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Updated Project Information Document (PID)
Report No: AB123
Project Name
Region
Sector
Theme
Project
Borrower(s)
Implementing Agency(ies)
Environment Category
Date PID Prepared
Auth Appr/Negs Date
Bank Approval Date
BRAZIL-Bahia Education Project (APL) - Second Phase
Latin America and Caribbean Region
Primary education (80%); Secondary education (20%)
Education for all (P); Education for the knowledge economy (P)
P070827
GOVERNMENT OF THE STATE OF BAHIA
SECRETARY OF EDUCATION
Salvador, Bahia
Address: Avenida 5, 550, 3º andar - CAB
Contact Person: Ananci Bispo Paim
Tel: 71 370-1180
Fax: 71 371-5650
B (Partial Assessment)
Email: [email protected]
June 12, 2003
January 15, 2003
June 27, 2003
1. Country and Sector Background
Located in the Northeast, one of Brazil’s least developed regions, Bahia is home to an estimated four
million people living below the poverty line, more than any other Brazilian state. Enrollment rates at
both the primary and secondary levels in Bahia remain lower than the countrywide average, and only four
percent of the adult population in Bahia has completed secondary school, creating a serious lack of
human capital for the economic development of the state as a whole. The Government of Bahia is
committed to raising educational quality and outcomes within the new realities of Brazilian education
legislation and finance. The Government of Bahia developed an ambitious education program ("Educar
para Vencer") with the objective of providing all Bahians with access to quality basic education.
2. Objectives
The project is the second phase of the Bahia Education Adjustable Program Loan (APL), which seeks to
assist the Government of Bahia in its effort to improve the educational system and respond to the
demands and needs of the Bahian population. The program complements numerous Government actions
and focuses on improving fundamental and secondary school quality, increasing access to secondary
schools, and improving system management. The first phase of the 4.5-year (APL) was US$116 million
extended over 2.5 years, while the second phase is expected to disburse US$100 million over 3 years.
Most activities to be financed by the second phase are a natural continuation of those to be financed in
Project I. The development objectives of the Bahia Education Project are to: (a) improve fundamental
and secondary school outcomes, as measured by improvements in dropout and promotion rates and
student performance on standardized tests; and (b) increase access to secondary school, as measured by
an increase in secondary enrollments.
3. Rationale for Bank's Involvement
The Bank has had the opportunity of developing a well-informed and close familiarity with the key
education issues in Brazil. More importantly, over the last few years it has built up a fluent dialogue with
the leading education authorities and institutions of Brazil. The Bank has been able to play the role of
"honest broker" and "critical friend" in policy dialogue, and provide the continuity and informed
cooperation necessary to support the implementation of both development projects and policy reform.
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The Bank’s information base is particularly strong with regard to educational issues in the Northeast.
Bank-initiated studies and reports that have focused on the Northeast, and especially Bahia as an area of
great educational need. Bank education and poverty sector work have facilitated the identification of
poverty and regional imbalance issues, which have in turn contributed to the Bahia Education Program’s
strategic choices. Experience working with Bahia through federal projects such as Northeast Basic
Education III and FUNDESCOLA 1 has given the Bank a solid basis for project design.
Although World Bank-financed projects in Brazil differ from one another tremendously, all have
generated innovation. Lessons learned from these innovations have contributed to the policy dialogue
with Bahia, and the preparation of the proposed program. The Bank's ability to bring experience it
gathers from basic education projects in other countries in the region, particularly with regard to the
school development process, would also provide a tremendous benefit to the Borrower. The analysis and
inclusion of international reform experiences and best practice from such countries would further enrich
the development of the Bahia Education Program. The Bank has the ability to serve as a conduit to
current innovation and research results emerging from other national and state systems around the world.
4. Description
Through Project 1, the Government of Bahia: (a) provided minimum operation standards to schools in
poor municipalities; (b) designed and tested establishment of School Improvement Plans (PDE) in
primary schools, secondary schools, and regional offices; (c) initiated the provision of secondary school
places through reorganization of the system and some initial construction of classrooms and schools; and
(d) designed and implemented interventions to enhance system management (i.e. system-wide assessment
of students; selection, training, and certification of school leaders).
Through Project 2, the Government of Bahia will: (a) expand the implementation of PDEs in schools; (b)
expand the provision of secondary school places; and (c) consolidate the student assessment and
leadership certification systems initiated in Project 1. The following table summarizes the activities
completed under Project 1 and those to be implemented under Project 2.
Component 1: Improving School Quality. It seeks to improve school quality by providing inputs to
bring state and municipal primary schools closer to meeting minimum operational standards, and increase
school autonomy for state and municipal primary and secondary schools by means of the school
development process. Subcomponents: 1.1 Assuring minimum operational standards for schools; 1.2
Supporting the implementation of School Development Plans (PDE); 1.3 Financing School Improvement
Projects (PME); 1.4 Implementing Accelerated Classes; 1.5 Expanding Gestar; and, 1.6 Improving
Indigenous Education.
Component 2: Expanding Access. Its objective is to assist Bahia in meeting the growing demand for
secondary education. As overall demand for enrollments within Bahia begins to shift from primary to
secondary, an ever increasing number of poor students will gain access to secondary education. As the
wealthy in Brazil have always had access to secondary education, the increase in enrollment rates and
improvement in completion rates is increasing equity of opportunity. Subcomponent: 2.1 Planning and
providing additional school places.
Component 3: Strengthening Educational Management. Its objective is to provide increasingly
autonomous schools with the institutional environment they need to make timely, relevant and informed
decisions to improve student outcomes. This framework includes a more transparent qualification system
for school managers, a strengthening of regionally-based school support services, and centrally
administered evaluation system which informs political leaders, managers, teachers and parents
throughout the public system whether academic standards are being achieved. Institutional strengthening
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for project coordination and implementation are also included. Subcomponents: 3.1 Strengthening
Educational Assessment; 3.2 Institutional strengthening of Educational Management; 3.3 Financing
project management; and, 3.4 Project monitoring and impact evaluation
5. Financing
Source (Total ( US$m))
BORROWER ($40.00)
IBRD ($60.00)
Total Project Cost: $100.00
6. Implementation
The implementation arrangements that are in place for Phase 1 will continue into Phase 2. The Bahia
Education Program is expected to be implemented over a 5 year period, from April 2001 (Project 1
effectiveness) through July 2006 (Project 2 closing). Project 1 is expected to close in June 2003, while
Project 2 will likely become effective in July 2003.
The SEC Bahia is the principal executing agency for the program. SEC’s main responsibilities
include: (a) financial oversight of the program; (b) coordination with line departments, regional
offices and external agencies responsible for program activities; (c) coordination with municipal
governments participating in the program; and (d) overall monitoring and evaluation activities to
ensure program quality and effectiveness. Overall responsibility for program implementation
will continue to rest with COPE.
7. Sustainability
The Bahia Education Program is an integral part of a larger education investment plan designed by the
state government. Program objectives support government policies and are the product of the
consultation process. Political commitment to the Program at the state level, therefore, is high.
8. Lessons learned from past operations in the country/sector
Following the lessons learned from the design and implementation process of the Northeast Basic
Education Projects, prior Bank experience in Brazil, sector work, and other international experience, the
Bahia Education Program incorporates those aspects that were successful in achieving their intended
objectives, avoiding those aspects that, upon evaluation, were deemed incomplete or unattainable. More
specifically, the project reflects the following lessons: (i) School Autonomy; (ii) Minimum Operational
Standards; (iii) Accelerated Classes for grades 5-8; (iv) Night Schools; and, (v) Student assessment.
9. Environment Aspects (including any public consultation)
Issues : The second phase of the Program will include the construction of 104 classrooms,
which is not expected to cause significant negative environmental impacts. The methodology for
screening of small infrastructure projects to ensure proper siting and design, followed by proper
construction practices, operation and supervision will ensure compliance with OP 4.01. The construction
manual has taken into account chance find protocols to comply with OPN 11.03 and has been posted on
the website of the implementing agency. Residents near the schools will be consulted during the
screening and construction phases of the schools.
The project intents to build one school (with at least 6 classrooms) in the reservation area pertaining to
the Tupinambá de Olivença group. In addition the project will provide appropriate and specialized
teaching and learning materials for 38 indigenous schools. The project also plans to provide equipment
and furniture for 38 indigenous classrooms. A consultative process managed by the Secretary of
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Education together with local representatives was held in which the indigenous group expressed their
desire for official classroom and schools in their community.
10. List of factual technical documents:
1.
Exame Nacional do Ensino Médio: 1998. Instituto Nacional de Estudos e Pesquisas Educacionais
- INEP, Brasília, 1998.
2.
Avaliação de Concluintes do Ensino Médio: 1997. Instituto Nacional de Estudos e Pesquisas
Educacionais - INEP, Brasília, 1998.
3.
Ensino Médio e Educação Profissional no Estado da Bahia: Diagnostico Elementos Estratégicos:
Convénio entre a Secretaria de Educação do
Estado da Bahia e Instituto Miguel Calmon. Altiplanos
Planejamento Engenharia e Consultoria Ltda.
4.
Financiamento da educação básica: Um estudo de receitas e gastos das redes de ensino da Bahia:
1998. Universidade Federal da Bahia:
Faculdade de Educação/Programa de Pos-Graduaçao em
Educação, Centro de Estudos Interdisciplinares para o Setor Publico - ISP.
5.
Determinação de Custos Educacionais: Uma Analise Panorâmica do Estado da Arte: 1998.
Robert E. Verhine, Universidade Federal da Bahia.
6.
Diretrizes Curriculares Nacionais Para o Ensino Médio: 1998. Conselheira Guiomar Namo de
Mello: Ministério da Educação e do Desporto - Conselho Nacional de Educação.
7.
Redirecionamento do Ensino Médio e Profissional do Estado do Bahia -Diretrizes-: 1996-1998.
Governo do Estado da Bahia, Secretaria da
Educação - SEC, Departamento de Ensino - DEE.
8.
Projeto da Educação do Estado da Bahia Ensino Médio -Estudos Preliminares- Linha de Açao
1A: Açoes Preparatórias: 1: Julho 1998.
Secretaria da Educação - SEC, Superintendência
de Desenvolvimento Educacional - SUD, Departamento de Desenvolvimento Educacional DESEN.
9.
Projeto da Educação do Estado da Bahia Ensino Médio -Estudos Preliminares- Linha de Açao
1A: Açoes Preparatórias: 2, 2, IV, V: Julho 1998.
Secretaria da Educação - SEC, Superintendência
de Desenvolvimento Educacional - SUD, Departamento de Desenvolvimento Educacional DESEN.
10.
Projeto da Educação do Estado da Bahia Ensino Médio -Estudos Preliminares- Linha de Açao
1A: Açoes Preparatórias: VIII: Julho 1998.
Secretaria da Educação - SEC, Superintendência de
Desenvolvimento Educacional - SUD, Departamento de Desenvolvimento Educacional - DESEN.
11.
Projeto da Educação do Estado da Bahia Ensino Médio -Estudos Preliminares- Linha de Açao
1A: Açoes Preparatórias: VI: Julho 1998.
Secretaria da Educação - SEC, Superintendência
de Desenvolvimento Educacional - SUD, Departamento de Desenvolvimento Educacional DESEN.
12.
Projeto da Educação do Estado da Bahia Ensino Médio -Estudos Preliminares- Linha de Açao
1B: Açoes Preparatórias: XIII e XIV: Julho 1998.
Secretaria da Educação - SEC, Superintendência
de Desenvolvimento Educacional - SUD, Departamento de Desenvolvimento Educacional DESEN.
13.
Projeto da Educação do Estado da Bahia Ensino Médio -Estudos Preliminares- Linha de Açao 2:
Açoes Preparatórias: IV: Julho 1998.
Secretaria da Educação - SEC, Superintendência de
Desenvolvimento Educacional - SUD, Departamento de Desenvolvimento Educacional - DESEN.
14.
Projeto da Educação do Estado da Bahia Ensino Médio -Estudo- Linha de Açao: Componente 1:
Setembro 1998. Secretaria da Educação SEC, Superintendência de Desenvolvimento
Educacional - SUD, Departamento de Desenvolvimento Educacional - DESEN.
15.
Brazil: A Call to Action: Combating School failure in the Northeast of Brazil: 1997. Ministry of
Education/Northeast Basic Education Project - The World Bank - UNICEF.
16.
Plano Nacional de Educação Brasília, 1998.
17.
Evolução da Educação Básica no Brasil: 1991-1997. Instituto Nacional de Estudos e Pesquisas
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Educacionais - INEP, Brasília, 1997.
18.
Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do
Magistério: guia para sua operacionalização. Ministério da Educação e do Desporto –MEC, Fundo
Nacional de Desenvolvimento da Educação FNDE, São Paulo 1997.
19.
Carta Lei Darcy Ribeiro no. 9.394, de 1996: emendas à constituição nos. 11 e 14, de 1996 e Lei
9.424, de 1996, Diretrizes e Bases da Educação Nacional. Gabinete do Senador Darcy Ribeiro, Brasília,
1997.
20.
Sistemática de Financiamento do Ensino Fundamental. Fundo Nacional de Desenvolvimento da
Educação, FNDE, Ministério da Educação e do Desporto -MEC, Brasília, 1997.
21.
Dinheiro na Escola: procedimentos operacionais. Ministério da Educação e do Desporto – MEC,
Brasília. 1997.
22.
Manual de Orientação para Constituição de Unidades Executoras. MEC - Secretaria de Educação
Fundamental, Brasília, 1997.
23.
Sistema Nacional de Avaliação da Educação Básica, SAEB/95: resultados estaduais. Instituto
Nacional de Estudos e Pesquisas Educacionais - INEP, Brasília, 1997.
24.
Ditos sobre a Evasão Escolar: estudos de casos no estado da Bahia. Paulo Roberto Holanda
Gurgel. Ministério da Educação e do Desporto - MEC, Projeto de Educação Básica para o Nordeste,
Brasília, 1997.
25.
Educação, Escola e Comunidade: estudo piloto no estado da Bahia. Adélia Luíza Portela and Eni
Santana Barretto Bastos. Ministério da
Educação e do Desporto - MEC, Projeto de Educação
Básica para o Nordeste, Brasília, 1997.
26.
Chamada à Ação: combatendo o fracasso escolar no Nordeste. Projeto Nordeste, Banco Mundial,
UNICEF, Brasília 1997.
27.
Lições e Práticas 1-13. Varias Autores, Projeto Nordeste, Banco Mundial, UNICEF, Brasília
1997.
28.
Guia de Consulta, Programa de Apoio aos Secretários Municipais de Educação (PRASEM).
Projeto Nordeste, Banco Mundial, UNICEF,
Brasília 1997.
29.
Lessons from New American Schools’ Scale-Up Phase, Susan R. Bodilly, Rand Corporation,
1998.
30.
Design-Based Assistance as a Cornerstone of a School Improvement Strategy, Thomas K.
Glennan, Jr., New American Schools. 1997.
31.
How to Create Incentives for Design-Based Schools, Paul T. Hill, New American Schools, 1997.
32.
How to Engage Educators, Parents, and the Community in Design-Based School Change, NAS,
1997.
33.
Blueprints for School Success: A Guide to New American Schools Designs, Educational
Research Service, 1998.
34.
Creating World Class Schools: A Progress Report on the Memphis City Schools, Memphis City
Schools, 1997.
35.
Indigenous Education Development Plan. Bahia State Secretariat of Education, 2002.
11. Contact Point:
Task Manager
Alberto Rodriguez
The World Bank
1818 H Street, NW
Washington D.C. 20433
Telephone: (202) 458 7821
Fax: (202) 522 1201
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12. For information on other project related documents contact:
The InfoShop
The World Bank
1818 H Street, NW
Washington, D.C. 20433
Telephone: (202) 458-5454
Fax:
(202) 522-1500
Web: http:// www.worldbank.org/infoshop
Note: This is information on an evolving project. Certain components may not be necessarily
included in the final project.
Cleared with: Maria Madalena dos Santos, Sector Leader, LCSHD; Joachim von Amsberg, Acting
Director, LCC5C