Note de couverture de la requête d’un financement accéléré COVID-19
CONTEXTE
Pays : Tchad
Agent (s) partenaire(s) : Banque mondiale
Agence(s) de coordination : Agence Française de Développement AFD)
Intitulé du programme : CHAD COVID-19 Education Emergency
Response GPE Project Montant total du financement accéléré COVID-19 : 6,8 millions dollar E.U Commissions de l’agent partenaire (en supplément du
montant total du financement accéléré COVID-19 demandé)1 :
122.500 dollar E.U Commissions de l’agent partenaire en % du montant total du
financement accéléré demandé : 1,75%
Date de soumission de la requête pour un financement
accéléré COVID-19 : 13 août 2020
Date estimée de démarrage du financement accéléré
COVID-19 : 30 septembre 2020
Date estimée de clôture du financement accéléré COVID- 19 (doit correspondre au dernier jour du mois, par exemple : le 30 juin 2021) :
31 mars 2022 Date prévue pour la remise du rapport de fin d’exécution (au
maximum 6 mois après la date de clôture du programme) : 30 juillet 2022 Modalités du financement - (mettre un ‘X’)
Fonds commun sectoriel
Fonds commun de projet / Cofinancement X Projet autonome
1 Commissions de l’agent partenaire : Les commissions générales de l’agent partenaire s’ajoutent à l’AMP et sont déterminées selon les règles internes de l’agent partenaire. Réglées au siège de l’agent partenaire, elles correspondent à des frais généraux et contribuent généralement au défraiement des frais administratifs et autres charges encourues au titre de la gestion et de l’administration des fonds transférés. Ces commissions sont prédéterminées dans l’accord sur les procédures financières conclu entre l’agent partenaire et l’administrateur fiduciaire du PME.
Note à l’attention de l’utilisateur
Vérification de l’éligibilité :
➔ Avant de soumettre une requête de financement accéléré COVID-19, le Gouvernement ou l’Agence de coordination informe le Secrétariat de l’intention du pays de présenter une requête et fournit un calendrier pour la soumission de la requête auprès du Secrétariat.
Lignes directrices pour le financement accéléré :
➔ Les candidats doivent lire directive relatives au dépôt d'une
requête d’un financement accéléré COVID-19, qui explique le processus d’élaboration de la requête, y compris le calendrier, les étapes nécessaires. Si le candidat a besoin d’informations supplémentaires, il peut contacter le responsable-pays au Secrétariat.
INTERNATIONAL DEVELOPMENT ASSOCIATION
PROJECT APPRAISAL DOCUMENT ON A
PROPOSED GLOBAL PARTNERSHIP FOR EDUCATION (GPE) GRANT
IN THE AMOUNT OF US$ 6.8 MILLION
TO THE
REPUBLIC OF CHAD
FOR A
CHAD COVID-19 EDUCATION RESPONSE GPE PROJECT
August 12, 2020 Education Global Practice
Africa Region
This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.
CURRENCY EQUIVALENTS
(Exchange Rate Effective {May 07, 2020})
Currency Unit = XOF XOF 590 = US$1
US$ = SDR 1
FISCAL YEAR January 1 - December 31
ABBREVIATIONS AND ACRONYMS
AFD French Development Agency / Agence Française de Développement APE Parents Association / Association des Parents d'Élèves
APICED Agency for Promoting Community Initiatives in Education / Agence pour la Promotion des Initiatives Communautaires en Éducation
CFC In-Service Training Center / Centre de Formation Continue COOPI Cooperazione Internazionale
CSRE Scientific Committee for Education Response to COVID-19
CT Community Teacher
DA Designated Account
DANSS School Feeding, Health, and Nutrition Directorate / Direction Alimentation, Santé, et Nutrition Scolaires
DEIESAU Directorate for Inclusive Education, Specialized Programs, and Emergency Actions DGFE Teacher Training Department / Direction Générale de la Formation des Enseignants DGTDBPC Direction Générale Technique de Développement du Bilinguisme et de la Promotion
Civique
DPE Education Project Department / Direction des Projets Éducation DPEJ Provincial Directorate for Education and Youth /Direction Provincial à
l’Enseignement et à la Jeunesse
DPPCS Direction of Planning, Prospective, and School Mapping /Direction de la Planification, de la Prospective et de la Carte Scolaire
DPST Directorate for the Promotion of Science and Technology
DREN Regional Education Department / Direction Régionale de l’Éducation Nationale DRH Human Resource Department / Direction des Ressources Humaines
DSS EAC
School Health Division / Division Santé Scolaire Educate A Child
ECW Education Can’t Wait
EMIS Education Management Information System ESMF Environmental and Social Management Framework
FM Financial Management
GDP Gross Domestic Product
GER Gross Enrollment Rate
GLPE Local Group of Education Partners GPE Global Partnership for Education
HCI Human Capital Index
IBRD International Bank for Reconstruction and Development IDA/Bank International Development Association
IDEN Inspection Departments / Inspection Départementales de l’Éducation Nationale
IE Impact Evaluation
IMF International Monetary Fund
IPEP Primary Education Pedagogical Inspection / Inspection Pédagogique de l’Enseignement Primaire
LEG Local Education Group
LP Learning Poverty
MDG Millennium Development Goals M&E Monitoring and Evaluation
MEPD Ministry of Economy, and the Planning of Development / Ministère de l'Économie et de la Planification du Développement
MFB Ministry of Finance and Budget / Ministères des Finances et du Budget MPTMC Ministry of Professional Training and Micro Commerce
MFPPESN Ministry of Women, Protection of Early Childhood, and National Solidarity MYRP Multi-Year Resilience Programme
PARSET Chad Education Sector Reform Project / Project d'Appui à la Réforme du Secteur de l'Éducation au Tchad
PASEC Program for the Analysis of Education Systems / Programme d’Analyse des Systèmes Éducatifs
PCU Project Coordination Unit
PDDEA Plan for the Development of Education and Literacy / Plan Décennal de Développement de l’Éducation et de l’Alphabétisation
PDO Project Development Objective
PIET Interim Education Plan for Chad / Plan Intériméraire de l’Education au Tchad PIM Project Implementation Manual
PNCET National Contingency Plan for Education in Chad
PREBAT Project for Revitalizing Basic Education in Chad / Projet de Revitatlisation de l’Éducation de Base du Tchad
PSS Psychosocial Support
PTC Pupils-to-classroom ratio PTR Pupils-to-teacher ratio
PUEBT Emergency Project for Basic Education in Chad / Projet d’Urgence de l’Éducation de Base au Tchad
SC Steering Committee
SDI Service Delivery Indicators
SIPEA Interim Strategy for Education and Literacy / Stratégie Intérimaire pour l’Éducation et l’Alphabétisation
SMS Short Message Service
SOE Statement of Expenses
SSS Single-Source Selection
TOR Terms of Reference
UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees
UNICEF United Nations Children's Fund
WB World Bank
TABLE OF CONTENTS
DATASHEET ... Error! Bookmark not defined.
I. STRATEGIC CONTEXT ... 5
A. Country Context... 5
B. Sectoral and Institutional Context ... 6
C. Relevance to Higher Level Objectives ... 9
II. PROJECT DESCRIPTION ... 9
A. Project Development Objective ... 9
B. Project Components ... 10
C. Project Beneficiaries ... 14
D. Results Chain ... 15
E. Rationale for Bank Involvement and Role of Partners ... 16
F. Lessons Learned and Reflected in the Project Design ... 16
III. IMPLEMENTATION ARRANGEMENTS ... 17
A. Institutional and Implementation Arrangements ... 17
B. Results Monitoring and Evaluation Arrangements... 19
C. Sustainability ... 19
IV. PROJECT APPRAISAL SUMMARY ... 20
A. Technical, Economic and Financial Analysis (if applicable) ... 20
B. Fiduciary ... 21
C. Legal Operational Policies ... 23
D. Environmental and Social ... 23
V. GRIEVANCE REDRESS SERVICES ... 26
VI. KEY RISKS ... 26
VII. RESULTS FRAMEWORK AND MONITORING ... 28
ANNEX 1: Implementation Arrangements and Support Plan ... 36
ANNEX 2: Financial Management and Disbursement Arrangements ... 41
ANNEX 3: Project Detailed Costs by Component and Activity ... 47
Page 1 of 49
DATASHEET
BASIC INFORMATION BASIC_INFO_TABLE
Country(ies) Project Name
Chad CHAD COVID-19 Education Emergency Response GPE Project Project ID Financing Instrument Environmental and Social Risk
Classification Process
P174214 Investment Project
Financing Substantial
Urgent Need or Capacity Constraints (FCC)
Financing & Implementation Modalities
[ ] Multiphase Programmatic Approach (MPA) [ ] Contingent Emergency Response Component (CERC) [ ] Series of Projects (SOP) [✓] Fragile State(s)
[ ] Performance-Based Conditions (PBCs) [ ] Small State(s)
[ ] Financial Intermediaries (FI) [ ] Fragile within a non-fragile Country
[ ] Project-Based Guarantee [ ] Conflict
[ ] Deferred Drawdown [✓] Responding to Natural or Man-made Disaster
[ ] Alternate Procurement Arrangements (APA) [ ] Hands-on Enhanced Implementation Support (HEIS)
Expected Approval Date Expected Closing Date
24-Sep-2020 31-Mar-2022
Bank/IFC Collaboration No
Proposed Development Objective(s)
The Project’s Development Objectives are to: (i) improve access to multimodal distance learning for all primary, and lower secondary students, with a focus on the most vulnerable; (ii) ensure a safe and effective re-opening of schools;
and (iii) strengthen the resilience and emergency management capacity of the education sector.
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Components
Component Name Cost (US$, millions)
Component 1. Ensuring learning continuity by expanding distance learning
opportunities for all students 3.60
Component 2. Preparing the safe reopening of schools in selected regions 2.70 Component 3. Building the resiliency and strengthening the emergency management
capacity of the education sector 0.50
Organizations
Borrower: Projet d'Appui a la Reforme du Secteur Education au Tchad - Phase 2 Implementing Agency: Ministere de l'Education Nationale et de la Promotion Civique
PROJECT FINANCING DATA (US$, Millions)
SUMMARY-NewFin1
Total Project Cost 6.80
Total Financing 6.80
of which IBRD/IDA 0.00
Financing Gap 0.00
DETAILS-NewFinEnh1
Non-World Bank Group Financing
Trust Funds 6.80
Education for All - Fast Track Initiative 6.80
Expected Disbursements (in US$, Millions)
WB Fiscal Year 2020 2021 2022
Annual 0.00 5.34 1.46
Cumulative 0.00 5.34 6.80
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INSTITUTIONAL DATA
Practice Area (Lead) Contributing Practice Areas
Education
SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT)
Risk Category Rating
1. Political and Governance ⚫ Substantial
2. Macroeconomic ⚫ High
3. Sector Strategies and Policies ⚫ Moderate
4. Technical Design of Project or Program ⚫ Substantial
5. Institutional Capacity for Implementation and Sustainability ⚫ High
6. Fiduciary ⚫ High
7. Environment and Social ⚫ Substantial
8. Stakeholders ⚫ Moderate
9. Other
10. Overall ⚫ Substantial
COMPLIANCE
Policy
Does the project depart from the CPF in content or in other significant respects?
[ ] Yes [✓] No
Does the project require any waivers of Bank policies?
[ ] Yes [✓] No
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Environmental and Social Standards Relevance Given its Context at the Time of Appraisal
E & S Standards Relevance
Assessment and Management of Environmental and Social Risks and Impacts Relevant
Stakeholder Engagement and Information Disclosure Relevant
Labor and Working Conditions Relevant
Resource Efficiency and Pollution Prevention and Management Relevant
Community Health and Safety Relevant
Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant Biodiversity Conservation and Sustainable Management of Living Natural
Resources
Not Currently Relevant Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional
Local Communities
Not Currently Relevant
Cultural Heritage Not Currently Relevant
Financial Intermediaries Not Currently Relevant
NOTE: For further information regarding the World Bank’s due diligence assessment of the Project’s potential environmental and social risks and impacts, please refer to the Project’s Appraisal Environmental and Social Review Summary (ESRS).
Legal Covenants
Conditions
Page 5 of 49
I. STRATEGIC CONTEXT
1. On March 19, 2020, Chad reported its first confirmed case of COVID-19. Chad was among the last countries hit by the COVID-19. As of June 10, 2020, the number of confirmed cases reached 844. Of these, 71 resulted in death, 706 patients recovered, and 67 cases remained active.
2. In response, the Global Partnership for Education (GPE) has allocated the Government of Chad (GoC) US$7 million2 from the GPE COVID-19 accelerated funding window designed to assist governments in mitigating the negative impact of COVID-19 on their education systems and to help recovery efforts.
A. Country Context
3. Chad is a low-income country (LIC) in the African Sahel region with a population of over 15 million people. Chad is a landlocked, sparsely populated country with a high share of the population living in rural areas. Economic growth in Chad has been volatile over the last decade and its economy has been highly impacted by the changes in oil prices observed in 2014 and 2015. Since 2018—and as a result of the recovery in oil prices and the increase in oil and agricultural production—real gross domestic product (GDP) growth has been observed (World Bank, 2020). Despite recent economic growth, poverty rates in Chad remain high, with nearly half of the population (47 percent) living below the poverty line (World Bank, 2020).
4. Chad is highly vulnerable to the impact of climate change and it has repeatedly experienced security threats over the last decade. In 2018, with a Country Policy and Institutional Assessment (CPIA) of 2.7, Chad was classified as a Fragility, Conflict and Violence (FCV) country. Regional security risks have recently destabilized the country and led to severe humanitarian needs. As of January 2020, there were 442,672 refugees settled in 19 camps in the East, the South and Lake Chad regions.3 Climate change has contributed to the region’s social fragility (particularly in the Lake Chad Region and the pastoral areas in the Sahelian part of the country) and has seriously affected Chadians’
livelihoods.
5. The direct impact of COVID-19 and the anticipated slowdown in the global economy will likely reduce trade and disrupt supply chains of basic goods. The effects of a pandemic-driven global economic downturn and its impact on Chad’s economy are difficult to predict at this stage. Its impact on the education sector is already widespread and is reflected by students not having access to learning opportunities and a large number of students being at risk of malnutrition following their loss of school meals.
6. Chad has the lowest Human Capital Index (HCI) in the world. A child born in Chad today will be 29 percent as productive when she/he grows up as she/he could have been if they enjoyed full health and complete education (World Bank, 2018). This weak performance is largely driven by high infant mortality rates and poor quality of education. An underlying driver of Chad’s Human Capital (and broader development) challenges is its high population growth rate estimated at 3.3 percent4, putting a substantial demographic pressure on the education and training system. Learning outcomes, in turn, are very poor with a total of five expected years of schooling and only 2.6 years when adjusted for quality of learning, yielding a learning gap of 2.4 years (World Bank, 2018). Further, while human
2 Of which US$122,500 will be allocated for Project supervision to the World Bank as grant agent.
3 United Nations High Commissioner for Refugees (UNHCR) Refugee Protection Assessment for Chad, January 2020.
4 General Census of Population, 2009
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capital outcomes are poor for both boys and girls, girls’ HCI scores are particularly low.
7. A World Bank-financed Refugees and Host Communities Support Project (P164748) is under implementation in Chad and an additional financing for the Refugees and Host Communities Support Project (P172255) is currently under preparation. Both the parent project and the additional financing include an education component which is relevant to the COVID-19 crisis as it will finance projects in water and sanitation (water points, latrines, wells, rainwater harvesting facilities) along with the rehabilitation and construction of primary schools, training of community teachers (CTs), as well as subsidies for community teachers and administrative personnel. The proposed COVID-19 education emergency Project will complement these activities in the refugee camps.
B. Sectoral and Institutional Context
8. The National Development Plan (NDP - 2017-2021), aims at developing Chad into an emerging country by 2030.
The NDP focuses on four strategic objectives: (i) strengthening national unity; (ii) strengthening good governance and the rule of law; (iii) developing a diversified and competitive economy; and (iv) improving the quality of life of the Chadian population. Improving the human capital base of the country is a core objective of this strategic vision.
9. Chad’s performance in terms of human capital outcomes is closely linked to the structural weaknesses of its education sector. Results from large-scale learning assessments in Chad indicate that 97 percent of students do not achieve the Minimum Proficiency Level (MPL) at the end of primary school. Estimated learning poverty in Chad is 11 percentage points higher than the average for Sub-Saharan Africa region and 7.8 percentage points higher than the average for low-income countries5.. Several factors help explain Chad’s weak education outcomes, including: (i) limited financial resources; (ii) dilapidated schools and low access to didactic material; and (iii) internal inefficiency of the education system.
10. Education financing in Chad is insufficient and highly inequitable. In 2016, Chad spent 2.4 percent of its GDP on education. This is less than its peer countries and less than the average of 4.3 percent of Sub-Saharan countries.
Furthermore, education has not been sufficiently prioritized in Chad’s public budget and the share of general government spending absorbed by the education sector has declined over the last 5 years from over 15.4 percent in 2013 to 13 percent in 2017, reaching its lowest level in 2015 (8.9 percent), well below the GPE floor target of 20 percent. In fact, the largest share (87 percent6) of Chad’s total education spending is financed by households and parents’ association. This poses major challenges in terms of improving the equity, the efficiency, and the sustainability of the country’s education financing architecture.
11. Despite significant progress in increasing enrollment rates at the primary education level, the attendance rates in Chad remain low. The net attendance rate in primary education was estimated at 49.8 percent in 2014. This attendance rate means that the coverage level of the group with the official age of schooling is low. Chad has a lower net secondary (lower and upper) attendance rates (12.3 and 7.9 percent respectively) than its peers and other SSA countries. Consequently, education completion rates are very low, and emergencies will likely exacerbate this challenge. Efforts need to be made to ensure teachers remain motivated and students are provided with opportunity to safely access educational services during and following the COVID-19 crisis.
5 Word Bank, Chad Learning Poverty Brief, October 2019
6 Financing of community and public schools
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12. Chad’s education system is internally inefficient and reflects a poor level of teaching. Drop-out rate increased sharply from 10.2 in 2013 to 23 percent in 2015, before dropping to 19.7 percent in 20167. In addition, between 2011 and 2016, the average of the repetition rate was about 23 percent. As of 2019, learning poverty (LP) in Chad, or the share of 10-year old who are unable to read and understand a short (age-appropriate) text, was estimated at 98 percent.
13. Stark gender and regional inequalities are an important issue. In primary education for example, gender parity is 0.75, and worsens as students’ progress through the system (standing at 0.44 in lower secondary). The share of primary-school age children who are out of school varies from 23 percent in N’Djaména to 85 percent in the Lake region. In geographic terms, the southern regions are generally at an advantage, with indicators in the northern regions lagging substantially, and below average enrollment and completion rates observed in the Center, Eastern, and Western regions.
14. Other critical sector challenges include the following: (i) large numbers of out-of-school children – half of primary school-age children are excluded from the system due to a combination of economic factors and limited availability of classrooms; (ii) low learning outcomes in primary education – only 15.7 percent of sixth graders have sufficient competency in reading; (iii) high internal inefficiencies, including high dropout and repetition rates; (iv) insufficient numbers of teachers; and (iv) limited access of higher education and TVET – only 13 out of 23 regions have technical and vocational schools. The major challenge that emerged recently and has the potential to lead to a serious and hard- to-reverse deterioration of the primary education sector is the non-payment of CTs’ subsidies.
15. In absence of a robust response, attendance and learning outcomes for students are likely to significantly drop with potentially negative and severe long-term consequences for their welfare. The COVID-19 pandemic will likely negatively impact students in several ways: (i) deterioration of learning outcomes; (ii) higher rates of dropout, especially for girls; (iii) deterioration of student’s nutritional status, physical and mental health; (iv) increased exposure to violence and/or other threats for girls (e.g., in refugee camps); and (v) increased rates of early marriages and teenage pregnancies.8 All these risks will be exacerbated for poor and vulnerable populations, leading to higher inequality of outcomes.
16. The response to school closures needs to be tailored to the connectivity profile of the regions in Chad to ensure the preservation and future recovery of the human capital base. Because Chad is at the low end of the digital divide, online education delivery solutions would be largely insufficient in reaching children and youth who cannot attend school due to COVID-19. Further, there are significant disparities in access to technology between rural and urban populations, as well as across different regions. Digital solutions will consider the limitations of children living with disabilities especially deaf and/or visually impaired children. As Table 1 illustrates, fewer than 10 percent of the population has access to electricity, and only 8.8 percent has access to the internet. There are also wide geographical disparities in ownership and access to technology as shown in Figure 1.
7 UNESCO Statistics and Statistical Yearbook, 2011-2016, MENPC
8 This summary is based on the draft World Bank Group’s Response to COVID-19: Multi Sector Policy Directions and Operations.
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Table 1: Access to electricity, internet, computer, radio, and television
Electricity Internet access Cell phone Computer Radio Television
Poorest 0.8% 1.7% 45.9% 0.0% 12.6% 0.1%
Poorer 2.5% 4.3% 62.4% 0.0% 19.5% 0.8%
Middle 6.3% 5.2% 68.8% 0.3% 25.9% 3.0%
Richer 11.6% 9.0% 75.4% 1.5% 28.8% 8.0%
Richest 28.3% 23.7% 81.9% 7.2% 34.0% 20.0%
Urbain 35.9% 28.0% 89.9% 7.2% 34.1% 24.8%
Rural 1.5% 2.6% 56.2% 0.1% 18.9% 0.4%
Chad 9.9% 8.8% 64.4% 1.8% 22.6% 6.4%
Figure 1: Percent of Households that have a radio, television, and mobile phone by regions
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17. The proposed Project will support activities identified by the Government in their emergency education response plan (Plan National de Contingence pour la Préparation et la Riposte à l’Epidémie de la Maladie à Coronavirus Covid-19). The Government and the Local Group of Education Partners and the Education Cluster have developed an emergency education response plan to cope with the COVID-19 pandemic. The Government’s plan is built around four priority areas: (i) providing alternative opportunities for distance learning; (ii) providing psychosocial support and child protection; (iii) developing WASH facilities; and (iv) providing school feeding. Given the limited resource envelope available, this Project will support the first three priority areas.
C. Relevance to Higher Level Objectives
18. The proposed Project is aligned with the Country Partnership Framework (CPF, 2016-2020)9and the Bank’s twin goals of eradicating extreme poverty and boosting shared prosperity. In response to the CPF’s third engagement theme—Building Human Capital and Reducing Vulnerability in order to improve rural access to and quality of education—
the proposed Project is being prepared as an emergency response to the ongoing COVID-19 crisis. The proposed Project aims to support continued teaching and learning during the COVID-19 pandemic, and to mitigate a deepened learning crisis beyond the pandemic. In order boost shared prosperity, Chad needs to accelerate education reforms and educational attainment as a means of increasing human capital accumulation and inclusion; and address wide regional disparities (including in gender), particularly within rural areas. A particular focus should also be placed on improving the efficiency of spending in the education sector.
19. The proposed Project will complement and leverage other relevant ongoing education and skills projects supported by the World Bank and other development partners. Its interventions complement ongoing national level interventions under the Education Sector Reform Project phase 2 (US$65 million, P132617) and Skills Development for Youth Employability Project (US$50 million, P164297). These ongoing operations seek to: (i) improve teaching and learning conditions in primary and upper secondary schools in selected areas; (ii) strengthen the system to facilitate evidence-based decision-making in the education sector; (iii) improve access to skills training and labor market outcomes for project beneficiaries; and (iv) strengthen the technical and vocational education and training (TVET) sector in Chad.
The ongoing Refugees and Host Communities Support Project (P164748) and the associated additional financing operation (P172255) under preparation, both have a strong education component focusing primarily on vulnerable refugee populations—a target group which is likely to be disproportionally impacted by the COVID-19 pandemic.
II. PROJECT DESCRIPTION
A. Project Development Objective PDO Statement
20. The Project’s Development Objectives aim to: (a) improve access to multimodal distance learning for all primary, and secondary students, with a focus on the most vulnerable; (b) ensure a safe and effective re-opening of schools in selected regions; and (c) strengthening the resilience and emergency management capacity of the education sector.
9 Country Partnership Framework, Report No. 101813
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PDO Level Indicators
• Number of students that have access to any (adapted) distance learning program (take-home packages, online, radio and TV);
• Number of children previously enrolled in schools who return to school once the school system is reopened (Total and girls %);
• Percentage of schools equipped with minimum hygiene package10 for prevention of COVID-19
• National Contingency Plan for Education in Chad operationalized by the Government
• Number of children (and % of children in the relevant age-group in the program area) provided access to psychosocial support to reduce the negative impacts of COVID-19 school closures.
B. Project Components
23. The proposed Project will help ensure that students will continue to have access to schooling even while schools are closed and strengthen the capacity of the education sector to adequately respond to future crises with limited disruption to teaching and learning. The proposed Project comprises the following three components: (i) ensuring learning continuity by expanding distance learning opportunities for all students including those with special needs; (ii) preparing for the safe re-opening of schools in selected regions; and (iii) strengthening the resilience and emergency management capacity of the education sector.
24. Given the relatively small size of the Project’s funding, selectivity will be critical to reach its objectives. The Project’s activities will be focused on the following six regions N’Djaména, Guéra, Logone Occidental, Logone Oriental, Moyen Chari, and Kanem. These regions account for more than 40 percent of schools and students and over 90 percent of the confirmed COVID-19 cases (see Figure 2).
Component 1: Ensuring learning continuity by expanding distance learning opportunities for all students (Total:
US$3.6 million).
25. MENPC aims to establish and/or scale up existing distance learning systems in order to reduce the negative impact that COVID-19 is likely to have on the teaching and learning process. The Government recognizes that its distance learning strategy must strive to be inclusive so that existing inequalities are not further exacerbated. The distance learning strategy should not only blunt the current effect of COVID-19, but also serve as an alternative training modality the ministry adopts and mainstreams in the future. Good practice models are emerging, which Chad can draw on, as well as building on its own experiences to deliver effective distance learning. Component 1 will finance activities aimed at: (i) expanding access to distance learning programs; and (ii) supporting students and teachers as schools re- open.
Sub-Component 1.1: Improving access to educational content through a multi-modal distance learning system for all students in primary and secondary schools (US$2.9 million).
26. This sub-component aims to expand access to distance learning programs for all primary and secondary-level students across the country. The main challenge in Chad, as shown in
10 The hygiene packages will include [TBD]
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27. Table 1, is the very low share of households that have access to means of communication, thus making it difficult to reach large sections of the country using new technologies. In order to ensure continuity in the teaching and learning process, multiple education delivery modalities will need to be used to reach the maximum number of students. These modalities include paper-based resources (printed materials, books, etc.), mobile phones, radio/audio interaction;
video/television; and online teaching and learning platforms. This sub-component will mainly target vulnerable households using data from the recent household survey.
28. This sub-component will finance:
(i) Distribution of printed materials (take-home packages). Currently, there is limited access to printed materials for children, particularly those in vulnerable households with no access to basic technology such as radio or television. This activity will support the printing, duplication, and distribution of take-home packages of learning materials to students who have limited or no access to other modes of learning. The packets will be printed and compiled at the national level and distributed to schools so that they can be handed out to students.
(ii) Mobile phones. The interactive content being developed for radio, TV and the cloud will be adapted for and accessed via mobile phones, potentially increasing the reach of the resources developed. Mobile phones can be leveraged to provide three elements of support for distance learning: (i) phones can be used to access content supplied through the e-learning platform; or (ii) other mediums such as YouTube, radio applications, or; (iii) education focused mobile applications. Some learning applications have been explicitly designed for use on any mobile phone devise—even those without smart phone capabilities can be used to access learning via short message service (SMS). The proposed Project will provide a limited number of feature phones with SD cards to vulnerable households in order to ensure continuity of teaching and learning.
(iii) Radio broadcasting of classes. MENPC will enhance the existing radio education channels through expanded partnerships to reach all regions. MENPC has already identified 67 radio broadcasters (private, community, and faith-based) and will seek partnerships with them to add to the existing radio education services. The radio content will be expanded to cover core subjects in all grades. The new content will include recordings of classroom teaching delivered by high-quality teachers. Expansion of radio coverage in all regions, is also expected to benefit over 300,000 children who are refugees. This intervention will support mechanisms to promote interactive online learning for both radio and TV platforms11.
(iv) Television and acquisition of an e-learning platform. For communities that have access to television, the proposed Project will support MENPC to add new programming to national television and Electron TV broadcasting on a specific schedule. MENPC will work with Ministry of Communication to establish new partnerships to include educational content in their subscription packages. For the COVID -19 period, the proposed Project will pay for the subscription packages and offer these to households at no cost. The proposed Project will also support the acquisition of supplementary online teaching and learning materials from external partners, providing these at no cost to all learners primarily through radio, television, and the internet. MENPC has already put in place EduTchad (www.edutchad.td) and signed a partnership with Tigo, the mobile telephone company, to allow students to connect to the website for free.
11 Such as WhatsApp group; questions and answers posted on the cloud; ‘toll free’/reverse call options to teachers identified and contracted by MENPC for this purpose; short text messages; dedicated websites which could be established as webpages in existing websites.
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Sub-Component 1.2: Teacher training to prepare and deliver educational content through a multi-modal distance learning system (US$0.7 million).
29. Sub-component 1.2 will support training of approximately 5,000 teachers, particularly female teachers, in online and distance learning methodologies to ensure teachers can effectively play a key role in supporting remote teaching and learning programs. Teachers will be trained to design formative questions, tests, or exercises to closely monitor students’ learning processes. Teachers will also engage with parents and design simple audio clips for parents who may not have gone to school to support them in home schooling, be on call for interaction with learners and parents, hosting an online- or phone-based group learning conversations. To achieve this the proposed Project will support: (i) technical assistance for teacher training programs to adapt the current curriculum to distance learning strategies; (ii) a platform for all teachers (WhatsApp for instance) to engage among themselves, or with the administration, students, and parents; and (iii) printing and distribution (including digital) of guidance materials for teachers on the management of daily home-based learning practices.
Component 2: Preparing the safe reopening of schools in selected regions (Total: US$2.7 million)
30. Being out of school has many negative consequences for students, parents, and teachers. Schools will have to reopen as soon as it is safe to do so. For learners, parents and teachers, the effects of school closures have contributed to lost routine and social contact, learning setbacks, expectations to adapt to new modalities of learning, emotional and psychological stress, and fear and threats to their physical and psychosocial well-being.
To address some of these issues the proposed Project will support: (i) community mobilization activities (ii) provision of water, sanitation, and hygiene (WASH) to ensure schools have appropriate hygienic measures in place for students and teachers; and (iii) provision of psychosocial support services (PSS) to teachers, students, and parents.
Sub-Component 2.1: Media campaign and community sensitization for returning to school (Total: US$0.3 million)
31. This sub-component will support community sensitization and communication by financing radio/television campaigns to encourage parents and communities to send children back to school and maintain good hygiene practices during and after the COVID-19 pandemic. Activities to be supported under this sub- component include: (i) communication campaigns on social distancing and COVID-19 prevention measures, including through the printing and distribution of leaflets to communities; (ii) gender sensitization campaigns that focus on girls at risk of dropping out, as well as measures to prevent gender-based violence; and (iii) media campaigns for disease control and prevention to educate community members, teachers, students, and parents, on disease prevention, by financing radio/television campaigns to encourage good hygiene practices during and after the crisis and to ensure safety for all.
Sub-component 2.2: Ensuring schools are safe for re-opening (Total: US$1.7 million)
32. This sub-component will support the implementation of WASH activities for adequate sanitation and hygiene practices to prevent and control the spread of the virus and ensure a safe and healthy learning environment for students and teachers in approximately 4,200 schools (80 percent of the 5,300 schools in those regions). In close partnership with UNICEF, this sub-component will support: (i) installation of hand-washing
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devices and soap at the entrance of each classroom and administrative office, and (ii) provision of soap and hand- washing kits to ensure children and teachers wash their hands frequently.
Sub-component 2.3: Provision of psychosocial support services to teachers, students, and parents (Total: US$0.7 million)
33. In addition to the major educational impacts that COVID-19 has generated, one should add the psychological distress that can affect children, teachers and parents confined at home for several weeks. This situation could lead to an increase in violence against women and
children, especially girls. The objective of this sub-component is to strengthen community protection mechanisms - by bringing together educational teams to limit psychological distress and the risk of family violence brought about by COVID-19. This sub- component will support MENPC to design and pilot online-based psychosocial support services and will finance the following: (i) training of teachers and PTAs on COVID–19 prevention and on the detection of signs of psychological distress; (ii) psychosocial support to targeted communities; (iii) integration of PSS and inclusive education in the curriculum for pre-service training and the curriculum used in public schools in collaboration with the MYRP; (iv) preparation and dissemination of key messages for teachers and children for their emotional and psychosocial support with a focus on gender discrimination and stigma (increased risks of pregnancy, sexual exploitation or gender- based violence during confinement); (v) the establishment of a
community psychosocial care system and the provision of appropriate material; and (vi) hiring of service providers to deliver PSS and create a web-based or phone-based platform.
Component 3: Building a resilient education sector and supporting project oversight (Total: US$0.5 million)
34. The proposed Project will support the institutional strengthening of the MENPC’s directories and of the CSRE to help respond to COVID-19 and future shocks. MENPC has already put in place a plan for systemic shocks, the National Contingency Plan for Education in Chad (PNCET, 2020-2024), which provides a useful framework for countering the negative impact of shocks like droughts, floods, food insecurity, population displacement, or epidemics. Component 3 will support the operationalization of the mechanisms put in place by the PNCET and aims to: (i) strengthen the sector’s overall resilient when faced with shocks; (ii) provide ongoing implementation support, as well as carry out monitoring and evaluation activities; and (iii) build the capacity of MENPC to conduct virtual meetings during and after the COVID-19 pandemic .
Sub-component 3.1: Building a resilient education sector (Total: US$0.2 million)
35. This sub-component will support MENPC so that when faced with shocks in the future, the established mechanism through PCNET will be triggered to appropriately respond to the specific shock, be it an outbreak of cholera, heavy winds, or a flood in a remote area. All relevant actors from the Scientific Committee for Education Response to COVID-19 (CSRE), as well as staff in the central ministry, DPEJ, IPEP, or teacher-parent association,
Multi-Year Resilience Program As a part of the Multi-Year Resilience Programme (MYRP), training tools on psychosocial support services (PSS) have already been developed by UNICEF and Cooperazione Internazionale (COOPI). These training tools could be made available to educational advisors and teachers/
facilitators. UNICEF and COOPI have also developed monitoring and evaluation tools in relation to PSS. Teachers will be trained on the integration of the PSS in school as well as on recognition of signs of distress, identification of children in need of PSS. The provision of PSS will be integrated in the program of the ENIBs where currently 9,000 community teachers are being trained.
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will be trained to play their respective roles to counter the impact of the shock. This sub-component will finance:
(i) IT equipment for the emergency response units to be fully functional in and outside the office; (ii) training for relevant groups on their roles to counter the impact of future shocks for the; and (iii) the establishment of functional virtual meeting rooms in the buildings of all ministries in charge of education and training.
Sub-component 3.2: Supporting project oversight and monitoring and evaluation (Total: US$0.5 million)
36. This sub-component will finance the following main activities: (i) phone surveys; (ii) track dropout and attendance rates in all schools, analysis of the data and dissemination; ; (iii) studies on how students access and use distance learning tools using the data collected; and (iv) all activities directly related to the project management, coordination and communication.
Project costs and financing
Table 2: Project Cost per Component and Financing Source
Components/Sub-components Project cost
US$ million
Percent GPE Financing Component 1: Ensuring learning continuity by expanding distance learning
opportunities for all students 3.6 100
Sub-component 1.1: Improving access to educational content through a multi-modal
distance learning system for all students in primary and secondary schools 2.9 100 Sub-component 1.2: Teacher training to prepare and deliver educational content
through a multi-modal distance learning system 0.7 100
Component 2: Preparing the safe reopening of schools 2.7 100
Sub-component 2.1: Media campaign and community sensitization for returning to
school 0.3 100
Sub-component 2.2: Ensuring schools are safe for re-opening 1.7 100 Sub-component 2.3: Provision of psychosocial support services to teachers, students,
and parents 0.7 100
Component 3: Building resilience and strengthening the emergency management
capacity of the education sector 0.5 100
Sub-component 3.1: Building a resilient education sector 0.2 100
Sub-component 3.2: Supporting project oversight and monitoring and evaluation 0.3 100
Overall Project 6.8 100
C. Project Beneficiaries
37. The Project direct beneficiaries will be:
• Approximately 1.1 million primary and lower secondary school students in schools benefitting from the Project;
• Approximately 550,000 primary and lower secondary school students accessing distance learning;
• An estimated 5,000 teachers will benefit from teacher training in online and distance learning;
• Approximately 4,200 schools benefitting from cleaning materials, WASH facilities; and
• 150,000 Parents, students, and teachers will benefit from psychosocial support services.
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D. Results Chain
Components interventions Outputs Outcome Impact
Ensuring learning continuity by expanding distance
learning opportunities for all
students
Preparing the safe reopening of
schools
Building resilience and strengthening the emergency
management capacity of the education sector
1.2. Teacher training to prepare and deliver educational content through a multi-modal distance learning system
1.1. Improving access to educational content through a multi-modal distance learning system for all students in primary and secondary schools
Improved access to multi-modal distance learning for all preschool, primary, and
secondary students with a focus on the most
vulnerable, to ensure a safe and
effective reopening of schools, and to
protect the Chadian education
system from the current systemic COVID-19 shock 2.1: Media campaign and
community sensitization for returning to school
2.2 Ensuring schools are safe for re-opening
2.3: Provision of PSS
3.2. Supporting project oversight and monitoring and evaluation 3.1. Building a resilient education sector
- Education emergency contingency plan is updated to reflect lessons learned from the COVID-19 crisis - Remote working and video conference system is established at MENPC
- Schools are equipped with a functional WASH
- Parents are informed about prevention of COVID-19 - Students access to any distance learning program (online, TV, radio and take-home packages)
- Teachers are trained to prepare and deliver educational content through a multi-modal distance learning system - Functioning distance learning system and hotline number are available
A resilient education sector that
protects school continuity and
learning against shocks
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E. Rationale for Bank Involvement and Role of Partners
38. Role of other partners in the COVID 19 education response. The COVID-19 pandemic seems to be a catalyst for key stakeholders in the education sector to coordinate and mobilize resources to support teaching and learning continuity for children. Actors rapidly responding to the crisis include the Government, development partners, civil society organizations, non-governmental organizations, and the private sector. Establishing partnerships and ensuring coordination amongst all these groups requires significant effort from both the Government and the partners. MENPC’s COVID-19 Education riposte plan provides a framework for partners to support the Government in a coordinated manner. The Government plans to periodically update the COVID-19 Education riposte plan in order to reflect actual commitments put forth by key stakeholders and to devise coordinated responses to the identified challenges. Several partners such as Education Can’t Wait or the French Cooperation already have programs in place to support the education system’s resilience or deploy distance learning solutions.
39. The World Bank’s value added derives from its expertise in strengthening the basic education sub-sector across many countries worldwide. The World Bank has extensive technical and operational knowledge in the areas supported by the proposed Project in the sub-region and globally and has invested in this area widely.
Through its over 20 years of experience in implementing successful projects in the sector the World Bank has gained a better understanding of the education sector issues and has developed strategies and methods to support the Government most efficiently. The proposed Project, which is fully financed by the GPE, will leverage the World Bank’s experience in neighboring countries as well as lessons learned from previous and ongoing projects in similar settings. Activities supported under the proposed Project will aim to complement and/or build upon interventions financed by a number of bilateral donors, such as AFD, Swiss Cooperation, and multilateral organizations, such as the United Nations Children's Fund (UNICEF).
F. Lessons Learned and Reflected in the Project Design
40. Building on international experience in distance learning is important for designing COVID-19 emergency education projects. Education professionals and policymakers from around the globe have been working to identify good practices that can be applied to mitigate the impact of the COVID-19 pandemic. The technical design of the proposed Project considers lessons learned and international good practices in establishing effective and adapted distance learning programs. The design borrows from both existing insights on distance education programs, as well as lessons that have been learned and documented since the beginning of the COVID- 19 pandemic.
41. Strong contingency plans are needed for countries to mitigate the negative effects of exogenous shocks.
Chad is accustomed to experiencing shocks such as droughts, violent conflicts or terrorist attacks, floods, heavy winds, and epidemics especially cholera or meningitis. Schools, students, and the education sector in general are often victims of these shocks. MENPC has therefore put together a recent plan, the National Contingency Plan for Education in Chad (PNCET) 2020-2024, to counter the negative effects on education of these shocks on schooling.
The proposed Project builds on the PNCET, as well as on the Multi-Year Resilience Programme (MYRP) 2020-2022 of Education Can’t Wait (ECW) which aims to build resilience of the education sector, with a special focus on refugees and internally displaced persons (IDP).
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42. In a context of frequent government turnover and institutional reorganization, the establishment of an efficient and appropriately staffed project coordination unit under the leadership of the Government can help ensure continuity during the project implementation. The proposed Project will be managed by the existing PARSET2’s PCU. This PIU has several years of experience overseeing the implementation of Bank-funded projects in Chad. The proposed institutional arrangements are expected to minimize turnover-related delays, maintaining the institutional memory of a project, and reducing transaction costs by serving as a focal point on project implementation guidelines and procedures.
43. The establishment of a robust M&E system should be prioritized in order to ensure the various outputs and outcomes achieved under Projects are systematically tracked and evaluated. Previous projects implemented in Chad have experienced challenges in the collection of data due to gaps in the EMIS system data. This has led to the need for complementary data collection efforts to fill these gaps. Establishing and maintaining a robust and agile M&E system will be prioritized under the proposed Project.
44. The Chad Education Sector Reform Support Project – Phase 2 (P132617, PARSET2) has helped equip upper secondary with virtual libraries or Documentary Resource Centers (DRC) and digitalized several textbooks. MENPC garnered a lot of experience through the digitalization of textbooks. Several school librarians, exclusively in N’Djaména, have been trained in the management of these DRCs. The MENPC will apply the lessons learned from this experience to help digitalize all school manuals and move one step further to create a platform and upload the digitalized content on the platform accessible online or by offline on a phone SD card.
III. IMPLEMENTATION ARRANGEMENTS
A. Institutional and Implementation Arrangements
44. The project will be implemented over an 18-month by MENPC with technical support from the PCU.
45. Steering Committee (SC). The MENPC has created by an arrêté12—the Scientific Committee for the Education Response to COVID-19 (CSRE)—to spearhead the response of the education system to the COVID-19 pandemic. The CSRE is headed by the Director General of the Ministry (DGM) who is the second-in-command of MENPC and is supported by three specialized technical committees (STC): (i) STC1 manages pedagogical activities; (ii) STC2 is in charge of communication activities ; and (iii) STC3 is tasked with the responsibility of ensuring schools are reopened safely. The CSRE will serve as the Project’s Steering Committee (SC).
46. Project Coordination Unit (PCU). The PARSET2’s PCU, housed within MENPC, will manage the proposed Project given its prior experience and good performance to date. This PCU currently manages both the PARSET2 and the Chad Skills Development for Youth Employability Project (P164297). The PIU will be responsible for daily project coordination, as well as the administration of the financing, procurement, FM, disbursement, monitoring, reporting and evaluation, and environmental and social safeguards. PARSET2 has
12 Arrêté No 100/PR/MENPC/SEENPC/DGM/DGTDBPC/2020 of April 3, 2020. Comité scientifique de réponse éducative au COIVD-19 (CSRE)
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a large and experienced team which consists of a qualified project coordinator, two procurement specialists, one FM specialist, one M&E specialist, two safeguards specialists (social and environmental), an internal auditor, and two accountants. A communication specialist will be hired to support the implementation of the social communication plan and the SEP; both of which require specialized experience given the local context.
47. Technical implementation of the proposed Project will be the responsibility of the three STCs and each concerned department within the MENPC. Each relevant MENPC director will nominate focal points who will work closely with the relevant STC. Each STC will be led by a President who will be designated as head of the component.
This task force will then work with the PCU coordinator and the M&E specialist to convene the appropriate government officials to finalize the work plan for each component. Detailed project implementation mechanisms will be provided in the Project Implementation Manual (PIM), which will be completed by effectiveness.
48. Because this is an emergency 18-month project there will be a progress review every six months bringing together all key stakeholders. More details on the project implementation arrangements can be found in Annex 1.
Table 3: The following entities will be involved in the implementation of the Project
Component/Sub-Component Lead Implementing Entity
Component 1: Ensuring learning continuity by expanding distance learning opportunities for all students Sub-component 1.1: Improving access to educational content through a multi-
modal distance learning system for all students in primary and secondary schools
STC1, DGTDBPC; DPST
Sub-component 1.2: Teacher training to prepare and deliver educational content through a multi-modal distance learning system
STC1, DGFE, DEIESAU,
Component 2: Preparing the safe reopening of schools
Sub-component 2.1: Media campaign and community sensitization for returning to school
STC2, DPEJ
Sub-component 2.2: Ensuring schools are safe for re-opening STC3, DANSS, DPPCS Sub-component 2.3: Provision of psychosocial support services to teachers,
students, and parents
STC3, STC2, DPEJ
Component 3: Building resilience and strengthening the emergency management capacity of the education sector
Sub-component 3.1: Building a resilient education sector STC2, Education Cluster Sub-component 3.2: Project monitoring and evaluation PARSET2
Note: The entity that is in bold and underlined is the lead entity and will convene the necessary coordination meetings with all other entities regarding project activities.
STC1: Specialized Technical Committee for the management of pedagogical activities.
STC2: Specialized Technical Committee the Communication STC2.
STC3: Specialized Technical Committee in charge of schools reopening process.
49. Coordination with the local group of education partners (GLPE). Chad’s GLPE is a very active forum of technical and financial partners of the education sector coordinated by the French Development Agency (AFD).
Several prominent agencies like UNICEF, UNESCO, the Swiss Cooperation, ECW, and the World Bank regularly participate in GLPE’s meeting which is led by the Director General of MENPC. The GLPE is an integral part of the design of this Project by providing comments on the drafts. The GLPE has participated in the design of MENPC’s action plan to counter the impact of COVID-19 which serves as a basis of this Project. The GLPE discusses issues in
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the education sector during their regular meetings and it is expected that this COVID-19 emergency response project will feature in GLPE’s meeting alongside issues of the education sector preparedness for emergencies.
GLPE members will be invited to participate in implementation support missions.
B. Results Monitoring and Evaluation Arrangements
50. The Monitoring and Evaluation will be under the main responsibility of the PCU. The implementation of the proposed Project’s will be systematically monitored through a series of monitoring and evaluation (M&E) activities. The objectives of the M&E activities will be to: (i) track progress and provide timely feedback to the Government and the Bank team on implementation status and deliverables; (ii) provide preliminary evidence on the effectiveness of the intervention; and (iii) capture initial lessons learned from the design and implementation to improve future emergency operations. The M&E indicators have been agreed with the LEG and project-specific indicators can be found in the Results Framework in Annex 1. To the extent possible, M&E activities will be done remotely. In the first three months of Project implementation, close monitoring will be done using call centers to field surveys to parents, students, teachers, school directors, and other relevant stakeholders. GEMS will also be used in undertaking M&E activities.
51. Project M&E will use the results framework to assess progress in the implementation of project activities and to measure the outcomes. In addition, M&E will be performed through: (i) regular monitoring of activities and related indicators; (ii) bi-annual implementation support missions; and (iii) a comprehensive evaluation of project’s outputs and outcomes at the end of project implementation.
52. Based on inputs provided by the relevant technical units within MENPC, the PCU will prepare reports on implementation progress under the different components of the proposed Project, and on progress towards targets established in the results framework. These reports will cover six-month periods throughout the life of the project and will be delivered to the World Bank within 30 days following the end of the period covered. PARSET’s M&E specialist will coordinate the project’s M&E activities in close collaboration with the CSRE.
53. For monitoring the results of the overall project, including the evaluation of the project’s impact on access to distance learning and adoption of barrier measures against COVID-19 in schools, a robust mechanism for data collection will be established. Most of the data for monitoring project outcomes will come from regular phone surveys supported under the proposed Project. The proposed Project will finance a beneficiary survey for its citizen engagement. These surveys will complement the Grievance Redress Mechanism (GRM) established under the proposed Project by asking beneficiaries to identify: (i) any current complaint they may have; and (ii) whether past complaints have been addressed to their satisfaction. Feedback garnered from these surveys will be used to inform ongoing project implementation. The survey will be repeated at least every six months and expected to be longitudinal. Survey analyses will be shared with the GLPE and all stakeholders.
C. Sustainability
54. The built capacity of remote learning solutions will be sustainable in the medium term and will continue to benefit student learning for years, although upgrades will eventually require continuous investments. The sustainability of the current project hinges on its selectivity by focusing on a reduced number of regions that represent the overwhelming number of confirmed COVID-19 cases and over 40 percent of the schools and schools.
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As this Project is focused on some regions its implementation will provide valuable lessons for the upcoming World Bank education project planned for 2021 as an additional financing to this Project that will (i) expand the geographical coverage by including all other regions; and (ii) improve on the effectiveness of the interventions by leveraging the lessons learned through this Project.
Figure 2:Geographic Distribution of COVID-19 Cases across Chad’s Region
IV. PROJECT APPRAISAL SUMMARY
A. Technical, Economic and Financial Analysis (if applicable)
55. Technical implementation of the proposed Project will be the responsibility of each concerned department within the MENPC. Each relevant MENPC director will nominate focal points who will be heads of components and sub-components and will work with the PCU coordinator and the M&E specialist to convene the appropriate government officials to finalize the work plan for each component. Detailed project implementation
