INTEGRATED SAFEGUARDS DATA SHEET
Report No.: AC182
Date ISDS Prepared/Updated: August 21, 2003
I. BASIC INFORMATION
A. Basic Project Data
Country: India Project ID: P055459
Project Name: ELEMENTARY Task Team Leaders: Venita Kaul / Kin
EDUCATION Bing Wu
Estimated Appraisal Date: December 15, Loan/Credit amount ($m.):
2003 IDA: 500
Estimated Board Date: July 22, 2004
Managing Unit: SASHD Lending Instrument: Specific Investment
Sector: Primary education (100%) Theme: Education for all (P)
Safeguard Policies Specialists in the task team: Meera Chatterjee (SD) Tapas Paul (EN)
Other financing amounts by source: TBD ($m.)
B. Project Objective
The key project objectives are to improve access, equity and quality. During the first APL
(2004-05) the project is expected to achieve near 100% enrolment in schools of the 6-14 year
age-group by 2005. During the second APL (2006-07), the project is expected to improve
quality. The key performance indicators would be “at least 80% of the 2002 in-take to complete
Grade 5 by 2007” and “demonstrable learning gains in Grades 3 and 5 by 2007.
C. Project Description
The Government of India (GOI) is committed to universalizing access to elementary
education (grades 1-8) of satisfactory quality, with special attention to gender, economic and
social equity. The recently enacted 86th Constitutional Amendment (2002) makes elementary
education a fundamental right of every child. To provide a comprehensive policy and budgetary
framework to achieve these goals, GOI launched the National Program of Universal Elementary
Education (UEE), known as Sarva Shiksha Abhiyan (SSA), in 2001. The Tenth Five-Year Plan
(2002-2007) aims to achieve the following: (i) all children in schools or alternative centers by
2003; (ii) all children to complete five years of primary schooling by 2007; (iii) all children to
complete eight years of schooling by 2010; (iv) elementary education of satisfactory quality with
emphasis on education for life; (v) all gender and social disparities in primary education bridged
by 2007 and in elementary education by 2010; and (vi) universal retention by 2010. These
targets go beyond the Millennium Development Goals (MDGs), which aim at gender parity in
enrollment by 2005, and universal primary school completion by 2015. With the Bank
committed to supporting efforts aimed at accelerating progress towards the MDGs, this becomes
a shared agenda.
The SSA builds on the earlier Bank-assisted District Primary Education Program (DPEP).
Program interventions include revision of curricula and free distribution of textbooks to all girls
and SC and ST children, setting up of new schools and school/classroom construction, provision
of teacher grants and school improvement grants to teachers and VEC to enhance quality,
training of teachers and community leaders, setting up of decentralized resource centers for on
site support to schools and specific interventions for SC/ST working children and the disabled,
with still more focused interventions for girls in difficult circumstances. The scope of
interventions will vary across states and is defined through a district-level strategic and
implementation plan (perspective and annual plans) designed to achieve SSA goals, appraised
and endorsed by the Central Government. The program envisages a comprehensive monitoring
and evaluation system involving national and state research institutions.
In addition, the program has the following characteristics:
It covers the whole country, and shifts from a project to program mode.
It is comprehensive, encompassing other Centrally-sponsored schemes (such as Operation
Blackboard, Education Guarantee Scheme/Alternative Innovation Education), and is
complemented by the Mid-day Meal scheme, revamped Teacher Education Program,
National Program for Education of Girls at the Elementary Level which raises consciousness
and provides intensive monitoring of girls’ education, and the Kasturba Gandhi Swatantra
Vidyalaya program which builds special schools for girls in specific areas with low female
It extends universal enrollment from lower (Grades 1 to 5) to upper primary education
(Grades 6 to 8) and focuses on school completion in both levels.
It supports decentralized school management through devolution of funding and autonomy to
Village Education Committees (VECs) for teacher recruitment and school management.
It relies on micro-planning from the habitation level and up, using data on education status of
children collected from household census to guide planning, costing and monitoring.
It disburses to states on the basis of approved strategic and implementation plans, and the
pace of disbursement is linked to performance.
It is already in its third year of implementation, and addresses sustainability issues beyond
the Tenth Plan through the Eleventh Plan.
D. Project location (if known)
Any part of India, including tribal states and areas.
E. Borrower’s Institutional Capacity
The Government of India and the state governments of 17 states have been implementing
the Bank-supported District Primary Education Program, which has been operating in 273
districts in the 17 states since the mid-1990s. The India CAS (2001) highlights the success of
the DPEP and recommends it for scaling up. The SSA builds on this experience. Thus, the
Borrower has demonstrated and tested institutional capacity to manage the program, including
planning and implementation of actions to meet safeguards and other social and environmental
II. SAFEGUARD POLICIES THAT MIGHT APPLY
If Applicable, How Might It Apply?
[X] Environmental Assessment (OP/BP 4.01) The environmental issues in this
project will relate to site location and planning (natural hazards, sensitive
ecological regions, arsenic and fluoride contamination of groundwater, site
drainage); building design and construction (indoor air quality and daylight factor
inside the classrooms, sanitation facilities and waste management, water supply);
and maintenance during operation period (site cleanliness and hygiene, prevention
of enteric infection). Some of these issues are already addressed by the on-going
SSA program, but the processes would need to be augmented.
 Natural Habitats (OP/BP 4.04)
 Pest Management (OP 4.09)
 Involuntary Resettlement (OP/BP 4.12)
[x] Indigenous Peoples (OD 4.20)
 Forests (OP/BP 4.36)
 Safety of Dams (OP/BP 4.37)
[X] Cultural Property (draft OP 4.11 - OPN 11.03). The possibility of impacting
cultural properties is very small, and will be addressed through chance-find
 Projects in Disputed Areas (OP/BP/GP 7.60)*
 Projects on International Waterways (OP/BP/GP 7.50)
By supporting the proposed project, the Bank does not intend to prejudice the final determination of the parties' claims on the
Environmental Assessment Category:
[ ] A [X] B  C [ ] FI [ ] TBD (to be determined)
If TBD, explain follow-up and calendar/steps for the determination of the category:
Safeguard Policies Classification:
[ ] S1 [x] S2 [ ] S3 [ ] SF [ ] TBD (to be determined)
If TBD, explain follow-up and calendar/steps for the determination of the classification:
III. ACTIONS DURING PROJECT PREPARATION
[Guideline: Refer to sections 5 and 6 of the PCN]
A. What actions might be needed during project preparation to assess safeguard issues
and prepare to mitigate them?
The relevant environmental issues will be identified through a Desk Review of the on-
going SSA and the DPEP programs. An Environment Management Guideline will be prepared
describing how feasible and appropriate environmental mitigation and enhancement measures
would be identified and implemented. An Environment Code of Practice (which could be made a
part of the existing Standards and Guidelines of the SSA) will provide user-friendly specification
and implementation procedures for execution of the environmental mitigation and enhancement
measures, environmental monitoring and audits.
The project would carry out a Social Assessment to determine the status and needs of
disadvantaged groups, including tribal communities, Scheduled Castes, girls and disabled
children. It would prepare a Tribal Development Plan (TDP) and disclose this prior to
Appraisal. The Bank will reach agreement with the Borrower to ensure that there is no
involuntary resettlement in the project. Schools and other civil works would be on government-
owned land or on land donated voluntarily by communities. In the unlikely event that other land
is needed for construction, adequate procedures would be put in place to ensure compliance with
B. How might consultation and disclosure requirements be addressed?
Consultations. The Social Assessment would include a summary of consultations already
carried out under the on-going SSA program and earlier Bank-financed DPEP program, and of
mechanisms for on-going consultations. It will also determine whether further consultations or
mechanisms are needed. The Environment Management Guidelines and Codes of Practice will
be developed based on extensive consultation with the stakeholders, including building
construction experts involved in the on-going SSA programme.
Disclosure: The Environment Management Guidelines, the Environmental Codes of
Practice, and the TDP would be disclosed through Bank, Government of India and state
government mechanisms such as project documents and web-sites.
IV. AGREEMENTS REACHED ON SAFEGUARDS AT PCN REVIEW
[Guideline: Summarize the key agreements reached on follow-up actions to be taken regarding
safeguards during project preparation]
Agreed target date for Quality Enhancement Review: