According to the Bank’s website, the development objective of the Secondary Education Equity and Quality Improvement Program for Kenya is to improve equitable access to quality secondary education and strengthen systems. The project comprises of following result areas (RA): RA 1: expand equitable access to quality secondary education; RA 2: improve teaching quality in junior school; and RA 3: strengthen systems for equitable service delivery in secondary education.

Based on the proposed interventions, the Program’s environmental and social (E&S) risk rating is assessed as Moderate.

The potential negative environmental effects relate to; (i) safety incidents involving workers or the surrounding community in contact with construction sites or activities; (ii) environmental pollution from inadequate management of emissions, discharges, and waste management at construction sites; (iii) loss of biodiversity in clearance of sites such as the expansion of Low-Cost Boarding Schools (LCBS)/Peace Schools; (iv) inefficient use of resources; (v) generation, handling, and disposal of e-wastes from the adoption of Information and Communication Technology (ICT) tools, including livestreaming equipment, projectors, and computers, may result in electronic waste generation; and (vi) with the transitioning to a CKA for the SMP, if non-renewable energy sources are used there could be increased greenhouse gas emissions.

Social risks and impacts associated with the PforR activities are anticipated to be Moderate. The potential negative social effects relate to: (i) exclusion of vulnerable and underserved learners in a context of limited resources; (ii) selection bias and elite capture of Program resources and benefits; (iii) upsetting of local community dynamics, and social cohesion where Program interventions such as the CKA may lead to the displacement of local food vendors who traditionally supplied meals to schools impacting their livelihoods; (iv) exclusion of learners with disabilities where learning systems and infrastructure does not accommodate their differentiated needs; (v) developing and variable capacity of the Government to manage E&S risks; (vi) Sexual Exploitation and Abuse and Sexual Harassment (SEA-SH) arising from sector vulnerabilities and the need to protect learners; and (vii) The reliance on Information and Communication Technology (ICT) tools for teacher professional development and lesson livestreaming initiatives may exacerbate the digital divide among teachers and students.

A proposed credit in the amount of EUR 180.6 million (US$ 200 million equivalent) and a proposed grant in the amount of SDR 37.2 million (US$ 50 million equivalent).

Borrower/Recipient: US$ 368 million

World Bank

Ruth Karimi Charo
Senior Education Specialist

Borrower/Client/Recipient

Republic of Kenya
Dr. Chris Kiptoo
Principal Secretary, National Treasury
pstreasury01@gmail.com

Implementing Agencies

Ministry of Education (MoE)
Dr. Belio Kipsang
Principal Secretary, State Department for Basic Education
ps@education.go.ke

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ACCOUNTABILITY MECHANISM OF THE WORLD BANK

The World Bank Inspection Panel is the independent complaint mechanism and fact-finding body for people who believe they are likely to be, or have been, adversely affected by a World Bank-financed project. If you submit a complaint to the Inspection Panel, they may investigate to assess whether the World Bank is following its own policies and procedures for preventing harm to people or the environment. You can contact the Inspection Panel or submit a complaint by emailing ipanel@worldbank.org. Information on how to file a complaint and a complaint request form are available at: https://www.inspectionpanel.org/how-to-file-complaint