\n\n60. The PIU will collect data for results indicators from the field through its provincial directorates\nand by outsourcing as needed, monitor the quality of data collection, and evaluate results.\nConsequently, the PIU will review and verify the data and evaluate results before including these results\nin reports to be sent to the World Bank. If deemed necessary by the ministry, the PIU may receive\nsupport from externally hired M&E specialists to ensure quality monitoring and reporting up to par with\nthe standards of the World Bank and those of the EU. The incremental costs for the project M&E\narrangements will be part of Component 3 ‘Project Management’.\n\n\n61. A guideline on collecting and evaluating indicators and appropriate reporting templates will be\nincluded in the POM. The progress on meeting these indicators and the evaluation of the data will be\nprovided in the Project Progress Reports (PPRs) (quarterly information notes), submitted quarterly by\nMoNE. The PPR will be transmitted by the PIU to the World Bank which is responsible for the\n\n\nPage 24 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nconsistency and timely submission of the PPRs to the EUD. The PPRs shall demonstrate the progress\nmade during the reporting period as against the results framework developed and target values\nidentified in a clear and tangible manner.\n\n\n62. Reporting on the implementation of the Facility will be subject to guidelines on monitoring and\nevaluation - including reporting – which are currently under preparation by EU services. Therefore,\ntemplates envisaged at this stage may be subject to changes once the guidelines will be in place.\n\n\n**C. Sustainability**\n\n\n63. The project aims to support the Government in its response effort by enhancing its capacity to\nprovide quality education services to SuTP and host communities alike. As such, the focus of the project\nis to rapidly increase the capacity and resilience of education infrastructure in the localities most\naffected by the influx of SuTP. Such an increase of infrastructure is meant to increase the immediate\naccess to the newly constructed facilities and the relevant education services offered. Thus, the core\nactivities of the investment are to construct reinforced concrete education facilities, which follow the\nGuidelines on Minimum Design Standards Applicable to Construction of Education Facilities Standards of\nMoNE (meant to have an estimated lifetime of 50 years), and to equip such education facilities with the\nrelevant equipment, following standard guidelines.\n\n\n64. Turkey has established a robust system for supporting physical sustainability of education\nfacilities. Thus, according to the established system, it is expected that the undertaking of major\nmaintenance and repair works of the schools constructed (if need be) will fall under the responsibility of\nthe Construction and Real Estate Department of MoNE. With respect to minor maintenance issues,\nwhich may arise during the lifetime of the constructed education facilities, the responsibility will fall\nunder the Maintenance and Repair Sub-department of the Construction and Real Estate Department.\n\n\n**D. Role of Partners**\n\n\n65. The EC will be financing the project through a grant released under the FRiT. The project will be\nimplemented by the PIU to be established under the Construction and Real Estate Department of MoNE\nand supported by the World Bank. The World Bank has signed an Administrative Agreement (AA) with\nthe EUD to Turkey on behalf of the EC on December 22, 2016. The AA is the basis for the Trust Fund to\nbe administered by the World Bank in the amount of EUR 150 million, which the World Bank will provide\nas a grant to MoNE in accordance with agreed fiduciary and safeguards standards after mandatory fees\nand cuts. This arrangement is underpinned by the AA between the World Bank and the EUD, and by the\nGrant Agreement between the World Bank and the Government of Turkey. This PAD presents the\nappraised program design and implementation arrangements, as required by the EU and as prepared,\ndiscussed, and agreed with MoNE.\n\n\n66. As stipulated in the Grant Agreement, MoNE will be the sole recipient of the funds. MoNE will\nbe responsible for implementing the project and utilizing the funds in accordance with overall design,\nincluding fiduciary and safeguard arrangements, as set out in this PAD and in the project OM and in the\nGrant Agreement.\n\n\nPage 25 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n67. MoNE will be directly responsible for procurement and FM of the funds, implementation and\nmanagement of the project while the Bank assumes overall coordination role and reporting\nresponsibility to the EUD and pledges implementation support to the PIU. The PIU also will coordinate\nwith the Project Management Team (PMT) formed under General Directorate of Lifelong Learning in\norder to ensure delivery of other SuTP services.\n\n\n68. The implementation time frame of the grant is determined by the EC and will be completed by\nend-December 2019. If the grant resources remain unused within the time frame indicated above, these\nfunds do not roll over to any other investment project.\n\n\n69. As noted earlier, the education infrastructure for resilience project is part of a larger set of\nhumanitarian support and development investments for SuTP. The World Bank will be part of the\ncoordination efforts across UN agencies, bilateral donors, and international and national NGOs. This will\nguarantee that new formal and informal education facilities can become operational as soon as possible\nand benefit from the core education and complementary services provided by other partners.\n\n\n70. The chart below summarizes the nature and direction of responsibilities of the aforementioned\nparties against one another.\n\n\n**E. Visibility**\n\n\n71. The EU’s support shall be visible to all direct beneficiaries – in particular on school buildings and\neducational facilities. All communications and visibility actions carried out under the project will comply\n\n\nPage 26 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nwith the Communication and Visibility Manual for EU External Actions. [19] The EU-Turkey cooperation\nlogo will appear on all visibility materials and at all events, accompanied by the following text: ‘This\nproject is funded by the EU’.\n\n\n72. The visibility and communication activities and products envisaged to be developed in the scope\nof the project are detailed in annex II.\n\n\n73. A detailed Communication and Visibility Plan will be drafted, containing overall and specific\ncommunication objectives, clearly identified target groups, main communication activities and tools,\nindicators of achievement, and information on human and financial resources required to implement\nthe project.\n\n\n**V.** **KEY RISKS**\n\n\n**A. Overall Risk Rating and Explanation of Key Risks**\n\n\n74. The overall risk for the project is rated as Moderate primarily due to political sensitivities around\nthe SuTP agenda and potential tension among Syrian population and host communities. Both ratings for\n‘Political and Governance’ and ‘Sector Strategies and Policies’ are proposed as Moderate. This is\nprobably the largest population movement happening in the region in recent history. Although the\nGovernment has established a sound system to accept and document Syrians coming to Turkey, the\nconflict situation in the region continues. This may potentially result in more Syrian people coming to\nTurkey during the course of the project and increased demand for all social services, primarily\neducation. The current situation already has had a negative impact on provision of services for host\ncommunities, which may be further exacerbated. Such risks will be mitigated, working very closely with\nMoNE on public information and communication activities and embedding such targeted awareness\nraising into the project design and daily implementation.\n\n\n75. ‘Fiduciary’ risks to the project are rated as Substantial because of the (a) unfamiliarity of the\nConstruction and Real Estate Department regarding handling procurement procedures and contract\nadministration in World Bank-financed projects; (b) high number of procurement transactions expected\nwithin the initial stages of the project; (c) delays in implementation of contracts with regard to deviation\nfrom the original work schedules; and (d) unfamiliarity of the Construction and Real Estate Department\nregarding FM systems that need to be put in place for efficient and timely implementation.\n\n\n76. Last but not least, the project may have potential negative social effects, which needs to be\nrecognized up front and managed closely. This is reflected in the proposed Moderate rating for\n‘Environment and Social’. During project preparation, MoNE has shown full commitment to visibility and\ncommunication issues which by nature would mitigate potential negative social impacts.\n\n\n77. ‘Macroeconomic’, ‘Institutional Capacity for Implementation and Sustainability’, and\n‘Stakeholders’ risks are rated as Moderate and ‘Technical Design of Project’ is rated as Low.\n\n\n19 Communication and Visibility Manual for European Union External Actions. 2010.\nhttp://ec.europa.eu/europeaid/sites/devco/files/communication_and_visibility_manual_en_0.pdf.\n\n\nPage 27 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**VI.** **APPRAISAL SUMMARY**\n\n\n**A. Economic and Financial (if applicable) Analysis**\n\n\n78. Economic analyses often highlight education as an investment in the future, because it will\nincrease productivity and generate economic growth. It will reduce poverty because educated people\ntend to earn higher incomes. It can also produce better adaptation to new technology and improved\nability to cope with economic shocks. Education can thus suggest a path out of poverty.\n\n\n79. Annex 2 includes the necessary details for the application of a Cost-effectiveness Analysis (CEA)\nadopted for the purposes of the project. The results show that the project investment of US$165 million\nis expected to generate benefits of more than US$1.5 billion in unadjusted terms and more than US$1\nbillion in adjusted (for repatriated Syrians during or after the schooling period) [20] terms. The CEA ratio for\nthe investment part is 6.52. This means that every dollar invested yields at least 6.5 dollars. When the\noperations and maintenance (O&M) costs are considered, the CEA is halved but still offers a high level of\nreturns per dollar invested.\n\n\n**B. Technical**\n\n80. The majority of these investments will follow the standard education facility design and hold a\nstudent-classroom ratio of 30 students for formal education facilities. This design will incorporate\nfeatures to ensure that the schools have sufficient natural light, open and flexible spaces for learning,\nnatural materials that will not influence students’ well-being, and high-quality indoor air.\n\n\n**C. Financial Management**\n\n\n81. The PIU has no recent prior implementation experience for projects financed through the World\nBank. The project will use the PIU’s current systems as much as possible, with some additional tailored\nsolutions to meet the requirements of the project for smooth and fast implementation. Accordingly, an\nassessment of the FM arrangements for the project was carried out in October 2016. The overall FM risk\nis assessed as substantial at entry and will be revised once the project FM arrangements are put in\nplace. MoNE and World Bank teams identified action items to bring the FM arrangements to an\nadequate level to commence implementation. The action plan is presented in table 3.1 in annex 3.\n\n\n82. The general requirements for the PIU throughout the implementation would be the following:\n\n\n - The PIU will maintain an adequate project FM system.\n\n - The PIU will maintain at least one FM staff member throughout the implementation and\n\n\n20 There is an assumption in the analysis that a third of the Syrian students being educated in Turkey using project\ninvestments will either drop out or return to Syria before getting the targeted degree (completing the program).\nThis would deprive Turkey of the benefits expected to be unleashed if these students were to complete the\nprogram and stay in Turkey. The unadjusted benefits refer to that scenario whereby all students being educated\nunder the program actually complete the program as envisioned and remain in Turkey, while the adjusted benefits\nrefer to the situation whereby there is a possible loss in the benefits stream due to drop outs and those opting to\ngo back home to Syria.\n\n\nPage 28 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\npayment period of the project.\n\n - The PIU will prepare interim unaudited financial reports (IUFRs) for the project on a\nquarterly basis and submit these to the World Bank no later than 45 days after the end of\neach quarter.\n\n - The project financial statements will be audited by the treasury controllers on terms of\nreference acceptable to the World Bank, which will also be attached to the Minutes of\nNegotiation.\n\n - The annual audited statements of the project will be provided to the World Bank within six\nmonths of the end of each fiscal year.\n\n - The audit reports will be publicly disclosed by the PIU and World Bank.\n\n\n83. As the project is financed through an EU-funded Trust Fund, the grant resources will not be\nincluded in the annual budget of MoNE and there will not be any allocations in the MoNE budget for\nproject expenditures according to the regulations. MoNE, through its PIU established at the\nConstruction and Real Estate Department, will maintain a separate accounting system to follow up the\nfund flows on a cash basis in euros and to produce data necessary to prepare regular project reports\nrequested from the stakeholders.\n\n\n84. The EU trust fund is established as part of special measures under the instrument for PreAccession Assistance IPA II. For that reason, the works, goods and services procured under the Project\nmay benefit from tax exemptions as per the Ministry of Finance general communique on Turkey-EU IPA\nII Framework Agreement. [21] Accordingly, MONE will have the responsibility of contacting the Revenue\nAdministration and obtaining the exemptions from the relevant tax office.\n\n\n85. The PIU, through the Budget Unit (BU) of the M&E and Coordination Section of the Construction\nand Real Estate Department, will have the overall responsibility for reporting of the project and the\ndocumentation of project transactions. The BU will open a project bank account in line with the\nprocedures set forth in the Ministry of Finance communiqué through the Accountancy Office of MoNE\n(Saymanlik). The spending units will submit all documentation, including authorizations, acceptances,\nand approvals for payment, to the BU. All payments for the project will be made from this account. The\nBU will prepare the payment orders/bank transfer orders for execution of payments. The BU will also be\nresponsible for the arrangements for the disbursements from the Trust Fund account to the project\naccount in line with the Disbursement Letter. In addition to the accounts of the Accountancy Office, the\ntransactions will be booked in a project accounting system in euros.\n\n\n86. The PIU, through the BU, will prepare a project FM Manual that will be an integral part of the\nOM. This FM Manual will include (a) the financial and accounting policies and procedures for the project;\n(b) organization of the FM unit, functions, staffing, and relevant job descriptions with special emphasis\non the segregation of duties; (c) the necessary templates for various transactions; (d) disbursement\nprocedures; (e) project budgeting, planning procedures, and financial forecasting; and (f) project\nreporting. The FM Manual will be updated as necessary to reflect changes that may be required after\nthe commencement of implementation.\n\n\n87. Financial statements of the project, the IUFRs, will be prepared by the PIU on a quarterly basis\n\n\n21 Published in the Official Gazette dated 13 February 2016, No. 29623.\n\n\nPage 29 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nand submitted to the World Bank no later than 45 days after the end of the quarter. The IUFR templates\nwill be prepared by the PIU in collaboration with the World Bank and will include at a minimum the\nfollowing basic tables:\n\n\n - Expenditure tables per activity, including explanation of significant variances between\nbudgeted and actual figures\n\n - Expenditure tables per category, including explanation of significant variances between\nbudgeted and actual figures\n\n - Designated account statement\n\n - Contract management tables\n\n - Other financial tables that may be requested by the EU\n\n\n88. A narrative report on the progress in each component will be added to the set of financial tables\nmentioned above. The annual project financial statements will be audited by the treasury controllers\nbased on the International Standards on Auditing and in line with a terms of reference acceptable to the\nWorld Bank. The audit reports, including a Management Letter (ML) providing recommendations for\nimproving implementation, will be provided to the World Bank within six months of the end of each\nfiscal year. The audit reports excluding the ML will be publicly disclosed by the PIU and the World Bank\nin a manner acceptable to the World Bank.\n\n\n**D. Procurement**\n\n\n89. MoNE needs urgent assistance of the World Bank because of a natural or manmade disaster\naccording to paragraph 12 of the World Bank’s OP 10.00 (Investment Project Financing). The World\nBank’s procurement requirements set out in BP 10.00 and the procurement policy/directive that are\napplicable during the project’s preparation phase may be deferred to the project implementation phase\nunder Investment Project Financing policy requirements.\n\n\n90. Therefore, a simplified Project Procurement Strategy for Development (PPSD) has been\nprepared based on paragraphs 4.3 and 4.5 of the World Bank Procurement Regulations for IPF\nBorrowers applicable for the project. The initial version of the Procurement Plan of the project has been\nagreed and is provided as an annex to the PAD. The full version of the Procurement Plan will be\ncompleted within the first half year of the project implementation.\n\n\n91. The World Bank has conducted the procurement assessment of the project. MoNE will handle\nthe procurement activities through its PIU to be established under the Department of Construction and\nReal Estate. MoNE’s Construction and Real Estate Department conducts procurement activities with the\nlocal budget. The department has no prior implementation experience in World Bank-financed projects.\n\n\n92. MoNE has requested the use of Turkey’s national procurement arrangements under the project.\nThe World Bank’s initial assessment on the request concluded that this is possible provided that World\nBank’s requirements are met in line with paragraphs 3.21, 3.32, 5.3, 5.4, and 5.7(a) of the World Bank\nProcurement Regulations for IPF Borrowers by using the sample bidding documents agreed between\nBank and MoNE.\n\n\nPage 30 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n93. Procurement-related project risks are briefly as follows: (a) unfamiliarity of the Construction and\nReal Estate Department regarding handling procurement procedures and contract administration in\nWorld Bank-financed projects; (b) high number of procurement transactions expected within the initial\nstages of the project; and (c) delays in implementation of contracts with regard to deviation from the\noriginal work schedules.\n\n\n94. The mitigating measures proposed with regard to these risks are the following: (a) ensuring that\nregular support/advice is provided by the World Bank to MoNE during the initial implementation phase\nof the project for smooth transition; (b) improving procurement capacity by the Construction and Real\nEstate Department through the establishment of the PIU and assigning qualified internal staff in line\nwith the needs of the PIU; (c) updating Procurement Plan on a semiannual basis and combining similar\nactivities to reduce the number of procurement transactions; and (d) conducting regular supervisions\nmissions and implementing the M&E mechanism established by the PIU.\n\n\n95. Those procurements not previously reviewed by the World Bank will be subject to ex post\nreview on a random basis in accordance with the procedures set forth in paragraph 4 of the World Bank\nProcurement Regulations for IPF Borrowers. More details on the findings of the procurement\nassessment, the proposed procurement monitoring arrangements, the risks, and relevant mitigation\nmeasures to address them are provided in annex 2.\n\n\n**E. Social (including Safeguards)**\n\n\n96. **Safeguard policies** - **Land acquisition/expropriation, involuntary resettlement.** The project is not\nexpected to have any involuntary resettlement or land acquisition as all the plots for the 55 schools and\n1 community center (and even more) have been secured by MoNE and are public land designated for\nbuilding new schools. These selected land/plots are expected to have no title deed or ownership issues.\nFurther land acquisition or expropriation is not foreseen under this project. Consequently, safeguards\npolicy OP 4.12 (Involuntary Resettlement) will not be triggered. MONE will ensure that: (i) there is no\nland acquisition in anticipation of this project (ii) there are no squatters/users on public land that is\nused; (iii) there are no OP 4.12 issues on land acquired previously which is then used for the project. As\na part of its due diligence, the World Bank will request that the borrower fills out a land acquisition\nchecklist (provided in Annex 4) for each subject plots to justify that there are no prevailing conditions to\ntrigger OP 4.12, all plots are public land and allocated for MONE. Any land (designated for building\nschools) that involves involuntary land acquisition that will trigger OP 4.12 will not be eligible for\nfinancing. For such cases, all civil construction works planned will be executed on other alternative sites\nthat the borrower will provide and confirm which do not require acquisition and are not occupied or\nbeing used for economic activities that will trigger OP 4.12\n\n\n97. In general, acquisition through expropriation is not realized very often by MoNE. According to\nthe prevailing laws of MONE, if there is a plot designated for education facilities under the zoning plan\nthe land is allocated to MONE by law. Expropriation is a last resort and especially the enforcement of\nArticle 27 on Urgent Expropriation is not generally put into practice. MoNE will proceed with the\nExpropriation Law No. 2942 if needed. When MoNE requires land for new schools, ministry-owned lands\nare considered. In certain cases, MoNE may have to request land from the State Treasury, which has\nalready been designated as educational facilities under the master plan. Majority of the lands are\nobtained under this process. However, depending on the location, MoNE can acquire other lands\n\n\nPage 31 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nthrough expropriation. Here, zoning plans prepared by municipalities are considered and lands allocated\nfor educational facilities are determined.\n\n\n98. As this project is classified as an emergency response project, it is expected to invoke paragraph\n12 under the World Bank’s OP 10.00, which is ‘Projects in Situations of Urgent Need of Assistance or\nCapacity Constraints’ and has more condensed procedures and defers some of the safeguards\nrequirements from project preparation to implementation phase. During the implementation phase,\ndue diligence will be carried out by the World Bank on the selected 56 plots to ensure that there are no\nnoncompliance issues with the World Bank’s OP 4.12. Within the due diligence, there will be an\nassessment of national legislation and of MoNE’s land acquisition processes and mitigation measures\nunder the Environmental and Social Action Plan (ESAP) (see Annex 4) will be proposed. For the\nimplementation phase, in case more plot(s) are needed or the availability of the plots change, the\nborrower commits to find alternative lands that (i) do not have issues triggering OP 4.12 and (ii) there\nare no squatters/users on public lands that will be used.\n\n\n99. **Citizen engagement and grievance redress mechanism.** This project will have a visibility and\ncommunications strategy. To avoid any negative feedback or misunderstanding from the host\ncommunities, it will be important to have a good communications strategy in place for both the SuTP\ncommunities and host communities. Having both visibility and communications bilingually (Turkish and\nArabic) would be key for potential beneficiaries (parents, teachers, students, and so on) to easily engage\nand be informed about the project. As a good practice, MoNE can provide leaflets or other means of\ninformation to inform the communities about the new schools. Coordination with the community\noutreach programs of other services providers could also enhance citizen engagement.\n\n\n100. MoNE will have a grievance mechanism in place to resolve and administer the grievances that\ncould be encountered during the construction of school buildings as well as to address other social\nissues pertaining to social cohesion and integration once the schools are operational. Host communities\nmay have concerns regarding the inclusion of SuTP in the mixed school system that will be adapted in\nthe new schools. Similarly, the mechanism will allow SuTP to express their concerns and requests. To be\nable to facilitate the needs of both communities, the grievance mechanism should be launched in both\nlanguages: Turkish and Arabic. MoNE should recruit communication liaison officers from both\nnationalities as well as disseminate information regarding the grievance mechanism in both languages\n(Turkish and Arabic). Grievances will be addressed at multiple levels: (a) contractor level; will administer\ngrievances received during the construction of the schooling facilities. Each contractor appointed for\nconducting the civil works will have a designated person and number to receive, record and resolve\ngrievances lodged due to construction works by host community or beneficiaries (b) provincial level at\nMoNE; grievances and concerns that cannot be resolved through the first level will be dealt by the\nprovincial directorates of MoNE in each province; and (c) national level at the PIU of MoNE; grievances\nof higher importance will be escalated to the national level to be resolved by PIU and when necessary\nwill seek additional assistance from other service providers. Throughout implementation, depending on\nthe local community demands and needs these multiple levels may be subject to change. Details about\nthe grievance mechanism will be specified in the OM.\n\n\n101. In the last decade, MoNE has accomplished 100 percent enrollment of both female and male\nstudents in Turkey and aims to provide equal access to education facilities of both female and male\nchildren of Syrian communities. Infrastructure designs of schools have paid attention to gender friendly\n\n\nPage 32 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nspaces, safe bathroom and sanitary facilities and spaces for community activities and also taking into\naccount the special needs of disabled. These designs are part of MONE’s school design standards and\napplied to newly built or retrofitted schools. The project aims to collect gender-disaggregated\nbeneficiary data, and during implementation gender-specific interventions may arise depending on the\nneeds of both the SUTP and host communities. Some recent studies [22] indicate that the education of the\nSyrian female students have been interrupted more. Therefore, gender-friendly mechanisms in the\ncontext of resilience will be discussed according to the needs of the beneficiary communities with MoNE\nand will aim to inform any future research or project that MoNE might undertake.\n\n\n**F. Environment (including Safeguards)**\n\n\n102. The project will support construction of formal and informal education facilities. Building\nconstruction works are expected to have limited, reversible, and insignificant impacts on the\nenvironment. Still, projects with limited environmental impacts need to comply with the World Bank’s\nenvironmental safeguard requirements. The World Bank is classifying the projects according to\nenvironmental risks, as Category A (high risk), Category B (medium risk), and Category C (no/negligible\nrisk). Simple construction works with limited and insignificant impacts, such as this proposed project, fall\ninto ‘Category B’. Regarding the impacts and mitigation measures related to construction works, Turkey\nimproved its environmental management legislation (that is, waste management, noise management,\nand so on) during the EU acquis phase; therefore, no major gaps are expected in fulfilling the World\nBank’s safeguard standards. To assess the national environmental legislation related to building\nconstruction works and to compare them with World Bank operational policies, the World Bank\nprepared an ESAP during the preparation phase (See Annex 4). ESAP suggests MoNE prepares an\nEnvironmental and Social Management Framework (ESMF) to describe how MONE, construction\ncontractors, construction supervision consultants and WB will manage the environmental management\nprocess of the project. ESMF will also include generic impact-related mitigation and monitoring actions,\nwhich will then be used by construction contractors to prepare site specific environmental management\nplans (EMPs). The bidding documents for the construction works will include the ESMF and as soon as\nthe exact locations and footprints of the school construction works are determined, the subproject\nEMPs, tailored to include site-specific information, will be produced by the construction contractors to\nbe awarded by the PIU of MoNE. The ESMF will be reviewed, approved by the Bank and will be disclosed\nby MoNE and the Bank on respective websites.\n\n\n103. The environmental safeguards policies triggered for this project are OP 4.01 (Environmental\nAssessment) and OP 4.11 (Physical Cultural Resources). For OP 4.01, the environmental safeguard\ndocuments, as explained in the paragraph above, will provide guidance for project implementation. OP\n4.11 was triggered to include procedures and responsibilities for managing works in culturally and\nhistorically significant areas and accidentally discovered or chance find cultural artifacts. Since policy on\nNatural Habitats is not triggered, the borrower was informed that any projects on natural habitats will\nbe ineligible for financing.\n\n\n22 SETA, Türkiye’deki Suriyeli Çocukların Eğitimi: Temel Eğitim Politikaları, 2016.\n\n\nPage 33 of 86\n\n\n",
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+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**G. World Bank Grievance Redress**\n\n\n104. Communities and individuals who believe that they are adversely affected by a World Bank (WB)\nsupported project may submit complaints to existing project-level grievance redress mechanisms or the\nWB’s Grievance Redress Service (GRS). The GRS ensures that complaints received are promptly reviewed\nin order to address project-related concerns. Project affected communities and individuals may submit\ntheir complaint to the WB’s independent Inspection Panel which determines whether harm occurred, or\ncould occur, as a result of WB non-compliance with its policies and procedures. Complaints may be\nsubmitted at any time after concerns have been brought directly to the World Bank's attention, and\nBank Management has been given an opportunity to respond. For information on how to submit\ncomplaints to the World Bank’s corporate Grievance Redress Service (GRS), please visit\n[http://www.worldbank.org/en/projects-operations/products-and-services/grievance-redress-service.](http://www.worldbank.org/en/projects-operations/products-and-services/grievance-redress-service)\nFor information on how to submit complaints to the World Bank Inspection Panel, please visit\n.. [www.inspectionpanel.org.](http://www.inspectionpanel.org/)\n\n\nPage 34 of 86\n\n\n",
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+ "text": "Grievance Redress Service",
+ "confidence": 0.5743463039398193,
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+ "end": 68
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+ "author": null,
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+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**VII. RESULTS FRAMEWORK AND MONITORING**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Indicator Name|Core|Unit of
Measure|Baseline|End Target|Frequency|Data Source/Methodology|Responsibility for
Data Collection|\n|---|---|---|---|---|---|---|---|\n|**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
|\n|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.|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.|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.|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.|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.|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.|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.|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.|\n\n\n\n\n\n\n\n\n\n\n\nPage 35 of 86\n\n\n",
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+ "start": 190,
+ "end": 193
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
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+ "confidence": 0.8589627742767334,
+ "start": 305,
+ "end": 306
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+ "start": 346,
+ "end": 354
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+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": {
+ "text": "newly built informal education facility",
+ "confidence": 0.638579249382019,
+ "start": 316,
+ "end": 321
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+ "publication_year": null,
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+ "text": "students/trainees",
+ "confidence": 0.9903140664100647,
+ "start": 310,
+ "end": 313
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
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+ "confidence": 0.5209434032440186,
+ "start": 327,
+ "end": 328
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+ "dataset_tag": "descriptive",
+ "description": {
+ "text": "measures the number of students/trainees registered",
+ "confidence": 0.5904173254966736,
+ "start": 346,
+ "end": 354
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+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": {
+ "text": "newly built informal education facility",
+ "confidence": 0.5025622844696045,
+ "start": 356,
+ "end": 361
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+ "publication_year": null,
+ "reference_year": null,
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+ "text": "students/trainees",
+ "confidence": 0.8927571773529053,
+ "start": 310,
+ "end": 313
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
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+ "confidence": 0.9623792767524719,
+ "start": 465,
+ "end": 466
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+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
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+ "confidence": 0.6038728356361389,
+ "start": 478,
+ "end": 481
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+ "publication_year": null,
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+ "confidence": 0.9465592503547668,
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+ "end": 473
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+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 36
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n|Indicator Name|Core|Unit of
Measure|Baseline|End Target|Frequency|Data Source/Methodology|Responsibility for
Data Collection|\n|---|---|---|---|---|---|---|---|\n|formal education facilities (to
be disaggregated by gender)||||||||\n|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.|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.|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.|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.|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.|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.|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.|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.|\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|Name: Percentage of direct
female beneficiaries reached
out to via project
interventions|Col3|Percentage|50.00|50.00|Annual|PPRs|PIU|Col10|\n|---|---|---|---|---|---|---|---|---|---|\n||Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|Description:This indicator measures the percentage of direct female beneficiaries reached out to via project interventions.|\n\n\n\n\n\n\n\n\n\n\n|Col1|Name: Percentage of direct
male beneficiaries reached
out to via project
interventions.|Col3|Percentage|50.00|50.00|Annual|PPRs|PIU|Col10|\n|---|---|---|---|---|---|---|---|---|---|\n||Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|Description:This indicator measures the percentage of direct male beneficiaries reached out to via project interventions|\n\n\n\n\n\n|Indicator Name|Core|Unit of
Measure|Baseline|End Target|Frequency|Data Source/Methodology|Responsibility for
Data Collection|\n|---|---|---|---|---|---|---|---|\n|**Name:**Number of primary||Number|0.00|28.00|Quarterly|PPRs|PIU|\n\n\nPage 36 of 86\n\n\n",
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+ "start": 21,
+ "end": 22
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+ "description": null,
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+ "acronym": null,
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+ "producer": null,
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+ "confidence": 0.9847620725631714,
+ "start": 117,
+ "end": 120
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
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+ "end": 155
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+ "dataset_tag": "descriptive",
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+ "confidence": 0.5919014811515808,
+ "start": 197,
+ "end": 205
+ },
+ "data_type": null,
+ "acronym": null,
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+ "geography": {
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+ "confidence": 0.5670556426048279,
+ "start": 165,
+ "end": 170
+ },
+ "publication_year": null,
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+ "start": 159,
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+ },
+ "is_used": "False",
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+ "start": 307,
+ "end": 308
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+ "confidence": 0.6197944283485413,
+ "start": 365,
+ "end": 373
+ },
+ "data_type": null,
+ "acronym": null,
+ "author": null,
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+ "geography": {
+ "text": "newly built formal education facility",
+ "confidence": 0.5967456102371216,
+ "start": 333,
+ "end": 338
+ },
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": {
+ "text": "students/trainees",
+ "confidence": 0.9451712965965271,
+ "start": 327,
+ "end": 330
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
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+ "confidence": 0.9351567029953003,
+ "start": 537,
+ "end": 538
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+ "reference_population": {
+ "text": "female beneficiaries",
+ "confidence": 0.7052017450332642,
+ "start": 456,
+ "end": 458
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
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+ {
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+ {
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+ "start": 797,
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+ "text": "direct male beneficiaries",
+ "confidence": 0.9736579060554504,
+ "start": 803,
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+ "is_used": "False",
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+ "start": 911,
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+ "is_used": "False",
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+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 37
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Indicator Name|Core|Unit of
Measure|Baseline|End Target|Frequency|Data Source/Methodology|Responsibility for
Data Collection|\n|---|---|---|---|---|---|---|---|\n|education facilities built||||||||\n|Description:This indicator measures the number of primary education facilities built resulting from project interventions|Description:This indicator measures the number of primary education facilities built resulting from project interventions|Description:This indicator measures the number of primary education facilities built resulting from project interventions|Description:This indicator measures the number of primary education facilities built resulting from project interventions|Description:This indicator measures the number of primary education facilities built resulting from project interventions|Description:This indicator measures the number of primary education facilities built resulting from project interventions|Description:This indicator measures the number of primary education facilities built resulting from project interventions|Description:This indicator measures the number of primary education facilities built resulting from project interventions|\n|||||||||\n|**Name:**Number of secondary
education facilities built||Number|0.00|17.00|Quarterly
|Project Progress Reports
|PIU
|\n|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|Description:This indicator measures the number of secondary education facilities built or rehabilitated resulting from Project interventions.|\n|||||||||\n|**Name:**Number of vocational
and technical education
facilities built||Number|0.00|10.00|Quarterly
|PPRs
|PIU
|\n|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|Description:This indicator measures the number of vocational and technical education facilities built resulting from project interventions.|\n|||||||||\n|**Name:**Number of
community training facilities
built||Number|0.00|1.00|Annual
|PPRs
|PIU
|\n|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|Description:This indicator measures the number of community training facilities built resulting from Project interventions.|\n|||||||||\n|**Name:**Number of additional
classroom built at the
primary level||Number|0.00|672.00|Quarterly
|PPRs
|PIU
|\n|||||||||\n\n\n\nPage 37 of 86\n\n\n",
+ "datasets": [
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+ "start": 21,
+ "end": 23
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+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "The World Bank",
+ "confidence": 0.6129245758056641,
+ "start": 2,
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+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "primary"
+ },
+ {
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+ "start": 277,
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+ "producer": null,
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+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "primary"
+ },
+ {
+ "dataset_name": {
+ "text": "facilities built or rehabilitated resulting from Project interventions",
+ "confidence": 0.5287050604820251,
+ "start": 300,
+ "end": 308
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+ "description": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "indicator",
+ "confidence": 0.6586456298828125,
+ "start": 763,
+ "end": 764
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+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 38
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Indicator Name|Core|Unit of
Measure|Baseline|End Target|Frequency|Data Source/Methodology|Responsibility for
Data Collection|\n|---|---|---|---|---|---|---|---|\n|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|Description:This indicator measures the number of additional classroom built at the primary level from project interventions|\n|||||||||\n|**Name:**Number of additional
classroom built at the
secondary level||Number|0.00|408.00|Quarterly
|PPRs
|PIU
|\n|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|Description:This indicators measures number of additional classroom built at the secondary level from project interventions|\n|||||||||\n|**Name:**Number of additional
classroom built at the
vocational and technical
education level||Number|0.00|240.00|Quaterly
|PPRs
|PIU
|\n|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|Description:This indicator measures number of additional classroom built at the vocational and technical education level from project interventions|\n|||||||||\n|**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
|\n|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|Description:This indicator measures the percentage of newly constructed or rehabilitated education facilities provided with proper equipment & furnishing.|\n|||||||||\n|**Name:**Number of capacity
building activities, trainings
and informative meetings
for staff and beneficiaries||Number|0.00|30.00|Quarterly
|Project Progress Reports
|PIU
|\n\n\n\nPage 38 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n|Indicator Name|Core|Unit of
Measure|Baseline|End Target|Frequency|Data Source/Methodology|Responsibility for
Data Collection|\n|---|---|---|---|---|---|---|---|\n|organized by MoNE.||||||||\n|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|Description:This indicator measures the number of capacity building activities, trainings and informative meetings for staff and beneficiaries organized by the MONE.|\n\n\n\n\n\n\n\n\n\n\n\n|Name: Percentage of
grievances resolved within
the stipulated time.|Col2|Percentage|0.00|90.00|Quarterly|Project Progress Reports|PIU|\n|---|---|---|---|---|---|---|---|\n|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|Description:This indicator measures the percentage of resolved grievances that are registered related to delivery of project benefits addressed within the stipulated time
frame.|\n\n\nPage 39 of 86\n\n\n",
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+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 40
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n|Indicator Name|Baseline|YR1|YR2|YR3|End Target|\n|---|---|---|---|---|---|\n|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|\n|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|\n|Percentage of direct female beneficiaries reached out
to via project interventions|50.00||||50.00|\n|Percentage of direct male beneficiaries reached out to
via project interventions.|50.00|50.00|50.00||50.00|\n\n\n\n\n\n|Indicator Name|Baseline|YR1|YR2|YR3|End Target|\n|---|---|---|---|---|---|\n|Number of primary education facilities built|0.00|18.00|6.00|4.00|28.00|\n|Number of secondary education facilities built|0.00|10.00|4.00|3.00|17.00|\n|Number of vocational and technical education
facilities built|0.00|7.00|3.00||10.00|\n\n\nPage 40 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 41
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n|Indicator Name|Baseline|YR1|YR2|YR3|End Target|\n|---|---|---|---|---|---|\n|Number of community training facilities built|0.00|1.00|0.00|0.00|1.00|\n|Number of additional classroom built at the primary
level|0.00|432.00|144.00|96.00|672.00|\n|Number of additional classroom built at the secondary
level|0.00|240.00|96.00|72.00|408.00|\n|Number of additional classroom built at the vocational
and technical education level|0.00|168.00|72.00||240.00|\n|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|\n|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|\n|Percentage of grievances resolved within the
stipulated time.|0.00|90.00|90.00|90.00|90.00|\n\n\nPage 41 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 42
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**ANNEX 1: DETAILED PROJECT DESCRIPTION**\n\n\n**COUNTRY: Turkey**\n**Education Infrastructure for Resilience (EU Facility for STUP)**\n\n\n**Project Components**\n\n\n1. The proposed project consists of three components: (a) supporting school infrastructure\ninvestments; (b) enhancing quality learning environment; and (c) project management and technical\ncapacity building for infrastructure.\n\n\n**Component 1: Supporting School Infrastructure Investments**\n\n\n2. This component aims to support the expansion of school learning spaces for SuTP through\npriority formal and informal education facility construction investments.\n\n\n3. During the project implementation period, the proposed project’s allocated funds for this\ncomponent will finance the following subcomponents:\n\n\n_Subcomponent 1.1: Construction of Formal Education Facilities_\n\n\n4. The subcomponent will support construction of up to 55 formal education facilities, namely\nbasic education schools, secondary schools, and vocational and technical high schools in 12 provinces of\nthe country. The number of direct beneficiaries targeted to sums up to 39,600 (Table 1.1 and 1.2).\n\n\n_Subcomponent 1.2: Construction of Informal Education Facilities_\n\n\n5. The subcomponent will support construction of one informal education facility, namely a\ncommunity training center in Kilis. The number of direct beneficiaries targeted is 360 (Table 1.1 and 1.2).\n\n\n_Subcomponent 1.3: Surveys and Design Reviews_\n\n\n6. The subcomponent will support preparatory activities such as development/fine-tuning of\ntechnical specifications to be deployed in tender processes and consulting services for land\nanalysis/geotechnical surveys, design and design review, and supervision of construction works.\n\n\n7. The majority of these investments will follow the standard education facility design and hold a\nstudent-classroom ratio of 30 students for formal education facilities. This design will incorporate\nfeatures to ensure the schools have sufficient natural light, open and flexible spaces for learning, natural\nmaterials that will not influence students’ well-being, and high-quality indoor air.\n\n\nPage 42 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 43
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Table 1. 1. Types of Education Facilities in Each of the Provinces**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|No.|Province|Basic
Education
Facility|Secondary
Education
Facility|Vocational
and
Technical
High School|Community
Training
Center|Total
Number of
Buildings|\n|---|---|---|---|---|---|---|\n|1|ANKARA|2|3|1||6|\n|2|ADANA|4|1|1||6|\n|3|MERSİN|2|2|1||5|\n|4|KONYA|3|1|1||5|\n|5|HATAY|2|2|1||5|\n|6|KİLİS|3|1|1|1|6|\n|7|BURSA|3|2|1||6|\n|8|İZMİR|2|1|1||4|\n|9|İSTANBUL|3|2|1||6|\n|10|KAHRAMANMARAŞ|2|2|1||5|\n|11|OSMANİYE|1||||1|\n|12|KAYSERİ|1||||1|\n|**TOTAL**|**TOTAL**|28|17|10|1|56|\n\n\n_Note:_ MoNE on October 26, 2016.\n\n\n**Table 1. 2. Annual Beneficiary Capacity of Education Infrastructure by Provinces**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|No.|Province|Basic
Education
Facility|Secondary
Education
Facility|Vocational
and
Technical
High School|Community
Training
Center|Total
Number of
Beneficiaries|\n|---|---|---|---|---|---|---|\n|1|ANKARA|1440|2160|720||4320|\n|2|ADANA|2880|720|720||4320|\n|3|MERSİN|1440|1440|720||3600|\n|4|KONYA|2160|720|720||3600|\n|5|HATAY|1440|1440|720||3600|\n|6|KİLİS|2160|720|720|360|3600|\n|7|BURSA|2160|1440|720||4320|\n|8|İZMİR|1440|720|720||2880|\n|9|İSTANBUL|2160|1440|720||4320|\n|10|KAHRAMANMARAŞ|1440|1440|720||3600|\n|11|OSMANİYE|720||||720|\n|12|KAYSERİ|720||||720|\n|**TOTAL**|**TOTAL**|20,160|12,240|7,200|360|39,960|\n\n\n\nPage 43 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 44
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Table 1. 3. Breakdown of Education Facilities According to Education Types**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|Type of Education Facility|Number|Description|\n|---|---|---|---|\n|
**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)|\n|
**Formal**
**Education**
**(55)**|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)|\n|
**Formal**
**Education**
**(55)**|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)|\n|**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)|\n\n\n\n**Component 2: Enhancing Quality Learning Environment**\n\n\n8. This component aims to enhance the indoor learning environment. It will finance investments in\nequipment and furnishing required to create quality learning environment and to enable flexible use of\neducation facilities for other activities for SuTP.\n\n\n9. These investments can include, among others, desks and chairs, the establishment of\nlaboratories with proper equipment and material for various science and technical courses, language\nlabs with equipment and systems, sports equipment and tools, and IT equipment and vocational/skills\ntraining materials.\n\n\n10. Given that the education facilities will target a diverse and changing population and may need\nto be used for teacher-parent meetings and education planning with SuTP and host families, the schools\nwould benefit from flexible furniture (for example, chairs and tables could be adjusted to different ages\nand equipment could be on wheels).\n\n\n11. Preliminary list of equipment/materials to be provided for each formal education facility is\nprovided in table 1.4.\n\n\nPage 44 of 86\n\n\n",
+ "datasets": [],
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+ "pages": [
+ 45
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Table 1.4. Equipment Available in the Education Facilities**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|S. No.|Education
Facility|Number of
Classrooms|Type of Equipment|Amount|\n|---|---|---|---|---|\n|1|Formal
Education
Facility with 24
Classrooms|24|Desk|360|\n|1|Formal
Education
Facility with 24
Classrooms|24|Teacher desk|24|\n|1|Formal
Education
Facility with 24
Classrooms|24|Meeting table|2|\n|1|Formal
Education
Facility with 24
Classrooms|24|Classroom cubboard|30|\n|1|Formal
Education
Facility with 24
Classrooms|24|Trio set|30|\n|1|Formal
Education
Facility with 24
Classrooms|24|Principal office desk|3|\n|1|Formal
Education
Facility with 24
Classrooms|24|Officer table|2|\n|1|Formal
Education
Facility with 24
Classrooms|24|Teacher locker|10|\n|1|Formal
Education
Facility with 24
Classrooms|24|Coat hooks|30|\n|1|Formal
Education
Facility with 24
Classrooms|24|School board|24|\n|1|Formal
Education
Facility with 24
Classrooms|24|Computer|6|\n|1|Formal
Education
Facility with 24
Classrooms|24|Photocopier|2|\n|1|Formal
Education
Facility with 24
Classrooms|24|Printer|4|\n|1|Formal
Education
Facility with 24
Classrooms|24|Scanner|3|\n|1|Formal
Education
Facility with 24
Classrooms|24|Fax|2|\n|1|Formal
Education
Facility with 24
Classrooms|24|Telephone exchange|1|\n|1|Formal
Education
Facility with 24
Classrooms|24|Form chair|100|\n|1|Formal
Education
Facility with 24
Classrooms|24|Principal chair|3|\n|1|Formal
Education
Facility with 24
Classrooms|24|Officer chair|2|\n|1|Formal
Education
Facility with 24
Classrooms|24|Projector|24|\n|1|Formal
Education
Facility with 24
Classrooms|24|Background wall panel|5|\n|1|Formal
Education
Facility with 24
Classrooms|24|Ataturk bust|1|\n|**Approximate cost per education facility**|**Approximate cost per education facility**|**Approximate cost per education facility**|**Approximate cost per education facility**|**US $ 70.000**|\n\n\n**Component 3: Project Management and Technical Capacity Building for Infrastructure**\n\n\n12. This component will provide support for the project implementation and management,\nincluding safeguards, procurement and FM, and communication, and M&E, and so on.\n\n\n13. Since the project will be implemented through MoNE’s Construction and Real Estate\nDepartment, this component will leverage the existing strong capacity of the department, which will be\nable to implement the project efficiently. Capacities would increase in the areas of procurement, FM\nand disbursement, and M&E of the program.\n\n\nPage 45 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 46
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n14. The component will finance operating costs of the projects as well as consultancy services\nrequired for the preparation and implementation of specific activities, trainings and informative\nmeetings targeting central and local level staff of MoNE, technical capacity building, site visits and\nknowledge exchange, and so on if deemed necessary by MoNE. Additionally, equipment and software\nneeds will be procured under this component.\n\n\n15. M&E coordination responsibility rests with the PIU. Given that this project increases the amount\nof funds executed through the department, if deemed necessary by the ministry, additional human\nresources may be deployed to increase staffing to manage the project and to support establishment of\nan adequate M&E framework and system. M&E will include activities related to data collection,\nimplementation assessments, and evaluations to ensure outcomes are met.\n\n\n16. Project implementation progress will be monitored continuously by the PIU. This component\nshall further support financing the entire communications and visibility activities to be conducted during\nthe life-span of the project. For detailed description see section E. Visibility.\n\n\n17. Table 1.5 summarizes the indicative breakdown of estimated disbursements by component and\nby financiers in Turkish Lira, Euros, and U.S. dollars.\n\n\nPage 46 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 47
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Table 1.5. The Breakdown of Estimated Disbursements by Component**\n\n\n**Turkey**\n**Education Infrastructure for**\n**(TL, millions)** **(EUR, millions)** **(US$, milliond)**\n**Resilience**\n\n\n\n**Components by Financiers**\n\n\n**1. Supporting School**\n**Infrastructure Investments**\n\nConstruction of\nFormal Education\nFacilities\n\nConstruction of\nInformal Education\nFacilities\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n**2. Enhancing Quality Learning**\n**Environment**\n\n\n\n**3. Project Management and**\n**Technical Capacity Building for**\n**Infrastructure**\n\n\n\n\n\n**Total project**\n**costs**\n\n\n**Total**\n\n\n\n*US$/TL =\nEUR/US$ =\n\n\n\n3.88\n1.052\n\n\n\nPage 47 of 86\n\n\n",
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+ "pages": [
+ 48
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+ }
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**ANNEX 2: IMPLEMENTATION ARRANGEMENTS**\n\n\n**COUNTRY : Turkey**\n**Education Infrastructure for Resilience (EU Facility for STUP)**\n\n\n**Project Institutional and Implementation Arrangements**\n\n\n1. Institutional and implementation arrangements build on existing arrangements applied to line\nministries. As such MoNE will be the implementing agency for the project. Despite having limited\nexperience in administering external funds, the Construction and Real Estate Department of the ministry\nhas extensive experience in conducting high-volume procurement activities with the local budget. This\noperational experience, along additional specialized support, has been considered satisfactory for\nproject implementation.\n\n\n2. **Project implementation.** The World Bank will enter into an AA with the EUD to set up a\nRecipient-Executed Trust Fund. The AA will provide for the establishment of a Trust Fund to be\nadministered by the World Bank, in the amount of EUR 150 million, which the World Bank will provide\nas a grant to MoNE. A PIU will be established under the Construction and Real Estate Department of\nMoNE for the implementation of the project. The PIU will be led by an individually hired project director\nand supported by additional specialized staff in procurement, FM, and technical sectors, as deemed\nnecessary by the ministry.\n\n\n**Figure 2. 1.Construction and Real Estate Department Organization Structure**\n\n\n3. The PIU will function in full coordination with different departments of the ministry. The PIU will\nbe supported by several specialized departments within the department itself (Department of R&D and\nProjects, Department of Construction Works, Department of Investments and PPP, Department of\nMonitoring and Evaluation and Department of Geographic Information System and Property) and will\nfunction in full coordination with fellow general directorates, namely the General Directorate on\nSupport Services and General Directorate on Lifelong Learning.\n\n\n4. Service-line specific attributes of implementation arrangements are further elaborated in\nrespective sections listed below.\n\n\nPage 48 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Financial Management**\n\n\n5. MoNE is a general budget institution. Accordingly, its accounting is maintained in the Public\nInformation Management System of the Ministry of Finance in Turkish lira, in accordance with the chart\nof accounts predetermined by the Ministry of Finance. However, as the project is financed through an\nEU-funded Trust Fund, it will not be included in the annual budget of MoNE and there will not be any\nallocations in the MoNE budget for project expenditures according to the regulations. MoNE, through its\nPIU established at the Construction and Real Estate Department, will maintain a separate accounting\nsystem to follow up the fund flows on a cash basis in euros and to produce data necessary to prepare\nregular project reports requested from the stakeholders.\n\n\n6. The PIU, through the BU of the M&E and Coordination Section of the Construction and Real\nEstate Department, will have the overall responsibility for reporting of the project as well as the\ndocumentation of project transactions. The BU will open a project bank account in line with the\nprocedures set forth in the Ministry of Finance communiqué [23] through the Accountancy Office of MoNE\n(Saymanlik). The spending units will submit all documentation including authorizations, acceptances,\nand approvals for payment, to the BU. All payments for the project will be made from this account. The\nBU will prepare the payment orders/bank transfer orders for execution of payments. The BU will also be\nresponsible for the arrangements for the disbursements from the Trust Fund account to the project\naccount in line with the Disbursement Letter that will be part of the Grant Agreement between MoNE\nand the World Bank. In addition to the accounts of the Accountancy Office, the transactions will be\nbooked in a project accounting system in euros. The BU will acquire an FM software that will be tailored\nfor the purpose. The software, which can also be used in future for new and other such projects, will\nalso be a tool for effective monitoring of contracts as well as reporting. The PIU is also encouraged to\nhire an FM consultant to support the unit in handling the excess workload that will be created.\n\n\n7. The PIU, through the BU, will prepare a project FM Manual that will be an integral part of the\nOM. This FM Manual will include (a) the financial and accounting policies and procedures for the project;\n(b) organization of the FM unit, functions, staffing, and relevant job descriptions with special emphasis\non the segregation of duties; (c) the necessary templates for various transactions; (d) disbursement\nprocedures; (e) project budgeting, planning procedures, and financial forecasting; and (f) project\nreporting. The FM Manual will be updated as necessary to reflect changes that may be required after\nthe commencement of implementation.\n\n\n8. The PIU, through the BU, will be responsible for project reporting. Financial statements of the\nproject, the IUFRs, will be prepared on a quarterly basis and will be submitted to the World Bank no\nlater than 45 days after the end of the quarter. The IUFR templates will be prepared by the PIU in\ncollaboration with the World Bank, by negotiations, and will include at a minimum the following basic\ntables:\n\n\n - Expenditure tables per activity, including explanation of significant variances between\nbudgeted and actual figures\n\n\n23 Published in the Official Gazette no.26713 dated November 27, 2007.\n\n\nPage 49 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n - Expenditure tables per category, including explanation of significant variances between\nbudgeted and actual figures\n\n\n - Designated account statement;\n\n\n - Contract management tables;\n\n\n - Other financial tables that may be requested by the EU.\n\n\n9. A narrative report on the progress in each component will be added to the set of financial tables\nmentioned above.\n\n\n10. The annual project financial statements will be audited by the Treasury Controllers based on the\nInternational Standards on Auditing and in line with a terms of reference acceptable to the World Bank.\nThe audit reports, including an ML providing recommendations for improving implementation will be\nprovided to the World Bank within six months of the end of each fiscal year. The audit reports excluding\nthe ML will be publicly disclosed by the PIU and the World Bank in a manner acceptable to the World\nBank.\n\n\n11. The following action plan has been developed to bring the FM arrangements to an acceptable\nlevel for implementation. The FM risk at entry will be lowered from Substantial to Moderate after\ncompletion of the action plan items presented in table 2.1\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Table 2.1. FM Action Plan|Col2|Col3|\n|---|---|---|\n|**Action**|**Responsibility**|**Deadline**|\n|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|\n|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|\n|The PIU and World Bank will design the financial report
templates.|PIU and World
Bank|After signing of the
grant agreement|\n|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|\n|The PIU will initiate the tender for the purchase of the FM
software.|PIU|Within 3 weeks
after grant signing|\n|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|\n\n\n\nPage 50 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Disbursements**\n\n\n12. Disbursements from the Trust Fund Account will follow the transaction-based method, that is,\ntraditional World Bank procedures: Advances, Direct Payments, Special Commitments, and\nReimbursement, with full documentation and against Statements of Expenditures (SOEs). The\nwithdrawal applications will be prepared and authorized by PIU.\n\n\n13. A detailed Disbursement Letter explaining all procedures will be provided to the PIU before\nnegotiations. Disbursements below agreed thresholds indicated in the Disbursement Letter will be made\naccording to certified SOEs. All eligible expenditures will be reported by SoEs.\n\n\n14. During project implementation, the World Bank will supervise the project’s FM arrangements as\nfollows: (a) during the World Bank’s implementation support missions, the FM and disbursement\narrangements will be reviewed to ensure compliance with the World Bank's minimum requirements and\n(b) the project’s quarterly IUFRs as well as the project’s annual audited financial statements and\nauditor’s ML will be reviewed. A World Bank-accredited FM specialist, located in the World Bank Ankara\nOffice, is a core member of the project team and will supervise FM aspects during formal supervision\nvisits and in between, as required.\n\n\n**Procurement**\n\n\n15. **Procurement risk assessment.** MoNE will handle the procurement activities through the PIU to\nbe established under the Construction and Real Estate Department. This department conducts\nprocurement activities with the local budget. This department has no prior implementation experience\nin World Bank-financed projects.\n\n\n16. Procurement-related project risks are briefly as follows: (a) unfamiliarity of the Construction and\nReal Estate Department in handling procurement procedures and contract administration in World\nBank-financed projects; (b) high number of procurement transactions expected in the initial stages of\nthe project; and (c) delays in implementation of contracts with regard to deviation from the original\nwork schedules.\n\n\n17. **Risk rating and mitigation measures.** Overall project risk for procurement is rated Substantial\nand the majority of the contracts are expected to be categorized as tactical acquisition with regard to\nsupply positioning. After mitigation measures are implemented, the residual risk would be Moderate.\nActions to mitigate the identified procurement-related risk are summarized as follows: (a) ensuring that\nregular support/advice is provided by the World Bank to MoNE during the initial implementation phase\nof the project for smooth transition; (b) improving procurement staff capacity of the Construction and\nReal Estate Department through establishment of the PIU and assigning qualified internal staff in line\nwith the needs of the PIU; (c) updating Procurement Plan on a semiannual basis and combining similar\nactivities to reduce the number of procurement transactions; and (d) conducting regular supervisions\nmissions and implementing the M&E mechanism established by the PIU. Regarding the needs of the\nproject, the initial draft of the General Procurement Notice (GPN) and Request for Expression of\n\n\nPage 51 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nInterest for the consulting services on the design of pilot schools have been discussed and agreed\nbetween the parties. GPN of the project has been issued as of 09 December 2016.\n\n\n18. **Applicable regulations.** ‘World Bank Procurement Regulations for IPF Borrowers’ (July 2016)\n(‘Procurement Regulations’) apply for the Project . In accordance with paragraph 5.9 of the Procurement\nRegulations the World Bank’s Systematic Tracking and Exchanges in Procurement (STEP) system will be\nused to prepare, clear, and update Procurement Plans and conduct all procurement transactions for the\nproject together with the provisions stipulated in the Grant Agreement.\n\n\n19. **Goods, works, non-consulting services, and consulting services.** The project is planned to\nfinance (a) construction of formal and informal education facilities, namely primary schools, secondary\nschools, and vocational and technical high schools as well as a community center in 12 provinces of the\ncountry; (b) supply of desks and chairs, the establishment of laboratories with proper equipment and\nmaterial for various science and technical courses, setting up language labs with equipment and\nsystems, and providing equipment and software for project management, sports equipment and tools,\nand IT equipment and vocational/skills training materials; (c) consulting services for supervision of\nconstruction works and consulting services to increase and improve staffing capacity for management of\nthe project, establishment of M&E framework and system, and other activities for the procurement of\nworks, goods, non-consulting and consulting services as needed.\n\n\n20. **Standard Bidding Documents.** The World Bank’s Standard Procurement Documents shall be\nused for all contracts subject to international competitive procurement (if any) and those contracts as\nspecified in the Procurement Plan tables in STEP. However, the use of international competitive\nprocurement procedures is very unlikely to happen for works contracts as construction activities similar\nto the ones expected under the project have been completed successfully with national contractors for\nmany years and the scope, complexity, estimated construction costs, and diversity of construction\nlocations did and do not attract foreign/international bidders. Accordingly, use of documents for the\nnational competitive bidding procedures are expected to be used for the construction works. For the\nconsulting services, Bank’s templates for relevant selection methods will be used.\n\n\n21. **National procurement arrangements.** MoNE has requested the use of Turkey’s national\nprocurement arrangements under the project. The World Bank’s initial assessment on the request\nconcludes that this is possible provided that that the World Bank’s requirements on eligibility, fraud and\ncorruption, and debarment are met in line with paragraphs 3.21, 3.32, 5.3, 5.4 and 5.7(a) of the\nProcurement Regulations and by using the sample bidding documents to be agreed between Bank and\nMoNE in Turkish.\n\n\n22. In accordance with paragraph 5.3 of the Procurement Regulations, when approaching the\nnational market (as specified in the Procurement Plan tables in STEP), the country’s own procurement\nprocedures may be used. During the use of National Open Competitive Procurement arrangements as\nset forth in the Public Procurement Law of Turkey (Law No. 4734), such arrangements shall be subject to\nparagraph 5.4 of the Procurement Regulations and the conditions on (a) eligibility, (b) fraud and\ncorruption and (c) debarment as detailed in the Procurement Plan of the project.\n\n\n23. **Other Procurement Methods.** Other methods such as Request for Bids, Request for Quotations,\nDirect Selection for the procurement of goods, works, and non-consulting services, and Quality- and\n\n\nPage 52 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nCost-Based Selection, Selection under a Fixed Budget, Least-Cost Selection, Quality-Based Selection,\nSelection based on the Consultants’ Qualifications, Direct Selection for the Selection of Consulting\nServices together with Selection of Individual Consultants will be used as needed and defined in the\nProcurement Plan of the project that will be updated in regular intervals.\n\n\n24. **Special procurement arrangements.** MoNE is deemed by the World Bank to be in urgent need\nof assistance because of a natural or manmade disaster according to paragraph 12 of the World Bank’s\nOP 10.00, the World Bank’s procurement requirements set out in BP 10.00, and the Procurement\nPolicy/Directive, that are applicable during the project preparation phase and may be deferred to the\nproject implementation phase under IPF policy requirements. Accordingly, Selection based on the\nConsultants’ Qualification method will be used with increased thresholds to enable the timely\npreparation of designs and deployment of supervision services according to paragraph 7.12 of the\nProcurement Regulations.\n\n\n25. **PPSD and Procurement Plan.** A simplified PPSD has been prepared according to paragraphs 4.3\nand 4.5 of the World Bank’s Procurement Regulations applicable for the project and the initial version of\nthe Procurement Plan has been discussed, agreed and provided as an annex to the PAD. The full version\nof the Procurement Plan will be completed within the first half year of the project implementation.\n\n\n26. **Procurement supervision frequency.** The World Bank will review the procurement\narrangements performed by MoNE, including contract packaging, applicable procedures, and the\nscheduling of the procurement processes, for their conformity with the World Bank’s Procurement\nRegulations, the proposed implementation program, and the disbursement schedule on a post-review\nbasis. Those procurements not previously reviewed by the World Bank will be subject to ex-post review\non a random basis in accordance with the procedures set forth in paragraph 4 of the Procurement\nRegulations. Post review of the procurement arrangements will normally be undertaken during the\nWorld Bank’s supervision mission, or the World Bank may request to review any particular contracts at\nany time. In such cases, MoNE shall provide the World Bank the relevant documentation for its review.\n\n\n**Environmental and Social (including safeguards)**\n\n\n27. The project will support construction of formal and informal education facilities. Building\nconstruction works are expected to have limited, reversible, and insignificant impacts on the\nenvironment. Still, projects with limited environmental impacts need to comply with the World Bank’s\nenvironmental safeguard requirements. The World Bank is classifying the projects according to\nenvironmental risks, as Category A (high risk), Category B (medium risk), and Category C (no/negligible\nrisk). Simple construction works with limited and insignificant impacts, such as this proposed project, fall\ninto ‘Category B’. Regarding the impacts and mitigation measures related to construction works, Turkey\nimproved its environmental management legislation (that is, waste management, noise management,\nand so on) during the EU acquis phase; therefore, no major gaps are expected in fulfilling the World\nBank safeguard standards. To assess the national environmental legislation related to building\nconstruction works and to compare them with the World Bank’s operational policies, the World Bank\nprepared an ESAP during the preparation phase (See Annex 4). ESAP suggest MoNE prepares an\nEnvironmental and Social Management Framework (ESMF) to describe how MONE, construction\ncontractors, construction supervision consultants and WB will manage the environmental management\n\n\nPage 53 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nprocess of the project. ESMF will also include generic impact-related mitigation and monitoring actions,\nwhich will then be used by construction contractors to prepare site specific environmental management\nplans (EMPs). The bidding documents for the construction works will include the ESMF and as soon as\nthe exact locations and footprints of the school construction works are determined, the subproject\nEMPs, tailored to include site-specific information, will be produced by the construction contractors to\nbe awarded by the PIU of MoNE. The ESMF will be reviewed, approved by the Bank and then disclosed\nby MoNE and the Bank on respective websites.\n\n\n105. The project is expected not to have any involuntary resettlement or land acquisition required as\nall the plots for 55 schools and 1 community center (and even more) have been secured by MoNE and\nare public land designated for building new schools. These selected land/plots are expected to have no\ntitle deed or ownership issues. Further land acquisition or expropriation is not foreseen under this\nproject. Therefore, the project will not trigger Bank’s safeguards OP 4.12 (Involuntary Resettlement).\nHowever, as a part of its due diligence, the World Bank will request that the borrower fills out a land\nacquisition checklist (see annex of Annex 5-ESAP) for each subject plots to justify that there are no\nprevailing conditions to trigger OP 4.12, all plots are public land and allocated for MONE. Any land\n(designated for building schools) that involves involuntary land acquisition that will trigger OP 4.12 will\nnot be eligible for financing. For such cases, all civil construction works planned will be executed on\nother alternative sites that the borrower will provide and confirm which do not require acquisition and\nare not occupied or being used for economic activities that will trigger OP 4.12. A detailed process is\nexplained under the ESAP, Annex 4 of this document.\n\n\n28. In general, acquisition through expropriation is not realized very often by MoNE. According to\nthe prevailing laws of MONE, if there is a plot designated for education facilities under the zoning plan\nthe land is allocated to MONE by law. Expropriation is a last resort and especially the enforcement of\nArticle 27 is not generally put into practice. When MoNE requires land for new schools, ministry-owned\nlands are considered. In certain cases, MoNE may have to request land from the State Treasury, which\nhas already been designated as educational facilities under the master plan. Majority of the lands are\nobtained under this process. However, depending on the location, MoNE may need to acquire other\nlands through expropriation. Here, zoning plans prepared by municipalities are taken into consideration\nand lands allocated for educational facilities are determined. MoNE will proceed with the Expropriation\nLaw numbered 2942.\n\n\n29. As this project is classified by the World Bank as an emergency response project, it is expected\nto invoke paragraph 12 under the World Bank’s OP 10.00, which is ‘Projects in Situations of Urgent Need\nof Assistance or Capacity Constraints’ and has more condensed procedures and defers some of the\nsafeguards requirements from the project preparation to the implementation phase. During the\nimplementation phase, due diligence will be carried out by the World Bank on the selected 56 plots\nensuring that there are no noncompliance issues with the World Bank’s OP 4.12 (Involuntary\nResettlement and Land Acquisition). Within the due diligence, there will be an assessment of social risks,\nnational legislation, and of MoNE’s land acquisition processes to identify any potential gaps and\nmitigation measures if necessary under the ESAP will be proposed.\n\n\n30. Some of the new schools might be constructed within existing and active school grounds; the\nissue of ‘host communities’ is likely to emerge. For these new schools, MoNE will carry out construction\nactivities in the off-semester season. The existing schools will eventually be affected by the project’s\n\n\nPage 54 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nconstruction activities that will coincide with the academic calendar. In such cases, parallel to the citizen\nengagement activities, existing parent-teacher associations could be expanded to form Harmonization\nCommittees comprising representatives and parents from both host communities and SuTP. If not,\nMoNE could encourage and support the establishment of such Harmonization Committees that will\nserve to communicate the needs and concerns of the project-affected population in addition to\ndefining/addressing resources needed to take actions to meet these requests. The Harmonization\nCommittee could be composed of several stakeholders including parents, teachers, representatives of\nschool administrations, and social workers. The committee will meet at frequent intervals and discuss\nissues related to the combined school system on various aspects; social cohesion, dialogue between\nTurkish and Syrian nationals, language barrier, psychosocial development, and so on. For schools that\nwill be built on separate grounds allocated for new educational facilities, such committees could be\nestablished soon after the school is operational.\n\n\n31. MoNE will have a grievance mechanism in place to resolve and administer the grievances that\ncould be encountered during the construction of school buildings as well as to address other social\nissues pertaining to social cohesion and integration, once the schools are operational. Host communities\nmay have concerns regarding the inclusion of SuTP in the mixed school system that will be adapted in\nthe new schools. Similarly, the mechanism will allow SuTP to express their concerns and requests. To be\nable to facilitate the needs of both communities the grievance mechanism should be launched in both\nlanguages, Turkish and Arabic. MoNE should recruit communication liaison officers from both\nnationalities as well as disseminate information regarding the grievance mechanism in both languages\n(Turkish and Arabic). Grievances will be addressed at multiple levels: (a) contractor level; (b) provincial\nlevel at MoNE; and (c) national Level at the PIU of MoNE. Implementation details about the grievance\nmechanism will be specified in the OM.\n\n\n**Monitoring and Evaluation**\n\n32. Results-based M&E will follow a methodology for measuring and monitoring results, as well as\nfor review. In light of the clear environment in the outputs and immediate outcome areas, the baselines\nfor identified results indicators are zero. A results framework and monitoring matrix to track outputs\nand outcomes has been developed for the project with intermediate results and PDO indicators (see\nsection VII).\n\n\n33. A guideline on collecting and evaluating indicators and appropriate reporting templates is\nincluded in the OM. The progress on meeting these indicators and the evaluation of the data will be\nprovided in the PPR (quarterly informative notes), submitted quarterly by MoNE. The PPR will be\ntransmitted by the PIU to the World Bank which is responsible for the consistency and timely submission\nof the PPRs to the EUD. The PPRs shall demonstrate the progress made during the reporting period\nagainst the results framework developed and target values identified in a clear and tangible manner.\nAdditionally, the PIU is responsible for submission of annual interim progress reports, while a midterm\nreview (MTR) and final ICR will be issued by the World Bank Team.\n\n\n34. The PIU will collect data for results indicators from the field, monitor the quality of data\ncollection, and evaluate results. Consequently, the PIU will review and verify the data and evaluate\nresults before including these results in reports to be sent to the World Bank. If deemed necessary by\n\n\nPage 55 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nthe ministry, the PIU may receive support from externally hired M&E specialists to ensure quality\nmonitoring and reporting on par with the standards of the World Bank and those of the EU. The\nincremental costs for the project M&E arrangements will be part of Component 3.\n\n\n35. As stipulated, responsibility of data collection will rest with the PIU complemented by close\nWorld Bank implementation support. Project implementation progress will be monitored by the World\nBank through implementation support missions to be conducted every six months throughout the lifespan of the project. Outputs and outcomes will be reviewed during project supervision to evaluate\nprogress using data compiled by the PIU. M&E will measure individual project performance according to\nresults framework targets and the provided progress reports will pinpoint the progress based on timely\ndelivery of targets, the management of contractors, and inclusion of and outreach to external\nstakeholders.\n\n\n36. The PIU, according to the results framework, will be responsible for the overall strategy\nguidance and monitoring of the project, including review of budget; progress against the defined\nmilestones; critical findings of audits and evaluation reports; and taking corrective measures wherever\nnecessary.\n\n\n37. In view of the project’s financing nature and the strategic importance of scaling up education\ninfrastructure investments to better meet the needs of SuTP and members of host communities, the\nM&E system will target the identification of lessons to be applied to the design of follow-up projects.\n\n\n38. **Monitoring of contracts.** The BU to be established under the PIU is encouraged to acquire an\nFM software that can be tailored for the purpose. Such software, which can also be used in future for\nnew and other such projects, will also be a tool for effective monitoring of contracts as well as reporting.\nIf necessary, the BU can hire an FM consultant to support the unit.\n\n\n39. **Monitoring of environmental and social aspects.** To assess the national environmental\nlegislation related to building construction works and to compare them with World Bank operational\npolicies, it is proposed that the borrower prepares an ESMF during the preparation phase. This ESMF will\ninclude the generic impact and related mitigation and monitoring actions. Guidance for the preparation\nof the ESMF will be provided by the World Bank. As soon as the exact locations and footprints of the\nschool construction works are determined, the subproject EMPs, tailored to include site-specific\ninformation, will be produced by the PIU with the support of the task team, both to inform awarded\ncontractors about environmental safeguard responsibilities and to support monitoring processes of\nenvironmental aspects.\n\n\n**Economic Analysis**\n\n40. Economic analyses often highlight education as an investment in the future, because it will\nincrease productivity and generate economic growth. It will reduce poverty because educated people\ntend to earn higher incomes. It can also produce better adaptation to new technology and improved\nability to cope with economic shocks. Education can thus suggest a path out of the so called lost\ngeneration, which the displaced SuTP is feared to be trapped into.\n\n\nPage 56 of 86\n\n\n",
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+ "confidence": 0.9971195459365845,
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+ "text": "task team",
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+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 57
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n41. Today, there are 16.1 million refugees worldwide, more than half of whom are children, and 6\nmillion are of primary and secondary schooling age. The average length of time a refugee spends in exile\nis about 20 years. Of the 6 million primary and secondary school-aged refugees, 3.7 million do not have\naccess to public education facilities. Reportedly, refugee children are five times more likely to be out of\nschool than non-refugee children, while 50 percent have access to primary education, compared with a\nglobal level of more than 90 percent. As they get older, the gap becomes wider as 84 percent of nonrefugee adolescents attend lower secondary school, but only 22 percent of refugee adolescents have\nthat same opportunity. [24]\n\n\n42. **Recent policy changes in Turkey.** Since the beginning of project preparation by the World Bank\nteam, two important policy decisions have been made by MoNE. The first policy change is the emphasis\non the seamless integration of Syrian refugee children in the Turkish educational system (and a heavy\nemphasis on the acquisition of Turkish language skills) while the second policy change is the decision to\nscrap the double-shift schooling system with a phased migration to a full-time system over the next\nthree years. Both policy decisions and ensuing implementation will have very significant impact on the\nnatural (and hence logical for most projects) linkage between the project benefits and project costs.\nSince the Syrian refugee children will be interspersed with the Turkish children there is clearly an issue in\nattributing the investments in the specific structures to be funded under the proposed project to the\nnumber of beneficiaries. This is the natural outgrowth of the integration decision.\n\n\n43. The abolishment of the double-shift system and the huge number of educational facilities to be\nbuilt by the Government makes the linkage of specific school to Syrian beneficiaries even more tenuous,\nas there will be many more choices for spreading the Syrians across schools. Therefore, a traditional\ncost-benefit analysis may not always be applicable in the context of the Syrian children’s educational\nneeds. However, it is still possible to estimate the costs and benefits separately and try to link the two as\nmuch as possible at the macro level (overall impact) rather than do the same at the micro-level\n(individual cases of specific investments).\n\n\n44. United Nations Children’s Fund (UNICEF) Cost Benefit Study: According to a recent UNICEF\nstudy [25] the impact of dropping out from basic and secondary education is significantly large. In Syria, the\neconomic cost of dropping out from basic education is estimated at US$6,251 for a boy and US$5,481\nfor a girl. The economic loss due to dropping out from basic education is about twice as large as the\ncountry’s gross domestic product per capita for both males and females. The male and female wage\ndifferentials between having a basic education and less than a basic education are 8 and 10 times larger\nthan the wage differential between having a secondary education and a basic education, respectively.\nThis indicates that dropping out from basic education creates a far more severe economic loss, and\nbringing children of basic-education age back to school is one of the most crucial and urgent tasks for\nthe reconstruction of the economy.\n\n\n24 UNHCR, Missing Out: Refugee Education in Crisis, http://www.unhcr.org/57d9d01d0\n25 Economic Loss from School Dropout due to the Syria Crisis - A Cost-Benefit Analysis of the Impact of the Syria\nCrisis on the Education Sector _[http://allinschool.org/wp-content/uploads/2015/04/Cost-](http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pd)_\n_[benefit_analysis_report_English_final.pd](http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pd)_\n\n\nPage 57 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 58
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Table 2.2. Present Value of Wage Differential and Economic Impact of Students Dropping Out**\n\n\n\n\n\n\n\n\n\n\n\n|Gender|Level at which Students
Drop Out|Number of
Students who
Drop Out|Present Value of
Wage
Differential in
US$|Economic Impact
(US$, millions)|\n|---|---|---|---|---|\n|**Gender**|**Level at which Students**
**Drop Out**|**A **|**B **|**A × B**|\n|Male|From basic education|937,000|6,251|5,857|\n|Male|From secondary education|44,000|778|34|\n|Female|From basic education|871,000|5,481|4,774|\n|Female|From secondary education|48,000|535|26|\n|**Total**|**From basic education**|**1,808,000**|**— **|**10,631**|\n|**Total**|**From secondary education**|**92,000**|**— **|**60**|\n||**Total**|**1,900,000**|**— **|**10,691**|\n\n\n45. **A Modified Cost-benefit Analysis Approach for Turkey.** Using existing data and information, a\npreliminary and indicative CEA is being offered for illustrative purposes to highlight the soundness of the\nproposed investment idea. The analysis is preliminary because there is scope for further improvement.\nIt is indicative because it captures only a part of the potential benefits. It is illustrative because it is\nbased on benchmarking and the CEA (a less rigorous approach than formal cost-benefit analysis) using\nthe UNICEF study as basis, as discussed below.\n\n\n46. **Project costs and relationship to capacity creation.** Project costs comprise the World Bank\nportion of US$165 million (EUR 150 million) to construct 56 buildings where, on average, each facility\nwill accommodate 720 students (24 classrooms per building and 30 students per classroom). This\ncorresponds to the creation of incremental capacity for about 40,000 students. It is estimated that the\nteacher salaries, utilities, and other O&M costs for the facilities will amount to another US$165 million\nover the next 20 years.\n\n\n47. **The benefit stream for the CEA.** The UNICEF study dealt with the potential benefit side by trying\nto calculate the avoidable economic loss connected with students dropping out of school. Using the\nUNICEF study’s outcome and methodology as benchmark, a similar analysis was attempted for the case\nof Turkey, where some adjustments were made to provide for the transfer of knowledge. These\nadjustments involved (a) simplification of the methodology to account for the 12-year uninterrupted\nbase education system in Turkey, (b) correction for the purchasing parity based minimum wages in\nTurkey and Syria, and (c) adoption of a 20-year planning horizon on the number of graduates coming out\nof the system. The objective of this exercise is to be able to come up with some quantitative estimate\nfor the project benefits which consist of avoided income loss to the Syrian children because of school\ndropouts.\n\n\n48. **Discussion of results of CEA.** Table 2.3 includes the details of the analysis for the CEA for the\nproject investment of US$165 million, which helps generate benefits of more than US$1.5 billion in\nunadjusted terms, and more than US$1 billion in adjusted (for repatriated Syrians during or after the\nschooling period) terms. The CEA ratio for the investment part is 6.52. This means every dollar invested\nyields at least 6.5 dollars. When we consider the O&M costs, the CEA is halved, but still offers a high\n\n\nPage 58 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 59
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nlevel of returns per dollar invested.\n\n\n**Table 2.3.Project Parameters and Calculation of Cost Effectiveness Ratio**\n\n\n\n\n\n\n\n\n\n\n\n|Description|Units|Quantities,
Amounts,
Descriptions|\n|---|---|---|\n|**PHYSICAL ASPECTS**|**PHYSICAL ASPECTS**|**PHYSICAL ASPECTS**|\n|Number of provinces in which the World Bank coordinated
infrastructure investments will take place|Province|12|\n|Number of education facilities to be constructed|Education facility|56|\n|Number of classrooms per building|Class per building|24|\n|Number of students per classroom|Students per class|30|\n|Overall annual capacity created per building|Student per building|720|\n|Overall annual capacity created for system|Students|40,320|\n|Education system|4+4+4|12-Year|\n|Number of expected graduates per year|Graduate|3,360|\n|Planning horizon|Years|20|\n|Number of expected graduates for planning horizon|Graduate|67,200|\n|**CALCULATIONS FOR BENEFITS FROM AVOIDED SCHOOL**
**DROP-OUTS**|||\n|Unadjusted wage differential for both boys and girls|US$/student|5,000|\n|Purchasing parity adjusted minimum wage in Turkey|US$ (2016)|12,800|\n|Purchasing parity adjusted minimum wage in Syria|US$ (2013)|2,800|\n|Adjustment factor for wage differential||4.57|\n|Adjusted wage differential for both boys and girls|US$|22,857|\n|Number of graduates over planning horizon|Graduates|67,200|\n|Avoided economic loss from school dropouts|US$, billion|1.54|\n|Adjustment for repatriation before getting degree|Percent|30|\n|Net avoided loss due to school drop out|US$, billion|1.08|\n||||\n|**Project investment cost**|**US$, billion**|**0.165**|\n|**Project operation and maintenance cost**|** US$**|**0.165**|\n|**Cost-effectiveness ratio (investment cost only)**||**6.52**|\n|**Cost-effectiveness ratio (overall cost)**||**3.26**|\n\n\n_Note:_ The Syrian wage differential for girls was rounded down and adopted for both boys and girls, and\nthe wage differential for secondary education was ignored; Purchasing parity value for the minimum\nwages come from: _[http://allinschool.org/wp-content/uploads/2015/04/Cost-](http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pdf)_\n_[benefit_analysis_report_English_final.pdf](http://allinschool.org/wp-content/uploads/2015/04/Cost-benefit_analysis_report_English_final.pdf)_ .\n\n\nPage 59 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 60
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Table 2.4.Project Parameters and Comparisons with Overall Sector Statistics**\n\n\n\n\n\n\n\n\n\n\n\n\n|Description|Units|Quantities
or EUR
Amounts|\n|---|---|---|\n|**TURKEY COUNYTRYWIDE NATIONAL STATISTICS FOR COMPARISON**|**TURKEY COUNYTRYWIDE NATIONAL STATISTICS FOR COMPARISON**|**TURKEY COUNYTRYWIDE NATIONAL STATISTICS FOR COMPARISON**|\n|Number of students under MoNE’s mandate|Million students|18|\n|Number of existing educational buildings|Building|60,000|\n|Annual classroom construction capacity of MoNE|Classroom|22,500|\n|Average annual classroom construction target to be built in the
scope of the project|Classroom|440
|\n|Percent of project investments within the annual classroom
construction capacity of MoNE|Percent|2|\n\n\n\n49. According to the figures provided above, the project, in total, is expected to facilitate\nconstruction of 56 education facilities which roughly corresponds to construction of 1,320 classrooms in\na three-year span of time. Based on the current financial resources allocated to infrastructure\ninvestments by MoNE, annually the ministry undertakes construction of approximately 1,250 education\nfacilities corresponding to 22,500 classrooms in total. With the 440 classrooms to be constructed as a\nresult of project investments annually, a 2 percent increase in the expansion of education infrastructure\nis expected. Even though such percentages appear modest, the investments are expected to help\nsupport the need to support bridging the gap, given the exigency of providing SuTP and residents of host\ncommunities with quality learning environments and safe structures.\n\n\n**Visibility and Communication**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Table 2.5.Indicative List of Communications and Visibility Activities/Products and Indicative Budget|Col2|Col3|\n|---|---|---|\n|**Activity/Product**
**Description**
**Indicative**
**Budget (EUR,**
**thousands)**|**Activity/Product**
**Description**
**Indicative**
**Budget (EUR,**
**thousands)**|**Activity/Product**
**Description**
**Indicative**
**Budget (EUR,**
**thousands)**|\n|**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|\n|**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|\n|**Kick-off and closing events**|Includes a kick-off event and a closing event; 500
participants expected to attend each event|200|\n|**School opening and**
**groundbreaking**
**ceremonies**|Includes school opening and
groundbreaking ceremonies to be organized in 12
provinces|150|\n|**Local launch events**|Includes public events to be organized in 12 provinces|150|\n\n\n\nPage 60 of 86\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "TURKEY COUNYTRYWIDE NATIONAL STATISTICS",
+ "confidence": 0.9962313771247864,
+ "start": 69,
+ "end": 73
+ },
+ "dataset_tag": "descriptive",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": {
+ "text": "The World Bank",
+ "confidence": 0.521168053150177,
+ "start": 2,
+ "end": 5
+ },
+ "producer": null,
+ "geography": {
+ "text": "TURKEY",
+ "confidence": 0.9529131650924683,
+ "start": 69,
+ "end": 70
+ },
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "Website/logo/social media",
+ "confidence": 0.7046927809715271,
+ "start": 512,
+ "end": 518
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Project tracking software",
+ "confidence": 0.5518401861190796,
+ "start": 558,
+ "end": 561
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Kick-off and closing events",
+ "confidence": 0.5322931408882141,
+ "start": 609,
+ "end": 613
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 61
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|to inform local stakeholders about the project|Col3|\n|---|---|---|\n|**Field trips**|Includes field trips to the school construction areas|250|\n|**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|\n|**Project documentary/ TV**
**spots/ videos**|Includes camera shootings, videoscript, editing, and
broadcasting of audiovisual productions|50|\n|**Infographics/videographics**|Includes informative infographics and animated
videographics to be posted on the social media and on
the website|20|\n|**Newsletter**|Includes design, content development, and
dissemination of a project newsletter that would be
produced quarterly|20|\n|**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|\n|**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|\n|**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|\n||**TOTAL**
|**1,920**
|\n\n\n\nPage 61 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 62
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Table 2.6. Timeline of Communication and Visibility Activities**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|2017|Col2|Col3|Col4|2018|Col6|Col7|Col8|2019|Col10|Col11|Col12|\n|---|---|---|---|---|---|---|---|---|---|---|---|\n|**Q1**|**Q2**|**Q3**|**Q4**|**Q5**|**Q6**|**Q7**|**Q8**|**Q9**|**Q10**|**Q11**|**Q12**|\n|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|Newsletter|\n|Kick-off event|Local project
launch events
(6 provinces)|Local project
launch
events (3
provinces)|1st
Internationa
l Conference|Local
project
events|Local
project
events|Local project
events|Opening
ceremony of
schools|Opening
ceremony of
schools|Opening
ceremony of
schools|Opening
ceremony
of schools|Opening
ceremony of
schools|\n|Local project
launch events
(3 provinces)|Groundbreaki
ng ceremony
(3 provinces)|Groundbrea
king
ceremony (3
provinces)|Groundbrea
king
ceremony (3
provinces)|Project’s 1st
Year
anniversary
video|||2nd
International
Conference|
|||3rd
International
Conference|\n|Groundbreaki
ng ceremony
(3 provinces)||||Infographic/
videographi
c||||Project’s 2nd
Year
anniversary
video|||Closing event|\n|Designing of
logo, website
and other
visibility
products||||||||Infographic/
videographic|||Project
documentary|\n|Creating
social media
accounts|||||||||||Infographic/vi
deographic|\n|Developing a
project
tracking
software||||||||||||\n|Creating a
project
information
call number||||||||||||\n\n\nPage 62 of 86\n\n\n\n\n\n\n\n\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 63
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**ANNEX 3: IMPLEMENTATION SUPPORT PLAN**\n\n**COUNTRY: Turkey**\n**Education Infrastructure for Resilience (EU Facility for STUP)**\n\n\n**Strategy and Approach for Implementation Support**\n\n\n1. Experience under previous emergency operations have shown that, given the sensitive and\nchallenging nature of such projects, specific World Bank responsibilities require higher than normal\nsupervision and support requirements, including the transfer of knowledge that the World Bank has\ngained over the past decade in similar operations.\n\n\n2. Implementation support will be provided by the World Bank team, consisting of staff with\nrelevant competencies in operations, procurement, finance, safeguards, and content. The World Bank\nteam will undertake periodic field missions/implementation support missions every six months\nthroughout the project’s implementation as allowed by security status.\n\n\n3. To enable the World Bank honor its corporate commitments regarding fiduciary and safeguards\nresponsibility; oversight and implementation support; and M&E of project implementation, outcomes,\nand results, the World Bank will maintain close contact with the PIU which will manage day-to-day\nimplementation of the project and produce and transmit to the World Bank all required data, reports,\nand information required to follow project implementation progress, detect deviations and problems,\nand identify and respond to problems and bottlenecks, including procurement transactions and FM\nrequirements, verification of construction sites and assets acquired under the project against the\nspecifications, and report to the World Bank on the progress and status of project implementation and\ncontract administration against agreed or contractual timetables and schedules.\n\n\n4. The PIU will also report to the World Bank on compliance with the triggered environmental and\nsocial safeguards policies. The PIU will receive support from the World Bank to prepare relevant\nenvironmental and social documents and instruments applicable to the project, support the World Bank\nconduct due diligence processes, and monitor the timely preparation of environmental and social\nassessments and management instruments, which will be required to be completed and approved by\nthe World Bank before any physical activity or works may commence in the field. The PIU will also\nensure that a functioning grievance redress mechanism is in place and maintained for each subproject.\n\n\n5. The Implementation Support Plan (ISP) for the project has been developed based on the specific\nnature of the project activities, factoring in the existing capacity of the implementing agency and the\nrespective emergency context in which lessons learned from past operations and current projects in the\ncountry, and the project’s risk profile in accordance with the Systematic Operations Risk-Rating Tool.\nThis ISP reflects the assessments conducted by the World Bank during the project preparation and will\nbe regularly reviewed and revised as required.\n\n\n6. The ISP includes frequent review of implementation performance and progress. The World Bank\nteam will monitor progress on several fronts, including (a) indicators as defined in the results\nframework; (b) regional and subproject level project implementation; (c) independent verification of\nproject activities; (d) proper fiduciary management of all activities carried out by the PIU; (e)\nreconciliation of payments with contracts; and (f) monitoring of key legal covenants.\n\n\nPage 63 of 86\n\n\n",
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+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n7. Implementation support missions, including field visits, would concentrate on the overall\nimplementation of project activities at all levels. Field visits will serve to verify compliance with the\napproved OM. Support will be provided by the World Bank, in collaboration with other experts, to\nensure that activities are implemented in an efficient and cost-effective fashion in accordance with the\nPDO. The World Bank team will also facilitate knowledge exchange and mobilize appropriate global\nexpertise.\n\n\n8. **Client relations.** Task team leaders will (a) coordinate World Bank implementation support to\nensure consistent project implementation as specified in the legal documents (that is, AA and Grant\nAgreement) and (b) follow up with senior representatives of the ministry (where appropriate) to gauge\nproject progress in achieving the PDO and address implementation bottlenecks as they arise. In addition,\nthe task team leader will ensure regular exchanges of information and coordination with other key\nstakeholders, including bilateral, multilateral donors, and if required, UN agencies.\n\n\n9. **FM.** The World Bank’s FM specialist will also provide timely and effective support. The FM\nspecialist will review all FM reports and audits and take necessary follow-up actions according to World\nBank procedures. The project will be supervised on a risk-based approach. It will comprise the review of\naudit reports, financial reports, and advice to the task team on all FM issues. The Implementation Status\nand Results Report will include an FM rating of the project. To the extent possible, mixed onsite\nsupervision missions will be undertaken together with procurement, M&E, and safeguards colleagues.\n\n\n10. **Procurement.** With regard to procurement activities, implementation support will include prior\nprocurement reviews. The World Bank’s procurement specialist will carry out at least two missions per\nyear to provide support to the implementation of procurement activities and as the need arises. This\nsupport will include the set-up and functioning of the Procurement Plan and the implementation of\nprocurement activities listed in the Procurement Plan. In addition to carrying out random ex post review\nof procurement activities, the procurement specialist may lead thematic focused missions depending on\nthe procurement needs and as agreed to by the ministry.\n\n\n11. **Safeguards.** The World Bank team’s social and environmental safeguards specialists took the\nlead for development of the ESAP as required by OP 10.00, paragraph 12. The team will furthermore\nprovide technical support and oversight throughout project implementation and will take responsibility\nfor initiating the timely preparation of required safeguards instruments (Environmental and Social\nManagement Framework, EMPs). Semiannual inputs from the environmental and social specialists will\nbe required throughout the project, and formal implementation support missions and field visits will\nensure that the safeguards processes are adhered to in a fashion acceptable to the World Bank.\n\n\n12. **MTR.** An MTR will be carried out after 1.5 years of project implementation. In preparation for\nthe MTR, an independent review of implementation progress will be carried out, including audits.\nResults will provide input to any potential revisions or restructuring at the time. The MTR will cover,\namong others, review of the Results Framework, Systematic Operations Risk-Rating Tool, country\nownership, stakeholder participation, FM, procurement processing, and sustainability aspects.\n\n\n13. **Implementation Completion and Results Report (ICR).** To satisfy accountability needs and\nprovide lessons from completed operations, an ICR will be drafted within six months of project\ncompletion. ICRs are tailored to enhance development effectiveness through a continuous process of\n\n\nPage 64 of 86\n\n\n",
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+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 65
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+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nself-evaluation, lesson learning and application, sharing of knowledge, and being accountable for results.\nThe lessons learned from ICRs improve the quality and effectiveness of World Bank operations, while\nborrower/stakeholder participation in the ICR process informs later designs, preparation, and\nimplementation.\n\n\n14. Implementation support will be provided by direct support from the World Bank team and\nadditional consultants to provide technical assistance as needed. During the first year of the project, it is\nforeseen that frequent missions will take place to essential areas to support the ministry in initiating\nactivities, given the nature of the project.\n\n\n**Implementation Support Plan and Resource Requirements**\n\n\n15. The following ISP reflects the preliminary estimates of the skill requirements, timing, and\nresource requirements over the life of the project. Keeping in mind the need to maintain flexibility over\nproject activities from year to year, the ISP will be reviewed annually to ensure that it continues to meet\nthe implementation support needs of the project.\n\n\n16. Table 3.1 indicates the level of inputs that will be needed from the World Bank to provide\nimplementation support for the proposed project.\n\n\n**Table 3.1. Implementation Support Plan**\n\n\n\n\n\n\n\n\n\n\n|Time|Focus|Skills
Needed|Partner Role|\n|---|---|---|---|\n|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
|\n|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|\n\n\n\n**Skills Mix Required**\n\n\n\n\n\n|Skills Needed|Number of
Staff Weeks|Number of Trips|Comments|\n|---|---|---|---|\n|Task Team Leader (DRM)|40|10|International Staff|\n|Co-Task Team Leader (Education)|40|10|International staff|\n|DRM Specialist|75|10|Field-based staff|\n|Technical Specialist|10|2|International staff|\n|Technical Specialist|20|Local travel as needed|Field-based staff|\n|Environmental Specialist|20|Local travel as needed|Field-based staff|\n\n\nPage 65 of 86\n\n\n",
+ "datasets": [],
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+ "pages": [
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+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n|Skills Needed|Number of
Staff Weeks|Number of Trips|Comments|\n|---|---|---|---|\n|Social Specialist|20|Local travel as needed|Field-based staff|\n|Economist (M&E)|10||Field-based staff|\n|Procurement Specialist|50||Field-based staff|\n|FM Specialist|20|Local travel as needed|Field-based staff|\n|Consultant for DRM|90|Local travel as needed|STC/STCs|\n|Consultant for Education|60|Local travel as needed|STC|\n|Consultant for Safeguards|75|Local travel as needed|STC|\n|Consultant for Communications and Visibility|75|Local travel as needed|STC|\n\n\n|Partners|Col2|Col3|\n|---|---|---|\n|**Name**|**Institution/Country**|**Role**|\n|EC|EU|Financier|\n\n\nPage 66 of 86\n\n\n",
+ "datasets": [],
+ "document": {
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+ "pages": [
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+ }
+ },
+ {
+ "input_text": "**ANNEX 4: ENVIRONMENTAL AND SOCIAL ACTION PLAN**\n\n# **TURKEY** **EDUCATION INFRASTRUCTURE FOR RESILIENCE (EU FACILITY for SuTP)** **PROJECT (P162004)** **ENVIRONMENTAL AND SOCIAL ACTION PLAN**\n\n## **---- FINAL ----** **JANUARY, 2017**\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**1.** **INTRODUCTION**\n\n\nThe overall objective is to support the Government of Turkey maintaining long-term goals in\neducation by responding to the growing demand for access to education among Syrians under\nTemporary Protection. The specific project development objective is to support the GT to improve\naccess to education of SuTP and host communities by expanding disaster resilient education\ninfrastructure in priority provinces. This objective will be achieved through needs-based\ninvestments to increase the number and quality of formal and informal education facilities.\n\n\nThe proposed Education Infrastructure for Resilience (EU Facility for SuTP) project would be\nimplemented through three Components: (i) supporting school infrastructure investments; (ii)\nenhancing quality learning environment; (iii) project management and technical capacity building\nfor infrastructure.\n\n\n**Component 1:** _Supporting School Infrastructure Investments._ The objective of Component 1 is to\nsupport enhancing school infrastructure for SuTP. This Component will provide support for\nconstruction of priority formal and informal schools and education facilities. Design reviews, soil\nsurveys or other analysis for ground conditions, as well as construction supervision will also be\nsupported under this component. Schools and other education facilities to be constructed will\nsatisfy all current regulations and codes for seismic safety, land use planning, energy efficiency, fire,\nsafety at workplace, etc. as well as all standards related with materials to be used. Building up-tostandards and safe schools will result as avoiding creation of new risks and serve for the purposes\nof long term risk reduction in school buildings, thus the Project will contribute to Safe Schools\nagenda in Turkey. New, disaster resilient and modern facilities will also contribute to better learning\nenvironment that affects learning abilities of students/trainees positively.\n\n\n**Component 2:** _Enhancing Quality Learning Environment._ The objective of Component 2 is to\nimprove quality of indoors and outdoors in schools to create enhanced learning environment. This\nComponent will provide procurement of equipment and furnishing required to create quality\nlearning environment and to enable flexible use of education facilities for other activities for SuTP.\nEquipment and furniture support can include, not only all desks and chairs; but also, establishment\nof laboratories with proper equipment and material for various science and technical courses;\nlanguage labs with equipment and systems; sports equipment and tools; IT equipment and\nvocational/skills training materials. Given that the education facilities will target a diverse and\nchanging population and may need to be used for teacher-parent meetings and education planning\nwith SuTP and host families, the schools would benefit from flexible furniture (e.g. chairs and tables\ncould be adjusted to different ages and equipment could be on wheels).\n\n\n**Component 3:** _Project Management, and Technical Capacity Building for Infrastructure._ The\nobjective of Component 3 is to support all operational expenses and technical capacity building\nactivities that would be needed for timely and efficient implementation of the project which will be\nimplemented by MoNE’s Construction and Real Estate Department who has extensive technical\n\n\nPage 68 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\ncapacity for outsourcing and managing design and construction of schools. The component will\nsupport strengthening the Department’s staff capacity by hiring experts including but not limited to\nprocurement, financial management, disbursement, monitoring and evaluation, environmental and\nsocial safeguards. Monitoring and evaluation will be given special emphasis and the component\nwill support all activities related to data collection, implementation assessments, and evaluations to\nensure outcome targets are met. Consultancy services and specific activities for capacity building,\nequipment and software to implement the project and to monitor and evaluate the results,\norganization of workshops, trainings and other informative meetings for central and local staff of\nMoNE will be supported under this component. This Component will also support financing of all\ncommunications and visibility activities to be conducted during the lifespan of the Project. The\nsoftware to be procured by MoNE, inter alia, include a full-fledged information management and\nmonitoring system which enables track of not only contract management and disbursement figures\nbut also to follow-up on the physical progress made on each construction site via visuals, video\ngraphics etc.\n\n\nPage 69 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 70
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**2.** **COMPLIANCE WITH WORLD BANK SAFEGUARDS POLICIES**\n\n\nThe Environment Law (No. 2872), which was published in Turkish Official Gazette No. 18132 dated\nAugust 11, 1983 and revised in Turkish Official Gazette dated May 29, 2013 (Law No. 6486) is\nTurkey’s primary framework for environmental legislation and is supported by a series of\nregulations. Article 10 of the Environment Law sets the framework for the Regulation on\nEnvironmental Impact Assessment, Official Gazette No. 29186 dated November 25, 2014,\n(henceforth “EIA Regulation”). The World Bank’s environmental and social safeguards policies\nrequire that the borrower country perform an Environmental Assessment Study, integrated with\nthe EIA Regulation and WB’s Operational Policy for Environmental Assessment (OP 4.01).\n\n\nConstruction of schools are not listed in Turkish EIA Regulation. Due to that reason, projects are\nexempted from the EIA Process. Therefore, this Environmental and Social Action Plan (ESAP) has\nbeen prepared to fulfill the requirements of WB Operational Policies on Environmental Assessment\n(OP 4.01), and Physical Cultural Resources (OP4.11)). The purpose of this plan is also to assist the\nProject Management Teams in screening all the subprojects for their likely social and environmental\nimpacts, identifying E&S management requirements and prioritizing investments.\n\n\n**OP 4.01 Environmental Assessment:**\n\n\nSimple construction works triggers OP 4.01 due to anticipated limited environmental and social\nimpacts which will occur within close project boundaries on existing footprints, and will be mostly\nof a temporary nature. The triggering of OP 4.01 necessitates the preparation of general E&S\nmanagement and “good housekeeping” instruments. The proposed EU Facility for SuTP project is\nclassified as category ‘B’ by considering its potential temporary impacts\n\n\nMajor social and environmental impacts caused by the project are expected on sensitive receptors\n(e.g. existing schools, hospitals, healthcare centers and houses) located near proposed project sites.\nIn that respect, all project sites and their surrounding areas should be evaluated in terms of\nsensitive receptors. In some of the proposed locations, demolishing existing school buildings will be\ndeemed necessary due to these buildings being non-compliant with national legislation regarding\nseismic hazards. Current status and process for such buildings will be provided by MoNE.\n\n\nInfrastructure projects are subject to varying levels of review that begin while projects are in the\ndevelopment and pre-operation phases. Additional regulations apply to facilities once they are in\noperation. As part of European Union accession process, several institutional and legislative reforms\nhave been made by Turkey. Because of these reforms, environmental legislations and instruments\nfor environmental protection have been aligned with international standards. Those that pertain to\nconstruction works include the following:\n\n\n Waste Management Regulation, Official Gazette No. 29314 dated April 2, 2015;\n Hazardous Wastes Control Regulation, Official Gazette No. 25755 dated March 14, 2005\nand lastly revised in Official Gazette No. 28812 dated November 5, 2013;\n Waste Oil Control Regulation, Official Gazette No. 26952 dated July 30, 2008 and revised in\nOfficial Gazette No. 28812 dated November 5, 2013;\n\n\nPage 70 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 71
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n Vegetable Waste Oil Control Regulation, Official Gazette No. 29378 dated June 6, 2015;\n Packaging Waste Control Regulation, Official Gazette No. 28035 dated August 24, 2011;\n Waste Batteries and Accumulators Control Regulation, Official Gazette No. 25569 dated\nAugust 31, 2004 and lastly revised in Official Gazette No. 28812 dated November 5, 2013;\n Medical Waste Control Regulation, Official Gazette No. 25883 dated July 22, 2005 and lastly\nrevised in Official Gazette No. 28948 dated March 21, 2014;\n Excavation, Construction and Demolition Waste Control Regulation, Official Gazette No.\n25406 dated March 18, 2004 and revised in Official Gazette No.27533 dated March 26,\n2010;\n Waste Tires Control Regulation, Official Gazette No. 26357 dated November 25, 2006 and\nlastly revised in Official Gazette No. 29292 and dated March 11, 2015;\n Landfill Regulation, Official Gazette No.27533 dated March 26, 2010 and lastly revised in\nOfficial Gazette No.29292 dated March 11, 2015;\n Communique on Recovery of Some Non-Hazardous Wastes, Official Gazette No. 27967\ndated June 17, 2011 and revised in Official Gazette No. 29292 dated March 11, 2015;\n Regulation on Control of Electrical and Electronic Equipment, Official Gazette No. 28300\ndated May 22, 2012;\n Regulation on Soil Pollution Control and Contaminated Sites by Point Source, Official\nGazette No. 27605 dated June 8, 2010 and revised in Official Gazette No. 28704 dated June\n7, 2013;\n Water Pollution Control Regulation, Official Gazette No. 25687 dated December 31, 2014;\n Regulation on Monitoring of Surface Water and Groundwater, Official Gazette No. 28910\ndated February 11, 2014;\n Regulation on Protection of Groundwater against Pollution and Deterioration, Official\nGazette No: 28257 dated April 07, 2012;\n Regulation on Control of Pollution Caused by Hazardous Substances in the Aquatic\nEnvironment and Its Surroundings, Official Gazette No. 26005 dated November 26, 2005;\n Regulation on Water Intended for Human Consumption, Official Gazette No. 25730 dated\nFebruary 17, 2005;\n Regulation on Urban Wastewater Treatment, Official Gazette No. 26047 dated January 01,\n2006;\n Regulation on Assessment and Management of Air Quality, Official Gazette No: 26898\ndated June 06, 2008;\n Regulation on Minimization of Ozone-Depleting Substances, Official Gazette No. 27052\ndated November 12, 2008;\n Regulation on Assessment and Management of Environmental Noise, Official Gazette No.\n27601 dated June 04, 2010;\n Regulation Related to Noise Emissions by Equipment for Outdoor Use, Official Gazette No.\n26392 dated December 30, 2006.\n The Project will comply with the 6331 numbered Law on Occupational Health and Safety,\nOfficial Gazette No.28339, dated June 30, 2012 and its regulations.\n\nIn addition to the Environmental Law and its associated regulations, there are several other laws\nthat directly or indirectly include environmental review, and thus, are applicable to the Project.\nThese can be listed as follows:\n\n\n Groundwater Law (Law No: 167), Official Gazette No. 10688 dated December 23, 1960;\n\n\nPage 71 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 72
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n Law on Protection of Cultural and Natural Properties (Law No: 2863), Official Gazette No.\n18113 dated July 23, 1983;\n Highways Traffic Law (Law No: 2918), Official Gazette No. 18195 dated October 18, 1983;\n Regulation on Highway Traffic, Official Gazette No. 23053 dated July 18, 1997;\n Regulation on Work Place Establishment and Operating Licenses, Official Gazette No. 25902\ndated August 10, 2005;\n Regulation on Structures in Disaster Areas, Official Gazette No. 26582 dated July 14, 2007;\n Regulation on Buildings Constructions in Earthquake Zones, Official Gazette No. 26454\ndated March 06, 2007;\n Regulation on the Transportation of Hazardous Substances by Road, Official Gazette No.\n28801 dated October 24, 2013;\n By-Law on Principles and Procedures Production, Importing, Transportation, Storage,\nStocking, Selling, Usage, Assessment of Explosive Materials which are Monopolized,\nOfficial Gazette No. 19589 dated September 29, 1987;\n Regulation on the Septic Tanks to be installed where a Sewer System is not Available,\nOfficial Gazette No. 13783 dated March 19, 1971.\n\n\nMoNE has proposed construction of 55 schools and 1 community center to be funded via this\nproject. Site selection process of these schools is ongoing by MoNE in coordination with State\nTreasury. MoNE aims to prioritize the use of Ministry owned lands. In some cases, MoNE may have\nto request land that has already been designated for educational facilities under the master plan\nfrom the State Treasury. Majority of the lands are obtained under this process. As of today, location\ninformation for 10 of the school sites located in Adana and Kahramanmaraş Provinces have been\nprovided by MoNE. Preliminary evaluation of sites through satellite image analysis and desk reviews\nof available information shows that proposed school sites are mainly located in (or adjacent to)\nsettlement centers which are already under anthropogenic influences. MoNE states that the\nremaining 46 sites proposed to be selected in the Project have similar land property characteristics.\nMoNE intends to avoid sites that have sensitive habitats and protected areas during the site\nselection process. Therefore, no interaction or impact is expected on sensitive or critical habitats.\nBeing located within settlement centers brings additional advantages to proposed schools in terms\nof availability of infrastructure such as no need for additional access road or power connection line.\nExisting sewer systems will be used for wastewater discharges. By considering these characteristics\nof the sites no major environmental risk is anticipated from the project activities. In this respect, an\nEnvironmental Management Plan (EMP) checklist is assumed to be sufficient in order to mitigate\nand manage the potential impacts of the Project.\n\n\n**OP 4.11, Physical Cultural Resources (PCR):** Proposed project sites as well as existing school\nbuildings may be identified as an archaeological or cultural asset that require special protection.\nTurkish laws, notably Law No. 2863 dated 21.07.1983 on the Protection of Cultural and Natural\nAssets (revised through the amendment issued on 27.07.2004 dated Official Gazette) and practices\nare similar the World Bank requirements. The Regulation on Researches, Drillings and Excavations\nin Relation to the Cultural and Natural Assets, which was published in the Official Gazette No.\n18485 dated 10.08.1994 define the procedures and obligations concerning the cultural and natural\nassets found out during construction. MoNE is responsible to avoid or mitigate impacts on physical\n\n\nPage 72 of 86\n\n\n",
+ "datasets": [],
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+ "pages": [
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+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nor cultural resources of the financed projects. Therefore, MoNE will not proceed with project\nfunding until all requirements of the Turkish legislation are met. Since the national regulations on\nthe conservation of cultural properties are strict, it is not anticipated that any additional\nrequirements would arise WB safeguards policies. Nevertheless, a chance find procedure including\nresponsibilities for managing accidently discovered or chance find cultural artifacts will be\nprepared. Additionally, all relevant official letters will be annexed to the site-specific EMPs.\nFurthermore, depending on the requirement, a detailed evaluation report on archaeological or\ncultural asset will be included in the EMPs.\n\n\nThe Project will have positive social benefits as it supports improved access to formal and informal\neducation for school-aged SuTP children through construction of schools (education facilities) in\nprovinces with high density of SuTP. Given that more than 60% of Syrian children at school age are\nout of education due to the protracted displacement crisis they faced, this project is critical and\ntimely to support resilience of the SuTP families for social cohesion in Turkey. Beyond helping the\nSuTP families through providing endowments for their children, children from the host\ncommunities will also benefit from this project. Given that the schools will be mixed, in order to\navoid any potential adverse impacts, MoNE will also consider to have communications and\nengagement plan to mitigate on possible tensions between host communities and SuTP families.\n\n\n_OP 4.04, Natural Habitats is not triggered for this project since according to information given by_\n_borrower all the project sites will be located near to settlement centers in the master plan areas. As_\n_a result, borrower is notified that projects which has impact on any Natural Habitats are defined as_\n_ineligible._\n\n\n**OP 4.12, Involuntary Resettlement:** The project is unlikely to involve land acquisition as it will be\ncarried out on lands owned by or designated to MoNE for the construction of educational facilities.\nMoNE has selected plots with no ownership issues for the construction of 55 schools and 1\ncommunity center that will be funded by the Bank. Thus the project will not trigger the Bank policy\non Involuntary Resettlement OP 4.12. MONE ensures that by the project becomes effective: (i)\nthere is no land acquisition in anticipation of this project (ii) there are no squatters/users on public\nland that is used; (iii) there are no issues which may trigger OP 4.12 on land acquired previously\nwhich is then used for the project.\n\n\nIn general, acquisition through expropriation is not realized very often by MoNE. According to the\nprevailing laws of MONE, if there is a plot designated for education facilities under the zoning plan\nthe land is allocated to MONE by law. Expropriation is a last resort and especially the enforcement\nof Article 27 on Urgent Expropriation is not generally put into practice. When MoNE requires land\nfor new schools, Ministry owned lands are considered. In certain cases, MoNE may have to request\nland from the State Treasury which has already been designated as educational facilities under the\nmaster plan. Majority of the lands are obtained under this process. Shall there be a need to acquire\nother lands through expropriation, zoning plans prepared by municipalities are taken into\nconsideration and lands allocated for educational facilities are identified. MoNE follows\nExpropriation Law numbered 2942 to acquire such properties.\n\n\nWith regards to the Project, MoNE has started to provide the Bank with a list of land plots\naccording to a priority list of 56 buildings in 12 provinces. The lists include annexures such as title\n\n\nPage 73 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 74
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\ndeeds, aerial photographs, relevant decisions or permits applicable to the selected plots to ensure\nthat the ownership status of the land is suitable for construction and in line with both national\nlegislation and Bank requirements. MoNE recently visited and verified the plots in several provinces\nto be clean.\n\n\nThe Bank has started its due diligence including screenings/rapid assessments of 10 education\nfacilities in 2 provinces which are considered as priority investments. The Bank will continue its due\ndiligence in the remaining education facilities of the selected 56 plots through a piecemeal\napproach during implementation to ensure that there is no non-compliance with WB OP 4.12.\n\n\nPrior to the start of civil works, as part of due diligence process, MONE will fill out the land\nacquisition checklist (provided as Annex 1) and enclose all relevant annexes for each plot, and send\nthem for Bank approval. This checklist will be filled for each subject plots and filed to justify that\nthere are no prevailing conditions to trigger OP 4.12, all plots are public land and allocated for\nMONE. The land plots will also be reviewed if there was a recent land take in anticipation of the\nproject that had any issues that lead to OP 4.12. Any land (designated for building schools) that\ninvolves involuntary land acquisition that will trigger OP 4.12 will not be eligible for financing. For\nsuch cases, all civil construction works planned will be executed on other alternative sites that the\nborrower will provide and confirm which do not require acquisition and are not occupied or being\nused for economic activities that will trigger OP 4.12. The checklist will provide general information\nsuch as ownership details and physical status of the plot. In cases where the subject land plot is\nprivately owned and triggers OP 4.12, MONE will find alternative plots that are clear of any land\nacquisition requirement and ensure that there are no ongoing land acquisition issues or\nexpropriation process as well as having no users/squatters on selected public lands. . The due\ndiligence will be concluded once all designated plots are approved by the Bank ensuring that there\nare no social safeguard issues. . Due to the nature of the Project, it is important that there is a\nvisibility and communications strategy in place. During implementation, to avoid any negative\nfeedback or misunderstanding from the host communities, MoNE will have a good communications\nstrategy for both the SuTP and host communities. Visibility and engagement activities with both\ncommunities will be conducted through communication tools that will be prepared in both\nlanguages (Turkish and Arabic) to ensure potential beneficiaries (parents, teachers, students etc.) to\neasily engage and be informed about the Project. As a good practice, it is suggested that MoNE\nprovide leaflets or other informative documents to inform communities on the new schools that\nwill be constructed. Prior to construction, MoNE will also set up sign boards/posters with relevant\ninformation of project, contact details of MoNE for any grievances or questions that might arise\nfrom the communities. This will allow all potential beneficiaries and host communities to be\ninformed of the Project, its construction activities and related environmental and social impacts\nand mitigation measures. Additionally, public consultation meetings both to inform and ensure\ninvolvement of host communities and potential beneficiaries will be held. Potential environmental\nand social impacts will also be discussed with the public during these meetings. MoNE will be\nencouraged to seek coordination with the community outreach programs of other services\nproviders to also enhance citizen engagement. More broadly, community engagement will be\nsought through timely consultations and local level grievance redress mechanisms will be set up to\nresolve concerns as they arise. Both consultations and grievance mechanisms will consider the\n\n\nPage 74 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 75
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\ndifferent needs and concerns of men and women as well as local and SuTP communities.\n\n\nMoNE will have a grievance mechanism in place to resolve and administer the grievances that could\nbe encountered during the construction of school buildings as well as to address other social issues\npertaining to social cohesion and integration once the schools are operational. Host communities\nmay have concerns regarding the inclusion of SuTP in the mixed school system that will be adapted\nin the new schools. Similarly, the mechanism will allow SuTP to express their concerns and\nrequests. In order to be able to facilitate the needs of both communities the grievance mechanism\nshould be launched in both languages; Turkish and Arabic. MoNE should recruit communication\nliaison officers from both nationalities as well as disseminating information regarding the grievance\nmechanism in both languages (Turkish and Arabic).\n\n\n**3.** **GUIDELINES FOR PREPARATION OF THE ENVIRONMENTAL AND SOCIAL**\n\n**MANAGEMENT FRAMEWORK AND ENVIRONMENTAL MANAGEMENT PLAN**\n\n\nBefore bidding phase of the project, MoNE will prepare an Environmental and Social Management\nFramework (ESMF) to describe the implementation arrangements for safeguarding full compliance\nof the project with WB environment and social safeguards requirements and national laws and\nregulations. The ESMF will be reviewed and approved by WB, and will be disclosed by MoNE and\nWB on their websites.\n\n\nThe ESMF will include guidance to construction contractors and construction supervision\nconsultants who will be responsible for preparing site specific environmental management\nplans/checklists (EMPs) before any civil works begin.\n\n\nFor low-risk construction projects, an alternative approach has been developed by World Bank\nsafeguard teams. With this approach, it aimed to provide an opportunity for a more streamlined\napproach to mainstreaming the World Bank’s environmental safeguards requirements into projects\nwhich (a) are small in scale or by the nature of the planned activities have a low potential\nenvironmental impact, (b) are located in countries with well-functioning country systems for\nenvironmental assessment and management. The checklist-type format has been developed to\nensure that basic good practice measures are recognized and implemented, while designed to be\nboth user friendly and compatible with the World Bank’s safeguards requirements. The intention of\nthis checklist is that it offers practical, concrete and implementable guidance to contractors and\nsupervising engineers for simple civil works contracts. It should be completed during the final\ndesign phase and, either freestanding or in combination with any environmental documentation\nproduced under national law (e.g. EIA reports), constitute an integral part of the bidding documents\nand eventually the works contracts.\n\n\nThe EMP checklist attempts to cover typical core mitigation approaches to civil works contracts\nwith small, localized impacts. It is accepted that this format provides the key elements of an EMP to\nmeet World Bank Environmental Assessment requirements under OP 4.01. The intention of this\nchecklist is that it would be applicable as guidelines for the small works contractors and constitute\nan integral part of bidding documents for contractors carrying out small civil works under Bankfinanced projects.\n\n\nThe checklist has three sections:\n\n\nPage 75 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 76
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n - **Part 1** includes a descriptive part that characterizes the project and specifies in terms the\ninstitutional and legislative aspects, the technical project content, the potential need for\ncapacity building program and description of the public consultation process. This section\ncould be up to two pages long. Attachments for additional information can be\nsupplemented when needed.\n\n\n - **Part 2** includes an environmental and social screening checklist, where activities and\npotential environmental issues can be checked in a simple Yes/No format. If any given\nactivity/issue is triggered by checking “yes”, a reference is made to the appropriate section\nin the following table, which contains clearly formulated management and mitigation\nmeasures.\n\n\n - **Part 3** represents the monitoring plan for activities during project construction and\nimplementation. It retains the same format required for EMPs proposed under normal Bank\nrequirements for Category B projects. It is the intent of this check-list that Part 2 and Part 3\nbe included into the bidding documents for contractors, priced during the bidding process\nand diligent implementation supervised during works execution.\n\n\n**4.** **SITE ALTERNATIVES**\n\n\nMoNE has conducted the site selection process of proposed 56 buildings. During site\nselection process, MoNE’s aim is to choose existing schools which have structural problems\nin accordance to Regulation on Structures in Disaster Areas and Regulation on Buildings\nConstructions in Earthquake Zones. In addition to these existing schools; Treasury owned\nlands, already dedicated to school construction in master plans, are chosen as proposed\nschool sites. MoNE states that all available sites are identified as proposed sites for this\nproject. Therefore, no alternative site analysis was performed by MoNE.\n\n\nPage 76 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 77
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**5.** **ENVIRONMENTAL AND SOCIAL MONITORING AND GRIEVANCE MECHANISM**\n\n\n**Environmental and Social Monitoring**\n\n\nThe environmental and social issues included within the mitigation measures are monitored and\nsupervised by the appointed specialists through Ministry of National Education. Although the\nenvironmental and social impacts are expected to be quite low, the potential negative\nenvironmental impacts are planned to be prevented or mitigated during the construction stage.\n\n\nEnvironmental and social monitoring system starts from the implementation phase of the project\nthorough the operation phase in order to prevent negative impacts of the project and observe the\neffectiveness of mitigation measures. This system helps the WB and the borrower to evaluate the\nsuccess of mitigation as part of project supervision, and allows taking an action when needed.\n\n\nThe monitoring system provides,\n\n\n Technical assistance and supervision when needed,\n Early detection of conditions related to mitigation measures,\n Follow up on mitigation results,\n Provide information of the project progress.\n\n**Grievance Redress Mechanism**\n\nThe Grievance Redress Mechanism (GRM) is a process that enables any stakeholder to submit a\ncomplaint or a suggestion about how the project is being planned, constructed or implemented.\nMoNE will establish a transparent and comprehensive GRM before Project implementation. This\nGRM system will receive and resolve the affected communities’ (both host community and SUTP)\nconcerns, queries, complaints and grievances about the environmental and social aspects of the\nProject that could be encountered during the construction of school buildings as well as to address\nother social issues pertaining to social cohesion and integration once the schools are operational.\n\nSome means of communicating information on MoNE’s GRM includes,\n\n - Distribution of leaflets to the public places, muhtar offices\n\n - Notice Boards\n\n - MoNE Website\n\n - Telecommunication Tools\n\nDue to the nature of the Project, host communities may have concerns regarding the inclusion of\nSuTP in the mixed school system that will be adapted in the new schools. Similarly, the mechanism\nwill allow SuTP to express their concerns and requests. In order to be able to facilitate the needs of\nboth communities the grievance mechanism should be launched in both languages; Turkish and\nArabic. MoNE should recruit communication liaison officers from both nationalities as well as\ndisseminating information regarding the grievance mechanism in both languages (Turkish and\nArabic). Grievances will be addressed at three levels:\n\n\nPage 77 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 78
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n1. Contractor level;\n2. Provincial level at MoNE; and\n3. National Level at the PIU of MoNE.\n\n\nDetails about the grievance mechanism will be specified in the operational manual. The Grievance\nMechanism (sometimes also called Grievance Procedure) will be prepared according to WB policies.\n\nAlthough there is no obligation, a Public Grievance Form has been prepared for convenience. All the\ncomplaints and concerns through the grievance system to achieve and attempt to solve or mitigate\nrelated issues within a reasonable timeframe. The borrower should report the statistics of\ngrievances to the WB. A sample of Grievance Form and Grievance Closeout Form are given in Annex\n2.\n\n\n**6.** **IMPLEMENTATION ARRANGEMENTS**\n\n\nA project implementation unit (PIU) will be established under the Construction and Real Estate\nDepartment of MoNE for the implementation of the project. PIU will make site specific evaluation\nfor each of proposed projects in accordance to national legislation as well as WB Safeguard Policies\nto understand effectiveness of the EMP checklist. Moreover, PIU will guide the construction\ncontractors as well as supervision engineering consultants for the preparation of site specific EMP’s,\nand assist them implementation of summary of roles and responsibilities is listed in Table given\nbelow.\n\n\nPage 78 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 79
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**TABLE** : Roles and Responsibilities\n\n\n\n\n\n\n\n\n\n\n|Col1|Construction Contractor and
Supervision Engineering
Consultants|MoNE/PIU|\n|---|---|---|\n|**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|\n|**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|\n\n\n\nPage 79 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 80
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nThe preparation and implementation of EMPs is expected to cost only a small fraction of design and\nconstruction cost, as most mitigation measures will be very generic, off-the-shelf, and\nimplementable without specialized skills, experience or equipment. Moreover, it is assumed that\nthe cost is covered in the bid proposals.\n\n\n**7.** **SCHEDULE**\n\n\nThe preparation of the site specific EMPs (in the form of checklists) would require an estimated\ntime period of about 1 month for each site. This period also includes MONE’s review and approval,\nand disclosure.\n\n\nPage 80 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 81
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nANNEX 1.\n\n\n**LAND ACQUISITION CHECKLIST**\n\n|PART 1 – GENERAL INFORMATION|Col2|Col3|Col4|Col5|Col6|Col7|\n|---|---|---|---|---|---|---|\n|**Location of the Subject Plot**|**Location of the Subject Plot**|**Location of the Subject Plot**|**Location of the Subject Plot**|**Location of the Subject Plot**|**Location of the Subject Plot**|**Location of the Subject Plot**|\n|Province|Province|Province|Province|Province|Province|Province|\n|District|District|District|District|District|District|District|\n|Quarter|Quarter|Quarter|Quarter|Quarter|Quarter|Quarter|\n|**Ownership Status**|**Ownership Status**|**Ownership Status**|**Ownership Status**|**Ownership Status**|**Ownership Status**|**Ownership Status**|\n|A. Publicly Owned|A. Publicly Owned|A. Publicly Owned|B. Privately Owned|B. Privately Owned|B. Privately Owned|C. Both Public + Private|\n||||||||\n|
A. Status of registration if the land is publicly owned:|
A. Status of registration if the land is publicly owned:|
A. Status of registration if the land is publicly owned:|
A. Status of registration if the land is publicly owned:|
A. Status of registration if the land is publicly owned:|
A. Status of registration if the land is publicly owned:|
A. Status of registration if the land is publicly owned:|\n|MONE|Other Public|Other Public|Other Public|Other Public institution’s name|Other Public institution’s name|Other Public institution’s name|\n||||||||\n|
**Other Information**|
**Other Information**|
**Other Information**|
**Other Information**|
**Other Information**|
**Other Information**|
**Other Information**|\n|Type of land (indicated on master plan)|Type of land (indicated on master plan)|Type of land (indicated on master plan)|Type of land (indicated on master plan)|Type of land (indicated on master plan)|||\n|Already in use for educational purposes|Already in use for educational purposes|Already in use for educational purposes|Already in use for educational purposes|Already in use for educational purposes|** Yes**** No**|** Yes**** No**|\n|If yes;|If yes;|If yes;|If yes;|If yes;|||\n|Active school facility|Active school facility|Active school facility|Active school facility|Active school facility|** Yes**** No**|** Yes**** No**|\n|Number of students|Number of students|Number of students|Number of students|Number of students|||\n|Any decision for demolishing existing education
facilities|Any decision for demolishing existing education
facilities|Any decision for demolishing existing education
facilities|Any decision for demolishing existing education
facilities|Any decision for demolishing existing education
facilities|** Yes**** No**|** Yes**** No**|\n|Have there been any complaints or concerns
regarding the project|Have there been any complaints or concerns
regarding the project|Have there been any complaints or concerns
regarding the project|Have there been any complaints or concerns
regarding the project|Have there been any complaints or concerns
regarding the project|** Yes**** No**|** Yes**** No**|\n\n\n|PART 2 – DETAILED INFORMATION (if expropriation has taken place in the last 5 years)|Col2|\n|---|---|\n|**Acquisition of Private lands**|**Acquisition of Private lands**|\n|Date of acquisition||\n|Acquisition method| Willing Buyer/Seller Article 10 Article 27
Other (Please explain)|\n|Is compensation paid at
replacement value?| Exceeds Equivalent Under|\n|Pending court case| Yes No If yes, provide # of open cases ………………….|\n\n\n\n**ATTACHMENTS/ANNEXES**\n\n1. Copy of title deed\n2. Satellite image (if any)\n3. Photo of plot and surroundings\n4. Other documents (if there is any demolishing decision for existing education facilities)\n\n\n\nPage 81 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 82
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**ANNEX 2. SAMPLE OF GRIEVANCE FORM**\n\n\n\n\n\n\n\n|Reference No|Col2|Col3|\n|---|---|---|\n|**Full Name**|||\n|Please mark how you wish
to be contacted (mail,
telephone, e-mail).|Please mark how you wish to be contacted|Please mark how you wish to be contacted|\n|**Province/Town/Settlement**|||\n|**Date**|||\n|**Category of the Grievance**|**Category of the Grievance**|**Category of the Grievance**|\n|1. On abandonment (public housing)|1. On abandonment (public housing)||\n|2. On assets/properties impacted by the project|2. On assets/properties impacted by the project||\n|3. On infrastructure|3. On infrastructure||\n|4. On decrease or complete loss of sources of income|4. On decrease or complete loss of sources of income||\n|5. On environmental issues (ex. pollution)|5. On environmental issues (ex. pollution)||\n|6. On employment|6. On employment||\n|7. On traffic, transportation and other risks|7. On traffic, transportation and other risks||\n|9-Other (Please specify):
|9-Other (Please specify):
||\n|**Description of the Grievance**What did happen? When did it happen? Where did it happen?
What is the result of the problem?
|**Description of the Grievance**What did happen? When did it happen? Where did it happen?
What is the result of the problem?
|**Description of the Grievance**What did happen? When did it happen? Where did it happen?
What is the result of the problem?
|\n|**What would you like to see happen to resolve the problem?**
|**What would you like to see happen to resolve the problem?**
|**What would you like to see happen to resolve the problem?**
|\n\n\n**Signature: Date:**\n\n\nPage 82 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 83
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nSAMPLE OF GRIEVANCE CLOSEOUT FORM\n\n|Grievance closeout number:|Col2|Col3|\n|---|---|---|\n|Define immediate action
required:|||\n|Define long term action required
(if necessary):|||\n|Compensation Required?|[ ] YES [ ] NO|[ ] YES [ ] NO|\n|CONTROL OF THE REMEDIATE ACTION AND THE DECISION|CONTROL OF THE REMEDIATE ACTION AND THE DECISION|CONTROL OF THE REMEDIATE ACTION AND THE DECISION|\n|Stages of the Remediate Action|Stages of the Remediate Action|Deadline and Responsible
Institutions|\n|1.|1.||\n|2.|2.||\n|3.|3.||\n|4.|4.||\n|5.|5.||\n|6.|6.||\n|7.|7.||\n|8.|8.||\n\n\n\nCOMPENSATION AND FINAL STAGES\n\n\nThis part will be filled and signed by the complainant after s/he receives the compensation fees\nand his/her complaint has been remediated.\n\n\nNotes: Name-Surname and Signature\n\n\nDate…./…../…..\nOf the Complainant:\nRepresentative of the Responsible Institution/Company\nTitle-Name-Surname and Signature\n\n\nPage 83 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 84
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\nPage 84 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 85
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Procuremen
t Method|Procurement Method Threshold|Prior Review Threshold|\n|---|---|---|\n|**ICB / Open**
**Internationa**
**l**|Default Method (No procurement
method threshold)|Works contracts valued ≥ $10,000,000, Goods
Contracts Valued ≥ $ 2,000,000|\n|**NCB / Open**
**National**|Contracts valued < US$30,000,000 -
Works|First Contract|\n|**NCB / Open**
**National**|Contracts valued < US$2,000,000 -
Goods and Non-consulting Services|First Contract|\n|**RFQ**|Contracts valued < US$100,000 -
Goods and Non-consulting
Services|First Contract|\n|**RFQ**|Contracts valued < US$200,000 -
Works|First Contract|\n|**Direct**
**Contracting**|No threshold|All contracts are subject to prior review|\n\n\n**III. Selection of Consultants**\n\n\n**1. Prior Review Threshold :** Selection decisions subject to Prior Review by the Bank as stated in Appendix 1 to the\nConsultant Guidelines\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Selection
Method|Selection Method Threshold|Prior Review Threshold|\n|---|---|---|\n|Quality and
Cost Based
Selection
(QCBS)|Default Method (No selection
method threshold)|Contracts valued ≥$ 1,000,000 and irrespective
of contract amount first contract of each
selection method|\n|Least Cost
Selection
(LCS)|No selection method threshold|No selection method threshold|\n|Quality
Based
Selection
(QBS)|No selection method threshold|No selection method threshold|\n|Selection
Based on
Consultants
Qualification
(CQS or CQ)|Contracts valued <$ 300,000|Contracts valued <$ 300,000|\n|Single
Source
Selection of
Firms (SSS)|No selection method threshold|All contracts are subject to prior review|\n|Individual
Consultants
(IC)|No selection method threshold|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~~|\n\n\n\nThe selection of any audit, procurement or legal consultants financed by the project, even those are below\nprior review threshold, shall be sent to the Bank for prior review.\n\n\n**2. Short list comprising entirely of national consultants:** Short list of consultants for services estimated to cost less\nthan US$ 500,000 equivalent per contract, may comprise entirely of national consultants in accordance with provisions\nof paragraph 2.7 of the Consultant Guidelines.\n\n\n**IV. Any Other Special Procurement Arrangements:**\n\n\nNone.\n\n\n**V. Procurement Packages with Methods and Time Schedule**\n\n\n- The estimated costs in the attached tables (sheets) include all the taxes (including VAT).\n\n\n\nPage 85 of 86\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/926851507911156465/pdf/PAD2161-PUBLIC-P162004.pdf",
+ "pages": [
+ 86
+ ]
+ }
+ },
+ {
+ "input_text": "**The World Bank**\nEducation Infrastructure for Resilience (EU Facility for SuTP) (P162004)\n\n\n**Procurement Packages with Methods and Time Schedule - TURKEY- EU-IPA-FRIT**\n\n**İhale Metotları ve Zaman Çizelgesi ile Satın Alma Paketleri/Planları-TÜRKİYE-AB-FRİT-İPA**\n\n**Initial version/ İlk Versiyon (DECEMBER / ARALIK 2016)**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|1|2|3|4|Col5|6|Col7|7|Col9|Col10|Col11|Col12|Col13|Col14|Col15|Col16|Col17|\n|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|\n|**Component**
**/ Bileşen**|**Contract Ref.**
**No./Sözleşme No**|**Description/Tanım**|**Type/ Tür**|**Number of**
**Contracts/Sözleşme**
**Sayısı**|**Procurement**
**Method / Satın**
**Alma Metodu**|**Prequalificati**
**on / Ön**
**Yeterlilik**
**(Evet/Hayır)**|**Bank's Review**
**Method (Prior/**
**Post) / Banka'nın**
**Değerlendirme**
**Metodu**
**(Önce/Sonra)**|**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**|**Taking-Over**
**/ Geçici**
**Kabul**
**Yapılması**|**Final Acceptance**
/ **Kesin Kabul**
**Yapılması**|\n|||**A. GOODS, WORKS and NON-CONSULTING SERVICES / MALLAR, YAPIM İŞLERİ, DANIŞMANLIK DIŞI HİZMETLER**|**A. GOODS, WORKS and NON-CONSULTING SERVICES / MALLAR, YAPIM İŞLERİ, DANIŞMANLIK DIŞI HİZMETLER**|**A. GOODS, WORKS and NON-CONSULTING SERVICES / MALLAR, YAPIM İŞLERİ, DANIŞMANLIK DIŞI HİZMETLER**|**A. GOODS, WORKS and NON-CONSULTING SERVICES / MALLAR, YAPIM İŞLERİ, DANIŞMANLIK DIŞI HİZMETLER**|**A. GOODS, WORKS and NON-CONSULTING SERVICES / MALLAR, YAPIM İŞLERİ, DANIŞMANLIK DIŞI HİZMETLER**|**A. GOODS, WORKS and NON-CONSULTING SERVICES / MALLAR, YAPIM İŞLERİ, DANIŞMANLIK DIŞI HİZMETLER**||||||||||\n|C1|FRIT1-WB-Y-01/LOT1|Construction of 5 schools in Hatay / Hatay ili
5 Okulun Yapımı İşi|W / 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|\n|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|\n|C1|FRIT1-WB-Y-01/LOT3|Construction of 6 schoold in Adana / Adana
ili 6 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|\n|C1|FRIT1-WB-Y-02|Construction of 1 school in Osmaniye /
Osmaniye İli 1 Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-03|Construction of 5 schools in Mersin / Mersin
İli 5 Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-04|Construction of 6 schools in Kilis / Kilis İli 6
Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-05|Construction of 1 school in Kayseri / Kayseri
İli 1 Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-06|Construction of 5 schools in Konya / Konya
İli 5 Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-07|Construction of 6 schools in Ankara / Ankara
İli 6 Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-08|Construction 6 schools in Bursa / Bursa İli 6
Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-09|Construction of 4 schools in İzmir / İzmir İli 4
Okulun Yapımı İşi|W / 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|\n|C1|FRIT1-WB-Y-10|Construction of 6 schools in İstanbul /
İstanbul İli 6 Okulun Yapımı İşi|W / 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|\n|||Sub- Total / Ara Toplam|Sub- Total / Ara Toplam|Sub- Total / Ara Toplam|||||||||||||\n||||||||||||||||||\n|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|||\n|C2|FRIT1-WB-D-02|Procurement of Goods (IT Hardware,
Software etc.) for ^rd Group of Schools / 3.
Grup Okullar için Mal Alımı (Bilgisayar,
Yazılım, Donanım, Tefrişat Malzemeleri)|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|||\n|C2|FRIT1-WB-D-03|Procurement of Goods (IT Hardware,
Software etc.) for 1st Group of Schools / 1.
Grup Okullar için Mal Alımı (Bilgisayar,
Yazılım, Donanım, Tefrişat Malzemeleri)|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|||\n|||Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|||||||||||||\n||||||||||||||||||\n||||||||||||||||||\n|C3|FRIT1-WB-TH-01|Danışmanlık Dışı Lojistik Hizmetleri|NCS / TH|Multiple/Çoklu|RFQ|HAYIR|PRIOR/ÖNCE|N/A|1-Jul-17||||||||\n|C3|FRIT1-WB-TH-02|Danışmanlık Dışı Lojistik Hizmetleri|NCS / TH|Multiple/Çoklu|RFQ|HAYIR|POST/SONRA|N/A|||||||||\n|C3|FRIT1-WB-TH-03|Danışmanlık Dışı Lojistik Hizmetleri|NCS / TH|Multiple/Çoklu|RFQ|HAYIR|POST/SONRA|N/A|||||||||\n|||Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|||||||||||||\n||||||||||||||||||\n|||**_Total / Toplam_**|||||||||||||||\n||||||||||||||||||\n|||**B.CONSULTING SERVICES / DANIŞMANLIK HİZMETLERİ**|**B.CONSULTING SERVICES / DANIŞMANLIK HİZMETLERİ**|**B.CONSULTING SERVICES / DANIŞMANLIK HİZMETLERİ**|||||||||||||\n|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|||\n|C3|FRIT1-WB-DH-02|Construction Supervision Services for 7 Cities
/ 7 İl İçin Yapı Denetimi Hizmetleri|CS/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|\n|C3|FRIT1-WB-DH-03|Construction Supervision for 5 cities / 5 İl İçin
Yapı Denetimi Hizmetleri|CS/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|\n|||Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|||||||||||||\n||||||||||||||||||\n|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|Multiple|IC / Bireysel
Danışman|NO / HAYIR|PRIOR/ÖNCE|11 January 17- 11
March 17|||||||||\n|C3|FRIT1-WB-DH-05|Consulting Services for Communication and
Visibility / İletişim ve Görünülük Müşavirliği|CS/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 18|01 July 18- 01 July 19|||\n|||Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|Sub-Total / Ara Toplam|||||||||||||\n||||||||||||||||||\n|||**_ Toplam / Total_**|||||||||||||||\n||||||||||||||||||\n|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|\n|||**_(…………………………………………)_**|||||||||||||||\n||||||||||||||||||\n|||**TOTAL/ TOPLAM**|||||||||||||||\n\n\n(#a): The Total Costs are inclusive of all physical and price contingencies .\n\n(#a): Toplam Maliyet tutarları tüm fiziksel ve parasal beklenmedik durumları kapsamaktadır.\n\n\n**Applicable Methods:** **Abbreviations and Acronyms:**\n\nLPM / 4734 Local Procurement Method as per PPL No. 4734 CS: Consultants Services\n\nRFB Request for Bids G: Goods\n\nNCB National Competitive Bidding NCS: Non-Consulting Services\n\nRFQ Request for Quotations W: Works\n\nCQS Selection on Consultant's Qualifications\n\nRFP Request for Proposals\n\n\n**Uygulanabilir Metodlar:**\n\nLPM / 4734 KİK 4734'e göre Ulusal Satınalma Metodu **Kısaltmalar ve Kısa Adlar:**\n\nRFB İhaleye çağrı CS: Danışmanlık Hizmetleri\n\nNCB Ulusal Rekabetçi İhale G: Mal Alımı\n\nRFQ Fiyat Teklifine Çağrı NCS: Danışmanlık dışı Teknik Hizmetler\n\nCQS Danışmanların Niteliklerine Dayalı Seçim W: İnşaat İşleri\n\nRFP Teklife Çağrı\n\n\nPage 86 of 86\n\n\n",
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\ No newline at end of file