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@@ -0,0 +1,2166 @@
+[
+ {
+ "input_text": "## The World Bank\n\n**FOR OFFICIAL USE ONLY**\n\n\nReport No: PAD1190\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 US$32 MILLION\n\n\nTO THE\n\n\nLEBANESE REPUBLIC\n\n\nFOR AN\n\n\nEMERGENCY EDUCATION SYSTEM STABILIZATION PROJECT\n\n\nMarch 9, 2015\n\n\n_Education Global Practice_\n_MIDDLE EAST AND NORTH AFRICA_\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 0
+ ]
+ }
+ },
+ {
+ "input_text": "CURRENCY EQUIVALENTS\n\n\n(Exchange Rate Effective: March 6, 2015)\n\n\nCurrency Unit = LBP Lebanese Pound\n\n1,503.51 Lebanese Pounds = US$1\n\n\nFISCAL YEAR\nJanuary 1 - December 31\n\n\nABBREVIATIONS AND ACRONYMS\n\n\nCMU Country Management Unit (WB)\nCPS Country Partnership Strategy\nDfID Department for International Development (UK)\nDG Director General\nDOPS Pedagogical and Scholastic Guidance Office ( _Direction d’Orientation_\n_Pédagogique et Scolaire_\nECD Early Childhood Development\nECE Early Childhood Education\nECERS Early Childhood Environment Rating Scale\nECRD Educational Center for Research and Development\nECU Engineering Coordination Unit (MEHE)\nEDI Early Development Instrument\nEDP Education Development Project\nEDP II Second Education Development Project\nEESSP Emergency Education System Stabilization Project\nEMIS Education Management Information System\nESDS Educational Sector Development Secretariat\nESIA Economic and Social Impact Assessment\nESPISP II Second Emergency Social Protection Implementation Support Project\nETF European Training Foundation\nEU European Union\nGDP Gross Domestic Product\nGIS Geographic Information System\nGOL Government of Lebanon\nIBRD International Bank for Reconstruction and Development\nICB International Competitive Bidding\nIE Impact Evaluation\nKG Kindergarten\nLAES Lebanese Association for Educational Studies\nLAQA Lebanese Agency of Quality Assurance\nLSIN Lebanon School Improvement Network\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 1
+ ]
+ }
+ },
+ {
+ "input_text": "LU Lebanese University\nM&E Monitoring and Evaluation\nMEHE Ministry of Education and Higher Education\nMENA Middle East and North Africa Region\nMIC Middle Income Country\nMOF Ministry of Finance\nNQF National Qualifications Framework\nNVS New Vision for the School\nOECD Organization for Economic Cooperation and Development\nPOM Project Operations Manual\nPD Professional Development\nPDO Project Development Objective\nPFS Project Financial Statements\nPISA Program for International Student Assessment\nPMU Project Management Unit\nPPP Purchasing Power Parity\nRACE Reaching All Children with Education in Lebanon\nSBD Standard Bidding Documents\nSIS School Information System\nTA Technical Assistance\nTIMSS Trends in International Math and Science Studies\nTPD Teacher Profession Development\nTVET/VET Technical and Vocational Education and Training\nUNHCR United Nations High Commissioner for Refugees\nUNICEF United Nations Children's Fund\nWB World Bank\n\n\nRegional Vice President: Hafez Ghanem\nCountry Director: Ferid Belhaj\nSenior Global Practice Director: Claudia Costin\nPractice Manager: Harry Patrinos\nTask Team Leader: Noah Yarrow\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "National Qualifications Framework",
+ "confidence": 0.8356144428253174,
+ "start": 32,
+ "end": 35
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
+ "acronym": null,
+ "author": null,
+ "producer": null,
+ "geography": {
+ "text": "Lebanon",
+ "confidence": 0.826133131980896,
+ "start": 84,
+ "end": 85
+ },
+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 2
+ ]
+ }
+ },
+ {
+ "input_text": "**LEBANON**\n**Emergency Education System Stabilization Project**\n\n\n**TABLE OF CONTENTS**\n\n\n**Page**\n\n**I.** **STRATEGIC CONTEXT .................................................................................................... 1**\n\nA. Country Context .................................................................................................................. 1\nB. Situations of Urgent Need of Assistance ............................................................................ 1\nC. Sectoral and Institutional Context ....................................................................................... 2\nD. Higher Level Objectives to which the Project Contributes ................................................ 4\n\n\n**II.** **PROJECT DEVELOPMENT OBJECTIVES (PDO) ....................................................... 5**\n\nA. PDO..................................................................................................................................... 5\nProject Beneficiaries ................................................................................................................... 5\nPDO Level Results Indicators ..................................................................................................... 7\n\n\n**III.** **PROJECT DESCRIPTION ............................................................................................. 7**\n\nA. Project Components ............................................................................................................ 7\nB. Project Financing .............................................................................................................. 10\nC. Lessons Learned and Reflected in the Project Design ...................................................... 10\n\n\n**IV.** **IMPLEMENTATION .................................................................................................... 11**\n\nA. Institutional and Implementation Arrangements .............................................................. 11\nB. Results Monitoring and Evaluation .................................................................................. 11\nC. Sustainability..................................................................................................................... 12\n\n\n**V.** **KEY RISKS ......................................................................................................................... 12**\n\nA. Overall Risk Rating and Explanation of Key Risks.......................................................... 12\n\n\n**VI.** **APPRAISAL SUMMARY ............................................................................................. 15**\n\nA. Economic and Technical Analysis .................................................................................... 15\nB. Technical ........................................................................................................................... 19\nC. Financial Management ...................................................................................................... 20\nD. Procurement ...................................................................................................................... 20\nE. Social (including Safeguards) ........................................................................................... 21\nF. Environment (including Safeguards) ................................................................................ 21\nG. Other Safeguards Policies Triggered (if required) ............................................................ 22\nH. World Bank Grievance Redress ........................................................................................ 22\n\n\n**Annex I: Results Framework and Monitoring ......................................................................... 23**\n\n**Annex II: Detailed Project Description..................................................................................... 25**\n\n**Annex III: Implementation Arrangements .............................................................................. 35**\n\n**Annex IV: Implementation Support Plan................................................................................. 45**\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 3
+ ]
+ }
+ },
+ {
+ "input_text": "|PAD DATA SHEET|Col2|Col3|Col4|Col5|Col6|Col7|\n|---|---|---|---|---|---|---|\n|_Lebanon_|_Lebanon_|_Lebanon_|_Lebanon_|_Lebanon_|_Lebanon_|_Lebanon_|\n|_Emergency Education System Stabilization (P152898)_|_Emergency Education System Stabilization (P152898)_|_Emergency Education System Stabilization (P152898)_|_Emergency Education System Stabilization (P152898)_|_Emergency Education System Stabilization (P152898)_|_Emergency Education System Stabilization (P152898)_|_Emergency Education System Stabilization (P152898)_|\n|**PROJECT APPRAISAL DOCUMENT**|**PROJECT APPRAISAL DOCUMENT**|**PROJECT APPRAISAL DOCUMENT**|**PROJECT APPRAISAL DOCUMENT**|**PROJECT APPRAISAL DOCUMENT**|**PROJECT APPRAISAL DOCUMENT**|**PROJECT APPRAISAL DOCUMENT**|\n|_MIDDLE EAST AND NORTH AFRICA_|_MIDDLE EAST AND NORTH AFRICA_|_MIDDLE EAST AND NORTH AFRICA_|_MIDDLE EAST AND NORTH AFRICA_|_MIDDLE EAST AND NORTH AFRICA_|_MIDDLE EAST AND NORTH AFRICA_|_MIDDLE EAST AND NORTH AFRICA_|\n|Report No.: PAD1190|Report No.: PAD1190|Report No.: PAD1190|Report No.: PAD1190|Report No.: PAD1190|Report No.: PAD1190|Report No.: PAD1190|\n|**Basic Information**|**Basic Information**|**Basic Information**|**Basic Information**|**Basic Information**|**Basic Information**|**Basic Information**|\n|Project ID|Project ID|Project ID|EA Category|EA Category|Team Leader(s)|Team Leader(s)|\n|P152898|P152898|P152898|B - Partial Assessment|B - Partial Assessment|Noah Bunce Yarrow|Noah Bunce Yarrow|\n|Lending Instrument|Lending Instrument|Lending Instrument|Fragile and/or Capacity Constraints [ X ]|Fragile and/or Capacity Constraints [ X ]|Fragile and/or Capacity Constraints [ X ]|Fragile and/or Capacity Constraints [ X ]|\n|Investment Project Financing|Investment Project Financing|Investment Project Financing|- Fragile within a non-fragile
country
|- Fragile within a non-fragile
country
|- Fragile within a non-fragile
country
|- Fragile within a non-fragile
country
|\n||||Financial Intermediaries [ ]|Financial Intermediaries [ ]|Financial Intermediaries [ ]|Financial Intermediaries [ ]|\n||||Series of Projects [ ]|Series of Projects [ ]|Series of Projects [ ]|Series of Projects [ ]|\n|Project Implementation Start Date|Project Implementation Start Date|Project Implementation Start Date|Project Implementation End Date|Project Implementation End Date|Project Implementation End Date|Project Implementation End Date|\n|03-March-2015|03-March-2015|03-March-2015|30-May-2018|30-May-2018|30-May-2018|30-May-2018|\n|Expected Effectiveness Date
Expected Closing Date|Expected Effectiveness Date
Expected Closing Date|Expected Effectiveness Date
Expected Closing Date|Expected Effectiveness Date
Expected Closing Date|Expected Effectiveness Date
Expected Closing Date|Expected Effectiveness Date
Expected Closing Date|Expected Effectiveness Date
Expected Closing Date|\n|01-May-2015
30-Nov-2018|01-May-2015
30-Nov-2018|01-May-2015
30-Nov-2018|01-May-2015
30-Nov-2018|01-May-2015
30-Nov-2018|01-May-2015
30-Nov-2018|01-May-2015
30-Nov-2018|\n|Joint IFC
|Joint IFC
|Joint IFC
|Joint IFC
|Joint IFC
|Joint IFC
|Joint IFC
|\n|No
|No
|No
|No
|No
|No
|No
|\n|Practice
Manager/Manager
Senior Global Practice
Director
Country Director
Regional Vice President|Practice
Manager/Manager
Senior Global Practice
Director
Country Director
Regional Vice President|Practice
Manager/Manager
Senior Global Practice
Director
Country Director
Regional Vice President|Practice
Manager/Manager
Senior Global Practice
Director
Country Director
Regional Vice President|Practice
Manager/Manager
Senior Global Practice
Director
Country Director
Regional Vice President|Practice
Manager/Manager
Senior Global Practice
Director
Country Director
Regional Vice President|Practice
Manager/Manager
Senior Global Practice
Director
Country Director
Regional Vice President|\n|Harry Anthony Patrinos Claudia Maria Costin
Ferid Belhaj
Hafez Ghanem|Harry Anthony Patrinos Claudia Maria Costin
Ferid Belhaj
Hafez Ghanem|Harry Anthony Patrinos Claudia Maria Costin
Ferid Belhaj
Hafez Ghanem|Harry Anthony Patrinos Claudia Maria Costin
Ferid Belhaj
Hafez Ghanem|Harry Anthony Patrinos Claudia Maria Costin
Ferid Belhaj
Hafez Ghanem|Harry Anthony Patrinos Claudia Maria Costin
Ferid Belhaj
Hafez Ghanem|Harry Anthony Patrinos Claudia Maria Costin
Ferid Belhaj
Hafez Ghanem|\n|Borrower: Lebanese Republic, Ministry of Finance|Borrower: Lebanese Republic, Ministry of Finance|Borrower: Lebanese Republic, Ministry of Finance|Borrower: Lebanese Republic, Ministry of Finance|Borrower: Lebanese Republic, Ministry of Finance|Borrower: Lebanese Republic, Ministry of Finance|Borrower: Lebanese Republic, Ministry of Finance|\n|Responsible Agency: Ministry of Education and Higher Education|Responsible Agency: Ministry of Education and Higher Education|Responsible Agency: Ministry of Education and Higher Education|Responsible Agency: Ministry of Education and Higher Education|Responsible Agency: Ministry of Education and Higher Education|Responsible Agency: Ministry of Education and Higher Education|Responsible Agency: Ministry of Education and Higher Education|\n|Contact:
Fadi Yarak
Title:
Director General|Contact:
Fadi Yarak
Title:
Director General|Contact:
Fadi Yarak
Title:
Director General|Contact:
Fadi Yarak
Title:
Director General|Contact:
Fadi Yarak
Title:
Director General|Contact:
Fadi Yarak
Title:
Director General|Contact:
Fadi Yarak
Title:
Director General|\n|Telephone No.: 961-1-772-110
Email: FYarak@MEHE.gov.lb|Telephone No.: 961-1-772-110
Email: FYarak@MEHE.gov.lb|Telephone No.: 961-1-772-110
Email: FYarak@MEHE.gov.lb|Telephone No.: 961-1-772-110
Email: FYarak@MEHE.gov.lb|Telephone No.: 961-1-772-110
Email: FYarak@MEHE.gov.lb|Telephone No.: 961-1-772-110
Email: FYarak@MEHE.gov.lb|Telephone No.: 961-1-772-110
Email: FYarak@MEHE.gov.lb|\n|**Project Financing Data(in USD Million)**|**Project Financing Data(in USD Million)**|**Project Financing Data(in USD Million)**|**Project Financing Data(in USD Million)**|**Project Financing Data(in USD Million)**|**Project Financing Data(in USD Million)**|**Project Financing Data(in USD Million)**|\n|[ ]
Loan|[ ]
IDA Grant|[ ]
IDA Grant|[ ]
Guarantee|[ ]
Guarantee|[ ]
Guarantee|[ ]
Guarantee|\n|[ ]
Credit|[ X ]
Grant|[ X ]
Grant|[ ]
Other|[ ]
Other|[ ]
Other|[ ]
Other|\n|Total Project Cost:|Total Project Cost:|32.00|32.00|Total Bank Financing:|Total Bank Financing:|0.00|\n|Financing Gap:|Financing Gap:|0.00|0.00||||\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "PAD DATA SHEET",
+ "confidence": 0.9924869537353516,
+ "start": 1,
+ "end": 4
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+ "dataset_tag": "descriptive",
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+ "publication_year": null,
+ "reference_year": null,
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "PROJECT APPRAISAL DOCUMENT",
+ "confidence": 0.8855628371238708,
+ "start": 128,
+ "end": 131
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+ "dataset_tag": "non-dataset",
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "PROJECT APPRAISAL DOCUMENT",
+ "confidence": 0.9754588007926941,
+ "start": 152,
+ "end": 155
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Basic Information",
+ "confidence": 0.537065327167511,
+ "start": 271,
+ "end": 273
+ },
+ "dataset_tag": "non-dataset",
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Expected Effectiveness Date",
+ "confidence": 0.9089050889015198,
+ "start": 600,
+ "end": 603
+ },
+ "dataset_tag": "vague",
+ "description": null,
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+ "geography": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Joint IFC",
+ "confidence": 0.5856373310089111,
+ "start": 758,
+ "end": 760
+ },
+ "dataset_tag": "non-dataset",
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Project Financing Data",
+ "confidence": 0.9946261048316956,
+ "start": 1498,
+ "end": 1501
+ },
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+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
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+ "text": "Project Financing Data",
+ "confidence": 0.9997243285179138,
+ "start": 1511,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Total Project Cost",
+ "confidence": 0.8507413864135742,
+ "start": 1692,
+ "end": 1695
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Total Bank Financing",
+ "confidence": 0.6156802773475647,
+ "start": 1710,
+ "end": 1713
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
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+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 4
+ ]
+ }
+ },
+ {
+ "input_text": "|Financing Source|Col2|Col3|Col4|Col5|Col6|Amount|Col8|Col9|Col10|Col11|Col12|Col13|Col14|Col15|Col16|Col17|\n|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|\n|Borrower|Borrower|Borrower|Borrower|Borrower|Borrower|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|\n|Lebanon Syrian Crisis Trust Fund|Lebanon Syrian Crisis Trust Fund|Lebanon Syrian Crisis Trust Fund|Lebanon Syrian Crisis Trust Fund|Lebanon Syrian Crisis Trust Fund|Lebanon Syrian Crisis Trust Fund|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|\n|Total|Total|Total|Total|Total|Total|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|32.00|\n|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|**Expected Disbursements (in USD Million)**|\n|Fiscal
Year|2016|2017|2018|2019|2019|2019|0000|0000|0000|0000|0000|0000|0000|0000|0000|0000|\n|Annual|7.00|10.00|15.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|\n|Cumulati
ve|7.00|17.00|32.00|32.00|32.00|32.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|0.00|\n|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|**Institutional Data**|\n|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|**Practice Area (Lead)**|\n|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|Education|\n|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|**Contributing Practice Areas**|\n||||||||||||||||||\n|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|**Cross Cutting Areas**|\n|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|[ ]
Climate Change|\n|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|[ ]
Fragile, Conflict & Violence|\n|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|[ ]
Gender|\n|[ ]
Jobs|[ ]
Jobs|[ ]
Jobs|[ ]
Jobs|[ ]
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Jobs|[ ]
Jobs|[ ]
Jobs|[ ]
Jobs|[ ]
Jobs|[ ]
Jobs|\n|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|[ ]
Public Private Partnership|\n|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|**Sectors / Climate Change**|\n|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|Sector (Maximum 5 and total % must equal 100)|\n|Major Sector|Major Sector|Major Sector|Major Sector|Sector|Sector|Sector|Sector|Sector|%|%|Adaptation
Co-benefits %|Adaptation
Co-benefits %|Adaptation
Co-benefits %|Adaptation
Co-benefits %|Mitigation
Co-benefits %|Mitigation
Co-benefits %|\n|Education|Education|Education|Education|Primary education|Primary education|Primary education|Primary education|Primary education|70|70|||||||\n|Education|Education|Education|Education|Secondary education|Secondary education|Secondary education|Secondary education|Secondary education|30|30|||||||\n|Total|Total|Total|Total|Total|Total|Total|Total|Total|100|100|100|100|100|100|100|100|\n|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|I certify that there is no Adaptation and Mitigation Climate Change Co-benefits information
applicable to this project.|\n|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|**Themes**|\n|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|Theme (Maximum 5 and total % must equal 100)|\n|Major theme|Major theme|Major theme|Major theme|Major theme|Theme|Theme|Theme|Theme|Theme|Theme|Theme|Theme|%|%|%|%|\n|Human development|Human development|Human development|Human development|Human development|Education for all|Education for all|Education for all|Education for all|Education for all|Education for all|Education for all|Education for all|100|100|100|100|\n|Total|Total|Total|Total|Total|Total|Total|Total|Total|Total|Total|Total|Total|100|100|100|100|\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Lebanon Syrian Crisis Trust Fund",
+ "confidence": 0.9475706815719604,
+ "start": 163,
+ "end": 168
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+ "usage_context": "background"
+ },
+ {
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+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Expected Disbursements",
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+ "start": 303,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
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+ "start": 459,
+ "end": 461
+ },
+ "dataset_tag": "vague",
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Institutional Data",
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+ "start": 685,
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+ },
+ "dataset_tag": "vague",
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+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
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+ "start": 755,
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+ },
+ "dataset_tag": "vague",
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+ "start": 762,
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+ "acronym": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
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+ "confidence": 0.5122694373130798,
+ "start": 1051,
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+ },
+ "dataset_tag": "vague",
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+ "is_used": "False",
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+ },
+ {
+ "dataset_name": {
+ "text": "Climate Change",
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+ "start": 1306,
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
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+ "start": 1800,
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+ "dataset_tag": "vague",
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Public Private Partnership",
+ "confidence": 0.6388669610023499,
+ "start": 1871,
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+ },
+ "dataset_tag": "non-dataset",
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Public Private Partnership",
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+ "start": 1952,
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+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Sectors / Climate Change",
+ "confidence": 0.5991247296333313,
+ "start": 2022,
+ "end": 2026
+ },
+ "dataset_tag": "non-dataset",
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Adaptation and Mitigation Climate Change Co-benefits information",
+ "confidence": 0.9919232726097107,
+ "start": 2557,
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+ "is_used": "False",
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+ },
+ {
+ "dataset_name": {
+ "text": "Adaptation and Mitigation Climate Change Co-benefits information",
+ "confidence": 0.9998065829277039,
+ "start": 2711,
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+ "dataset_tag": "non-dataset",
+ "description": null,
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+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Adaptation and Mitigation Climate Change Co-benefits information",
+ "confidence": 0.9988184571266174,
+ "start": 2865,
+ "end": 2872
+ },
+ "dataset_tag": "non-dataset",
+ "description": null,
+ "data_type": null,
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+ "geography": null,
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+ "is_used": "False",
+ "usage_context": "background"
+ }
+ ],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 5
+ ]
+ }
+ },
+ {
+ "input_text": "|Proposed Development Objective(s)|Col2|Col3|Col4|Col5|Col6|\n|---|---|---|---|---|---|\n|To support the operational needs of Lebanese public schools and to improve the learning environment in
response to the continued influx of Syrian refugee children.|To support the operational needs of Lebanese public schools and to improve the learning environment in
response to the continued influx of Syrian refugee children.|To support the operational needs of Lebanese public schools and to improve the learning environment in
response to the continued influx of Syrian refugee children.|To support the operational needs of Lebanese public schools and to improve the learning environment in
response to the continued influx of Syrian refugee children.|To support the operational needs of Lebanese public schools and to improve the learning environment in
response to the continued influx of Syrian refugee children.|To support the operational needs of Lebanese public schools and to improve the learning environment in
response to the continued influx of Syrian refugee children.|\n|**Components**|**Components**|**Components**|**Components**|**Components**|**Components**|\n|**Component Name**|**Cost (USD Millions)**|**Cost (USD Millions)**|**Cost (USD Millions)**|**Cost (USD Millions)**|**Cost (USD Millions)**|\n|Support to Schools|13.50|13.50|13.50|13.50|13.50|\n|Learning Environment Quality|16.60|16.60|16.60|16.60|16.60|\n|Project Management and Support|1.90|1.90|1.90|1.90|1.90|\n|**Systematic Operations Risk- Rating Tool (SORT)**|**Systematic Operations Risk- Rating Tool (SORT)**|**Systematic Operations Risk- Rating Tool (SORT)**|**Systematic Operations Risk- Rating Tool (SORT)**|**Systematic Operations Risk- Rating Tool (SORT)**|**Systematic Operations Risk- Rating Tool (SORT)**|\n|**Risk Category**|**Risk Category**|**Risk Category**|**Rating**|**Rating**|**Rating**|\n|1. Political and Governance|1. Political and Governance|1. Political and Governance|High|High|High|\n|2. Macroeconomic|2. Macroeconomic|2. Macroeconomic|Moderate|Moderate|Moderate|\n|3. Sector Strategies and Policies|3. Sector Strategies and Policies|3. Sector Strategies and Policies|Substantial|Substantial|Substantial|\n|4. Technical Design of Project or Program|4. Technical Design of Project or Program|4. Technical Design of Project or Program|Low|Low|Low|\n|5. Institutional Capacity for Implementation and Sustainability|5. Institutional Capacity for Implementation and Sustainability|5. Institutional Capacity for Implementation and Sustainability|High|High|High|\n|6. Fiduciary|6. Fiduciary|6. Fiduciary|Substantial|Substantial|Substantial|\n|7. Environment and Social|7. Environment and Social|7. Environment and Social|Low|Low|Low|\n|8. Stakeholders|8. Stakeholders|8. Stakeholders|Moderate|Moderate|Moderate|\n|9. Other|9. Other|9. Other|Substantial|Substantial|Substantial|\n|**OVERALL**|**OVERALL**|**OVERALL**|High|High|High|\n|**Compliance**|**Compliance**|**Compliance**|**Compliance**|**Compliance**|**Compliance**|\n|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|**Policy**|\n|Does the project depart from the CAS in content or in other significant
respects?|Does the project depart from the CAS in content or in other significant
respects?|Does the project depart from the CAS in content or in other significant
respects?|Does the project depart from the CAS in content or in other significant
respects?|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|\n|Does the project require any waivers of Bank policies?
Yes [ ]
No [ X ]|Does the project require any waivers of Bank policies?
Yes [ ]
No [ X ]|Does the project require any waivers of Bank policies?
Yes [ ]
No [ X ]|Does the project require any waivers of Bank policies?
Yes [ ]
No [ X ]|Does the project require any waivers of Bank policies?
Yes [ ]
No [ X ]|Does the project require any waivers of Bank policies?
Yes [ ]
No [ X ]|\n|Have these been approved by Bank management?|Have these been approved by Bank management?|Have these been approved by Bank management?|Have these been approved by Bank management?|Yes [ ]
No [ ]|Yes [ ]
No [ ]|\n|Is approval for any policy waiver sought from the Board?|Is approval for any policy waiver sought from the Board?|Is approval for any policy waiver sought from the Board?|Is approval for any policy waiver sought from the Board?|Yes [ ]
No [ X ]|Yes [ ]
No [ X ]|\n|Does the project meet the Regional criteria for readiness for implementation?|Does the project meet the Regional criteria for readiness for implementation?|Does the project meet the Regional criteria for readiness for implementation?|Does the project meet the Regional criteria for readiness for implementation?|Yes [ X ]
No [ ]|Yes [ X ]
No [ ]|\n|**Safeguard Policies Triggered by the Project**
**Yes**
**No**|**Safeguard Policies Triggered by the Project**
**Yes**
**No**|**Safeguard Policies Triggered by the Project**
**Yes**
**No**|**Safeguard Policies Triggered by the Project**
**Yes**
**No**|**Safeguard Policies Triggered by the Project**
**Yes**
**No**|**Safeguard Policies Triggered by the Project**
**Yes**
**No**|\n|Environmental Assessment OP/BP 4.01|Environmental Assessment OP/BP 4.01|**X**|**X**|**X**||\n|Natural Habitats OP/BP 4.04|Natural Habitats OP/BP 4.04||||**X**|\n|Forests OP/BP 4.36|Forests OP/BP 4.36||||**X**|\n|Pest Management OP 4.09|Pest Management OP 4.09||||**X**|\n\n\n",
+ "datasets": [
+ {
+ "dataset_name": {
+ "text": "Learning Environment Quality",
+ "confidence": 0.540088415145874,
+ "start": 345,
+ "end": 348
+ },
+ "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": "Systematic Operations Risk- Rating Tool",
+ "confidence": 0.7831625938415527,
+ "start": 398,
+ "end": 404
+ },
+ "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": "Systematic Operations Risk- Rating Tool",
+ "confidence": 0.9422518610954285,
+ "start": 454,
+ "end": 460
+ },
+ "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": "Environmental Assessment OP/BP 4.01",
+ "confidence": 0.8316673040390015,
+ "start": 1452,
+ "end": 1460
+ },
+ "dataset_tag": "named",
+ "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/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 6
+ ]
+ }
+ },
+ {
+ "input_text": "|Physical Cultural Resources OP/BP 4.11|Col2|Col3|Col4|Col5|Col6|Col7|X|\n|---|---|---|---|---|---|---|---|\n|Indigenous Peoples OP/BP 4.10|Indigenous Peoples OP/BP 4.10|Indigenous Peoples OP/BP 4.10|Indigenous Peoples OP/BP 4.10||||**X**|\n|Involuntary Resettlement OP/BP 4.12|Involuntary Resettlement OP/BP 4.12|Involuntary Resettlement OP/BP 4.12|Involuntary Resettlement OP/BP 4.12||||**X**|\n|Safety of Dams OP/BP 4.37|Safety of Dams OP/BP 4.37|Safety of Dams OP/BP 4.37|Safety of Dams OP/BP 4.37||||**X**|\n|Projects on International Waterways OP/BP 7.50|Projects on International Waterways OP/BP 7.50|Projects on International Waterways OP/BP 7.50|Projects on International Waterways OP/BP 7.50||||**X**|\n|Projects in Disputed Areas OP/BP 7.60|Projects in Disputed Areas OP/BP 7.60|Projects in Disputed Areas OP/BP 7.60|Projects in Disputed Areas OP/BP 7.60||||**X**|\n|**Legal Covenants**|**Legal Covenants**|**Legal Covenants**|**Legal Covenants**|**Legal Covenants**|**Legal Covenants**|**Legal Covenants**|**Legal Covenants**|\n|**Name: Schedule 2, Section I.B.1**|**Name: Schedule 2, Section I.B.1**|**Recurrent**|**Due Date**|**Due Date**|**Due Date**|**Frequency**|**Frequency**|\n|Project Operations Manual|Project Operations Manual||3 months after
effectiveness|3 months after
effectiveness|3 months after
effectiveness|Once|Once|\n|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|\n|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|The Recipient shall, not later than three months of the Effective date of this Agreement, prepare, adopt
and thereafter implement a Project Operations Manual, in a form and substance satisfactory to the World
Bank.|\n|**Name: Schedule 2, Section I.2**|**Name: Schedule 2, Section I.2**|**Recurrent**|**Due Date**|**Due Date**|**Due Date**|**Frequency**|**Frequency**|\n|Staffed PMU|Staffed PMU||2 months after
effectiveness|2 months after
effectiveness|2 months after
effectiveness|Once|Once|\n|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|\n|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|The Recipient shall, not later than two months after the Effective Date of this Agreement, staff the PMU
with qualified staff and adequate resources, including, inter alia, a Project manager, financial
management officer, and procurement officer and maintain the PMU throughout the implementation of
the Project.|\n|**Name: Schedule 2, Section II.3**|**Name: Schedule 2, Section II.3**|**Recurrent**|**Due Date**|**Due Date**|**Due Date**|**Frequency**|**Frequency**|\n|Environmental Management Plan|Environmental Management Plan|**X**||||CONTINUOUS|CONTINUOUS|\n|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|**Description of Covenant**|\n|The Recipient shall carry out the Project in accordance with Environment Management Plan.|The Recipient shall carry out the Project in accordance with Environment Management Plan.|The Recipient shall carry out the Project in accordance with Environment Management Plan.|The Recipient shall carry out the Project in accordance with Environment Management Plan.|The Recipient shall carry out the Project in accordance with Environment Management Plan.|The Recipient shall carry out the Project in accordance with Environment Management Plan.|The Recipient shall carry out the Project in accordance with Environment Management Plan.|The Recipient shall carry out the Project in accordance with Environment Management Plan.|\n|**Conditions**|**Conditions**|**Conditions**|**Conditions**|**Conditions**|**Conditions**|**Conditions**|**Conditions**|\n|**Source Of Fund**|**Name**|**Name**|**Name**|**Name**|**Type**|**Type**|**Type**|\n|Lebanon Syrian Crisis
Trust Fund|Article IV, 4.01|Article IV, 4.01|Article IV, 4.01|Article IV, 4.01|Effectiveness|Effectiveness|Effectiveness|\n|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|**Description of Condition**|\n|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|The Agreement shall not become effective until evidence satisfactory to the World Bank has been
furnished to the World Bank showing that the execution and delivery of the Agreement on behalf of the
Recipient have been duly authorized or ratified by all necessary governmental action.|\n|**Team Composition**|**Team Composition**|**Team Composition**|**Team Composition**|**Team Composition**|**Team Composition**|**Team Composition**|**Team Composition**|\n|**Bank Staff**|**Bank Staff**|**Bank Staff**|**Bank Staff**|**Bank Staff**|**Bank Staff**|**Bank Staff**|**Bank Staff**|\n\n\n",
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 7
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+ }
+ },
+ {
+ "input_text": "|Name|Col2|Role|Col4|Title|Col6|Col7|Unit|\n|---|---|---|---|---|---|---|---|\n|Noah Bunce Yarrow|Noah Bunce Yarrow|Team Leader (ADM
Responsible)|Team Leader (ADM
Responsible)|Education Spec.|Education Spec.|Education Spec.|GEDDR|\n|Lina Fares|Lina Fares|Procurement Specialist|Procurement Specialist|Senior Procurement
Specialist|Senior Procurement
Specialist|Senior Procurement
Specialist|GGODR|\n|Rima Abdul-Amir
Koteiche|Rima Abdul-Amir
Koteiche|Financial Management
Specialist|Financial Management
Specialist|Senior Financial
Management Specialist|Senior Financial
Management Specialist|Senior Financial
Management Specialist|GGODR|\n|Alaa Ahmed Sarhan|Alaa Ahmed Sarhan|Safeguards Specialist|Safeguards Specialist|Senior Environmental
Economist|Senior Environmental
Economist|Senior Environmental
Economist|GENDR|\n|Andrianirina Michel Eric
Ranjeva|Andrianirina Michel Eric
Ranjeva|Team Member|Team Member|Finance Officer|Finance Officer|Finance Officer|WFALA|\n|Chaogang Wang|Chaogang Wang|Safeguards Specialist|Safeguards Specialist|Senior Social
Development Specialist|Senior Social
Development Specialist|Senior Social
Development Specialist|GSURR|\n|Christina D. Wright|Christina D. Wright|Team Member|Team Member|Operations Officer|Operations Officer|Operations Officer|GEDDR|\n|Emma Paulette Etori|Emma Paulette Etori|Team Member|Team Member|Senior Program
Assistant|Senior Program
Assistant|Senior Program
Assistant|GEDDR|\n|Haneen Ismail Sayed|Haneen Ismail Sayed|Team Member|Team Member|Program Leader|Program Leader|Program Leader|MNC02|\n|Mei Wang|Mei Wang|Counsel|Counsel|Senior Counsel|Senior Counsel|Senior Counsel|LEGAM|\n|Piers E. Merrick|Piers E. Merrick|Team Member|Team Member|Senior Operations
Officer|Senior Operations
Officer|Senior Operations
Officer|MNADE|\n|Tala Khlat|Tala Khlat|Team Member|Team Member|Program Assistant|Program Assistant|Program Assistant|MNCLB|\n|**Extended Team**|**Extended Team**|**Extended Team**|**Extended Team**|**Extended Team**|**Extended Team**|**Extended Team**|**Extended Team**|\n|**Name**|**Name**|**Title**|**Title**|**Office Phone**|**Office Phone**|**Office Phone**|**Location**|\n|Daniel Dupety|Daniel Dupety|Architect|Architect||||Paris|\n|Gustavo Arcia|Gustavo Arcia|Education Consultant|Education Consultant||||Miami|\n|**Locations**|**Locations**|**Locations**|**Locations**|**Locations**|**Locations**|**Locations**|**Locations**|\n|**Country**|**First**
**Administrative**
**Division**|**First**
**Administrative**
**Division**|**Location**|**Location**|**Planned**|**Actual**|**Comments**|\n|Lebanon||||||||\n\n\n",
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+ "input_text": "**I.** **STRATEGIC CONTEXT**\n\n\n**A.** **Country Context**\n\n\n1. **Lebanon is a small open economy of high middle income status with a population of**\n**4.4 million people in 2012.** GDP per capita was about US$17,000 PPP in 2012. Services and\ntrade are the most important sectors with tourism and financial services being a backbone of the\nnational economy. The country has experienced protracted periods of civil war, the destabilizing\neffects of external conflicts, and large influxes of Palestinian and more recently Syrian refugees.\nIn spite of its political instability, the country is well known for its high level of human\ndevelopment and open economy, as well as a large, educated and diversified diaspora (World\nBank, 2010). [1]\n\n\n2. **The Lebanese economy expanded at a moderate pace over the past five decades but**\n**growth has been erratic due to large and frequent shocks.** Real GDP growth grew on average\nby an estimated 3.6 percent from 1965 to 2014, whereas the median growth rate was 3.9 percent.\nThis period has, however, been marked by major shocks. These include 15 years of civil war\n(1975-1990), wars with Israel, major political assassinations, waves of terrorism activities and\nspillovers from regional conflict, the latest being the Syrian conflict. Given the uncertainty but\nnonetheless relative high frequency of these shocks, Lebanon’s growth performance has been\nvolatile, which has been damaging to long-term investment decisions and the quality of growth\nin Lebanon.\n\n\n3. **With low growth quality, poverty has remained elevated and the job content of**\n**growth has been weak.** Based on available but incomplete data, significant progress was made\nin reducing poverty prior to the civil war. Since that date, however, progress has stopped, and\neven reversed as poverty incidence has hovered around 28 percent for the few data points\navailable. Extreme poverty has remained stable at around 8 percent since the end of the civil war.\nThe country’s employment challenge is also daunting as job growth has not kept pace with the\ngrowth of the labor force. Even during periods of relatively rapid economic growth, Lebanon\nexperienced weak private sector job creation with an employment growth elasticity of only 0.2,\nwhich is considerably lower than those observed in other countries in the region. Meanwhile, the\nlabor force has been growing, in part driven by an increase in the working age population. Under\ncurrent conditions, Lebanon is not making significant progress toward increasing shared\nprosperity or eliminating extreme poverty.\n\n\n**B.** **Situations of Urgent Need of Assistance**\n\n\n4. This project is being prepared and implemented in accordance with the provisions of\nparagraph twelve of World Bank OP10.00, “Projects in situations of urgent need of Assistance or\nCapacity Constraints.” This permits the provision of investment project financing with specific\nexceptions in cases where there is an urgent need of assistance because of a natural or man-made\ndisaster or conflict (among other factors). The situation in Lebanon reflects both the impact of a\nconflict in neighboring Syria and of a man-made disaster, in the form of the continuing influx of\n\n\n1 This and the following paragraphs in the Country Context section draw directly from the concept note of the\nLebanon Systematic Country Diagnostic (2015).\n\n\n1\n\n\n",
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+ "input_text": "Syrian refugees fleeing the conflict, including the large numbers of refugee children, two of the\nconditions these policy provisions were designed to address.\n\n\n5. It is unclear when the conflict in Syria will be resolved and while the conflict continues,\nexpectations are that the influx of refugees will continue as well. This project is being developed\namidst growing evidence that schools are under stress and the public education system is\nchallenged to maintain the quality of education provided to Lebanese and Syrian children of\nschool age. The number of Syrian refugee children in Lebanon already exceeds that of Lebanese\nstudents attending public school. There are an estimated 470,000 Syrian children of school age\ncurrently registered by the United Nations High Commissioner for Refugees (UNHCR) in\nLebanon (representing around 43 percent of the total Syrian refugee population) [2] while there\nwere 276,655 Lebanese students enrolled in the public education system in the 2011-2012 school\nyear. In effect, there are estimated to be 1.75 school-age Syrian refugee children for every\nLebanese public school student.\n\n\n6. It is essential that the Ministry of Education and Higher Education (MEHE) be supported\nto deliver education services to the vulnerable refugee population while continuing to deliver\neducation services to Lebanese students. Syrian children in Lebanon have suffered a cataclysmic\neducational reversal, going from pre-war Syria with high levels of educational attainment and\ncompletion to a situation where approximately 65 percent of school age Syrian children are out\nof school. Syria had a pre-war gross enrollment ratio in secondary education of 74 percent,\nequivalent to that in Lebanon. Syrian enrolment at the secondary level in Lebanon is now less\nthan 5 percent. [3] Despite a number of donor activities in the education sector discussed in greater\ndetail in Annex II, the needs of the Syrian population are great, as are the strains that they are\nplacing on public provisions especially the public education system. For those students not\nenrolled, early marriage and child labor are significant concerns. Even for those enrolled,\ndropout is high and the social disruption to a generation of children is potentially catastrophic. [4]\nServing these students is a priority along with maintaining existing services to Lebanese\nstudents.\n\n\n7. This project is intended to provide emergency support to the Lebanese public education\nsystem and has two principal objectives: (i) to support schools to meet operational needs in order\nto provide education services to the Lebanese and Syrian school age population, and (ii) to help\nimprove the learning environment in Lebanese public schools in the face of an influx of refugee\nchildren, deteriorating physical and learning environments, and lack of both human and financial\nresources.\n\n\n**C.** **Sectoral and Institutional Context**\n\n\n8. **Prior to the Syrian Crisis, human capital development in Lebanon was already**\n**characterized by high inequality.** As revealed by the World Bank’s inequality-adjusted 2013\nHuman Development Index (HDI), while Lebanon performs relatively well in terms of human\n\n\n2 “Syrian Refugee Response: Lebanon Interagency Update” UNHCR, November 2014\n3 GER 2012 all secondary programs, Lebanon and Syria; World Bank EdStats accessed 10.7.14; current Syrian\nsecondary enrollment rate estimated Inter-Agency Multi-Sector Needs Assessment 2014 (Education Chapter).\n4 UNHCR 2013 (The Future of Syria: Refugee Children in Crisis).\n\n\n2\n\n\n",
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+ "input_text": "capital, the country faces large inequality of opportunities and outcomes among its citizens. [5]\nInequality in Lebanon is particularly stark in income and in education, and less pronounced in\nhealth. This inequality is linked to the weakness of the state in delivering high quality public\nservices, a difficulty that is compounded in poorer regions of the country. With low rates of\nreturn on skilled human capital at home, Lebanon is facing severe difficulties in retaining talent:\nthe emigration rate of the tertiary educated reached 43.9 percent. [6] Inequality is also undermining\nLebanon’s poverty reduction and social and economic inclusion efforts as social/economic\nmobility is difficult for individuals born into low skilled households. The Syrian crisis and the\nassociated large influx of refugees have severely stressed the quality of public services in\nLebanon, especially those related to human capital (Economic and Social Impact Assessment of\nthe Syrian Conflict, World Bank 2013).\n\n\n9. Education in Lebanon is characterized by a multitude of parallel systems which together\nenroll a majority of children of school age. Overall, 516,627 students were enrolled in private\nschools, representing 52.9 percent of all students in the 2012-13 school year. The public sector\nenrolled 299,245 students or 30.7 percent, another 13.1 percent were in publically subsidized\nprivate schools and 3.3 percent of students were in United Nations Relief and Works Agency for\nPalestine Refugees in the Near East (UNRWA) schools in school year 2012-13. Investments by\nthe public sector include both free public schooling as well as subsidies to a group of private\nschools that are generally considered to perform as poorly or even below the level of public\nschools. [7]\n\n\n10. Prior to the onset of the Syrian crisis, Lebanon’s adjusted primary net enrollment rates\nwere slightly above the regional average at 96 percent. However, secondary net enrollment rates\nin Lebanon at 67 percent lagged behind the MENA average of 72 percent. Even when compared\nwith countries with similar level of development, Lebanon’s secondary net enrollment rate was\nsignificantly lower than the average of 81 percent. [8]\n\n\n11. Public education in Lebanon tends to serve the poor at low levels of quality. Public\nschools educate about 31 percent of students in Lebanon, despite being free. This revealed\npreference reflects the overall poor quality of public schools, particularly at the primary level,\nand has large and negative implications for the poor. The higher quality associated with private\nschools means that public-school students are likely to learn less and face more difficult job\nprospects upon graduation. This sets up inter-generational transmission of both lower learning\nlevels and lower income. [9] Public schools exhibit lower academic outcomes in international and\nnational assessments. The level of public school students was 10 percent lower than that of\nprivate schools in the 2011 Trends in International Mathematics and Science Study (TIMSS)\nresults. Indeed, based on the 2004 household survey, poverty and education are highly correlated\nin Lebanon.\n\n\n5 Lebanon’s inequality-adjusted HDI is 20.8 percent lower than its HDI, among the largest losses in the group of\ncountries in the high human development category.\n6 World Economic Forum’s 2013 Human Capital Index\n7 Further information about the level of private sector investments is expected from a forthcoming Education\nExpenditure Review.\n8 World Bank Ed Stats\n9 “Poverty, Growth and Income Distribution in Lebanon,” August 2008.\n\n\n3\n\n\n",
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+ "publication_year": {
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+ "input_text": "12. Education spending has increased in recent years, driven in part by earlier administrative\ndecisions, as well as by the entry of increasing numbers of Syrian students into the public system\n(see Table 1, Annex II below). The main drivers of this increase in spending were: (i) an increase\nin the contractual teacher hourly rate amounting to US$14 million in 2014, which was an\nadministrative decision unrelated to the Syrian influx; (ii) increase in the per student school fund\ncontribution paid by the government, from US$40 per student in academic year 2010-2011 to\nUS$100 per year thereafter which was also unrelated to the Syrian influx; and (iii) increase in the\nnumber of contractual teaching hours, responsible for the largest portion of the overall increase\nand which was related to the increase in the overall enrollment in the public schools as a result of\nthe influx of Syrian students, as well as a much smaller increase in rent and maintenance costs of\nprimary and secondary schools, which may or may not be directly linked to the Syrian influx.\nThese increases and their attributions can be expressed as a marginal increase of the cost per\nstudent in public schools (See Figure 1, Annex II).\n\n\n13. The Ministry of Education and Higher Education (MEHE) has responded to the current\ncrisis by developing the Reaching All Children with Education in Lebanon (RACE) strategy,\nwhich was officially adopted in August 2014. The document presents an integrated three-year\nprogram to respond to the challenges of the education crisis in Lebanon set off by the Syrian\nconflict. At almost US$600 million, the framework sets out a comprehensive strategy which\nexplicitly encourages donor coordination and financing, especially via governmental\nmechanisms. [10] MEHE seeks balance between providing access for Syrian students to the\nLebanese public system and preventing deterioration in the real and perceived quality of public\neducation services for the Lebanese. There is evidence that increasing numbers of Syrians\ncontribute to conflict within the classroom and perceptions of decreased public sector quality. [11]\n\n\n**D.** **Higher Level Objectives to which the Project Contributes**\n\n\n14. Support for educational provision, particularly in an emergency setting, presents a clear,\ncompelling and direct connection to the World Bank’s twin goals of ending extreme poverty and\nboosting shared prosperity. There is abundant empirical evidence that support for education can\nmake critical contributions towards both goals. Education remains one of the most dependable\nways of increasing income and pulling people out of poverty with each additional year of\neducation estimated to increase earnings between six and ten percent, though not in all times in\nall contexts. In the context of the Syrian Crisis, it is hard to overestimate the importance of\nproviding education for refugee and vulnerable Lebanese children and it has long been accepted\nthat an educated, skilled workforce is a prerequisite for sustained development and society-wide\neconomic prosperity.\n\n\n15. The project has been explicitly designed to support the RACE strategy and to provide\nstability during a period of significant stress. The Project will finance activities undertaken by\n\n\n10 The overall objective of RACE is to ensure that vulnerable school-aged children (3-18 years), affected by\nthe Syria crisis, are able to access quality formal and non-formal learning opportunities in safe and\nprotective environments. More specifically, the program aims at ensuring equitable access to educational\nopportunities, improving the quality of teaching and learning, and strengthening national education\nsystems, policies and monitoring. ( _RACE, June_ _2014)._\n[11 http://unhcr.org/FutureOfSyria/the-challenge-of-education.html; http://www.wvi.org/europe/publication/under-](http://unhcr.org/FutureOfSyria/the-challenge-of-education.html)\n[pressure-impact-syrian-refugee-crisis-host-communities-lebanon.](http://www.wvi.org/europe/publication/under-pressure-impact-syrian-refugee-crisis-host-communities-lebanon)\n\n\n4\n\n\n",
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+ "input_text": "MEHE, and will play an important role in stabilizing both the public system as well as providing\na platform for other donors to channel funding through Government structures. The project is\nfully consistent with the approaches defined in the MENA Regional Strategy Update to the\nBoard of Executive Directors (WB May 2014), specifically the emphasis on fostering resilience\nto cope with fragility and transition and supporting inclusion and gender equality. This project is\nalso fully consistent with the emphasis on core investments in basic services as outlined in the\nCountry Partnership Strategy (CPS) 2011-2014 (Report 54690-LB), as well as the Progress\nReport of the Lebanon CPS dated April 18, 2013 (Report 75814-LB), which had already\nhighlighted the exacerbating effect of the Syrian conflict on Lebanon’s fragile socio-economic\nand political environment. Since the onset of the crisis, Government priorities have increasingly\nfocused on short-term stabilization measures with RACE prioritizing school rehabilitation and\nefforts to maintain educational quality.\n\n\n**II.** **PROJECT DEVELOPMENT OBJECTIVES (PDO)**\n\n\n**A.** **PDO**\n\n\n16. The PDO is to support the operational needs of Lebanese public schools and to improve\nthe learning environment in response to the continued influx of Syrian refugee children.\n\n\n17. In line with the RACE strategy, the Project is designed to alleviate short-term financial\npressure on MEHE and invest in quality to provide benefits to the Lebanese public school\nsystem. Project components are designed to be rapidly expandable to attract and accommodate\nadditional donor interest. In the context of a humanitarian emergency, this Project is designed to\naddress some of the immediate needs and help sustain the education infrastructure and quality\nneeds in the medium term. The developmental aspects of the project include strengthening\nMEHE systems, disbursing through government accounts, direct implementation by the MEHE\nand/or schools, and quality-enhancing components.\n\n\n**Project Beneficiaries**\n\n\n18. Total cumulative direct beneficiaries of the project include approximately one million\npublic school students and staff over the life of the Project. Direct beneficiaries of the Project\nwill include an average of 28,000 students who will be supported through the Support to Schools\ncomponent each year at US$160 per student for three years, the 390,000 students supported\nthrough school grants cumulatively over three years, students attending schools receiving\nfinancing for school rehabilitation, as well as the approximately 500 staff members of the\n“ _Direction d’Orientation Pédagogique et Scolaire_ ” (DOPS). The Project will also benefit public\nschool students in grades 1 through 9 through the universal textbook distribution activity for two\nyears. ( _Please see Table 1 below.)_ The estimated beneficiary number in the chart for\nrehabilitation is lower than might otherwise be expected because the schools prioritized for\nrehabilitation are those in the worst condition in the country, and so are very costly to rehabilitate\n(see Annex I, Annex II). Indirect beneficiaries will include parents\nand society at large that will benefit from increased human capital and educational outcomes\nlinked to stabilized enrollment following from project interventions, as discussed in Section VI,\neconomic analysis.\n\n\n5\n\n\n",
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+ "input_text": "6\n\n\n",
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+ "input_text": "**Table 1: Project Beneficiaries**\n\n\n\n\n\n\n\n|Direct Beneficiaries per year|Year 1|Year 2|Year 3|\n|---|---|---|---|\n|Support to School Fund (students, teachers and administrators)|
20,000|
30,000|30,000|\n|Textbooks grades 1-9 (students)|0|300,000|275,000|\n|Supplemental School Financing (students)|70,000|140,000|180,000|\n|School Rehabilitation (students, teachers and administrators)|0|1,000|3,000|\n|DOPS (MEHE staff)|500|500|500|\n\n\n_Approximately 300,500 individuals are expected to benefit from the project; the same_\n_individuals may benefit from project support for multiple years._\n\n**PDO Level Results Indicators**\n\n\n19. The number of PDO level results indicators is restricted to four and targeted modestly as\nneeds may change during implementation. The frequency of reporting is quarterly, so that\ncurrent Project implementation progress is clearly visible and so attention can be directed to any\nelements that require midcourse correction.\n\n\n20. The PDO level results indicators are as follows:\n\n\n\n\n\n**III.** **PROJECT DESCRIPTION**\n\n\n**A.** **Project Components**\n\n\n21. The project consists of 3 components: (i): Support to Schools; (ii) Learning Environment\nQuality; and (ii) Project Management and Support. The three-year project aims to address two\ncentral human development and education system challenges facing Lebanon: maintaining the\nability of schools to provide education services and maintaining the quality of the learning\nenvironment. The levels of operationality and quality prior to the onset of the Syrian crisis are\nunder threat, and the Project’s linked investments will help stabilize them. First, the project will\nprovide support to school-level expenditures which will alleviate some of the financial burden\nplaced on the public education budget due to the influx of Syrian students while helping ensure\nthat front-line service providers in schools have sufficient resources to respond to immediate\noperational needs. Second, by providing urgently needed rehabilitation and supplemental\nfinancing to schools which improve the learning environment, project investments will sustain\nand promote enrollment of all students. Third, by providing inputs for school counsellors, teacher\ntrainers and health providers, the Project will help ensure continued support to students most in\n\n\n7\n\n\n",
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+ "input_text": "need. Finally, by investing in highly visible inputs, including school rehabilitation, supplemental\nschool financing and textbooks, the Project will demonstrate benefits for Lebanese as well as\nSyrian students, which may contribute to reduced tensions within and between different\ncommunities.\n\n\n_**Component 1: Support to Schools (US$13.5 million)**_\n\n\n22. The Project will provide financing for school operating costs at the level of the school.\nTwo funds currently exist to serve essential school needs, the “Parent Council Fund” and the\n“School Fund,” each with its own account for each school. Each fund has its own eligible\nexpenditures under MEHE regulations. The Parent Council Fund, which is normally financed at\nthe rate of US$60 per student, can be used to pay for remedial instruction for students, student\nhealth expenses, school-related student activities and extracurricular activities sponsored by the\nschool as per Decree No. 2153/M, 2007. The School Fund, financed at the rate of US$100 per\nstudent, can be used to pay for things such as heat, electricity, paper, pens and other minor\nclassroom supplies as per Decree No. 1845/M, 2006. MEHE currently provides the majority of\nthe financing for these two funds at these rates, supplemented by other agencies. This component\nwill support these funds at a student per-capita rate of approximately US$160 for an average of\n28,000 of these students for each of the three years of the life of the Project. The support under\nthis program is in addition to planned and existing support by other partners. This US$160 is a\nfraction of the larger per-student marginal cost which includes teacher salaries and is estimated at\nUS$363 for the 2013-14 academic year.\n\n\n_**Component 2: Learning Environment Quality (US$16.6 million)**_\n\n\n_**Sub-component 2.1: School rehabilitation (US$5.2 million)**_\n\n\n23. This component will improve the quality of the public school learning environment by\nfinancing the rehabilitation of school buildings that are in the greatest need of repair. Activities\nwill include improving structural security, access to water and sanitation with consideration of\ngirls’ and boys’ needs, as well as the physical appearance of the school. While this project will\nonly be able to cover a small portion of the total need, successful implementation is expected to\npave the way for other donors to finance additional works either as an expansion to this project\nor through alternative mechanisms.\n\n\n_**Sub-component 2.2: Supplemental School Financing (US$5.7 million)**_\n\n\n24. This component will provide small emergency funds to a majority of public primary\nschools in the country to fulfill frontline school needs with a focus on helping schools improve\nthe learning environment and foster social cohesion between different student communities\nthrough extra-curricular activities. The funds would be used for purchasing items for classrooms\nand/or extracurricular activities that would enhance student and teacher motivation, foster pride\nin public schools and promote attendance and retention as well as minor physical improvements.\nAllocations will be based on brief School Improvement Plan proposals submitted by the school\nto MEHE regional offices and funds will be transferred directly from the project Designated\nAccount into the school’s bank account. Spot checks by MEHE and the publication of activities\non the school walls will be used for institutional and social accountability. Financial\n\n\n8\n\n\n",
+ "datasets": [],
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+ "input_text": "accountability will follow existing procedures for transfers of funds to schools. Under the current\ndesign based on RACE, awards will range from a minimum of US$1,000 to a maximum of\nUS$10,000 depending on the number of students and the activities proposed. The resulting\naward per student would favor the smaller schools to help foster equity and will focus on schools\nproviding education for grades 1-9. Details of the Supplemental School Financing component are\nprovided in Annex II.\n\n\n_**Sub-component 2.3: National Textbook Program for Public Primary Schools (US$5.1**_\n_**million)**_\n\n\n25. This subcomponent seeks to provide national textbooks and workbooks to students (grades 1\nthrough 9) enrolled in public schools for the school years 2015-16 and 2016-17 depending on\nfinal student numbers and negotiated textbook prices. Textbooks were distributed for the school\nyear 2013-14, expanding earlier textbook distribution initiatives by MEHE in school year 201213. The Department for International Development (DfID) spent US$2.52 million to provide\ntextbooks to approximately 80 percent of all students in grades 1-9 for one year. [12] The Project\nwould spend approximately US$5 million to provide curricular textbooks and workbooks.\n\n\n_**Sub-component 2.4 : Strengthening Direction d’Orientation Pédagogique et Scolaire -**_\n_**DOPS (US$600,000)**_\n\n\n26. The _Direction d’Orientation Pédagogique et Scolaire_ (DOPS) is a department\ncomprising teachers within the Directorate General of Education which provides instructional,\nhealth and psycho-social counselling to other teachers and students in the national public school\nsystem. Strengthening DOPS is a priority for MEHE and the project would finance essential\ntools to enable this unit to provide high quality services to schools, teachers and students. The\nDOPS has three different types of counsellors: pedagogic, health and psycho-social/child\nprotection. The DOPS sub-component would include support to continuing professional\ndevelopment for DOPS staff and the provision of resources and equipment for DOPS staff to\nefficiently and effectively carry out visits to schools, report and recommend support activities\nand provide for teacher centered workshops. The proposed cost of DOPS strengthening is\nUS$600,000.\n\n\n_**Component 3: Project Management and Support (US$1.9 million)**_\n\n\n27. MEHE will implement all of RACE and EESS project activities, including the activities\nfunded by other donors to RACE. This modality ensures that this project will strengthen\ngovernment leadership of the response and contribute to sustainability. The Minister will be\nresponsible for Project oversight, delegating specific responsibilities to the RACE Executive\nCommittee (REC), and day-to-day coordination of project activities to the RACE PMU, created\nwithin MEHE. [13] The PMU will coordinate with various department heads in the central and\nregional offices. Detailed modalities and arrangements for financial and procurement operational\nprocesses, transactions, and decisions will be developed by the PMU and will be outlined in the\nFinancial and Procurement sections of the Project Operations Manual. Further details on project\n\n12 Crown Agents Third Party Interim Monitoring Report for DfID Lebanon Public School Support Initiative June\n2014\n13as per decision 8M 2015\n\n\n9\n\n\n",
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+ "input_text": "implementation arrangements can be found in Annex . The cost estimate for project management\nis US$1.9 million. PMU staff members shall be financed under this project and agreements with\nother donors. Positions financed by this Project will be procured in accordance with World Bank\nprocurement procedures. This amount will cover key staff positions as well as operating costs for\nthe PMU.\n\n\n**B.** **Project Financing**\n\n\n28. The Project is financed from a grant US$32 million from the Lebanon Syria Crisis MultiDonor Trust Fund. The project is being calibrated to spend funds when they are expected to be\navailable, and can rapidly expand if additional funds are made available from other donors.\n\n\n**Table 2: Project Costs (US$)**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Project Components|Project cost|Percent
Financing|\n|---|---|---|\n|1. Support to Schools
2. Learning Environment Quality
3. Project Management and
Support
**Total Costs**
Total Project Costs
Front-End Fees
**Total Financing Required**|13,500,000
16,600,000
1,900,000
32,000,000
32,000,000
0
32,000,000|100%
100%
100%
100%
100%
100%|\n\n\n\n**C.** **Lessons Learned and Reflected in the Project Design**\n\n\n29. Current implementation of World Bank-financed projects in Lebanon suffers from\ndelayed implementation and disbursement across sectors. The IBRD Second Education\nDevelopment Project loan to Lebanon (P118187) currently suffers from low disbursement levels\nrelated to a number of factors. This Project is explicitly designed to improve this situation by\nextracting lessons learned in emergencies globally and in the context of Lebanon itself. The\nProject uses approaches that have worked elsewhere, and aims to help the Government to\nimplement priority activities through its own channels where possible, and fill gaps where they\nexist.\n\n\n30. This Project is designed with a minimum number of components, and many requests\nwere not included. This minimized component design follows lessons learned as spelled out in\nthe Implementation Completion and Results Report for the first Education Development Project\n“EDP” (WB, 2010). For example, the Student Cost Support (Component 1), representing almost\n50 percent of the total grant value, is expected to disburse rapidly as it follows pre-existing flowof-finance channels at MEHE and requires an absolute minimum of additional processing,\nprimarily linked to withdrawals from the Designated Account.\n\n\n10\n\n\n",
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+ "input_text": "31. The EESSP will prioritize the Project Management Unit (PMU) staffing so as not to\noverburden existing structures in MEHE and will focus on financing key staff at the PMU to help\nassure implementation. This will include at a minimum the Project Manager, Financial\nManagement Officer and Procurement Officer.\n\n\n32. Prior sector projects have suffered from dependency on policy reforms which did not\nmaterialize, as noted in the EDP ICR and elsewhere. The EESSP is designed to encourage policy\nreform. However, Project outcomes are not dependent on the approval of individual policy\ninitiatives.\n\n\n33. The Project provides a platform that others can contribute to. It is designed to be scalable,\nbased on related experience in Jordan, among other places. For example, the school funds and\nrehabilitation components can be rapidly increased to make use of additional funds, as Project\nactivities are a partial response to broader immediate and medium term challenges.\n\n\n**IV.** **IMPLEMENTATION**\n\n\n**A.** **Institutional and Implementation Arrangements**\n\n\n**Project Management**\n\n\n34. A PMU has been created at MEHE with staff members to be financed by this project and\nother donors. It will be led by a Project Manager who will report to the MEHE Director General\n(DG) under the guidance of the Minister. The PMU will be composed of a Project Manager,\nFinancial Management Officer, Procurement Officer, M&E Specialist, Field Engineers,\nSurveyors, NGO Coordinators and Field Coordinators, Education Specialists and various IT,\nlegal and administrative support staff. PMU staff are also planned to be posted in regional\noffices. PMU Staff will work closely with MEHE staff at the central and regional levels and\nwith other units and departments of MEHE under the guidance of the DG.\n\n\n**B.** **Results Monitoring and Evaluation**\n\n\n35. The project Results Framework will be used for monitoring and evaluation of the project\n(see Annex I). Project performance monitoring will focus on progress in achieving the project\nobjectives, as measured by the results indicators reflected in the Results Framework.\n\n\n36. Under the supervision of MEHE, the PMU, assisted by a specialist in monitoring and\nevaluation (M&E), will be responsible for preparing progress reports in collaboration with the\nDirectors of the different MEHE departments. Brief, standardized quarterly reports will be\nproduced by each department based on progress made in the implementation of the annual work\nplan. These will be compiled by the M&E Specialist in the PMU and submitted to the Bank and\nthe REC. This M&E Specialist position is a key implementation position to be financed by this\nProject.\n\n\n37. Developing and sustaining effective M&E systems in Lebanon has proven to be a\nsignificant challenge in current and previous World Bank financed projects, and not restricted to\nthe education sector. In addition to severe limitations on available institutional capacity and\ndifficulties in recruiting M&E specialists, data collection and their use have always raised\n\n\n11\n\n\n",
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+ "input_text": "sensitive and politicized issues. In recognition of this, significant resources have been allocated\nunder Component 3 to the recruitment of an experienced and qualified M&E Specialist as a key\nmember of the PMU staff. The relevant data sources, on which results monitoring rely, are\nreadily available and many data relevant to this operation are routinely collected.\n\n\n**C.** **Sustainability**\n\n\n38. The imperative of this Project is for a rapid response to the influx of Syrian students in\norder to maintain a functioning public education system. Nonetheless, the investments in\nrehabilitation, school finance and textbooks will likely enhance the quality of the learning\nenvironment both in the immediate and medium term. Keeping children in school that might\notherwise drop out of the system or not have access to educational opportunity at all will increase\nhuman capital and improve earning potential (see Section VI for details). If the public system\nwere to decline significantly in quality, an exodus of both Lebanese and Syrian children would\nbe expected in response to declining returns.\n\n\n39. Predictable support to the national education system presents an opportunity to positively\ninfluence the lives of a generation of Lebanese and Syrian children, an investment in future jobs\nand economic prospects, and potentially could reduce vulnerability to radicalization amongst\nyoung people. The EESSP is designed to take advantage of opportunities to reduce tensions\nbetween refugee and host communities. To achieve this, EESSP financing within RACE supports\nequity in educational provision, improvement of the school infrastructure and classroom learning\nenvironment, and support to DOPS counselling services providing health and psycho-social\nsupport in public schools, among other activities.\n\n\n**V.** **KEY RISKS**\n\n|Risk Rating and Explanation of Key|Risks|\n|---|---|\n|**Risk Categories**|**Rating (H, S, M or L)**|\n|1. Political and governance|H|\n|2. Macroeconomic|M|\n|3. Sector strategies and policies|S|\n|4. Technical design of project|L|\n|5. Institutional capacity for
implementation and
sustainability|H|\n|6. Fiduciary|S|\n|7. Environmental and social|L|\n|8. Stakeholders|M|\n|9. Other|S|\n|**Overall**|**H **|\n\n\n\nH = High, S = Substantial, M = Moderate, L = Low\n\n40. **Overall project risk is rated “High”.** The rating reflects elevated risks in the categories\nof: Political and governance; sector strategies and policies; fiduciary; and, institutional capacity\nfor implementation and sustainability. The overall assessment also acknowledges that the\n\n\n12\n\n\n",
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ "input_text": "operation takes place in an emergency context and that few of these risks can be effectively\nmitigated.\n\n\n41. **Political and governance:** political volatility and governmental gridlock. Due to the\n“consociational” nature of the Lebanese government which was set up to guarantee equal\nrepresentation among different religious/confessional groups, decision making in Lebanon\nrequires consensus among a large number of divided political actors. Resulting stalemates in the\nexecutive and legislative branches of government often severely constrain reform efforts, the\nability to pass important legislation and regulations, and to confirm key appointments. This\nparalysis is also affecting World Bank lending operations where lengthy approvals at ministerial\nand Cabinet levels are required. The risk is that the project might experience effectiveness or\nimplementation delays in this environment.\n\n\n42. _**Specific mitigation measures:**_ The political risks affect all World Bank interventions\nand cannot be fully mitigated. However, it is significant that the project is grant-financed and,\nunlike IBRD funded operations, does not require parliamentary approval which frequently results\nin significant delays. The project does not include explicit policy reforms in recognition of the\ndifficult political environment.\n\n\n43. **Sector strategies and policies:** Historically, each of the three previous World Bankfinanced projects in Lebanon’s education sector identified the lack of a cohesive sector strategy\nas an important constraint to progress. A five-year national Education Sector Development Plan\n(ESDP) was launched in 2010 and has informed the scope and focus of the Bank’s ongoing EDP\nII, as well as this operation. The Plan was developed prior to the Syrian refugee crisis and does\nnot address this challenge. The RACE initiative, which was launched in May 2014 and reflects\nthe Government’s most recent strategy for the education sector, provides the strategic context for\nthis project which is directly supportive of RACE objectives and priorities.\n\n\n44. _**Specific mitigation measures:**_ The extraordinary nature of the challenges posed to the\nLebanese education system by the influx of Syrian refugee children cannot be fully mitigated,\nnor is it possible to fully manage the frequent changes in personnel and policy direction that are a\nreality in Lebanon. The Bank will continue to provide technical assistance to MEHE to address\nthe impact of the Syrian crisis. The RACE initiative provides overarching strategic and policy\ndirection to the proposed activities and lends greater clarity and certainty to the policy\nenvironment. Finally, the project has a deliberate focus on core aspects of the education system\nas identified in both ESDP and RACE in an attempt to minimize the likelihood of disruption\ncaused by changes in policy direction or sector priorities.\n\n\n45. **Sector Strategies and policies:** Inadequate external assistance needed to sustain the\nresponse and perceptions of declining educational quality. This project aims to support access to\nquality education for Lebanese students and for the increasing numbers of Syrian refugees. The\nproject faces two main risks in this context: (i) the risk that the substantial external resources\nneeded to cover the costs of Syrian enrolment year by year does not materialize, hence putting\npressure on this project to utilize more funds for immediate needs versus the qualityinterventions. Globally, humanitarian funds are increasingly stretched; and (ii) in addition, a\ncontinued increase in Syrian students in the system might lower Lebanese perceptions of the\nquality of public education, indeed there is already anecdotal evidence to this effect. Perceptions\n\n\n13\n\n\n",
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+ "input_text": "of deteriorating educational quality could result in nationals withdrawing their children from\npublic education, either seeking private alternatives or allowing their children to drop out of the\neducation system entirely. The project is designed to support quality but were a large scale\nwithdrawal to occur, it would make reaching the PDO more difficult.\n\n\n46. _**Specific mitigation measures:**_ Neither risk can be fully mitigated. With respect to risk\n(i), it is anticipated that the design of this project as a developmental program, and not a\nhumanitarian appeal, will catalyze/tap into donor development funds contributions, either\nthrough parallel financing or the Bank-administered Lebanon Syrian Crisis Trust Fund. With\nrespect to risk (ii), project interventions were carefully selected which would include\nimprovements to the physical learning environment that aim to build confidence in the ability of\nthe system to continue to operate effectively under difficult circumstances.\n\n\n47. **Fiduciary** : Risks stem from both procurement and financial management arrangements\nand the current overall residual risk is rated as “Substantial”. Once adopted, specific mitigation\nmeasures identified in each area are expected to reduce the overall fiduciary risk during\nimplementation. The procurement risk factors relate to: the need for coordination between\ncentral and regional offices; delays resulting from centralized ministerial decision-making;\nlimited experience of international procurement practice; weak enforcement of procurement\nplanning arrangements; uncertain private sector interest in the procurement contracts with related\nconcerns over competitiveness of bidding; deficiencies in procurement evaluation; inadequate\ncomplaints handling mechanisms; weaknesses in contract management and lack of public\noversight. In Financial Management, the risks stem from: lack of staff trained in financial\nmanagement; lack of the accounting software needed to produce timely IFRs and undertake asset\nmanagement; inadequate financial policies and procedures to manage school sub-grants; and,\nexpected difficulties and delays in the preparation of audit reports.\n\n\n48. _**Specific mitigation measures for Procurement:**_ An Operational Manual will be\ndeveloped and will detail the service standards for procurement decisions as well as defining the\ndecision-making processes at the school, region and central offices. Limited procurement\ncapacity in the implementing agency will be addressed through the establishment of a PMU with\nstaff experienced in procurement. Support in terms of training, technical assistance and staff\nresources, will be provided to ensure regular updates to procurement plan that is closely aligned\nwith project objectives. Procurement packages will be structured to encourage private sector\ncompetition and a standard template for bid evaluation will also be prepared. Complaints\nhandling mechanisms will be strengthened, and quality assurance mechanisms for contract\nexecution put in place.\n\n\n49. _**Specific mitigation measures for Financial Management:**_ Timely recruitment of an\nexperienced and capable Financial Officer to the PMU is a priority. The MEHE will ensure that\nan adequate accounting system is in place to process project transactions, to produce\nconsolidated project interim unaudited financial reports (IFRs) and annual project financial\nstatements on a cash basis (IPSAS) in accordance with World Bank reporting requirements. The\nFinancial Management section of the project’s Operational Manual detailing the flow of project\nfunds, project financial management arrangements and the overall FM implementation\nmechanism, will be prepared by the MEHE within three months of project effectiveness. Finally,\nthe project financial statements (PFS) components will be audited by an independent private\n\n\n14\n\n\n",
+ "datasets": [],
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ "input_text": "external auditor acceptable to the Bank. The audited PFS, along with the management letter, will\nbe submitted to the Bank no later than six months after the end of each fiscal year.\n\n\n50. **Institutional capacity for implementation and sustainability.** Rapid project\nimplementation is essential when responding to an unfolding emergency. While the limits to\ntechnical and implementation capacity in the education sector are well understood, they remain a\nchallenge to overcome. These limitations have prompted the decision to establish a new PMU\nrather than relying solely on existing implementation structures. While a dedicated PMU is\njustified by the additional activities proposed and the need for a rapid response, there is a risk\nthat the establishment of the PMU will be time consuming and that experienced and capable staff\nmay be difficult to recruit.\n\n\n51. _**Specific mitigation measures:**_ The project allocates US$635,000 for project management\nper annum, an amount derived from prior World Bank experience in the country and the sector.\nThis sum will finance six key positions while other positions will be financed by other donors to\nthe RACE program. Specialist technical staff in the World Bank office in Lebanon will continue\nto provide support on an as-needed basis with the timely completion of the Project Operational\nManual as an immediate priority.\n\n\n52. **Institutional capacity for implementation and sustainability:** Experience in Lebanon\nshows that project implementation takes longer than originally envisioned at the design stage.\nExperience in the education sector more broadly indicates that rehabilitation activities also tend\nto slow the pace of disbursement.\n\n\n53. _**Specific mitigation measures.**_ The risk of delays from rehabilitation has been\nspecifically addressed in the project design. The operation focuses primarily on the payment of\nstudent costs (component 1) and uses existing channels to disburse these funds rapidly.\nIdentification and preparation of the rehabilitation work will also be initiated from the outset, but\nis only scheduled to commence in year two of project implementation.\n\n\n54. **Other:** A resurgence of internal or regional conflict **.** The number of refugees in Syria is\nestimated at 1.14 million – equivalent to 26 percent of the Lebanese population. In addition to\nthe humanitarian crisis, the conflict has exacerbated sectarian divides within Lebanon. Moreover,\nthe potential for the Syrian conflict to spill over or to draw other belligerents into Lebanon would\nlikely derail project implementation and cause significant and lasting damage economy wide.\nThis risk is clearly beyond the remit of this project and cannot be effectively mitigated.\n\n\n**VI.** **APPRAISAL SUMMARY**\n\n\n**A.** **Economic and Technical Analysis**\n\n\n_**Rationale for Public Sector Intervention**_\n\n\n_Role of the Public Sector_\n\n55. With the Syrian conflict well into its fourth year, spillovers into Lebanon have rapidly\nmoved beyond the humanitarian to the economic and social spheres where large, negative, and\ngrowing impacts are evident, especially in the education sector. The GoL has been successful in\n\n\n15\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ "input_text": "accommodating more than 100,000 Syrian students in its system between 2012 and 2014 at a\nhigh social and economic cost. Approximately 63,000 Syrian students were enrolled in the\nmajority of public first shift schools during academic year 2013-14. Syrian students were in\nabout 93 percent of Lebanese public schools and constituted 28 percent of total students\nattending public schools. Public schools accommodated another 30,418 students in second shift\nprograms in the 2013-14 school year (Figure 1). Moreover, there are to date no indications that\nconditions in Syria will change in the near term, and it is expected that the costs stemming from\nhosting Syrian refugee students in Lebanon will continue to rise. Thus, the rationale for public\nintervention is twofold: (i) to assist the public education sector in sustaining the large number of\nSyrian refugees registered in public schools by partially alleviating the fiscal pressure related to\nenrolling the large number of Syrian students; and (ii) protecting quality of education and\nretention for all students attending Lebanese public schools, both Lebanese and Syrian. The first\npoint is directly linked to the section of the PDO on school support, and the second point is\ndirectly linked to the section of the PDO on learning environment quality.\n\n\n**Figure 1: Syrian Students in Lebanese Public Schools**\n\n\n_Alleviating the Fiscal Pressure on the MEHE_\n\n56. The demand for public education by Syrian refugees has resulted in a significant increase\nin the expenditure on public education by the GOL. Prior to the Syrian crisis, the Lebanese\npublic school system was characterized by excess capacity, as the Lebanese population preferred\nprivate over public education if they could afford it. As additional students enrolled as a result of\nthe influx of Syrian refugees, there were some improvements in efficiency, particularly when\nadditional students joined schools operating below capacity. However, other schools were\nalready relatively full at the onset of the crisis, and have since become overloaded with student\ndemand. Overall, there have been dramatic increases in the expenditure on public education,\nposing acute stress on the operations and the learning environment of public schools.\n\n\n57. Preliminary analysis of MEHE’s actual expenditures has revealed that total expenditure\nhas increased from US$431 million in academic year 2010-11 to US$573 million in 2013-14\n\n\n16\n\n\n",
+ "datasets": [],
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+ "input_text": "(Figure 2). This represents a 33 percent increase in MEHE’s overall expenditure, of which 26\npercent (US$37 million) is linked to the Syrian refugee influx. A closer look at the reasons for\nthe increase in expenditure indicates that contractual teacher expenditure has increased by 128\npercent, though it should be noted that a portion of this increase is attributable to the increase in\nthe hourly rate of contractual teachers. Around 1,000 class sections have been added between\nacademic year 2010-11 and academic year 2013-14 to accommodate the influx of Syrian\nstudents, and so the number of contractual teacher hours to support this influx has risen\ndramatically. Civil servant salaries have increased by 25 percent, while rent costs have also\nincreased by 12 percent. Contribution to school funds expenditure has increased by 130\npercent. [14]\n\n\n58. In FY 2011, (corresponding to academic year 2010-2011) the per-student cost of\nattending a Lebanese public school (1 [st] shift) was US$1,561, covering 276,119 students. [15] In FY\n2014, (corresponding to AY 2013-2014) the per student cost increased to US$1,852, covering a\ntotal of 309,498 students. Therefore, the increase in per student cost between FY2011 and\nFY2014 was US$291. Of this amount, US$203 per student can be directly associated with the\ninflux of Syrian refugees. Component 1 of the project will partially alleviate pressures on the\nstretched public finances of the MEHE as a result of the increased Syrian student enrollment by\nfinancing the contribution to school funds for an average of 28,000 students per year for three\nyears.\n\n\n**Figure 2: Total Expenditure**\n\n\n_Quality Interventions_\n\n59. The overarching rationale for Project investment in the public sector is to prevent the\ndeterioration of both the capacity of public schools and the quality of education provided by\npublic schools. Specifically, financing of school operating costs is appropriate in this context as\nactivities under the Project will improve the ability of schools to meet essential needs and\nenhance the environment of learning by providing schools with supplemental financing,\n\n\n14 Education in Lebanon is mandatory by law for grades 1 through 9. As a result, MEHE (i.e., central government) transfers a per\npupil amount of US$100 to public schools for each student enrolled in KGs up to grade 9 to cover registration costs for\nmandatory education grades. The US$100 per student sits in the school fund managed by the school to finance operating costs.\n15 The per student unit cost is calculated by aggregating all recurrent and capital spending of the MEHE in a specific year divided\nby the number of enrolled students.\n\n\n17\n\n\n",
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+ "input_text": "providing all students in grades 1-9 with textbooks, and rehabilitating schools in need. In the\nabsence of the Project, gaps in school level operations and poor learning environments could\nhave severely negative impacts on learning outcomes and impede attempts at enhancing the\nquality of public education.\n\n\n_**Expected Economic Benefits**_\n\n\n60. The Project has multiple expected economic benefits justifying the investments in\nsupport to schools and the quality of education. Tangible benefits in the short-term include\nmaintaining essential operations for schools, investments in school infrastructure such as school\nrehabilitation, and improved learning environment for all students in the medium term.\nSpecifically, the payment of US$60 to the “Parent Council Fund” is expected to support\nenrollment from the poorest students. By supporting this fund, the Project will support both\nenrollment and school functionality. Intangible benefits include enhanced collaboration and\nharmonization amongst donors engaged in education in Lebanon with the MEHE’s RACE\nstrategy.\n\n\n61. With over 60,000 Syrian refugees enrolled in first-shift public schools in academic year\n2013-2014, the economic and social benefits of supporting access to formal education far\noutweigh the costs of their enrollment at the estimated marginal operational cost of US$363,\nprovided that the quality and retention for all students is not compromised, a key Project goal.\nWhile Project financing cannot be tied to the specific operations of individual schools, it can be\nlinked to overall financial support to schools provided by MEHE. The Project is therefore\ncontributing to school functionality that would likely be lower in the absence of the Project.\n\n\n62. School operations, including heating and keeping the lights on, can be associated with\nsustaining enrollment, contributing to gains in human capital. Research on school dropout and\nabsenteeism from multiple sources globally has found that the cost is high on both the individual\nand societal level (Rumberger and Lamb 2003, OECD 2001, Barro 1997, Owens 2004). Children\nwho drop out risk becoming vulnerable adults, and are more likely to be unemployed and stay\nunemployed. They are also more likely to engage in criminal activities, drug abuse and violence,\nand experience poorer mental and physical health, thus imposing greater costs on society. [16] By\nproviding support to student enrollment in school, the Project is contributing to preventing these\nbehaviors and avoiding these costs. An undereducated generation of Syrian children will result in\nlower levels of human capital, with devastating developmental impacts on the reconstruction of\nSyria once the conflict is over.\n\n\n63. Supporting school operations under Component One (Support to Schools) is efficiency\nenhancing. Preliminary analysis of the staff to pupil ratio has shown that for public schools\noffering pre-school to grade nine, the staff to pupil ratio has increased from 8.37 in academic\nyear 2011/12 to 10.24 in academic year 2013/14, which implies improved utilization of\nresources. [17] Efficiency would be enhanced by supporting schools to continue to enroll these\nadditional students.\n\n\n16 School Dropout and Completion (2011, Lamb, S., Markussen, E., Teese, R., Sandberg, N., Polesel, J. (Eds.)), “Misspent\nYouth: the Costs of Truancy and Exclusion”, Brooks, James, Heady, June 2007; see also Owens 2004, Rumberger 1987.\n17 This staff ratio includes civil servants who are teachers and administrators, as well as contractual teaching staff.\n\n\n18\n\n\n",
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+ "input_text": "**Figure 3: Staff to Pupil Ratio**\n\n\n64. Under subcomponent 2.4 “DOPS Strengthening”, the DOPS staff will benefit from\nprofessional development and support. Given the role of DOPS staff in providing health, psychosocial and instructional support in schools, the increased human capital at DOPS is expected to\ntranslate into economic benefits in the long-term in the form of stabilized enrollment amongst\nschool-aged children and increased educational outcomes.\n\n\n65. An additional benefit of this project is that in supporting the public system as a whole, it\nwill also support the current World Bank EDP II investments. With the heavy influx of Syrian\nstudents and resulting challenges, the achievement of some of the EDP II project goals are at\nheightened risk. Investing in an emergency education project to mitigate the impact of the Syrian\nstudent influx on the Lebanese public education system will alleviate the pressure on the public\neducation system as a whole.\n\n\n_**World Bank Comparative Advantage**_\n\n\n66. The World Bank is uniquely positioned to utilize Lebanese Government mechanisms for\nservice delivery in response to the Syrian crisis, as few other agencies work directly through\nLebanese governmental structures. The Project design ensures that components are linked to but\nnot dependent on broader Bank policy engagement with MEHE related to system efficiency,\nsupport for effective classroom instruction, and effective regulation of education service\nproviders. Moreover, the World Bank is currently conducting a Public Expenditure Review\nwhich will provide key information for policy makers on internal efficiency issues related to\nteacher allocation and teacher/student ratios in order to achieve economic and efficiency gains.\nFurthermore, the Bank expects to leverage this project to mobilize other donor funds to invest in\noperational research and education sector analytical work that will support improved Project\nimplementation and better-informed policy discussion. Finally, the Bank will also bring to bear\nlessons learned in delivering projects in other fragile and emergency environments.\n\n\n**B.** **Technical**\n\n\n67. The Project includes a mixture of rapidly-disbursing activities which have been\nhighlighted as a priority by MEHE, as well as components which are more challenging to\nimplement but are commensurately expected to have high yields in terms of the quality of the\n\n\n19\n\n\n",
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+ "input_text": "learning environment. The Project thus meets international standards for emergency design in\nwhich investments are expected to have immediate, short term impacts as well as address some\nshort- or medium-term issues which would be detrimental to the overall system if ignored.\n\n\n**C.** **Financial Management**\n\n\n68. MEHE has completed the implementation of one World Bank financed Project (EDP)\nand is currently implementing a second Project (EDP II). The implementation is carried out\nthrough an Education Sector Development Secretariat (ESDS) that has adequate knowledge of\nthe World Bank financial management requirements and disbursement arrangements. However,\ndue to the emergency nature of this Project and the fully occupied team within ESDS with\ncurrent projects financed by the World Bank and other development partners, it is essential to\nhave a separate dedicated PMU for this emergency Project that will be fully focused on\nimplementation. Further, it should be noted that MEHE lacks the necessary human resources and\ncapacity to undertake the implementation of this Project, similar to other line ministries in the\ncountry which also have serious deficits in staffing.\n\n\n**D.** **Procurement**\n\n\n69. **A procurement capacity** **assessment of the MEHE was conducted** to identify risks and\nmitigation measures. The Ministry is currently managing the fiduciary aspects of the IBRDfinanced EDP II satisfactorily. Therefore, only an update of the assessment was needed to\nconfirm capacity.\n\n\n70. The project proceeds will finance recurrent costs and commissioning consulting services,\ncivil works and purchase of goods.\n\n\n71. **Substantial procurement risk rating** is based on identified risks to (i) Coordination\nchallenge with various departments in the central and regional offices; (ii) decision centralized at\nminister level with likelihood of delays; (iii) Weak experience of civil servants in international\nprocurement; (iv) Procurement planning not enforced; (v) Private sector lack of appetite in the\nsector; (vi) Deficiencies in procurement evaluation process; (vii) Resolution of complaints not\ninstitutionalized; (viii) Contract management weakness; and (ix) Lack of solid public oversight.\nOnce adopted, the following mitigation measures identified in each area are expected to reduce\nthe overall fiduciary risk during implementation: (i) OM to clearly determine time expected to\nmake procurement related decisions; (ii) OM to define the validation of decisions at the level of\nschool, regional and central offices; (iii) Appointment of an experienced PMU; (iv) Ensure\nappropriate support (staff, training, tools) to prepare the project procurement plan to link it to\nproject objectives; (v) Procurement packaging to attract competition; (vi) Develop standard\ntemplate for evaluation report for project and ensure compliance; (vii) Improve addressing\ncomplaints; (viii) Develop and implement quality assurance arrangements for contract execution;\nand (ix) Selection of an external auditor.\n\n\n20\n\n\n",
+ "datasets": [],
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ }
+ },
+ {
+ "input_text": "72. **The** **project procurement arrangements** will be envisaged as following:\n\n\n(i) Project guidelines: World Bank procurement guidelines [18] apply to the project.\n\n(ii) For the procurement of Goods, Works and Non-Consulting Services, the following\nmethods shall be used: (i) international competitive bidding (ICB); (ii) national\ncompetitive bidding (NCB) for which shall be used either ICB -or a translated\nversion- or develop Standard Bidding Documents acceptable to the Bank as\nmentioned in clauses 3.3 and 3.4 of the procurement guidelines, (iii) Shopping; (iv)\nFramework agreements, (v) Direct contract.\n\n(iii) For the selection of consultants, the following methods shall be used: (i) Quality-andCost-Based-Selection (QCBS), (ii) Selection under a Fixed Budget (FBS); (iii) LeastCost-Selection (LCS), (iv) Selection based on Consultants’ Qualifications (CQS); (v)\nSingle Source Selection (SSS); and (vi) Selection of Individual Consultants.\n\n(iv) Procurement plans: An initial procurement plan dated January 22, 2015 was\ndeveloped by the Government. It defines the prior review and procurement methods\nthresholds. It will be updated and reviewed by the Bank at least twice a year or as\nseen necessary.\n\n(v) Prior Review threshold: Despite the past experience of MEHE in project\nimplementation, the Project shall be subject to the ‘substantial risk’ prior review\nthresholds. Nonetheless, most procurement activities of the project shall be subject to\npost review.\n\n\n(vi) Frequency of supervision missions and post procurement reviews is foreseen\nrespectively twice and once yearly. In post procurement review, a sample of ten\npercent (10 percent) of contracts eligible for post review shall be covered.\n\n\n**E.** **Social (including Safeguards)**\n\n\n73. No social safeguards are triggered under this project.\n\n\n74. The Project is expected to have social benefits, including strengthening social cohesion\nand the resilience of host communities as an impact of all components, especially contributions\nto the Parent Council Fund.\n\n\n**F.** **Environment (including Safeguards)**\n\n\n75. It is not expected that the project will have any significant negative environmental\nimpacts. Nonetheless, an Environmental Management Plan (i.e., EMP) has been prepared and\n\n18\nWorld Bank “Guidelines: Procurement of Goods, Works and Non-consulting Services under IBRD Loans and\nIDA Credits and Grants by World Bank Borrowers” dated January 2011 revised July 2014 and World Bank\n“Guidelines: Selection and Employment of Consultants under IBRD Loans and IDA Credits and Grants by World\nBank Borrowers, dated January 2011 and revised July 2014..\n\n\n21\n\n\n",
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+ "input_text": "was disclosed on the MEHE’s website on November 14, 2014 and on the World Bank’s website\non December 18, 2014, with the objective of ensuring that the project activities are consistent\nwith the Bank environmental and social safeguards policies and procedures as well as meet the\nnational and local environmental legislation.\n\n\n76. The EMP includes the environmental impacts of the typical activities to be carried out by\nthe project and the corresponding mitigation measures. These mitigation measures will be\nadopted as a means of addressing any potential negative environmental impacts that may be\ngenerated by the project activities. The monitoring and supervision activities are also outlined in\nthe EMP. In addition, the EMP includes the Terms of Reference (TOR) for the supervision\nengineers in order to ensure that the requirements set forth in the EMP are embedded in their task\ndescriptions. The EMP has an annex which lists the technical specifications that will be included\nin the bidding documents/contracts for the contractors selected to carry out the various activities\nfinanced by the project.\n\n\n**G.** **Other Safeguards Policies Triggered (if required)**\n\n\n77. N/A\n\n\n**H.** **World Bank Grievance Redress**\n\n\n78. Communities and individuals who believe that they are adversely affected by a World\nBank (WB) supported project may submit complaints to existing project-level grievance redress\nmechanisms or the WB’s Grievance Redress Service (GRS). The GRS ensures that complaints\nreceived are promptly reviewed in order to address project-related concerns. Project affected\ncommunities and individuals may submit their complaint to the WB’s independent Inspection\nPanel which determines whether harm occurred, or could occur, as a result of WB noncompliance with its policies and procedures. Complaints may be submitted at any time after\nconcerns have been brought directly to the World Bank's attention, and Bank Management has\nbeen given an opportunity to respond. For information on how to submit complaints to the World\nBank’s corporate Grievance Redress Service (GRS), please visit\nhttp://www.worldbank.org/GRS. For information on how to submit complaints to the World\nBank Inspection Panel, please visit www.inspectionpanel.org.\n\n\n22\n\n\n",
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+ "input_text": "**Annex I: Results Framework and Monitoring**\n\n\n**Country: Lebanon**\n\n**Project Name: Emergency Education System Stabilization (P152898)**\n\n\n**Project Development Objectives**\n\nPDO Statement\n\nTo support the operational needs of Lebanese public schools and to improve the learning environment in response to the continued influx of Syrian\nrefugee children.\n\n**These results are at** Project Level\n\n\n**Project Development Objective Indicators**\n\n\n\n\n\n\n|Col1|Col2|Cumulative Target Values|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|Col12|\n|---|---|---|---|---|---|---|---|---|---|---|---|\n|Indicator Name|Baseline|YR1|YR2|YR3|YR4|YR5|YR6|YR7|YR8|YR9|End
Target|\n|Students
benefiting from
school fund
support
(Number)|0.00|20000.00|30000.00|30000.00|||||||30000.00
19|\n|Number of
schools
benefitting from
supplementary
financing
(Number)|0.00|300.00|900.00|1700.00|||||||1700.00|\n|Schools
benefitting from
rehabilitation
(Number)|0.00|0.00|0.00|10.00|||||||10.00|\n\n\n\n19 Approximately 30,000 individual students are expected to benefit from school fund support provided by the Project; the same individuals may benefit from project support for\nmultiple years.\n\n\n23\n\n\n",
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+ "input_text": "|Direct project
beneficiaries
(Number)(Core)|0.00|90500.00|300500.00|300500.00|Col6|Col7|Col8|Col9|Col10|Col11|300500.00|\n|---|---|---|---|---|---|---|---|---|---|---|---|\n|Female
beneficiaries
(Percentage -
Sub-Type:
Supplemental) -
(Core)|0.00|50.00|50.00|50.00|||||||50.00|\n\n\n\n**Intermediate Results Indicators**\n\n\n\n\n\n|Col1|Col2|Cumulative Target Values|Col4|Col5|Col6|Col7|Col8|Col9|Col10|Col11|Col12|\n|---|---|---|---|---|---|---|---|---|---|---|---|\n|Indicator Name|Baseline|YR1|YR2|YR3|YR4|YR5|YR6|YR7|YR8|YR9|End
Target|\n|Number of
textbooks
distributed
(Number)|0.00|0.00|3600000.0
0|45000000.
00|||||||4500000.0
0|\n|Data collected
on use of
supplemental
school financing
and perceived
impact(Yes/No)|No|Yes|Yes|Yes|||||||Yes|\n|School
improvement
activities
displayed on
beneficiary
school walls
(Percentage)|0.00|0.00|60.00|60.00|||||||60.00|\n\n\n24\n\n\n\n\n\n\n",
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+ "input_text": "**Annex II: Detailed Project Description**\n\n\n**LEBANON**\n**Emergency Education System Stabilization Project**\n\n1. The PDO is to support the operational needs of Lebanese public schools and to improve\nthe learning environment in response to the continued influx of Syrian refugee children.\nFollowing the _Economic and Social Impact Assessment_ (WB, 2013) and the _Roadmap of Priority_\n_Interventions for Stabilization_ (WB & UN, 2013), a mixture of rapid delivery and immediate\nimpact and medium term delivery and impact interventions are proposed to support the delivery\nof quality education services in Lebanon. The proposed activities draw directly from the RACE\ndocument of MEHE, validated in August 2014.\n\n\n**Project Components**\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|Project
Component|Component
as in
RACE|Component
Description|EESS Project Funding
(USD x1000)|Col5|Col6|Col7|distribution
of the $32m
MDTF
funds|\n|---|---|---|---|---|---|---|---|\n|**Project**
**Component**|**Component**
**as in**
**RACE**|**Component**
**Description**|**Year 1**|**Year 2**|**Year 3**|** Total**|** Total**|\n|**Operational**
**Needs**|1.2.1|Support to
School Funds|3,500|5,000|5,000|13,500|42.19%|\n|**Quality of**
**the Learning**
**Environment**|1.1.1|Rehabilitation
of Schools
(including
Equip/Furniture)|900|1,800|2,500|5,200|16.25%|\n|**Quality of**
**the Learning**
**Environment**|3.3.2|Supplemental
School
Financing|1,900|1,900|1,900|5,700|17.81%|\n|**Quality of**
**the Learning**
**Environment**|2.1.2+3|Textbooks||3,000|2,095|5,095|15.92%|\n|**Quality of**
**the Learning**
**Environment**|3.1.1|DOPS
Strengthening|200|200|200|600|1.88%|\n|**Project**
**Management,**
**Monitoring**||6 key
implementation
positions
including
Project
Management,
FM,
Procurement,
equipment|635|635|635|1,905|5.95%|\n|**Total**|**Total**|**Total**|7,135|12,535|12,330|32,000|100.00%|\n\n\n25\n\n\n",
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+ "text": "RACE\ndocument of MEHE",
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+ "end": 122
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+ "description": null,
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+ "author": {
+ "text": "MEHE",
+ "confidence": 0.6302125453948975,
+ "start": 121,
+ "end": 122
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+ "producer": null,
+ "geography": {
+ "text": "LEBANON",
+ "confidence": 0.8933596611022949,
+ "start": 12,
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+ "publication_year": null,
+ "reference_year": {
+ "text": "2014",
+ "confidence": 0.63053297996521,
+ "start": 126,
+ "end": 127
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "EESS Project Funding",
+ "confidence": 0.5515705347061157,
+ "start": 158,
+ "end": 161
+ },
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+ "acronym": null,
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+ "producer": null,
+ "geography": null,
+ "publication_year": null,
+ "reference_year": {
+ "text": "Year 1",
+ "confidence": 0.8062994480133057,
+ "start": 279,
+ "end": 281
+ },
+ "reference_population": null,
+ "is_used": "False",
+ "usage_context": "background"
+ },
+ {
+ "dataset_name": {
+ "text": "Environment",
+ "confidence": 0.7645049691200256,
+ "start": 450,
+ "end": 451
+ },
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+ "producer": null,
+ "geography": null,
+ "publication_year": null,
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+ "reference_population": null,
+ "is_used": "False",
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+ }
+ ],
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
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+ ]
+ }
+ },
+ {
+ "input_text": "_**Component 1: Support to Schools (US$13.5 million)**_\n\n\n2. This component will finance two separate school funds that the school uses to pay for\nessentials such as electricity, heat and supplies. The Project will finance one fund, the “School\nFund” (calculated at US$100 per student), and a second fund, the “Parent Council Fund,” of\nUS$60 per student, which are separated into two different accounts at the school level. The\nability of schools to remain open and operational is threatened by the rising costs associated with\nthe influx of Syrian children and an increased number of $100-per student “School Fund”\npayments made by MEHE (see below Table 1 and Figure 1). In addition, MEHE does not have\nthe necessary financing to support the “Parent Council Fund”, and as a result this account is\nusually underfinanced at the school level. Project financing of the US$60 “Parent Council Fund”\nis expected to support enrollment from the poorest students. By supporting the “Parent Council\nFund” and the “School Fund,” the Project will support both enrollment and school functionality.\n\n\n**Table 1: Actual MEHE Education Expenditures, 2010-2014**\n\n|School Year|2010-11|2011-12|2012-13|2013-14|\n|---|---|---|---|---|\n|Education Budget
in US$20|430,962,944|488,624,030|566,052,744|573,147,542|\n\n\n\n3. As shown below in Figure 1, the marginal cost of each additional student is\napproximately US$203. When School Fund (US$100) and Parent Council Fund (US$60) costs\nare added, the marginal student cost is approximately US$363. The combined figure represents a\nbroad array of all MEHE budget line items, including salary payments to contract teachers,\npayments for rented public school buildings, administration costs, exam fees as well as school\nand parent council fund financing. For reasons of financial and administrative simplicity and the\nurgency of the context, this Project will finance only the School Fund Support budget line which\nincludes these two funds.\n\n\n**Figure 1: Breakdown of increase in marginal cost per student in the first shift (US$)**\n\n\n\n\n\n\n\n20 All values converted at US$1=1507.5 Lebanese Pounds.\n\n\n26\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
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+ ]
+ }
+ },
+ {
+ "input_text": "_**Component 2: Learning Environment Quality**_\n\n\n_**Sub-component 2.1: School rehabilitation (US$5.2 million)**_\n\n\n4. This component will improve the quality of the public school learning environment by\nfinancing the rehabilitation of school buildings that are in the greatest need of repair. Activities\nwill include improving structural security, access to water and sanitation with consideration of\ngirls and boys’ needs, as well as the physical appearance of the school. While this project will\nonly be able to cover a small portion of the total need, successful implementation is expected to\npave the way for other donors to finance additional works either as an expansion to this project\nor through alternative financing mechanisms.\n\n\n5. Rehabilitation is a priority of MEHE and responds to an urgent need. Statistics provided\nby the D-RASATI survey (2011) and recently updated under the Second Education Development\nProject (EDP II) show that among the 1,275 existing public schools, 75 percent need repairs. Of\nthese, 25 percent need major repairs and among these, 40 specific schools are considered to have\ndangerous structures.\n\n\n**Table 2: School Physical Conditions**\n\n|Region|Best|Better|Worse|Worst|Total|\n|---|---|---|---|---|---|\n|Beirut|19|23|12|11|65|\n|Beqaa|68|44|60|56|228|\n|Mount Lebanon|49|93|56|77|275|\n|Nabatieh|35|40|29|25|129|\n|North Lebanon|110|80|119|117|426|\n|South Lebanon|37|50|38|27|152|\n|Total|318|330|314|313|1275|\n|percent of total|24.52|25.44|24.21|24.13|98.30|\n\n\n\n6. Based upon the rehabilitation unit costs and existing surface areas presented in Table 3\nbelow, the cost of works was calculated for all 399 eligible schools. As a result, the total needed\nbudget to repair all these schools is US$121 million. With the proposed amount of\nsubcomponent financing, the project can finance the full rehabilitation of the first 10 schools of\nthe priority list.\n\n\n7. Project preparation included the preparation of a database which accounts for many of the\nschool facilities characteristics in order to prepare criteria and indicators for the selection of\npriorities. These show that out of the 1,275 schools during school year 2014-15:\n\n\n - Some 708 schools do not belong to MEHE and rent is paid for 540 of them;\n\n - 306 (20 percent) of school buildings were not originally designed as schools;\n\n - Almost 95 percent of the public schools have Syrian students during the 1st shift;\n\n - 89 schools have second shifts for Syrians;\n\n - 652 schools are located in vulnerable areas as per the Education Working Group\n\nstandards.\n\n\n27\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 35
+ ]
+ }
+ },
+ {
+ "input_text": "**Implementation of Rehabilitation Activities**\n\n8. Priorities and selection criteria for rehabilitation were established in order to choose the\nschools with the most urgent rehabilitation needs. These criteria were applied to all public\nschools in two stages:\n\n\n(i) The selection started with the screening of the 1,275 public schools and eliminated:\n\n\n - Schools with facilities in good condition;\n\n - Schools that already received a full rehabilitation during the past three years;\n\n - Schools already programmed for rehabilitation through other means;\n\n - Schools where none of the buildings were designed for use as a school (rather\n\nreligious premises or housing facilities); and\n\n - Schools where all buildings are rented.\n\n\n(ii) A set of priority indicators were then used to prioritize the remaining schools:\n\n\n - Schools with dangerous structure(s);\n\n - Schools with the worst physical conditions;\n\n - Overcrowded schools (priority to schools with the lowest ratio M2/student);\n\n - Schools owned by MEHE;\n\n - Schools with the highest proportion of Syrian students in the first shift;\n\n - Schools with double shifts; and\n\n - Schools located in vulnerable areas.\n\nThe result is a list of 399 priority schools for rehabilitation.\n\n**Cost estimate and budget for rehabilitation**\n\n\n9. The rehabilitation unit costs were first established on the basis of new construction cost\n(replacement cost) with a percentage attributed to each physical condition.\n\n\n**Table 3: Rehabilitation Unit Costs (US$/M2)**\n\n|Ref|Designation|Col3|Replacement|Best|Better|Worse|Worst|Unsuitable|\n|---|---|---|---|---|---|---|---|---|\n||||cost|10.00|25.00%|50.00%|65.00%|100.00%|\n|01|Building Unit Cost / M2 (gross
area)||600.00|60.00|150.00|300.00|390.00|600.00|\n|02|Site development (+ 10%)|10%|60.00|6.00|15.00|30.00|39.00|60.00|\n||Subtotal civil works||660|66|165|330|429|660|\n|03|Design and site supervision|11%||7.26|18.15|36.30|47.19|72.60|\n|04|School furniture|||2.50|6.25|12.50|16.25|25.00|\n||Subtotal|||9.76|24.4|48.8|63.44|97.6|\n||Grand total|||75.76|189.4|378.8|492.44|757.6|\n\n\n\n28\n\n\n",
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+ "pages": [
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+ }
+ },
+ {
+ "input_text": "**Timeline for Rehabilitation**\n\n\n10. Even with emergency procedures, the rehabilitation and re-equipping of existing schools\nwill take about 12 months before they can be delivered. This includes:\n\n\n - A preparation phase of six months with the recruitment of consulting firms, site\n\nsurvey, design and preparing tender documents;\n\n - An implementation phase of 6 months with the recruitment of contractors, civil works\n\nand site supervision.\n\n\n_**Sub-component 2.2: Supplemental School Financing (US$5.7 million)**_\n\n\n11. This component will provide small emergency funds to a majority of public primary\nschools in the country to fulfill frontline school needs with a focus on helping schools improve\nthe learning environment and foster social cohesion between different student communities\nthrough extra-curricular activities. The funds would be used for purchasing items for classrooms\nand/or extracurricular activities that would enhance student and teacher motivation, foster pride\nabout public schools and promote attendance and retention as well as minor physical\nimprovements. Allocations will be based on brief School Improvement Plan proposals submitted\nby the school to MEHE regional offices and funds will be transferred from the Project\nDesignated Account into the school’s bank account. Spot checks by MEHE and the publication\nof activities in the school walls will be used for social accountability. Financial accountability\nwill follow existing procedures for transfers of funds to schools. Under the current design based\non RACE, awards will range from a minimum of US$1,000 for schools with less than 50\nstudents, to US$4,000 or more for larger schools. The resulting award per student would favor\nthe smaller schools to help foster equity. Some adjustments to these values may be made to\naccommodate classroom library projects.\n\n\n12. There is an international evidence base to support the use of school grants as a\nmechanism to improve education quality. One example is Mexico’s _Programa de Escuelas de_\n_Calidad_ (PEC) Grant Program has led to decreased dropout rates according to work by Murnane,\nWillet and Cárdenas (2006). After three years of participation in the program PEC, schools had\ndropout rates that were 7% lower that the non-PEC rate. An analysis of a similar grants program\nin Mexico shows significant impacts on learning (Gertler, Patrinos, and Rodriguez-Oreggia\n2012). As a part of increased school autonomy, school grants can be linked to broader gains from\nschool-based management (Bruns, Filmer and Patrinos 2011).\n\n\n13. The benefits of the school grants approach in Lebanon are expected to be: (i) enhanced\neducation quality through improvement of school environment and increased provision of\nextracurricular activities which are not being offered due to lack of funding. Funds would be\nused to finance school / classroom improvements, inputs for extracurricular activities, and the\npurchase of related goods and services; and (ii) reinforced school performance and accountability\nby empowering school managers through funding of school extracurricular activities tailored to\nthe expressed needs of students; and (iii) improved school management by linking supplemental\nschool financing with parent and student participation in the planning of school activities.\n\n\n29\n\n\n",
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+ "text": "School Improvement Plan proposals",
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+ "text": "classroom library projects",
+ "confidence": 0.5966571569442749,
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+ "text": "Mexico",
+ "confidence": 0.7453169822692871,
+ "start": 349,
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+ "reference_year": null,
+ "reference_population": {
+ "text": "schools",
+ "confidence": 0.84056556224823,
+ "start": 303,
+ "end": 304
+ },
+ "is_used": "False",
+ "usage_context": "supporting"
+ },
+ {
+ "dataset_name": {
+ "text": "school grants approach",
+ "confidence": 0.6309278011322021,
+ "start": 463,
+ "end": 466
+ },
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+ "description": null,
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+ "acronym": null,
+ "author": {
+ "text": "Filmer and Patrinos",
+ "confidence": 0.822193443775177,
+ "start": 451,
+ "end": 454
+ },
+ "producer": null,
+ "geography": {
+ "text": "Lebanon",
+ "confidence": 0.9209098219871521,
+ "start": 467,
+ "end": 468
+ },
+ "publication_year": {
+ "text": "2011",
+ "confidence": 0.8143144845962524,
+ "start": 454,
+ "end": 455
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+ "reference_year": null,
+ "reference_population": {
+ "text": "students",
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+ "start": 551,
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ }
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+ {
+ "input_text": "14. In addition, the timeliness of supplementary school financing helps improve teacher\nmorale. By giving the school significant control over the management of funds, the school can\nimprove operational efficiency in the acquisition of school inputs, goods, and services. This is\nimportant for extracurricular activities, which often need quick turnaround times for purchases,\nas in the case of transportation to cultural and artistic events, the purchase of snacks for those\nevents, and the purchase of trophies, diplomas and prizes at school-sponsored sport events.\n\n\n15. While related, the support provided under Component 1 will be used for different\ncategories of expenses, particularly operating costs, while the funds provided under this\ncomponent would supplement school financing of school materials and additional goods and\nservices not included in the school budget. It is therefore not possible to combine the two types\nof support. This separate support mechanism is considered important as classroom amenities and\nextracurricular activities can make a big difference in children’s motivation, and can have a\npositive impact in their learning outcomes. In addition, these supplemental funds can\ncomplement teacher training in pedagogical and school management practices by ensuring a\nsupply of additional materials that would enhance the learning environment of the classroom.\n\n\n16. The Supplemental School Financing component would require a very brief proposal with\na list of school priorities for events and related goods and services. The preparation of the\nproposal could contribute to improvements in school management inasmuch as it would require\nschool directors and teachers to consult with students and parents for their input on priority\nactivities. The success of the program on supplemental school financing hinges on the\nwillingness of principals and teachers to take this consultation seriously, as it relates directly to\nthe issue of teacher and student motivation and pride in their school.\n\n\n17. Supplemental funds will be allocated to a school on the basis of type and quality of the\nactivities requested in the proposal. Each school would present its priority list that will be\nevaluated by the MEHE regional office. The main consideration for assigning funds to an\nactivity in a school proposal would be the relevance of the activity to student and teacher\nmotivation, to the benefit of the activity to student enjoyment of the school environment, or to\nactivities that would help develop ownership and pride in the school.\n\n\n18. Activities proposed by a school will be judged individually to increase the probability of\nfunding for all schools. MEHE regional offices would work with the school planning committee\nin making adjustments to proposals to ensure compliance with the intent of the Supplemental\nSchool Financing component. Parents will not be asked to contribute financially to the\nactivities/purchases made through this funding program.\n\n\n19. The Supplemental School Financing component would fund the following:\n\n\na. **Classroom improvements**, including classroom appearance, items for students including\n\nsupplemental reading materials/classroom libraries, and amenities that would improve the\nclassroom environment. For example, if a classroom has books on Lebanese crafts or on\nbiology, these supplemental funds can be used to buy crafts objects for the classroom or\nto pay for models of animals or organisms that would improve the level of understanding\nbeyond what can be learned from books alone.\n\n\n30\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 38
+ ]
+ }
+ },
+ {
+ "input_text": "b. **Extracurricular activities** that would enhance student motivation, improve school spirit,\n\nand make the school more attractive to a child. These activities may include sports, the\narts, and cultural activities that would not require additional contributions from parents,\nand that would not be included in the normal operational school budget. Examples of\ngoods and services that could be purchased with supplemental funds could include:\n\n\n - Sports uniforms or equipment, trophies for tournaments, and any equipment\n\nrelated to sport activities that are considered to have a wide popularity among\nboth girls and boys.\n\n - Costumes, musical instruments, the construction of sets, and other expenses\n\nassociated with art performances by students.\n\n - Performances by artists at the school.\n\n - Transportation, snacks, tickets to events, and associated expenses for field trips\n\nlisted in the school’s proposal.\n\n20. Schools may submit one proposal per year. Funding would be proportional to the size of\nthe school, up to 300 students. Total amounts granted for schools of less than 300 students will\nbe based on per student allocations that have a sliding scale that favors small schools in order to\nfoster equity, as smaller schools tend to be in poorer and rural areas. A sample of the\napproximate amounts to be allocated under this component is shown in Table 4, which shows the\nrelationship between school size, per student allocations, and total amount per school, for\ndifferent school sizes. Total funding to be distributed during the three years of the program will\nbe approximately US$5.7 million.\n\n\n**Component Costs**\n\n21. Table 4 shows the approximate distribution of grant funds by school size. Actual grants\nmay be larger, up to US$10,000, depending on the size of the school and the specific proposal.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|le 4: Supplemental School Financing. Grant funds by school size and estimated funding per year|Col2|Col3|Col4|Col5|Col6|\n|---|---|---|---|---|---|\n|**Supplemental School Financing. Grant funds by school size and estimated total**
**funding per year**|**Supplemental School Financing. Grant funds by school size and estimated total**
**funding per year**|**Supplemental School Financing. Grant funds by school size and estimated total**
**funding per year**|**Supplemental School Financing. Grant funds by school size and estimated total**
**funding per year**|**Supplemental School Financing. Grant funds by school size and estimated total**
**funding per year**|**Supplemental School Financing. Grant funds by school size and estimated total**
**funding per year**|\n|**School size**
**(number of**
**students in**
**the school)**|**Total**
**Number of**
**Students**|**Number**
**of Schools**|**Amount**
**funded per**
**student per**
**year (US$)**|**Total**
**funding**
**(US$)**|**Amount**
**funded per**
**school**
**(US$)**|\n|Less than 50|968|27|28|27,000|1,000|\n|50 to 100|9,916|130|26|260,000|2,000|\n|101 to 150|22,147|176|20|440,000|2,500|\n|151 to 200|23,617|134|17|402,000|3,000|\n|201 to 250|22,347|100|16|350,000|3,500|\n|251 to 300|22,358|81|14|324,000|4,000|\n|301 +|123,334|256|8|1,024,000|4,000|\n|**Total**|**224,687**|**904**|**13**|**2,827,000**|**3,127**|\n\n\n\n31\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 39
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+ }
+ },
+ {
+ "input_text": "22. Excluding secondary schools, and schools with only 3rd cycle and secondary students,\nthere are approximately 225,000 students enrolled in 904 schools serving the first-shift. The\nmajority of these students are in the first and second cycles, but a significant percentage of the\ntotal are enrolled in kindergarten and in the 3rd cycle.\n\n\n**Table 5: Simulation of different participation rates per year and total funding amount for**\n\n|three years (in US$)|Col2|Col3|Col4|Col5|\n|---|---|---|---|---|\n|**Simulation of different participation rates per year and total funding**
**amount for three years (in US$)**|**Simulation of different participation rates per year and total funding**
**amount for three years (in US$)**|**Simulation of different participation rates per year and total funding**
**amount for three years (in US$)**|**Simulation of different participation rates per year and total funding**
**amount for three years (in US$)**|**Simulation of different participation rates per year and total funding**
**amount for three years (in US$)**|\n||1st year|2nd year|3rd year|Total cost|\n|Participation rates|0.35|0.70|0.90||\n|Yearly Grant
Transfers|1,019,450|2,008,900|2,634,300|5,662,650|\n\n\n\n**Component Impacts**\n\n\n23. The impact and challenges of the supplemental school financing payments will be closely\nmonitored during project implementation. Information on perceived benefits and operational\ndifficulties will be collected from a limited number of schools each semester, including detailed\ninterviews with limited numbers of teachers, students, schools directors and parents from schools\nbenefitting from support under this subcomponent. These will be combined with notes from\nregional offices and the PIU for each reporting period to improve implementation of this subcomponent and document component impacts at the school level.\n\n\n_**Sub-component 2.3: National Textbook Program for Public Primary Schools (US$5.1**_\n_**million)**_\n\n\n24. This subcomponent seeks to provide the full set of required textbooks and workbooks to\nall students enrolled in first and second-shift public schools for the school years 2015-16 and\n2016-17 in grades one through nine. Textbooks were distributed for the school year 2013-14,\nexpanding earlier textbook distribution initiatives by MEHE in school year 2012-13. DfID spent\nUS$2.52 million to provide textbooks to approximately 80 percent of all students in grades 1-9. [21]\nThe Project would spend approximately US$3.6 million to replace these textbooks and\nworkbooks, and provide new ones as necessary for the two academic years covered.\n\n\n25. The project will use existing MEHE book purchasing procedures since this financing is\nfor two years only. The process of book purchases starts at the beginning of the school year when\nchildren are registered in schools. Schools determine the number of students per grade and check\nhow many and what textbooks are required, ensuring that purchase orders are based on actual\nnumbers of students enrolled. The School Finance Committee at the school level exerts control\nover the quantity of textbooks procured by approving the Purchase Order. This committee is\nchaired by the School Director and includes representatives of the teachers and administrative\nstaff. All curriculum textbooks must be purchased from approved local bookstores, which are\npre-selected by ECRD following a bidding procedure.\n\n21 Crown Agents Third Party Interim Monitoring Report for DfID Lebanon Public School Support Initiative June\n2014\n\n\n32\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
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+ }
+ },
+ {
+ "input_text": "26. Schools pay the bookshops for the books they order and request reimbursement from\nMEHE using claim forms. The legal basis for the free distribution of textbooks to children in\npublic schools is Law no. 211 of 30 March 2012, and was implemented for the first time in the\nacademic year 2012-2013.\n\n\n_**Sub-component 2.4: DOPS Strengthening (US$600,000)**_\n\n\n27. DOPS strengthening is a priority for MEHE, and the Project will finance essential inputs\nto enable this unit to provide high quality services to schools, teachers and students. DOPS has\nthree different types of counsellors: pedagogic, health and psycho-social/child protection. The\nDOPS sub-component will include support to continuing professional development for DOPS\nstaff and the provision of resources and equipment for DOPS staff to efficiently and effectively\ncarry out visits to schools, report and recommend support activities and provide for teacher\ncentered workshops. The estimated cost of DOPS strengthening is US$600,000.\n\n\n28. This component will include support for: (i) transportation costs for DOPS counsellors to\nconduct school field visits; (ii) running costs and supplies for the 16 regional DOPs centers,\nincluding meeting room furniture, computers, photo copiers, office supplies, flip charts for the\neducation gatherings, white boards, meeting supplies; (iii) trainers to train the newly recruited\ncounsellors as well as related transportation costs; and (iv) additional child protection\ncounsellors, if funds become available.\n\n\n29. Pedagogic counsellors have three academic roles: (i) conducting visits to schools/classes\nto gather information about the quality of teaching and learning activities; (ii) sharing their\nfindings in formal gatherings and regional centers; and (iii) providing feedback on mid-term\nexams written by individual teachers. There are currently 250 pedagogic counsellors, and MEHE\nis in the process of recruiting an additional 250.\n\n\n30. DOPS provides a health counsellor in each school (both full and part time counsellors\nexist). The health counsellors are teachers who are trained to follow the school health program.\nThey look at water availability, quality of school snacks, toilet functionality, etc. They meet with\nschool doctors to discuss health issues in the school, such as lice and scabies prevalence and\ntreatments, vaccination awareness, and discuss referrals of specific children to seek medical\nattention when necessary.\n\n\n31. DOPS also has 65 psycho-social counsellors in some, but not all, schools. They are\ncurrently in the process of recruiting additional teachers to become psycho-social counsellors.\nThis component would support DOPS to deal with the additional needs of extremely vulnerable\nSyrians, as well as vulnerable Lebanese, and an anecdotal rise in social tensions and bullying and\nharassment in and around schools.\n\n\n_**Component 3: Project Management and Support (US$1.9 million)**_\n\n\n32. MEHE is the project implementing agency that will oversee the implementation of all\nRACE and EESS project activities. This modality ensures that this project will strengthen\ngovernment leadership of the response and contribute to sustainability. Project oversight will be\nthrough the RACE Executive Committee (REC), and day-to-day coordination of project\nactivities will be undertaken by the RACE PMU to be created within MEHE. The PMU will\n\n\n33\n\n\n",
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+ "input_text": "coordinate with various department heads in the central and regional offices. It is essential that\nday-to-day coordination, communication and interaction with MEHE central and regional staff\nbe clearly defined, along with relationship with donors and other MEHE entities such as ESDS.\nDetailed modalities and arrangements for financial and procurement operational processes,\ntransactions, and decisions will be developed by the PMU and will be outlined in the Financial\nand Procurement sections of the Project Operations Manual. Further details on project\nimplementation arrangements can be found in Annex . The cost estimate for project\nmanagement is US$1.9 million, and will cover key staff positions as well as operating costs for\nthe PMU staff who will be competitively hired.\n\n\n34\n\n\n",
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+ "input_text": "**Annex III: Implementation Arrangements**\n\n\n**LEBANON**\n**Emergency Education System Stabilization Project**\n\n**Institutional and Implementation Arrangements**\n\n\n1. MEHE, through its newly established PMU, is responsible for implementing the project\nand its components. The REC will provide overall policy direction and advice. It is chaired by\nthe Minister of MEHE and composed of the DG of General Education, the President of the\nECRD, the Director of the ESDS, the head of DOPS, and donor and UN agency representatives.\nThe REC may call upon key experts and technical specialists from MEHE technical departments,\nother units, the ESDS, donors, and implementing partners to support information sharing and to\nallow for more effective policy advice by the REC. More particularly, the REC is responsible\nfor:\n\n\n - Overseeing implementation and acting as the central coordinating body for project\n\nactivities;\n\n - Setting the overall policy guidelines and direction of the project;\n\n - Ensuring coordination among the various departments involved in education reform\n\nimplementation;\n\n - Coordinating with other development partners to ensure consistency across all sector\n\ndevelopment inputs;\n\n - Approving annual work plans and budgets;\n\n - Approving quarterly progress reports before submission to the World Bank and other\n\ndonors;\n\n - Establishing specialized committees for specific activity reviews and evaluations;\n\n - Reviewing and assessing agreed performance indicators and arranging for regular\n\nindependent evaluations of the education reform outcomes and impacts; and\n\n - Reviewing internal audit reports and providing mechanisms to follow up on\n\nimplementation of recommendations.\n\n**Project Administration Mechanisms**\n\n\n2. The PMU will be responsible for:\n\n\n - Preparing an implementation plan for the project activities;\n\n - Coordinating the implementation of the activities;\n\n - Ensuring the effective and integrated implementation of programs, resources, and\n\noutputs from all donors and external interveners in the implementation of RACE;\n\n - Coordinating the implementation and effective utilization of the EMIS, SIS, and all\n\nICT applications in the implementation of RACE;\n\n - Monitoring and evaluating project performance indicators and measuring their\n\noutcomes;\n\n - Collaborating with various MEHE departments and entities, including ESDS, in\n\ncarrying out tasks assigned under the project;\n\n\n35\n\n\n",
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+ "input_text": " - Liaising among the various project stakeholders and ensuring that all donor partner\n\nfunds supporting RACE are coordinated;\n\n - Preparing annual work plans and budgets for approval by the REC and submission to\n\nthe World Bank and contributing donors;\n\n - Preparing quarterly progress reports for discussion and approval by the REC and for\n\nto the World Bank and contributing donors;\n\n - Coordinating implementation support missions;\n\n - Preparing and updating procurement plans, disbursement plans and implementation\n\nschedules;\n\n - Undertaking the project financial management responsibilities including management\n\nof flow of funds through the project Designated Account (DA) and other\ndisbursement methods, budgeting and reporting, accounting and records maintenance,\nensuring adequate internal controls in compliance with the project operation manual,\nfacilitating project external audit, and coordinating with the newly introduced internal\naudit function;\n\n - Procuring all goods, works and services financed by the Grant;\n\n\n**Financial Management, Disbursements and Procurement**\n\n\n_Financial Management_\n\n\n3. **Organization & Staffing arrangements:** MEHE has completed the implementation of\none World Bank financed Project (EDP) and is currently implementing a second Project (EDP\nII). Implementation is carried out through an Education Sector Development Secretariat (ESDS)\nthat has adequate knowledge of World Bank financial management requirements and\ndisbursement arrangements. However, due to the emergency nature of this Project, and the fully\noccupied team within ESDS with current projects financed by the World Bank and other\ndevelopment partners, it is essential to have a separate dedicated PMU for this emergency\nProject that will be fully focused on implementation. Further, it should be noted that MEHE\nlacks the necessary human resources and capacity to undertake the implementation of this\nProject, similar to other line ministries in the country which also suffer from staffing deficits.\n\n\n4. The Financial Officer needs to be appointed as soon as possible to ensure proper follow\nup of FM implementation, and must be on board by project effectiveness, in order to handle the\nvarious tasks involved in the retroactive financing if used. The Bank will provide the FO with the\nnecessary guidance and supervision to acquaint them with the Bank’s reporting requirements and\nguidelines. Their main duties will include, but will not be limited to, the management of the DA,\nhonoring the entity requests for issuing payments, consolidating the Project accounts, and issuing\nquarterly IFRs to reflect the Project’s overall financial position.\n\n\n5. **Accounting & reporting arrangements:** For the purpose of the project’s FM\nimplementation, MEHE will ensure that an adequate accounting system is in place (Excel\nspreadsheet if needed) that is able to process the project’s transactions, to produce quarterly\nproject consolidated interim unaudited financial reports (IFRs), and annual project financial\nstatements in compliance with the cash basis of accounting (IPSAS) and in alignment with\nWorld Bank reporting requirements. The quarterly consolidated IFRs will be submitted by the\nPMU to the WB within 45 days after the end of the concerned quarter.\n\n\n36\n\n\n",
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+ "input_text": "6. The format and content of IFRs were agreed upon and will be included in the POM.\nTraining will be provided to the FO in the preparation of IFRs. The IFRs are comprised of:\n\n\na) _**Statement of Cash Receipts and Payments by category**_ for the year then ending\n\nand cumulatively from inception date up until the fiscal year’s end, including\nfunds received from third parties.\n\nb) _**Accounting policies and explanatory notes including a footnote**_ disclosure on\n\nschedules:\n\n\ni. Statement of Designated Account reconciling period-opening and end\nbalances;\nii. Statement of project commitments, showing contract amounts\ncommitted, paid, and unpaid under each signed contract under the\nProject;\niii. Fixed assets listing report indicating all relevant information (such as\ndescription, location, quantity, serial number, etc.) which need to be\nupdated and including any discrepancies between the regular physical\ninspection and the accounting records _._\niv. Listing of payments done for the “School Fund Support” under\ncomponent One, by description.\nv. Listing of the Supplemental School Financing payments by school,\nand by description of activity\n\n7. **Project Financial Statements (PFS):** The PFSs, prepared in accordance with IPSAS,\nshould contain the same information as the quarterly IFRs but should cover an annual period.\nThe audited PFS would be submitted to the Bank no later than six months after the end of each\nfiscal year (see External Audit Arrangements below).\n\n\n8. **External Audit arrangements:** The Project PFS components will be audited by an\nindependent private external auditor acceptable to the Bank. The audit report and PFSs, along\nwith management letter, will be submitted to Bank no later than six months after the end of each\nfiscal year. In addition, the project management letter will contain the external auditor\nassessment of the internal controls, accounting system, and compliance with financial covenants\nin the grant Agreement.\n\n\n9. The audit will be comprehensive and will cover all aspects of the Project, including\ncompliance with the POM, review of effectiveness of the internal controls system, and\ncompliance with the Grant Agreement. The audit will be carried out in accordance with\nInternational Standards on Auditing (IFAC/INTOSAI). The PMU of MEHE will be responsible\nfor selecting and entering into a contract with an independent and qualified external audit firm\nacceptable to the Bank that will undertake annual audits of the PFSs. In addition, the PMU will\nbe responsible for appointing the external auditor early in the project life, within six months of\nproject effectiveness.\n\n\n10. The audit will also include verifications for a subset of selected schools benefitting from\nComponent 1 and Component 2.2, verifying: (i) the list of students; (ii) use of payments made;\n\n\n37\n\n\n",
+ "datasets": [],
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ "input_text": "and (iii) school eligibility, on a biannual basis. Following these school spot checks for a subset of\nschools, a report will be issued to the World Bank.\n\n\n11. **Flow of Funds Arrangement:** The FM Chapter as part of the POM will be prepared by\nMEHE within three months of project effectiveness. These procedures will determine the project\nflow of funds and documents, the project FM arrangements and FM implementation mechanism\nfor the Project as a whole.\n\n\n12. In requesting disbursements into the DA for expenditures incurred, the Project will make\nuse of a Statement of Expenditure (SOE) record. Disbursements for expenditures exceeding the\nfollowing limits will be submitted with full documentation (i.e. invoices, receipts): (a) civil\nworks against contracts valued at US$1,000,000 or more, (b) goods against contracts valued at\nUS$500,000 or more, (c) consulting service firms against contracts valued at US$200,000 or\nmore and, (d) individual consultants for contracts valued at US$100,000 or more.\n\n\n_Disbursements_\n\n\n13. The funds will be transferred from the Bank to the Project in accordance with the\nprovisions of the Grant Agreement. A Designated account (DA) for the project’s grant funds will\nbe opened at the Banque du Liban (BDL) in US$ under a Ministry of Finance Treasury Account.\nThe funds will then be transferred to the Grants and Donations account at BDL following the\ninternal procedures adopted by the MOF for grants. The PMU will use this DA to pay for eligible\nexpenditures related to project’s components activities.\n\n\n\n\n\n\n\n\n\n\n\n|Category|Amount of the Grant
Allocated (expressed
in USD|Percentage of Expenditures to
be Financed
(inclusive of Taxes)|\n|---|---|---|\n|Goods, works, non-
consulting services,
consultants’ services,
Training and Workshops,
Incremental Operating
Costs; School Funds, Parent
Council Funds and
Supplemental School
Financing|32,000,000|100%|\n|**TOTAL AMOUNT**|32,000,000||\n\n\n14. Under Component One, and specifically for the School Support Funds, which consists\nmainly of the support provided by MEHE to the “School fund” in the form of\nUS$100/student/year (or another amount that can be determined by MEHE depending on\nupdated actual needs, as well as the number of students), the project can support MEHE in these\nrecurrent costs which will be transferred from the DA to each of the selected schools “School\nfund” account. In addition, the project will support the “Parent Council Fund” account of the\nselected schools in an amount of US$60/student/year. This “Parent Council Fund” account at the\n\n\n38\n\n\n",
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+ "input_text": "schools level is typically financed by parents or can be assumed by the Government or other\nagencies and is used to finance other school costs, including instructional supplies. Currently\nMEHE does not have the necessary financing to support the “Parent Council Fund”, and there is\ndeficiency in this account at the school level as many parents are not settling their dues. The\nproject’s support of US$60/student to this “Parent Council Fund” would be reflected in the\nopening of a sub-line under the “School Fund Support” in MEHE budget (see details below)\n\n\n15. The “School Fund Support” budget line of MEHE is composed of the following sublines:\n\n\n - School funds\n\n - Teaching extra-curricular courses\n\n - Free text books\n\n - Other sub-lines (that can be created based on availability of funds, )\n\n\n16. MEHE can add new sub-lines and can re-allocate among those sub-lines within the same\nbudget line. These changes entail an adjustment to the overall MEHE budget and require the\nMinister’s and Council of Ministers’ approval. Thus, an equivalent of the amount provided by\nthe project on a yearly basis to the “School Fund” can be re-allocated to other budget sub-lines\nwithin “School Fund Support,” based on the identified needs of MEHE thus benefiting other\nactivities within this budget line. Re-allocation is not possible among budget lines in the overall\nMEHE budget, as this is only permissible for sub-lines within the same budget line according to\nexisting Lebanese regulations.\n\n\n17. With regards to the flow of funds under this component, the World Bank will disburse\nbased on withdrawal applications submitted by the PMU of MEHE and corresponding\nsupporting documents. The funds transferred from the World Bank to the Grants and Donations\nTreasury account at BDL and then to the project Designated Account (DA) will be used to\nsupport this budget line. Based on the approved list of schools and enrolled students to be\nsupported, the approved amount will be transferred to each of the schools from the project DA.\nPayments to schools from the DA can be made in the form of checks or bank transfers.\nSupporting documents and proof of transfers to selected schools and as per agreed determined\namounts will provide evidence of these payments and will be made available to the World Bank\nand external auditors for verification.\n\n\n18. Retroactive financing of up to 20 percent of the Grant Agreement may be made for\npayments made prior to grant signing (starting February 1, 2015), for eligible expenditures\nrelated to goods, consultants’ services, training, and operating and recurrent costs. While not\nexpected, retroactive financing for payments related to Component One that were processed\nstarting February 1, 2015, is possible if the intended purpose of this reimbursement relates to an\nadjustment increase of the actual allowance provided, i.e., if MEHE wishes to provide more than\nUS$100/student/year for last year. In this case, this would entail a Minister’s decision as a\nretroactive adjustment for selected schools. No re-allocation within other sub-lines can be\nallowed in that perspective as described earlier as these payments were actually done. Payments\nare due in October 2014 (first tranche) and April 2015 (second tranche), relating to the academic\nyear 2014-2015. Accordingly, if these two tranches were not yet paid at the time of grant\n\n\n39\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ }
+ },
+ {
+ "input_text": "signing, these related payments (amount to be determined per school as agreed in the project) can\nbe covered under retroactive financing as they are still not paid by MEHE from its own budget.\n\n\n19. **Authorized Signatories:** Authorized signatories will be nominated by MEHE to sign\nWithdrawal Applications (WAs). Names and corresponding specimens of their signatures will be\nsubmitted to the Bank prior to the receipt of the first WA (advance to DA). Each WA will be\napproved and signed by the authorized signatories.\n\n\n_Procurement_\n\n\n20. **Components.** The project (US$32 million) shall finance recurrent costs and\ncommissioning consulting services, civil works and purchase of goods, and comprises three\ncomponents as follows:\n\n\na) Component 1 financing: (i) US$13.5 million in recurrent costs of student enrollment\n\nentailing no procurement processing;\nb) Component 2 allocates: (i) US$5.2 million for school rehabilitation of school buildings in\n\nneed of repair, entailing selection of consulting firms, works contractors and purchase of\nequipment, (ii) US$ 5.7 million to provide most public primary schools small grants\nranging between US$1,000 to US$10,000 that will be provided on the basis of school\nimprovement plans proposed by the school to MEHE. The program may also include\nclassroom libraries, (iii) US$5.1 million for funding public school purchases of textbooks\nand workbooks and (iv) US$0.6 million for DOPS strengthening financing, furniture,\nequipment, transportation and running costs as well of training and other similar\nactivities.\nc) Component 3, related to project management, provides US$1.9 million entailing selection\n\nof individual consultants, consulting firms (audit), purchase of office supplies, equipment\nand operating costs.\n\n_Procurement Capacity Assessment_\n\n\n21. **Implementing agency.** MEHE will be implementing the project and abides by the\nPublic Accounting Law No. 14969 dated December 30, 1963, supplemented by several decrees,\nwhich constitutes the legal foundation of Lebanon’s organizational and institutional framework\nfor procurement. For internationally financed projects, ministries can operate using donor’s\nguidelines. Currently, MEHE is managing the EDP II project in a satisfactory manner. Therefore,\nonly an update of the assessment was needed to confirm its capacity.\n\n\n22. **Past experience** of the implementing agency in internationally funded projects: MEHE\nhas implemented EDPI and EDPII (financed by IBRD) and has extensive experience in\nimplementing other internationally funded projects (European Union (EU), IBRD, _Agence_\n_Française de Développement_ (AFD), etc.). The procurement processing and contract\nmanagement was rated Satisfactory throughout implementation. For both implemented projects\nusing a PMU, the ministry team has shown diligent record keeping, quality of evaluation,\nstaffing. EDP I and II projects comprised selection of consultants, purchase of goods and\nexecution of works. However, implementation of EDP I experienced lack of decision making\nand a high turnover of ministers, which in turn resulted in delays in procurement processing and\n\n\n40\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ "input_text": "slow disbursements. Similarly, EDPII suffered from delays in loan effectiveness. Nonetheless,\nprocurement function capacity was not a challenge in these projects.\n\n\n23. **Record keeping;** Assets Inventory: The ministry, in implementing projects, has proven\nexperience in record keeping and the accounting system contains an inventory field.\n\n\n24. **Current ministry staffing:** Two committees process procurement; a supply Committee\nand an acceptance committee. The position of Procurement Officer is not institutionalized and is\nhandled through the department of finance/accounting.\n\n\n25. **Procurement methods thresholds:** By Public Accounting Law, MEHE operates under\nthe ceiling of L.L.100 million (US$67,000 equivalent). Above this threshold, the procurement\nmust be processed centrally at the Central Tender Board, which submits the recommendation to\naward back to the concerned ministry. The Budget Law 715 of 2005 allows the implementing\nagencies to follow the donors’ guidelines, when needed. EDP I and II implementation followed\nBank guidelines.\n\n\n26. **Audit:** The ministry does not observe internal auditing, but is subject to ex-ante and expost reviews conducted by the Court of Accounts. Under EDP II, a consultant for internal audit\nand external audits are appointed.\n\n\n27. **Applied taxes:** The following taxation are observed: (i) Stamp Duties of: (a) three per\nthousand (3‰) of the contract price for contract registration at the Ministry of Finance (MOF),\nand (b) three per thousand (3‰) on each payment; (ii) Value Added Taxes (VAT) of ten percent\n(10%) applied on consultants and contractors who are registered and eligible for VAT; and (iii)\nIncome Taxes at a flat rate of seven and a half percent (7.5%) for non-registered consultants and\nvariable for registered consultants (Taxpayer Identification Number-TIN), depending on their\njob classification at MoF. Exemption of consultants from Income Taxes may be observed if\nthey are registered in countries that have entered into agreements with Lebanon prohibiting\ndouble taxation. Contracts financed by international donor proceeds are exempted from VAT\n(Law No 379 dated December 14, 2001).\n\n\n_Overall Procurement Risk Assessment_\n\n\n28. **The procurement risk rating is Substantial.** The identified risks are related to: (i)\ncoordination challenges with various departments in the central and regional offices; (ii) decision\ncentralized at minister level with likelihood of delays; (iii) weak or insufficient experience of\ncivil servants in international procurement; (iv) procurement planning not enforced; (v) weak\nprivate sector interest in procurement contracts; (vi) deficiencies in procurement evaluation\nprocess; (vii) resolution of complaints not institutionalized; (viii) contract management\nweakness; and (ix) lack of strong public oversight.\n\n\n29. Once adopted, the following mitigation measures identified in each area are expected to\nreduce the overall fiduciary risk during implementation: (i) OM to clearly determine time\nexpected to make procurement related decisions; (ii) OM to define the validation of decisions at\nthe level of school, regional and central offices; (iii) appointment of an experienced PMU; (iv)\nensuring appropriate support (staff, training, tools) to prepare the project procurement plan to\nlink it to project objectives; (v) procurement packaging to attract competition; (vi) developing a\n\n\n41\n\n\n",
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+ "input_text": "standard template for evaluation report for project and ensure compliance; (vii) improve\nmechanisms to address complaints; (viii) develop and implement quality assurance arrangements\nfor contract execution; and (ix) selection of an external auditor.\n\n\n_Proposed Procurement Arrangements_\n\n\n30. **Project guidelines.** The following shall be applied to the project: (i) “Guidelines On\nPreventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA\nCredits and Grants” dated October 15, 2006 revised in January 2011, (ii) World Bank\n“Guidelines: Procurement of Goods, Works and Non-consulting Services under IBRD Loans and\nIDA Credits and Grants by World Bank Borrowers” dated January 2011 revised July 2014, and\n(iii) World Bank “Guidelines: Selection and Employment of Consultants under IBRD Loans and\nIda Credits and Grants by World Bank Borrowers, dated January 2011 and revised July 2014.\n\n\n31. **Methods of Procurement and prior review threshold:**\n\n\na) For the procurement of Goods, Works and Non-Consulting Services, the following\n\nmethods shall be used: (i) international competitive bidding (ICB); (ii) national\ncompetitive bidding (NCB) for which shall be used either ICB -or a translated version- or\ndevelop Standard Bidding Documents acceptable to the Bank as mentioned in clauses 3.3\nand 3.4 of the procurement guidelines, (iii) Shopping; (iv) Framework agreements; and\n(v) Direct contract.\nb) For the selection of consultants, the following methods shall be used: (i) Quality-and\nCost-Based-Selection (QCBS), (ii) Selection under a Fixed Budget (FBS); (iii) LeastCost-Selection (LCS), (iv) Selection based on Consultants’ Qualifications (CQS); (v)\nSingle Source Selection (SSS); and (vi) Selection of Individual Consultants.\nc) Based on the satisfactory assessment, the project shall be subject to **moderate risk prior**\n\n**review threshold**, making the project mostly subject to post review.\nd) Table 1 recapitulates the project thresholds\n\n\n**Table 1: Initial Methods and Prior Review thresholds for Procurement Substantial risk**\n\n**project**\n\n\n32. **Proposed project Staff.** Staffing for the project will be outsourced and will be supported\nby the ministry staff in order to build internal capacity. The procurement shall involve the\nengagement of Procurement and Financial officers, supported by a field engineer and quantity\nsurveyor.\n\n\n33. **Project Operations Manual (POM).** A program manual shall be developed to respond\nto this emergency operation.\n\n\n42\n\n\n",
+ "datasets": [],
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+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ "input_text": "**Procurement plan.** An initial procurement plan dated January 22, 2015 was developed by the\nGovernment. It defines the prior review and procurement methods thresholds. It will be updated\nand reviewed by the Bank at least twice a year or as seen necessary. **Table 2** and **Table 3** below\nrecapitulate the main activities:\n\n\n**Table 2: Consultancy for major Assignments with Selection Methods and Time Schedule**\n\n\n**Table 3: Procurement of major Goods and Works with Procurement Methods and Time**\n\n**Schedule**\n\n\n34. **Frequency of Supervision.** The frequency of supervision missions and post\nprocurement reviews is foreseen respectively twice and once yearly. In post procurement\nreview, a sample of ten percent (10%) of contracts eligible for post review shall be covered.\n\n\n**Environmental and Social (including safeguards)**\n\n\n35. It is not expected that the project will have any significant negative environmental\nimpacts. Nonetheless, an Environmental Management Plan (i.e., EMP) has been prepared and\ndisclosed with the objective of ensuring that the project activities are consistent with the Bank\nenvironmental and social safeguards policies and procedures as well as meet the national and\nlocal environmental legislation.\n\n\n36. The EMP includes the environmental impacts of the typical activities to be carried out by\nthe project and the corresponding mitigation measures. These mitigation measures will be\nadopted as a means of addressing any potential negative environmental impacts that may be\ngenerated by the project activities. The monitoring and supervision activities are also outlined in\nthe EMP. In addition, the EMP includes the Terms of Reference (TOR) for the supervision\nengineers in order to ensure that the requirements set forth in the EMP are embedded in their task\ndescriptions. The EMP has an annex which lists the technical specifications that will be included\n\n\n43\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
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+ "input_text": "in the bidding documents/contracts for the contractors selected to carry out the various activities\nfinanced by the project.\n\n\n37. No social safeguards are triggered for this project.\n\n\n**Monitoring & Evaluation**\n\n\n38. An M&E specialist in the PMU, working closely with MEHE central and school-based\nteams will be responsible for preparing progress reports. Brief, standardized quarterly reports\nwill be produced by each department based on progress made in the implementation of the work\nprogram. These will be compiled by the M&E Specialist in the PMU and submitted to the Bank\nand the RACE Executive Committee. This M&E Specialist position is one of the key\nimplementation positions to be financed by this Project.\n\n\n_Role of Partners (if applicable)_\n\n\n39. This project document has benefited from cooperation and information sharing from a\nnumber of agencies, first and foremost MEHE and CERD, but also United Nations Children's\nFund (UNICEF), UNHCR, United States Agency for International Development (USAID), EU\nand others. Open access to data was provided to the WB, which greatly facilitated the analysis\nand development of the Project. The Project itself was developed in close coordination with\nDfID. Please see the below financing chart, which is subject to continual changes.\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Funding Table Lebanon Education Sector estimate as of December 2014, not including in-kind|Col2|Col3|Col4|Col5|\n|---|---|---|---|---|\n|**Agency**|**Timeframe**|**Funding type**|**Amount**|**Core support areas**|\n|UNICEF|2014/2015|multiple sources|US$56.22 million|Formal education (first and second shift) School rehabilitation, non-
formal education, accelerated learning programs, support to informal
settlements, computers, other|\n|UNHCR|2014/14|multiple sources|US$43.5 million|Formal education (primary), School rehabilitation, MEHE capacity
building, Non-formal education|\n|UNESCO|2017/17|KSA, Finland|US$1.9 million|Skills policy, secondary education, non formal|\n|UNRWA|2014/15|EU|€6 million|Emergency education and shelter, support to Palestinian refugees|\n|EU||Grant|€1 million|British Council - Enabling access to education for Syrian refugee
school-age children in Lebanon|\n|EU||Grant|€0.9 million|AMEL – Empowerment of Syrian Refugee and Host Community
Youths in Lebanon|\n|EU||Grant|€0.7 million|AVSI - Peaceful and comprehensive Education in seven districts of
Lebanon|\n|DfID|2015|Grant|£3 million|Textbooks for all children|\n|USAID|2010 - 2015|Grant|US$74.5 million|School rehab, standard setting ICT, equipment, leadership SIP
(specific to emergency and RACE c$5m – renovation and equipment|\n|USAID|2014 - 2018|Grant|US$45 million|RACE linked learning quality and achievement|\n|WB EDP2|2010 -|IBRD loan|US$40 million|Systems, quality|\n|European
Union|2012 – 2015|Grant|€ 1,192,792|Support to Education Reform: Citizenship education|\n|European
Union|2013 – 2016|Grant|€ 3,499,630.00|Dropout prevention|\n|European
Union|2013 – 2015|Grant|€ 3,290,000|EMIS|\n\n\n44\n\n\n",
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+ "input_text": "**Annex IV: Implementation Support Plan**\n\n\n**LEBANON**\n**Emergency Education System Stabilization Project**\n\n_**Implementation responsibility**_\n\n\n1. Rapid project implementation is essential when responding to an emergency situation.\nWhile the limits to technical and implementation capacity in the education sector have been\nidentified, they remain a challenge to overcome. These limitations have prompted the decision\nto establish a new PMU for all activities under the RACE strategy, rather than relying on existing\nimplementation structures which are already overwhelmed. The risk facing project\nimplementation is that the establishment of a fully staffed PMU will take some time and it may\nbe difficult to attract the experienced and capable staff needed to implement this emergency\nproject effectively and in a timely manner.\n\n\n2. To mitigate this risk, the project will allocate approximately US$635,000 per year for\nproject management - an amount derived from prior World Bank experience in the country and\nthe sector. This amount will finance six key positions in the RACE PMU; other positions will be\nfinanced by other donors to the RACE program.\n\n\n3. The PMU is currently in the process of being set up at MEHE. It will be fully staffed\nwith a Project Manager, an M&E specialist, Procurement and FM Officers, Engineers and\nSurveyors and various legal and administrative staff. The draft PMU organogram shows the\nstructure of the PMU and how it is expected to interact with other entities in the existing MEHE\nstructure. TORs for the PMU staff are currently being drafted are expected to be ready before\nthe project becomes effective. A list of the responsibilities to be undertaken by the PMU is\nprovided in Annex III.\n\n\n4. Project implementation will also be guided by the Race Executive Committee (REC)\nwhich will provide overall policy direction and advice. The REC is chaired by the Minister of\nMEHE and composed of the DG of General Education, the President of ECRD, the Director of\nthe ESDS, the head of DOPS among others. The REC may call upon key experts and technical\nspecialists from MEHE technical departments, other units, the ESDS, donors, and implementing\npartners to support information sharing and to allow for more effective policy advice by the\nREC. A list of other REC responsibilities in supporting project implementation is provided in\nAnnex III.\n\n\n_**WB implementation support and role of the CMU**_\n\n\n5. A diversified World Bank task team is available to support project implementation and is\ncomposed of education and operations specialists, procurement, FM and environmental\nspecialists, and legal and administrative staff. Expert consultants will be hired, as needed, for\nspecific technical areas as detailed below and to be determined / modified as project\nimplementation progresses and as other project actors become involved (e.g. UN Agencies, other\ndonors). Bank fiduciary staff (namely procurement and FM specialists) are based in the CMU in\nLebanon and will provide capacity building and implementation support on an as-needed basis,\n\n\n45\n\n\n",
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+ "pages": [
+ 53
+ ]
+ }
+ },
+ {
+ "input_text": "with strong involvement at the project outset. They will maintain close communication with\nMEHE and the PMU in ensuring that short-term work plans are developed and carried out and\nthey will work to expedite decision-making by identifying upcoming implementation issues for\nconsideration.\n\n\n6. Fiduciary risks to implementation stem from both procurement and financial management\narrangements and the current overall fiduciary risk rating is “Substantial”. Procurement risk\nfactors relate to: the need for coordination between central and regional offices; delays resulting\nfrom centralized ministerial decision-making; limited experience of international procurement\npractice; weak enforcement of procurement planning arrangements; uncertain private sector\ninterests in the procurement contracts with related concerns over competitiveness of bidding;\ndeficiencies in procurement evaluation; inadequate complaints handling mechanisms;\nweaknesses in contract management and lack of public oversight.\n\n\n7. Specific mitigation measures for procurement include: a Project Operations Manual will\nbe developed, detailing the service standards for procurement decisions as well as defining the\ndecision-making processes at the school, region and central offices. Limited procurement\ncapacity in the implementing agency will be addressed through the staffing of the PMU with\nstaff experienced in procurement. Support in terms of training, technical assistance and staff\nresources, will be provided to ensure the development of a procurement plan that is closely\naligned with project objectives. Procurement packages will be structured to encourage private\nsector competition and a standard template for bid evaluation will also be prepared. Complaint\nhandling mechanisms will be strengthened, and quality assurance mechanisms for contract\nexecution put in place.\n\n\n8. Financial Management risks stem from: the lack of staff trained in FM; lack of the\naccounting software needed to produce timely IFRs and undertake asset management; inadequate\nfinancial policies and procedures to manage school sub-grants; and, expected difficulties and\ndelays in the preparation of audit reports.\n\n\n9. Specific mitigation measures for FM include: timely recruitment of an experienced and\ncapable Financial Officer to the PMU is a priority. MEHE will ensure that an adequate\naccounting system is in place to process project transactions, to produce consolidated project\ninterim unaudited financial reports (IFRs) and annual project financial statements on a cash basis\nin accordance with World Bank reporting requirements. The FM section of the Project\nOperations Manual detailing the flow of project funds, project financial management\narrangements and the overall FM implementation mechanism, will be prepared by the MEHE\nwithin three months of project effectiveness. Finally, the project PFS components will be\naudited by an independent private external auditor acceptable to the Bank.\n\n\n10. The Table 1 below estimates the support needed for the project over time.\n\n\n46\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 54
+ ]
+ }
+ },
+ {
+ "input_text": "**Table 1: Implementation Support Table**\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n|Timing|Focus|Skills Needed|Resource
Estimate (US$)|Partner Role|\n|---|---|---|---|---|\n|_First twelve_
_months_|_Capacity building_
_and operational_
_readiness_
_Implementation_
_support, technical_
_and operational_
_support for_
_individual_
_components_|_Fiduciary_
_(procurement, FM,_
_safeguards) and_
_implementation_
_planning and start-_
_up_
_Technical and_
_operational support_
_for addressing early_
_implementation_
_bottlenecks_|_150,000_|_Joint supervision,_
_technical support_
_and data sharing_|\n|_12-48 months_|_Technical and_
_operational support_
_for individual_
_components_
|_Architect, textbook_
_specialist, as needed_
|_170,000_|_Joint supervision,_
_technical support_
_and data sharing_|\n\n\n\n**Table 1: Skills Mix and estimated time requirements for Bank implementation support**\n\n\n\n\n\n\n\n\n\n\n\n\n|Col1|team:|Col3|\n|---|---|---|\n|**_Skills Needed_**|**_Number of Staff Weeks per year_**|**_Number of Trips per year_**|\n|_Team Leadership – technical_
_and operational_|_14_|_2-3_|\n|_Operations expertise_|_10_|_2-3_|\n|_FM expertise_|_2 _|_Locally based_|\n|_Procurement expertise_|_4 _|_Locally based_|\n|_Environmental expertise_|_1 _|_[2 total, not annual]_|\n|_Legal Counsel_|_1 _|_As/if needed_|\n|_Architect (Consultant)_|_4 _|_1 _|\n|_Textbook Specialist_
_(Consultant)_|_3 _|_1 _|\n|_School Finance Specialist_
_(Consultant)_|_4 _|_1 _|\n\n\n\n_**Monitoring project performance**_\n\n\n11. The completion of a POM is an immediate priority. The POM will include a project\nimplementation plan / timeline and will be used to monitor project progress. The WB team will\nassist the PMU in preparing a high quality POM so that implementation procedures are clear;\nthis will also limit the negative impact that PMU staff turnover could cause. A project launch\nworkshop is envisaged and will cover training PMU staff on reporting requirements and FM and\nprocurement procedures and guidelines.\n\n\n47\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 55
+ ]
+ }
+ },
+ {
+ "input_text": "12. The WB team will conduct implementation support missions of between 5 to 10 days\neach a minimum of 2-3 times per year, and more often if needed and funding permits.\nImplementation support missions will review project performance against the agreed upon\nproject results framework and any agreed actions made at other times during project\nimplementation, particularly those made during support missions and those made by the REC.\nThe PMU will prepare quarterly implementation progress reports for submission to the Bank\nteam, summarizing project progress, achievements and implementation bottlenecks or issues\nimpeding project advancement. The Bank team will provide the PMU with good practice\nexamples of such reports from other successful projects.\n\n\n\n\n\n|Roles of development|Partners|Col3|\n|---|---|---|\n|**_Name_**|**_Institution/Country_**|**_Role_**|\n|_DFID_|_UK_|_Joint missions and technical cooperation_
_Joint policy dialogue_
_Data sharing_
_Operational coordination_|\n|UN Agencies,
USAID, EU
|_Offices based in_
_Lebanon_|_Technical cooperation_
_Joint policy dialogue_
_Data sharing_
_Operational coordination_|\n\n\n_**Interacting with project beneficiaries**_\n\n\n\n\n\n13. As part of semi-annual joint supervision missions, site visits will be planned to (i) schools\nbenefitting from project activities (rehabilitation, school libraries, etc.) and other entities\nbenefitting from the project, such as DOPS. A stakeholders’ workshop will also be planned as\npart of the mid-term review scheduled to take place about 18 months after project\nimplementation begins.\n\n\n48\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 56
+ ]
+ }
+ },
+ {
+ "input_text": "**Map**\n\n\n49\n\n\n",
+ "datasets": [],
+ "document": {
+ "source": "http://documents1.worldbank.org/curated/en/578481467991017996/pdf/PAD1190-PAD-P152848-PUBLIC-Box391435B-LB-EESSP-Final-PAD-for-printing.pdf",
+ "pages": [
+ 57
+ ]
+ }
+ }
+]
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