INTEGRATED SAFEGUARDS DATA SHEET CONCEPT STAGE Report No.: AC3002. Date ISDS Prepared/Updated: 02/22/2009 I. BASIC INFORMATION. A. Basic Project Data

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1 Date ISDS Prepared/Updated: 02/22/2009 I. BASIC INFORMATION A. Basic Project Data INTEGRATED SAFEGUARDS DATA SHEET CONCEPT STAGE Report No.: AC3002 Country: Indonesia Project ID: P Project Name: Indonesia: Education System Improvement through Sector Wide Approaches (SISWA) Task Team Leader: Dandan Chen Estimated Appraisal Date: May 15, 2009 Estimated Board Date: October 9, 2009 Managing Unit: EASHD Lending Instrument: Specific Investment Loan Sector: Primary education (60%);Secondary education (40%) Theme: Education for all (P);Education for the knowledge economy (S) IBRD Amount (US$m.): IDA Amount (US$m.): 0.00 GEF Amount (US$m.): 0.00 PCF Amount (US$m.): 0.00 Other financing amounts by source: Borrower 1, NETHERLANDS: Min. of Foreign Affairs / Min. of Dev. Coop , B. Project Objectives [from section 2 of PCN] The Project Development Objective (PDO) is to improve access to basic education particularly at junior secondary education level and improve basic education quality. These objectives will be achieved through targeted scholarships directly to poor students to improve school enrollment and attendance, and to narrow the learning gap; and enhanced incentives and technical assistance to district Education Offices to support better service delivery particularly to the poor. C. Project Description [from section 3 of PCN] Government SISWA program: SISWA is the first Sector-Wide Approach (SWAp) in Indonesia under a coherent framework for basic education improvement. A new program at the end of the current education medium term strategy (RENSTRA) period, SISWA aims at taking the momentum of the successful implementation experience and move further towards reaching the RENSTRA target of increasing the number of children completing nine years of basic education; improving the quality; and strengthen sector governance and service delivery. Under the three RENSTRA pillars, a few existing investment items are selected for increased financial support. These items have proved successful in implementation and effective in producing intended

2 results. School Operations Assistance grant (BOS), scholarships for the poor, and communitymanaged junior secondary school construction are three successful programs among these. SISWA also aims at laying a solid ground for the new RENSTRA, by introducing innovative approaches and new expenditure items that have great potential in improving service delivery and sector outcome. District performance grant scheme has been identified as crucial to facilitate district s roles in supporting schoolsfor better education outcome. The grant scheme will be piloted in selected districts Bank s support will focus on two components: scholarships and district performance grant. Scholarships (project support US$200 million). In anticipation of the impact of financial crisis, the government intends to scale up the ongoing scholarship programs providing grants to students in need. The program design follows the previous scholarship program aiming at mitigating the impact of the Asian financial crisis a decade ago. In the case of MoNE, the scholarship coverage has already reached 6 percent of students in MoRA intended to cover 20 percent of its students in However, due to budget constraint, disbursement did not take place in 2008 for MoRA students. The average scholarship amount is approximately US$ 60. SISWA will reimburse a portion of the Government s scholarship grants made to public and private primary and junior secondary schools under the auspices of MoNE and MoRA schools for school years , and District Performance Grants (project support US$ 50 million). In 2007, a new government regulation (PP No.38/2007) clarified the roles and responsibilities of central, provincial and district government in education sector, mandating district government s key roles in setting local policy, planning, financing, managing infrastructure and teachers, and assuring education quality. In the meantime, mainly due to its low technical capacity in education, and generally still inadequate fiduciary system, local government s roles have not been fully played out in terms of managing public resources (especially non-salary routine budget) supporting education service delivery at school level. The objective of the District Performance Grants (DPG) is therefore to improve the local government s capacity in managing public funds to help schools improve the quality of teaching and learning. 50 districts will be selected to pilot the DPG program. Total grant amount is US$ 300,000 per year per district, and up to a total amount of US$ 900,000 million for three disbursements per district during the project cycle. To use this grant, districts will first select 50 low-performing schools and help schools diagnose teaching and learning gaps and prepare a school improvement plan based on the diagnosis. Following the plan, a first disbursement of US$ 5,000 from the DPG will be disbursed by the district to the school to implement the improvement plan. The district team will continue to support and monitor the plan implementation, identify implementation issues, help schools take remedial measures, evaluate outcomes, and finally help school roll forward the improvement plan with additional financing. Each participating school is also able to receive three disbursements if implementation is satisfactory. Therefore, for one DPG disbursement, US$250,000 will be used at school level, and the rest US$50,000 will be used at district level to cover the operational costs by districts in playing their supporting roles for school improvement. Including the technical assistance cost of about US$ 5 million at

3 central level, the total cost of Bank support to the district performance grant will be US$50 million. The key design feature of the school improvement plan, distinctively different from the general school budget plan (i.e. supported by BOS funds) is its emphasis on student learning outcome. Value-added of student learning is one of the main criteria for selecting low performance schools. More importantly, it is also the single most important indicator measuring the success of the implementation of the school improvement plan, as well as that of DPG at district level. The DPG program provides district with a learning-by-doing opportunity, and substantial technical assistance is needed. Key areas for technical assistance include: designing and administering instrument to gauge learning outcome; diagnosing school performance issues; helping school design remedial measures, monitoring outcome and solving implementation issues. A DPG management team at central level will provide assistance to identify needed technical assistance. D. Project location (if known) The scholarship program has a nationwide coverage. The district performance grant will cover about 50 districts. It will include both poor and well-off districts to be chosen through a selection process and criteria to be agreed with GOI during project preparation E. Borrower s Institutional Capacity for Safeguard Policies [from PCN] Indonesian government has successfully implemented many community-based projects, of which safeguard policies and their implementation are an integrated part F. Environmental and Social Safeguards Specialists Ms Sulistiowati Ms. (EASTE) Ms Francisca Melia Setiawati (EASIS) Mr Andrew Daniel Sembel (EASIS) II. SAFEGUARD POLICIES THAT MIGHT APPLY Safeguard Policies Triggered Yes No TBD Environmental Assessment (OP/BP 4.01) Natural Habitats (OP/BP 4.04) Forests (OP/BP 4.36) Pest Management (OP 4.09) Physical Cultural Resources (OP/BP 4.11) Indigenous Peoples (OP/BP 4.10) Bank team will carry out a screening to determine whether indigenous peoples (as defined in OP4.10) will be affected by the project. Involuntary Resettlement (OP/BP 4.12) Safety of Dams (OP/BP 4.37) Projects on International Waterways (OP/BP 7.50) Projects in Disputed Areas (OP/BP 7.60)

4 Environmental Category: C - Not Required III. SAFEGUARD PREPARATION PLAN A. Target date for the Quality Enhancement Review (QER), at which time the PAD-stage ISDS would be prepared: 03/16/2009 B. For simple projects that will not require a QER, the target date for preparing the PAD-stage ISDS: N/A C. Time frame for launching and completing the safeguard-related studies that may be needed. The specific studies and their timing 1 should be specified in the PAD-stage ISDS. If the screening concludes that Indigenous People will be affected by the project, a social assessment will be undertaken before decision meeting. IV. APPROVALS Signed and submitted by: Task Team Leader: Ms Dandan Chen 01/29/2009 Approved by: Regional Safeguards Coordinator: Mr Panneer Selvam Lakshminarayanan 02/20/2009 Comments: Sector Manager: Mr Eduardo Velez Bustillo 02/22/2009 Comments: 1 Reminder: The Bank s Disclosure Policy requires that safeguard-related documents be disclosed before appraisal (i) at the InfoShop and (ii) in-country, at publicly accessible locations and in a form and language that are accessible to potentially affected persons.

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