How to the AP school education department.

Department of School Education, Government of Andhra Pradesh

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I. Introduction

  1. Andhra Pradesh’s public-school education system serves 3.9 million children (49.5 percent of
    overall enrolment). There are about 44,500 schools and around 190,000 teachers. The
    elementary and secondary Gross Enrolment Ratios (GER) are 86 and 82 percent respectively.
    Primary to upper primary and upper primary to secondary transition rates are 97 and 96
    percent respectively. Girls, SC and ST students account for 70 percent of students enrolled in
    public schools. Despite high primary and secondary enrolment rates, learning poverty remains
    a challenge for Andhra Pradesh. Low enrolment, poor facilities and limited focus on
    foundational learning (Kindergarten to Grade 2; Age 3 to 8) are some of the key challenges to
    service delivery. Other challenges include lack of teacher educators and limited teacher
    capacity, lack of a state-level Education Management Information System (EMIS) and limited
    capacity building support for decentralized education functionaries and school leaders has
    restricted their focus to administrative responsibilities. The COVID-19 pandemic has created
    additional stress and disruptions to the state’s school education system. The government has
    provided remote learning materials due to the COVID-19 pandemic and plans to deploy
    additional resources ahead of the new school year.
  2. The prevailing learning poverty has been made worse by the COVID-19 pandemic. In
    response to the pandemic, the state has initiated multiple channels for home-based
    learning. However, the utility of these channels is limited by the depth and quality of
    content, and the lack of parental guidance. To address the learning losses due to school
    closures caused by the pandemic, AP is leveraging television and radio broadcasts, physical
    learning kits, and online lessons. Through door-to-door visits, teachers have been counseling
    students and parents to reduce their anxiety regarding the perceived impact on their child’s
    academic progress. AP has the lowest literacy rates in India, which affects parents’ ability to
    support their children’s remote learning. Given the context, on November 2, 2020, AP became
    one of the first states to initiate the process of gradually reopening its schools. However, safe
    re-opening of schools; with functional drinking water facilities, toilets, and handwashing
    remains a challenge. Going forward, the focus needs to be on strengthening the quality of
    content being disseminated through the various channels for home-based learning. Prior to
    the COVID-19 pandemic the state had initiated a program of providing students with remedial
    workbooks based on analysis of state level student assessment data. During the unforseen
    and prolonged school closure caused by the pandemic, these workbooks were distributed to
    students to facilitate home based learning.
  3. Good educational outcomes for girls are only a step in the direction of their economic
    empowerment. Andhra Pradesh is close to achieving gender parity in enrolment and
    transition rates for elementary and secondary grades. At elementary level, the state level
    GER is 86.5 percent for boys and 85.2 percent for girl students. Similarly, at the secondary
    level, the GER is 75.7 percent for boys and 77.0 percent for girls. However, girls transition
    towards technical/STEM related job roles remains a gap, mirroring national trends. Further,
    drop-outs and instances of early marriages amongst adolescent girls persist in select districts
    of the state. One-third of young women ten to get married before the legal minimum age of
  4. In the last decade, the state has made significant progress in reducing instances of genderbased violence. However, among women age 15-49, 44 percent have experienced physical
    violence and 6 percent have experienced sexual violence. Schools can emerge as important
    institutions for addressing the gender norms and sociology-cultural practices responsible for these
    negative statistics. Subtle pedagogical shifts by teachers and prioritization of safety of girls by
    the Parent Committees (PCs) managing the schools could be substantive steps in this
    direction.

    II. Objectives and Re

II. Objectives and Result Areas of the Proposed Operation
The SALT Program has a P for R component will be complemented by an I P F component that
will focus on facilitating the provision of capacity-building support to the state’s nodal
educational institutions. This will be managed through the need-based engagement of
technical experts. The support provided by these experts will help in designing teacher
professional development materials and guidebooks, resource materials for remedial
education of academically weak students, and the development of student learning
assessments. In all cases the materials and resources developed would be required to align
with national guidelines, legislation, and curriculum and learning competency frameworks;
including aspects related to inclusive education for C w S N. The I P F component will also support
the contracting of a software development firm for creating the state’s E M I S, the engagement
of a Program Management Consultant (P M C), and for hiring an IVA.
The tentative budget allocation for the I P F component of the SALT Program is 20 million U S D.
The following are the Result Areas under the P for R component:

  1. Results Area 1 (RA-1) – Strengthened Foundational Learning: To enhance the quality of
    foundational learning being offered to more than 1.5 million three to eight-year-old children
    enrolled in Anganwadis and government-managed schools, the GoAP has adopted the
    strategies proposed under the NEP 2020. The DoSE and the DoWCSSC have established a
    strategic convergence under which, for ECE the SCERT is supporting the DoWCSSC on aspects
    related to curriculum, teacher training, TLM development, and workbooks for children. The
    SALT program will operationalize this convergent model of operation and seek to establish a
    pedagogical continuum between the ECE offered by Anganwadis and the early grade
    education offered in primary schools. It will break the current curriculum-based model of
    teaching-learning and facilitate a shift towards a play-based, developmentally appropriate
    pedagogy aligned with the recommendations of the NEP. The program will do this by
    supporting the development and provision of a short-term training course to the Anganwadi
    workers managing the network of more than 55,000 Anganwadis, and teachers teaching the
    early grades in roughly 38,000 schools. It will also provide standardized TLM across these
    institutions.
  2. Results Area 2 (RA-2) – Improved Quality of Teaching-Learning Interactions: The state has
    introduced curriculum reforms in support of a new competency-based teaching-learning
    approach. To operationalize this transition, SALT will focus on the provision of blended teacher
    professional development opportunities (on-site teacher training, on-site and remote
    individual coaching, and an online repository of materials) to about 190,000 teachers. Given
    the general absence of teacher training materials and guidebooks, the program will leverage
    open-source materials developed by not for profit organizations. It will also leverage open
    market competition to source the same. In doing so, the operation will help stimulate the
    market for teacher training materials and guidebooks by incentivizing non-state actors to
    either create or share existing training content based on needs specified by the teachers. This
    will be achieved through a competitive ‘Teacher Training Content Challenge Fund’ where
    teachers will evaluate submissions to select content based on its quality. Following the
    principles of a ‘Challenge Fund,’ an amount will be specified for each topic, standard guidelines
    will be developed and specified for the content to be sourced, non-state actors will then be
    mobilized to submit their content, and content will be competitively selected based on
    feedback from teachers and teacher educators.
  3. Results Area 3 (RA-3) – Strengthened Institutional Capacity for Service
    Delivery: The realization of the change envisioned under the program, will be facilitated by
    decentralized education functionaries, school leaders, and nodal state and district level
    educational institutions. SALT will provide school leaders and education functionaries with
    access to relevant opportunities for professional development to improve their
    competency in key leadership skills. Gender equity and inclusion will be accorded
    priority. They will be provided with training on Disaster Risk Management (DRM) to improve
    school level readiness to face climate-induced disasters and public health emergencies.

III. Purpose of the Stakeholder Engagement Plan (SEP)
The overall objective of this Stakeholder Engagement Plan is to define a strategy for stakeholder
engagement, including public information disclosure and consultation, throughout the preparation
and implementation of the proposed project. However, the recommendations of the SEP and the
Grievance Readdress Mechanism will be applicable only to investments supported under the IPF
component of the SALT Program. The SEP outlines ways to identify potential different stakeholders,
to develop an approach for reaching each of the sub-groups, to create a mechanism by which Project
Affected Parties (Paps) and Other Interested Parties (O I P s) can raise concerns, provide feedback, or
make complaints, and to minimize and mitigate environmental and social risks related to the proposed
project.
Overall, the Stakeholder Engagement Plan for the I P F component of the “SUPPORTING ANDHRA’S
LEARNING TRANSFORMATION (SALT) Program” serves the following purposes:

  1. stakeholder identification and analysis;
  2. planning of engagement modalities, effective communication tools for consultations and
    disclosure;
  3. enabling platforms for influencing decisions;
  4. defining role and responsibilities of different actors in implementing the plan; and
  5. Grievance Redress Mechanism (GRM)
    IV. Scope and Structure of the Stakeholder Engagement Plan
    The scope of the SEP shall be as outlined in the World Bank’s Environmental and Social Framework
    (ESF), particularly, Environment and Social Standard (ESS)10. The engagement will be planned as an
    integral part of the project’s environmental and social assessment and project design and
    implementation. This document serves as am introduction and provides information on project
    background, proposed components, purpose of SEP and its scope and structure. It also lists the
    regulatory framework of the education sector in India which provides legitimacy to the SEP.
    Stakeholder Identification, Mapping and Analysis, Impact assessment has also been elaborated in the
    document. GRM and Monitoring, documentation and reporting are also included in the document.

V. The World Bank’s Environmental and Social Standard on Stakeholder Engagement
The World Bank’s Environmental and Social Framework (ESF) came into effect on October 1, 2018 and
is applicable to all World Bank-financed operations in India in line with the financial agreement
between the World Bank and Government of India. The ESF includes Environmental and Social
Standard (ESS) 10, “Stakeholder Engagement and Information Disclosure”, which recognizes “the
importance of open and transparent engagement between the Borrower and project stakeholders as
an essential element of good international practice”.
ESS10 emphasizes that effective stakeholder engagement can significantly improve the environmental
and social sustainability of projects, enhance project acceptance, and make a significant contribution
to successful project design and implementation. ESS10 applies to all
projects supported by the Bank through Investment Project Financing. The Borrower will engage with
stakeholders as an integral part of the project’s environmental and social assessment and project
design and implementation. According to the World Bank’s ESF (June 2018), the requirements set out
by ESS10 are the following:

  1. Borrowers will engage with stakeholders throughout the project life cycle, commencing such
    engagement as early as possible in the project development process and in a timeframe that
    enables meaningful consultations with stakeholders on project design. The nature, scope and
    frequency of stakeholder engagement will be proportionate to the nature and scale of the
    project and its potential risks and impacts.
  2. Borrowers will engage in meaningful consultations with all stakeholders. Borrowers will
    provide stakeholders with timely, relevant, understandable, and accessible information, and
    consult with them in a culturally appropriate manner, which is free of manipulation,
    interference, coercion, discrimination, and intimidation.
  3. The process of stakeholder engagement will involve the following, as set out in further detail
    in the ESS: (i) stakeholder identification and analysis; (ii) planning how the engagement with
    stakeholders will take place; (iii) disclosure of information; (iv) consultation with stakeholders;
    (v) addressing and responding to grievances; and (vi) reporting to stakeholders.
  4. The Borrower will maintain and disclose as part of the environmental and social assessment,
    a documented record of stakeholder engagement, including a description of the stakeholders
    consulted, a summary of the feedback received and a brief explanation of how the feedback
    was taken into account, or the reasons why it was not.
    A Stakeholder Engagement Plan proportionate to the nature and scale of the project and its potential
    risks and impacts need to be developed by the Borrower. It must be disclosed as early as possible, and
    before project appraisal, and the Borrower needs to seek the views of stakeholders on the SEP,
    including on the identification of stakeholders and the proposals for future engagement. If significant
    changes are made to the SEP, the Borrower must disclose the updated SEP (World Bank, 2017: 99).
    Disclosure of Information
    ESS10 provides for open and transparent stakeholder engagement as an essential component in
    strengthening the environmental and social sustainability of the project. Stakeholder engagement
    must be a continuous and socially inclusive process conducted throughout the project life cycle.

The final draft of the SEP will be disclosed on the project website and shared with various
administrative officials of the Department of School Education (DoSE), Government of Andhra
Pradesh, School Principals/Headmasters of vocational training institutes, parents, trainees as well as
with faculty members. The documents will be disclosed in English and will be publicly accessible
throughout the project implementation period.
All updated versions will also be re-posted on the project portal. Additionally, disclosure of SEP, Labor
Management Procedures (LMP) and Environmental and Social Commitment Plan (ESCP) will be aligned
with the requirements set forth in the World Bank ESF policy. As such, the disclosure of the draft ESMF
report and its associated outputs (LMP, SEP and ESCP) is a mandatory condition to begin appraisal.
Annual audit reports and project financial statements will be disclosed by the Project Management
Unit/E&S Cell on the website of the Department of School Education (DoSE) website, Government of
Andhra Pradesh.

VI. Summary of Stakeholder Engagement Activities
Key Stakeholder Meetings and Consultations during Project Preparation
The project preparation has been engaging with various project stakeholders since the
concept stage of the project. The following types of stakeholder engagement activities have
taken place to date:

  1. Meetings/Focus Group Discussions (FGDs) with potential beneficiaries as a part of virtual
    consultations
  2. in-depth interviews, and semi-structured focus group discussions with about 25 officials
    across constituent agencies and integrated tribal agency (ITDA) blocks
  3. One district-level consultations with various stakeholders, including district/sub-district
    education officials, Kasturba Gandhi Balika Vidyalaya (KGBV) special officers, Principals of
    secondary schools and block resource persons.
    The DoSE incollaboration with the World Bank team conducted consultative meetings with various
    staff/officials, Samagra Shiksha officials, SIEMAT officials, SCERT officials and experts in the field of
    foundational learning and school education. Details about the consultations held with stakeholders of
    the program are presented below. The objective of the meeting was to discuss the key issues and
    concerns faced in the school education system in Andhra Pradesh.
    For the preparation of SEP and other ESF instruments, consultations were carried out virtually (on
    account of COVID related restrictions and access issues) between November to March 2021.

During the project identification and preparation stage, a state-level consultation took place with
various officials from DoSE and associated agencies and CSOs/NGOs. The topics/key points discussed
in these meetings are listed in table below:

Key issues/findings from the Consultations with Key Stakeholders
The DoSE and the SIS for Samgra Shiksha provide the institutional mechanism for school education
program implementation along with detailed roles and responsibilities for district-level officials (DEOs,
SDEOs) and sub-district level officials (BRPs, CRCCs, CRPs).
Through the Nadu Nedu Scheme, Parent Committees are regularly involved in the planning,
management, and monitoring of civil works across the state. The DoSE regularly follows the process
of social audits to create transparency, participation, and accountability of the program
implementation at the school level.
The DoSE also has a clear focus on social inclusion and the differentiated needs of students from
Scheduled Castes (SC), Scheduled Tribes (ST), children with special needs (CWSN).
To enable ease in learning, the department has made textbooks available in their mother tongue to
students from tribal communities. The DoSE through Divyang Bhavans (centers for disabled students)
attempts to provide the educational opportunity in an inclusive environment free from discrimination.
From a policy perspective, the Right to Education (RTE) Act, 2009 further addresses gender and social
equity within a framework that is holistic and systemic. Additionally, the DoSE has a special focus to
improve enrolment, transition, completion rates, and learning outcomes for the 66 tribal/ITDA blocks
in the state.

Key Recommendations/Suggestions from the Consultations
• Targeted approaches/road-map required improve learning outcomes in Integrated Tribal
Development Blocks (I T D A)/aspiration districts.
• Two-way information flows and feedback/grievance mechanisms to address queries,
suggesting and complaints from direct beneficiaries – parents, students, teachers and
Principals
• Very few officials have heard of ‘Environmental Management Framework for Secondary
Schools’ referred to in the Seagram Shiksha Framework. They are not aware of the contents
and it is not in use for Nadu Ned u. At the district or school level, there is no awareness of the
EMF for R M S A.
• There is no guidance on e-waste or management of other wastes as part of the project.
• Currently, there is no focal point at the state level or implementation agency levels on
Environmental Health and Safety (E H S) aspects.

• At the community level, the PCs play a key role in monitoring, including monitoring of civil
works. There are opportunities for better environmental outcomes on a whole by integrating
good practices, guidance and systematic monitoring, also aligning with NEP.
VII. Stakeholder Identification and Analysis
Stakeholder Mapping and Analysis
ESS10 recognizes two broad categories of stakeholders: “Project-affected parties” (PAP) and “Other
Interested parties” (OIP). The latter includes “those likely to be affected by the project because of
actual impacts or potential risks to their physical environment, health, security, cultural practices,
well- being, or livelihoods. These stakeholders may include individuals or groups, including local
communities”. They are the individuals or households most likely to observe changes from
environmental and social impacts of the project.
Project Affected Parties (PAP): persons, groups and other entities within the project area that are
directly influenced (actually or potentially) by the project and/or have been identified as most
susceptible to risk/change because of the project, and who need to be closely engaged in identifying
impacts and their significance, as well as in decision-making on mitigation and management measures.
PAP include Vulnerable Groups: persons who may be disproportionately impacted or further
disadvantaged by the project(s) as compared with any other groups due to their vulnerable status,
and that may require special engagement efforts to ensure their equal representation in the
consultation and decision-making process associated with the project(s).
Other Interested Parties (OIP): individuals/groups/entities that may not experience direct impacts
from the Project but who consider or perceive their interests as being affected by the project and/or
who could affect the project and the process of its implementation in some way.
Engagement with all identified stakeholders will help ensure a deep-rooted understanding of issues
and challenges leading to an evidence-based intervention as well as ensure participation and
ownership from the stakeholders toward the successful implementation of the project. Additionally,
it will enable the project to draw on their pre-existing expertise, networks and agendas as well as help
clear trust deficits between stakeholders and with intervening organizations. It will also facilitate both
the community’s and institutional endorsement of the project by various parties. Access to the local
knowledge and experience also becomes possible through the active involvement of stakeholders.
VIII. Potential Roles, Interest, and Influence of Key Stakeholders
The project will directly benefit the following stakeholders:
The primary project beneficiaries of the project include the following:
a) State Council of Education Research and Training (SCERT), State Institute of Education
Management and Training (SIEMAT), and State Assessment Cell (SAC); Technical consultancies
b) Children aged 3-16 years, including those from vulnerable communities, enrolled in public
schools.
c) Adolescent girls (10-16 years) enrolled in KGBV schools
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d) Children with Special needs (CwSN) who wil

d) Children with Special needs (CwSN) who will benefit through overall upgradation of CwSN
resource centers, also focusing on i-BaLA
e) The Department of School Education will benefit from the Program’s focus on foundational
learning, improving teacher training across the state and upgradation of schools through the
Nadu Nedu Scheme.
f) Schools in rural areas and aspirational districts of the state will benefit from pre-preparatory
modules for SC/ST students offered in schools.
g) District and sub-district level officials through provision of trainings and capacity building
initiatives.
h) Parent Committee members through enhanced monitoring and reporting mechanisms via the
social audit tools.
i) Consultancies and contracted workers for quality assessments related to early-childhood
education, teacher training and technical assessments hired through the IPF component.

IX. Stakeholder Engagement Program
During the project implementation, the team will continue involving key community members in the
finalization of the proposed activities by organizing community meetings and consultative workshops.
Furthermore, the project will have a dedicated GRM to ensure the availability of an institutionalized
platform for grievance expression and redressal measures. Information about contact details will be
displayed at all Block and Cluster offices.
Stakeholders will be engaged in the implementation of activities throughout the project, building on
the mechanisms already in place to engage students, parents, and community members. The following
section broadly illustrates the activities associated with stakeholder engagement.

X. Stakeholder Engagement and Communication Strategy
Public and Community Meetings
Building upon the strong traditional institutions and governance systems, the project will develop
effective communication channels and pathways to engage with direct project beneficiaries and other
affected parties consistently.
Mass/Social Media Communication
The prevailing learning poverty has been made worse by the COVID-19 pandemic. In response to the
pandemic, the state has initiated multiple channels for home-based learning. However, the utility of
these channels is limited by the depth and quality of content, and the lack of parental guidance. To
address the learning losses due to school closures caused by the pandemic, AP is leveraging television
and radio broadcasts, physical learning kits, and online lessons. Through door-to-door visits, teachers
have been counselling students and parents to reduce their anxiety regarding the perceived impact
on their child’s academic progress. AP has the lowest literacy rates in India, which affects parents’
ability to support their children’s remote learning. Given the context, on November 2, 2020, AP
became one of the first states to initiate the process of gradually reopening its schools. However, safe
re-opening of schools; with functional drinking water facilities, toilets, and handwashing remains a
challenge. Going forward, the focus needs to be on strengthening the quality of content being
disseminated through the various channels for home-based learning.
In such a context, there needs to be targeted outreach efforts with students, parents and sector
experts to showcase skills development as a viable and prosperous career trajectory. The grant will
support:
• Develop awareness campaigns linked to career counselling, conduct regular information
sessions with parents, students and industry, and create ideas competitions to surface
innovative ideas and spark creative, entrepreneurial thinking.
• Outreach will include special gender sensitization sessions for parents and children to expose
them to potential avenues of employment with flexible work models. These programs can be
supplemented with career guidance activities with industry professionals, such as talks,
seminars and workplace visits.
Students and Parents’ Satisfaction Survey
The Do-SE will undertake periodic satisfaction surveys on a sample basis to understand the issues faced
by students, especially vulnerable groups, and adolescents, etc. These surveys will help inform the
project interventions as well as the stakeholder engagement strategy of the project. Surveys will be
administered digitally keeping the identities of respondents anonymous.
Communication Materials
Relevant and important information will be disclosed to the public via a variety of communication
materials through print (brochures, leaflets) and digital (audio and visual) mediums, in addition to in-person meetings and round-tables, keeping in mind the physical and technological accessibility of all
groups identified. A one-way update channel through Whats-app can be leveraged for large-scale
information dissemination.

The spectrum of information covered through these mediums may include:
• Scope of the project and contact details of relevant authorities
• Overall project and district-wise factsheets with activities, timing, progress/milestones, and
employment opportunities
• Process of GRM and Feedback Mechanism
• Environment Health and Safety (EHS) guidelines mandated by the World Bank
• Announcement of venue and timings for round tables, discussion forums and trainings, along
with contact numbers of district-level facilitators
• Awareness campaigns and individual brochures on sensitization towards vulnerable
population.
• Best practices and lessons learnt etc.
Project information for Local Representatives
Local representatives will receive regular and timely information through official letters and emails,
offline and online consultations with State, PMU and PMC representatives, in addition to the project
website and social media platforms.
Information Desks
Information Desks can be established in select vocational centres, particularly in rural/aspirational
districts to provide community members with information on stakeholder engagement activities,
Grievance Addressal Mechanism and associated form(s), construction updates, contact details of the
PMU and World Bank representatives.
Information Disclosure
The final draft of the SEP will be disclosed on DoSE’s website. The SEP will be disclosed in all
appropriate languages and will be publicly accessible throughout them project implementation
period. All updated versions will also be re-posted on the project portal. The following website link
will be used for disclosure of the SEP: website: https://schooledu.ap.gov.in
All future project related environmental and social monitoring reports and progress updates will be
disclosed on the project webpage. Further, an easy-to understand guide to the terminology used in
the environmental and social reports or documents can also be provided on the website. The website
must also have details about the GRM and electronic grievance submission form and any other
feedback mechanism adopted by DoSE, SIS, APWEIDC or other facilitating agencies.
The GRM will be notified to the public and stakeholders within the first, six months of project
implementation. The project website will be posting the status of the GRM status periodically on the
website of the project.
The project will use various methods of engagement that will be used by the implementing agencies
as part of their continuous interaction with the stakeholders. The method of engagement will be
constantly reviewed for its appropriateness, outreach, and impact, as well as inclusivity.
Resources and Institutional Arrangements for Stakeholder Engagement
The resource allocation and institutional arrangements for Stakeholder Engagement will be integrated
under Result Area 1 and the IPF component of the SALT Program. The Social Nodal Officer will be

responsible for continuous stakeholder engagement for the IPF component. The estimated budget
allocation for this activity would be 100K USD.

• Stakeholder engagement and communication: The Program will support development and rollout of a communication strategy to prioritize information dissemination required to mobilize
the community to enroll children in the one-year preparatory grade, and the behavior change
and community participation required to ensure that they remain in school. This will also
include targeted training’s for PCs on school management and safety aspects in select blocks.
Do-SE, Go-AP will be the lead agency to facilitate stakeholder engagement under the SALT
Program.
• T SALT Program will support training’s and sensitization of technical consultants to familiarize them
with the sociology-economic context of AP. The GRM being established under the SALT Program will
also be applicable to direct project workers and contracted workers included under the IPF
component.
XI. Grievance Redress Process
Beneficiary Feedback and Grievance Redress
In order to receive and facilitate the resolution of affected peoples’ concerns, complaints, and
grievances about the project’s social and environmental management and performance, a GRM is
proposed for the project.
The purpose of the GRM is to record and address any complaints that may arise during the
implementation phase of the project and/or any future operational issues that have the potential to
be designed out during implementation phase. The GRM is designed to address concerns and
complaints promptly and transparently with no impacts (cost, discrimination) for any reports made by
PAPs and the affected parties. The GRM works within the existing legal and cultural frameworks,
providing an additional opportunity to resolve grievances at the local and project level.

The Project GRM
During the initial stages of the project, the affected persons will be given copies of grievance
procedures as a guide on how to handle the grievances. The project will establish a GRM which would
function at three levels to receive, evaluate, and facilitate the resolution of concerns, complaints and
grievances of the people affected by the project. The first level of redress will be at the block level
followed by district and state level. SDEOs and DE-Os will play a crucial role in managing the redress
system. The third level will be at the state. The PD, Do-SE will be the overall in charge of the redress
mechanism. In this mechanism, beneficiaries and citizens can turn to register any grievances on all
issues related to the SALT project. The GRM for the overall SALT project will also be applicable to the
IPF component. Grievances related to the IPF component will be tagged separately at receipt.

Monitoring and Reporting
M&E of the stakeholder process is considered vital to ensure that Do-SE is able to respond to identified
issues and alter the schedule and nature of engagement activities to make them more effective.
Adherence to the following characteristics/commitments/activities will assist in achieving successful
engagement:
• Sufficient resources to undertake the engagement
• Inclusive (inclusion of key groups) of interactions with stakeholder
• Promotion of stakeholder involvement
• Sense of trust in D S E shown by all stakeholders
• Clearly defined approaches
• Transparency in all activities
Monitoring of the stakeholder engagement process allows the efficacy of the process to be evaluated.
Specifically, by identifying key performance indicators that reflect the objectives of the SEP and the
specific actions and timings, it is possible to both monitor and evaluate the process undertaken. Two
distinct but related monitoring activities in terms of timing will be implemented:
• During the engagement activities: short-term monitoring to allow for adjustments/
improvements to be made during engagement
• Following completion of all engagement activities: review of outputs at the end of
engagement to evaluate the effectiveness of the SEP as implemented.
Review of Engagement Activities in the Field
During engagement with stakeholders, PMC’s engagement team (Environmental and Social Experts,
M&E Specialist) will assess the activities using a feedback evaluation form or asking questions to
participants, depending on the stakeholder group, to ensure that messages are being conveyed
clearly. The engagement team will conduct debriefing sessions while in the field. This assesses
whether the required outcomes of the stakeholder engagement process are being achieved and
provide the opportunity to amend the process where necessary. The use of engagement tools
developed through the ESF engagement will include:
• Stakeholder database
• Meeting records of all consultations held
Moreover, the tool can be used to manage on-going Project issues, and for stakeholder identification
and analysis processes

Performance will be reviewed following the engagement sessions conducted in the field. In addition,
there will be opportunity for the ESF engagement team (Environmental and Social Specialists, M&E
Specialist) to review and assess performance in between the engagement sessions depending on the
level of feedback received from stakeholders during these periods.
Monthly, Quarterly and Annual Reports by Implementing Agency
During the Project development and construction phase, the PMC Engagement Team (Environmental
Expert, Social Development Expert (Consultant) will prepare brief monthly reports on E&S
performance which will include an update on implementation of the SEP. Monthly reports will be used
to develop quarterly and annual reports to be reviewed by the E&S Project Coordinator of SSU. The
quarterly and annual reports will be disclosed on the Project website and made available to village
councils.

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Quarterly E&S Compliance Reports to the World Bank
Quarterly E&S reports will be prepared and submitted to the World Bank during the project
implementation period. Among other aspects required to be covered in line with the Environment and
Social Framework, a section on Stakeholder Engagement will be included in these reports which will
include an update on implementation of the Stakeholder Engagement Plan.

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