50 schools for expansion and rehabilitation
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E4515 V5 REPUBLIC OF GHANA MINISTRY OF EDUCATION SECONDARY EDUCATION IMPROVEMENT PROJECT (SEIP) ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN FOR 50 SELECTED SCHOOLS FOR EXPANSION AND REHABILITATION FEBRUARY 2015 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN EXECUTIVE SUMMARY The Government of Ghana, through the Ministry of Education, proposes to construct 200 new Senior High Schools under a Secondary Education Improvement Project (SEIP). The proposed SEIP with funding from the World Bank would support the implementation of the government’s Community Day Senior High School Project (CSHSP) through two components: (i) Support to Increase Access with Equity and Quality in Senior High Schools; and (ii) Management, Research and Monitoring and Evaluation. The SEIP is expected to finance results which demonstrate increased access in targeted districts, increased enrolment of poorest students and improved learning outcomes for selected low performing senior high schools. The Government of Ghana plans to achieve these results through the construction of new senior secondary schools in underserved areas, rehabilitation and expansion of existing low performing schools and support for Senior High School (SHS) attainment for disadvantaged students. In addition, activities are planned to improve the quality of selected low performing schools with a focus on mathematics and science education. The Government plans to do this by: providing 23 new senior high schools in mostly underserved areas; expanding and upgrading support for 125 existing low performing SHSs; providing threeyear scholarship support for at least 10,400 needy and qualified SHS students especially girls, and; providing school performance partnerships in selected 125 schools to improve quality and connectivity to the internet. In order to achieve and report on the results attained under the project, the SEIP will provide funding and technical assistance to the implementing agencies and the third party validation agencies. The development of a research program to better understand constraints and challenges in secondary education while formulating a national secondary strategy would also be included under the project. The introduction of a web platform for school reporting and real time monitoring would increase social accountability and information sharing on the performance of the sector. Activities under SEIP are: (i) the construction of new senior secondary schools in 14 districts which currently have no senior secondary schools; (ii) new construction in 9 selected districts based on district criteria for population demand, poverty indicators, etc; and (iii) upgrading, expansion and rehabilitation (E&R) of existing selected low performing schools. The rehabilitation and expansion aspect of the project is to occur in two separate batches, the first for 50 selected senior high/technical schools across the 10 administrative regions, and the second for another set of 75 existing senior high/technical schools. The E&R aspect is to occur on existing schools that have seen increased demand for intake of junior high school graduates, or have weak and dilapidated infrastructure that need to be replaced or rehabilitated. Thus, the subprojects are GSEIP/ESMP Page ii 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN not being developed on newly acquired lands, but are part of the schools’ existing land take. Hence, there are no issues of displacement or involuntary resettlement, and of compensation to any persons, as these lands have been previously vested in the State. This ESMP covers E&R activities in the first 50 selected schools across the 10 regions of Ghana. Selection of beneficiary schools has been based on need for additional classroom space at the senior high school level, triggered by overarching population of junior high school graduates within the selected localities. Some of the beneficiary schools will benefit from one category of works or the other, while other schools will benefit from both categories. These activities trigger the application of World Bank environmental and social assessment and safeguard tools in order to preserve the natural and human environment within the project localities (OP 4.01 Environmental Assessment, and OP 4.12 Involuntary Resettlement). Between November 21 and 28, 2014, the MOE team of environmental consultants screened all the sites for the 50 existing schools earmarked for expansion and rehabilitation using checklists provided in the approved ESMF and RPF for their suitability to the project and compliance with World Bank guidelines. The site screening criteria for the 50 sites for expansion and rehabilitation under SEIP are designed to minimize impact on environment and natural resources due to expansion and rehabilitation works. This ESMP has been prepared to guide the implementation of the expansion and rehabilitation works for the selected 50 existing schools. It provides a project background, baseline environmental and social conditions at the subproject locations, and defines the regulatory framework within which the project is to be implemented. The methodology for identifying and assessing potential environmental and social impacts of the project has been outlined, and an impact matrix employed in assessing and quantifying the impacts that could arise across the project implementation phases. Table ES 1 presents the potential impacts, with their proposed mitigation measures. GSEIP/ESMP Page iii 50 SCHOOLS FOR EXPANSION AND REHABILITATION Table ES.1 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Rapid Impact Matrix (Scale: +ve impact=+5; -ve impact= -5) ENVIRONMENTAL IMPACT IMPACT SCALE Removal, handling and disposal of asbestos (Risk of asbestos pollution) MITIGATION MEASURES Pre-Construction Phase -3 An asbestos removal specialist will be engaged to safely remove and dispose of asbestos materials. Loss of Vegetative cover -1 150% of felled trees will be replanted and as part of Contractor’s deliverables Dust generation -1 Sections of site to be excavated will be doused with water prior to commencement of work Exposure of soil surface to erosion -1 Clearing of vegetation will be staggered, to be cleared only when construction is to begin Construction Phase -1 Dust generation from digging and excavation will attenuate naturally. Air quality issues Noise Construction equipment will be regularly serviced, construction activity will be restricted to daylight hours. Delivery of construction materials and equipment will be timed to coincide with off-peak traffic hours Traffic impacts -2 Occupational Health and Safety -2 Personal Protection Equipment will be provided and their use strictly enforced Public safety and Health -3 Solid waste generation -1 Liquid waste generation -3 Employment and Income generation +3 Project site will be cordoned off. Excavations and pits will be marked with appropriate signage. HIV/AIDS and STDs awareness sessions will be organized for construction workers. Free condoms will be supplied. Excess earth material will be used in landscaping, reusable waste materials will be sorted on-site for reuse, organic wastes will be disposed off through municipal waste disposal system. Effluent from equipment washout will be disposed on dry land away from water courses, mobile toilets will be provided for construction workers’ ablution Positive impact (enhancement) that requires no mitigation. Occupation and Maintenance Phase Demographic changes and increased demand on transport infrastructure -2 District Assembly will take measures to enhance local transport infrastructure, if needed Solid waste generation -1 Solid waste will be disposed off through municipal waste system Liquid waste generation -2 Cesspits will be constructed to contain liquid wastes for future de-sludging Security and safety -2 Security personnel will be engaged by District Assembly to protect school property Run-off management -2 Rain water harvesting devices have been incorporated into design to trap rain water and reduce run-off Groundwater depletion -2 Abstraction rates will be monitored to stay within sustainable limits. *Impacts are objectively assessed and quantified based on magnitude, extent, duration and reversibility. GSEIP/ESMP Page iv 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN A monitoring plan (Table ES 2) presents a summary of project impacts to be monitored throughout the project implementation, and an Environmental Management and Mitigation Plan, as presented in Table ES 3, outlines the steps to be taken to ensure the sound and sustainable implementation. The ESMP assigns responsibilities for the various actions and activities, and provides a cost estimate for its implementation. Table ES 2 Monitoring Plan Parameter Frequency Responsibility Remarks Pre-Construction Phase Removal, handling and One-off Project Contractor/Environmental This should be disposal of asbestos (Risk of activity and Social Safeguards Coordinator completed before asbestos pollution works begin Construction Phase Air quality (Dust and Exhaust Weekly Project Contractor Weekly Project Contractor Daily Project Contractor Monthly Project Contractor emissions) Noise generation Traffic impacts Occupational health and Safety Public Safety Daily Project Contractor/ Project Implementation Team Solid waste generation and Weekly management Implementation Team Liquid waste generation and Daily management Employment Project Contractor/ Project Project Contractor/ Project Implementation Team and Income Monthly Project Implementation Team generation Occupancy and Maintenance Phase GSEIP/ESMP Page v 50 SCHOOLS FOR EXPANSION AND REHABILITATION Demographic changes and ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Yearly increased demand on transportation infrastructure Solid waste generation and Monthly management Liquid waste generation and Quarterly School Management Team Quarterly School Management Team management Groundwater depletion It is noteworthy that all the sites for construction works are on existing school lands, and nobody’s lands, crops or properties are affected in any manner. The ESMP appoints the contractor to fell affected trees, chop them into sizeable pieces and hand them over to the District Assembly for onward distribution to community members to use as fuel wood. If the school has boarding facilities, then the wood could preferably be used in cooking the students’ meals. The contractor is further, obliged to plant one-and-a half times the number of trees felled, using native species in the locality, to replace the felled trees. GSEIP/ESMP Page vi 50 SCHOOLS FOR EXPANSION AND REHABILITATION Table ES 3 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Environmental and Social Impact Management and Mitigation Table POTENTIAL PROJECT ACTIVITY ENVIRONMENTAL LOCATION IMPACTS/ACTIVITY Some rehabilitation project sites Specific Asbestos removal methods installed Project contractor Vegetation and tree clearing All new construction project sites Selective and staggered vegetation will be done only when construction is ready to begin. Project Contractor Air quality CONSTRUCTION RESPONSIBLE PARTY Removal of asbestos roofing material PRE-CONSTRUCTION PHASE. PROPOSED MITIGATION MEASURE (S) Noise PHASE Project site and vicinity Project site and vicinity Construction areas will be doused with water to minimize dust emissions. Dust nets shall be hung on buildings undergoing rehabilitation Regular maintenance of machinery and equipment. NET EFFECTS Elimination of risk of asbestos pollution Avoidance of exposure of land surface to erosion Project Contractor Project Contractor GSEIP/ESMP Restriction of delivery of materiel to site to offpeak traffic hours. Use of Part of Contractors’ costs No cost Controlled dust generation; Part of Contractors’ costs Reduced noise impacts Part of Contractors’ costs Restriction of construction activity to daylight hours Traffic impacts ESTIMATED BUDGET (USD) PMT/Project Contractor Reduced traffic impacts Part of Contractors’ costs Page vii 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Roads serving immediate project area Occupational Health and Safety issues Project site Public safety and health Project site and vicinity Solid waste management Liquid waste management GSEIP/ESMP Project site Project site traffic wardens to coordinate traffic flow Proper site sanitation and housekeeping. Provision and enforced use of PPE. Strict adherence to safety precautions as per Factories, Offices and Shops Act, 1970 (Act 328) Cordoning off of pits and excavations with physical barriers and appropriate signage. HIV/AIDS and STDs awareness programs for hired labour. Supply of condoms to labourers Excess earthen material will be used in landscaping. Waste skips will be provided to collect wastes for appropriate disposal at municipal disposal site. Equipment washout will be discharged away from water courses; chemical or pit toilets will be PMT/Project Contractor PMT/Project Contractor Reduced incidence of accidents and injuries. Reduced risk of accidents and injuries to students and general public. Reduced risk of spread of HIV/AIDS and STDs Part of Contractors’ costs Part of Contractors’ costs Project Contractor Safe disposal of generated solid waste Part of Contractors’ costs Project Contractor Safe disposal of generated liquid waste Part of Contractors’ costs Page viii 50 SCHOOLS FOR EXPANSION AND REHABILITATION Employment and Income Increased demand on transport infrastructure OCCUPANCY AND MAINTENANCE PHASE Solid waste generation provided for construction workers. Project Management Team/District Assembly Project site Hired hands will earn some regular income to support themselves and their families. Project site and environs DA will ensure that transport facilities and infrastructure are improved. DA/Project Environmental Team Waste skips will be provided for waste collection, to be evacuated by DA waste management facilities periodically. Provision and maintenance of suitable toilet facilities on school compound School authorities/DEMC School site Liquid waste generation School site GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN SEIP/School authorities Income generation Adequate transport facilities and infrastructure. Proper sanitary conditions on school compound. Proper sanitary conditions on school compound. DA to bear cost DA to bear cost DA to bear cost Page ix 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Consultations have been held with the heads of the beneficiary school in identifying and evaluating the proposed subproject locations or structures to be rehabilitated in order to predict the potential environmental and social impacts. Consultations will continue with these institutions throughout the implementation period to ensure the success of the project. Table ES 4 below is a summary of concerns raised by school heads. Tables ES 4 Summary of Issued raised by School Heads No. Comment/Concern/Question Mitigation/Action to be Taken 1 We have some uncompleted projects on the school compound, and will prefer that the project funds are utilized to complete such projects. The World Bank funding will be utilized to undertake any project from start to finish. It will be used as supplement funding for any existing project. 2 Why is the project fund not given to the There is the need for fund accountability, and schools to implement as they deem fit? the schools cannot be given the funds to implement as they choose. The FPMU has come round to collate schools’ prioritized list of projects, and has selected those the funds can start and finish. It is noteworthy that the MOE had started stakeholder engagements long before the Consultants went to the field, so most issues of concern had already been raised and discussed. Annex B attached is Minutes/Reports of Workshops with DCEs Disclosure All reasonable efforts must be made to disclose/display this ESMP to the public at strategic points within the project’s area of influence so as to allow all stakeholders read and understand how they stand to be affected by the project. It should also be disclosed at the Environmental Protection Agency and the World Bank Info Shop. Public Consultation Plan A key element of sustaining stakeholders’ support in any project execution is to consult and communicate with the stakeholders effectively and to engage them as early as possible with the project which has been done in the course of preparation of the intervention work and further enhanced during the preparation of this ESMP. Like any other business function, stakeholder engagement needs to be managed and driven by a well-defined strategy. A Stakeholder GSEIP/ESMP Page x 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN engagement plan has been designed to guide the Stakeholder Engagement and Communication Process Grievance Redress Mechanism During the implementation of the intervention work, a redress mechanism which is in line with the ESMF, RPF, and PIM has been developed as detailed in the stand alone RAP for the proposed site to address situations of conflicts or disagreements about some of the project activities. Thus the ARAP should be referred to for further details on this grievance redress mechanism. Suffice it to say that it is a localized mechanism that takes account of the specific issues, cultural context, local customs and project conditions and scale. Summary and Recommendations The study has indicated that the establishment of the proposed project will not severely impact negatively on the existing environmental, social and health as well as safe conditions of the people, locally, or nationally. It is expected that multiplier effects such as employment opportunities, poverty reduction, enhanced national reputation and cultural promotion, among others, will be enhanced. On the other hand, there are also some negative impacts that were identified. The ESMP has revealed the followings with appropriate recommendations: The proposed intervention work is most desirable because of the obvious socio-economic benefits. These far out-weigh the negative impacts that could arise in the course of implementation. Priority should be given to local workers in the recruitment of unskilled labour There is the need to carry along the community during project implementation. Mitigation measures and management plans have been suggested and developed for the negative impacts. Appropriate institutional framework has been drawn up to implement the mitigation measures and environmental management plan while the proposed monitoring programmes shall be set in motion as soon as possible. GSEIP/ESMP Page xi 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN TABLE OF CONTENT 1.0 PAGE INTRODUCTION …………………………………………………………………………………………….. 1 1.1 Background ………………………………………………………………………………………………………. 2 1.2 Description of Project ………………………………………………………………………………………. 3 1.3 Objectives of the Environmental and Social Mitigation Plan………………………………. 9 1.4 Legal, Regulatory and Administrative Frameworks …………………………………………… 9 2.0 METHODOLOGY ……………………………………………………………………………………………. 11 2.1 Approach ………………………………………………………………………………………………………… 11 2.2 Impact Identification and Evaluation Methodology …………………………………………… 11 3.0 BASELINE ENVIRONMENTAL AND SOCIAL CONDITIONS ...…………………………… 13 3.1 Biophysical Environment ………………………………………………………………………………… 13 3.1.1 Sudan Savannah Zone ………………………………………………………………………… 13 3.1.2 Guinea Savannah Zone ……………………………………………………………………….. 15 3.1.3 The Forest Savannah (Transition) Zone .……………………………………………… 16 3.1.4 Semi-Deciduous Rain Forest Zone .……………………………………………………… 16 3.1.5 High Rain Forest Zone …………………………………………………………………………. 17 3.1.6 Coastal Savannah Zone ……………………………………………………………………….. 18 Socio-economic and Cultural Environment ……………………………………………………… 19 3.2.1 Sudan Savannah Zone ………………………………………………………………………… 19 3.2.2 Guinea Savannah Zone ……………………………………………………………………….. 21 3.2.3 The Forest Savannah (Transition) Zone .……………………………………………… 22 3.2.4 Semi-Deciduous Rain Forest Zone .……………………………………………………… 22 3.2.5 High Rain Forest Zone …………………………………………………………………………. 23 3.2.6 Coastal Savannah Zone ……………………………………………………………………….. 24 3.2 GSEIP/ESMP Page xii 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN 4.0 SIGNIFICANT ENVIRONMENTAL AND SOCIAL IMPACTS ...……………………………… 27 4.1 Pre-Construction Phase Impacts ………………………………………………………………………… 27 4.2 Construction Phase Impacts ……………………………………………………………………………….. 28 4.3 Occupancy and Maintenance Phase Impacts ……………………………………………………….. 5.0 MITIGATION OF IDENTIFIED IMPACTS …………………………………………………………… 33 5.1 Pre-Construction Phase Mitigation …………………………………………………………………….. 33 5.2 Construction Phase Mitigation …………………………………………………………………………… 34 5.3 Occupancy and Maintenance Phase Mitigation ……………………………………………………. 35 6.0 MONITORING ………………………………………………………………………………………………… 36 6.1 Pre-Construction Phase Monitoring ……………………………………………………………………. 36 6.2 Construction Phase Monitoring …………………………………………………………………………. 36 6.3 Occupancy and Maintenance Monitoring …………………………………………………………… 38 7.0 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN ……..……………………………. 41 7.1 Environmental Management Structure ……………………………………………………………… 41 7.2 General Health and Safety Procedures ………………………………………………………………. 46 7.3 Pollution Control ……………………………………………………………………………………………… 46 7.4 Waste Disposal ……………………………………………………………………………………………….. 48 7.5 Trainings and Capacity Building ………………………………………………………………………. 48 7.6 Allocation of Resources for Environmental Management …………………………………… 48 8.0 CONSULTATIONS ……………………………….…………………………………………………………... 54 8.1 Objectives of Consultation ………………………………………………………………………………….. 54 8.2 Stakeholder Consultations ……………………………………………………………………..…………. 54 8.3 Disclosures and Public Consultation Plan ………………………………………………………….. 57 9.0 CONCLUSION AND RECOMMENDATIONS ………………………………………………………. 59 GSEIP/ESMP 32 Page xiii 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Bibliography Dickson, Kwamina B., Benneh, George, Essah, R. R., A New Geography of Ghana (revised edition;. Harlow, Longman, 1988. www.microsfere.org, (Microsfere Fund for People and Nature) Adu, S. V., (1992) Soils of the Kumasi Region, Ashanti Region, Ghana: Memoir No.8 Ghana Soil Research Institute. Ghana Population and Housing Census, 2010 (PHC 2010). Annexes/Attachments Annex A List of Stakeholders and Persons Consulted Annex B Minutes/Reports of Workshops with DCE Annex C Photographs of Proposed Construction Sites List of Tables Table 1.1 Descriptions of Subproject Locations Table 1.2 Interventions Table 4.1 Rapid Impact Matrix Table 6.1 Monitoring Plan Table 7.1 Institutional Arrangement/Responsibilities for Environmental Assessment and Resettlement Table 7.2 Organisations and Focal Persons for ESMP Table 7.3 Environmental and Social Impact Management and Mitigation Table Table 8.1 Summary of Issues raised at Consultation Meetings. GSEIP/ESMP Page xiv 50 SCHOOLS FOR EXPANSION AND REHABILITATION 1.0 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN INTRODUCTION The Government of Ghana, through the Ministry of Education, proposes to construct 200 new Senior High Schools under a Secondary Education Improvement Project (SEIP). The proposed Secondary Education Improvement Project (SEIP) with funding from the World Bank would support the implementation of the government’s Community Day Senior High School Project (CSHSP) through two components: (i) Support to Increase Access with Equity and Quality in Senior High Schools; and (ii) Management, Research and Monitoring and Evaluation. The SEIP is expected to finance results which demonstrate increased access in targeted districts, increased enrollment of poorest students and improved learning outcomes for selected low performing senior high schools. The Government of Ghana plans to achieve these results through the construction of new senior secondary schools in underserved areas, and rehabilitation and expansion of existing low performing schools, among other interventions. The project development objective of the SEIP under this aspect is to increase access to upper secondary education in underserved school districts and improve quality in low-performing senior high schools in Ghana. The project’s two components will: (i) provide support to increase access with equity and quality in senior high schools using results-based financing; and (ii) strengthen capacity of Ministry of Education, Ghana Education Service to monitor, coordinate, evaluate and analyze policies for the first component. A matrix of indicators has been developed to measure performance of Component 1 annually and to monitor the results achieved as reflected in the results framework. Component 1 will support and monitor key activities to accomplish these goals through construction of new schools, quality improvement and expansion of existing schools where demand is high and in areas where schools have the potential to absorb and retain students, and through scholarships to girls and low income students. Activities this phase of the SEIP that trigger the use of the ESMF are: (i) the construction of new senior secondary schools in 14 districts which currently have no senior secondary schools; (ii) new construction in 9 selected districts based on district criteria for population demand, poverty indicators, etc; and (iii) upgrading, expansion and rehabilitation of existing selected low performing schools. This ESMP covers E&R activities in the first 50 selected schools across the 10 regions of Ghana under the third category. Selection of beneficiary schools has been based on need for additional classroom space at the senior high school level, triggered by overarching population of junior high school graduates within the selected localities. Some of the beneficiary schools will benefit from one category of works or the other, while other schools will benefit from both categories. These activities trigger the application of World Bank environmental and social GSEIP/ESMP Page 1 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN assessment and safeguard tools in order to preserve the natural and human environment within the project localities (OP 4.01 Environmental Assessment, and OP 4.12 Involuntary Resettlement). 1.1 Background An Environmental and Social Management Framework (ESMF) and a Resettlement Policy Framework (RPF) have been developed to provide environmental and social safeguards guidance for the Secondary Education Improvement Project (SEIP) being prepared for IDA support of US$155million (one hundred and fifty five million United States dollars). Both framework documents having been approved and disclosed by both the Ghana Environmental Protection Agency (EPA) and the World Bank, they will provide guidance to project implementation operatives, districts, institutions, contractors, and other stakeholders including beneficiaries of the senior secondary school rehabilitation and construction under the project. The ESMF and the RPF are mainstreaming environment and social safeguards into the design and planning of the SEIP. The choice of ESMF (instead of EIA) was made for the project because of the following reasons: Wide geographical spread – 23 selected districts where new construction will be undertaken , in all the ten (10) administrative regions of Ghana; Implementation duration – will be over five years from 2014 - 2019; Cross sectoral involvement and scope – Ministries, Departments, Agencies and Schools at national, regional and district levels; Site specific activities – which may cover a range of different components e.g. classroom block, sanitation, borehole, solar energy, staff residential facilities - the level of site specific project being determined by the situation at each location. The land ownership system in Ghana is governed by a complex operation of customary, statute, and common law resulting in a rather uniquely complicated land ownership structure. There are three principal land ownership patterns in Ghana namely: Customary-owned; State-owned; Customary-owned but state-managed lands also known as vested lands. Vested lands are lands owned by a Stool but managed by the state on behalf of the land-owning Stool. Under such ownership, the legal rights to sell, lease, manage, and collect rent is taken away from the customary landowners by the application of specific law to that land and vested in the state. The landowners retain the equitable interest in the land (i.e., the right to enjoy the benefits GSEIP/ESMP Page 2 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN from the land). This category of land is managed in the same way as state lands. Unlike state lands, however, the boundaries are not cadastral surveyed and they are usually larger in size, covering wide areas. Vested lands are often the lands used for social infrastructure, such as the secondary schools to be supported under the project. 1.2 Description of Project Fifty existing senior high schools across the 10 regions of Ghana are to benefit from the rehabilitation of existing structures and/or the construction of additional school structures, depending on what was selected and prioritized by the FPMU for each beneficiary school. The scope of activity is presented in Table 1.1 below, which shows the selected works on each beneficiary school in the administrative district or municipality across the 10 regions. All of the sub-projects will be constructed on existing school land, some of which are green fields that have never had any civil construction activities on them. These have grasses, vegetation brush and some ornamental trees on them (average 15 matured trees) that need to be cleared and/or felled to make way for the construction activity. Historically, asbestos roofing materials have been used in the coastal areas of Ghana in preference over aluminium and zinc roofing material. This is because aluminium and zinc roofing materials rust easily in the salt-laden sea breeze. However, asbestos is a carcinogenic material, the use of which has been restricted in many jurisdictions, including Ghana. For instance, the main water utility company in Ghana has long replaced asbestos pipes in water transmission and distribution pipelines across the country. The two subprojects in Accra Metropolis, Osu Presbyterian High School and Holy Trinity Cathedral Senior High School are located in close proximity to the sea, and have therefore used asbestos roofing material in their construction. Their removal will be guided by specific safety methods outlined under Section 5.1.1 below. Table 1.2 below lists the special interventions required for the implementation of the subprojects. GSEIP/ESMP Page 3 50 SCHOOLS FOR EXPANSION AND REHABILITATION Table 1.1 S/N REGION 1 ASHANTI REGION Descriptions of Subproject Locations and Scope of Works DISTRICT SEKYEDOMASE SENIOR HIGH SCHOOL ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL OFFINSO MUNICIPAL ST. JEROME SENIOR HIGH SCHOOL ADANSI NORTH DISTRICT FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA NKENKAASU SECONDARY HIGH SCHOOL OFFINSO NORTH ADANSI NORTH AMANSIE CENTRAL BRONG AHAFO GSEIP/ESMP SCHOOL EJURA SEKYEDOMASE AMANSIE WEST BOSOME FREHO 2 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN PRU BODWESANGO SENIOR HIGH SCHOOL JACOBU SECONDARY/TECHNICAL SCHOOL PRANG SENIOR HIGH SCHOOL PRU YEJI SECONDARY/TECHNICAL SCHOOL SCOPE OF WORKS REHABILITATION NEW CONSTRUCTION 2-Storey Classroom Block Old Library block Technical School Block 3-Unit Classroom Block Agric Block Assembly Hall Library Home Economic 2-Store Classroom 2NO. 3-Unit Classroom Block 3-Unit Classroom Block 5-Unit Classroom 4-Unit Classroom block 3-Unit Classroom block N/A N/A 4-Unit Classroom BlockMain Block 4-Unit Classroom BlockNyako Block Water distribution from existing borehole Staff common room 3-Unit Classroom Block 2No. 3-Unit Classroom 2No. 3-Unit Classroom Block 3-Unit Classroom Block 2No. 3-Unit Classroom Block 2No. 3-Unit Classroom Block N/A 2No.3-Unit Classroom block Page 4 50 SCHOOLS FOR EXPANSION AND REHABILITATION 3 CENTRAL REGION 4 EASTERN REGION 5 GREATER ACCRA 6 NORTHERN REGION GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN BANDA BANDAMAN SENIOR HIGH TECHNICAL SCHOOL JAMAN NORTH TAIN DORMAA WEST TAIN TWIFO HEMANG UPPER DENKYIRA GOKA SECONDARY/TECHNICAL SCHOOL BADU SECONDARY/TECHNICAL SCHOOL NKRANKWANTA SEC/TECH MENJI AGRICULTURAL SENIOR HIGH SCHOOL OBRACHIRE SHS SENYA SHS ODOBEN SHS NYANKUMASI SHS ASSIN NORTH SENIOR HIGH TECH. SCHOOL JUKWA SHS DIASO SHS ASSIN SOUTH KWAHU NORTH ASSIN NSUTA AGRIC SHS ST. FIDELIS SENIOR HIGH SCHOOL ACCRA METRO HOLY TRINITY CATH. SENIOR HIGH SCHOOL ACCRA METRO PRESBYTERIAN SENIOR HIGH SCHOOLOSU TUNA SENIOR HIGH SECONDARY TECH. SCHOOL AWUTU/EFUTU/SENYA AWUTU/EFUTU/SENYA ASIKUMA/ODOBEN/BRAKWA ASSIN SOUTH ASSIN NORTH SAWLA-TUNA-KALBA DISTRICT Administration/Library 5-Unit Classroom Block N/A N/A 6-Unit Classroom Block N/A 2No. 3-Unit Classroom Block 2No. 3-Unit Classroom Block 2No. 3-Unit Classroom Block 2No. 3-Unit Classroom Block 2-Unit Classroom Block N/A N/A N/A N/A 3-Unit Classroom Block 2No. 3-Unit Classroom Block 2No. 3-Unit Classroom Block 2No. 3-Unit Classroom Block 6-Unit Classroom Block N/A 2-Unit Science block 4-Unit business Block 1-Unit Computer /1-Unit Agric Block 1-Unit Home Economics Block N/A 2-Unit Home Economic block 4-Unit Art block 4-Unit business/Agric block 4-Unit classroom block 2-Unit home economics block (with Library) N/A 2No. 3-Unit Classroom Block N/A 2-Unit Classroom block 6-Unit Toilet Block 6-Unit Classroom Block 2No. 3-Unit Classroom Block 2No. 6 Seater toilet facility 6-Unit Classroom block N/A Page 5 50 SCHOOLS FOR EXPANSION AND REHABILITATION 7 UPPER EAST SABOBA E/P SENIOR HIGH SCHOOL, SABOBA EAST GONJA DISTRICT T.I AHMADIYYA SENIOR HIGH SCHOOL CENTRAL GONJA DISTRICT BUIPE SECONDARY TECHNICAL KASSENA NANKANA EAST AWE SENIOR SECONDARY/TECHNICAL SCHOOL BONGO BONGO SENIOR HIGH SCHOOL BONGO GOWRIE SECONDARY/TECHNICAL SCHOOL KASSENA NANKANA EAST OUR LADY OF LOURDES SECONDARY/TECH ZORKOR SENIOR HIGH SCHOOL BONGO GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN 3-Unit form 3 Classroom block 6-Unit Classroom block Computer lab Library block 3-Unit Classroom block Science block Mechanised Boreholes 2-Unit Classroom block (a) 2-Unit Classroom block (b) 3-Unit Classroom block 4-Unit Classroom block (general art) 4-Unit Classroom block (science) 2No. 3-Unit Classroom Block 1-Unit Classroom block with office 2-Unit Classroom block 3-Unit Classroom block with 2-Unit Classroom block 6-Unit Classroom block Library block General Office 3-Unit Classroom block Science block N/A 2No.3-Unit Classroom block N/A 2No.3-Unit Classroom block N/A N/A N/A N/A N/A N/A Page 6 50 SCHOOLS FOR EXPANSION AND REHABILITATION 8 9 10 UPPER WEST VOLTA REGION WESTERN REGION GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN DAFFIAMA/BUSSIE/ISSA DAFFIAMA SENIOR HIGH SCHOOL NADOWLI-KALEO DISTRICT KALEO SECONDARY/TECHNICAL JIRAPA DISTRICT ULLO SENIOR HIGH SCHOOL WA EAST DISTRICT KETU NKWANTA SOUTH ADAKLU ANYIGBE Agortime Ziope NORTH TONGU (NEW) KETU PRESTEA HUNI VALLEY FUNSI SENIOR HIGH SCHOOL KLIKOR SECONDARY/TECH SCHOOL NTRUBOMAN SENIOR SEC/TECH. ADAKLU SENIOR HIGH SCHOOL AGOTIME SENIOR HIGH SCHOOL DORFOR SENIOR HIGH SCHOOL SOME SENIOR HIGH SCHOOL ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO 1- Unit classroom block (a) 1- Unit classroom block (b) 2- Unit home economics block 3- Unit classroom block (a) 4- Unit classroom block (b) 2-Unit classroom block 3-Unit Home economics classroom block ICT laboratory Science blocks Workshop 3- Unit classroom block (business) 3- Unit classroom block (general art) 6- Unit classroom block N/A Science Laboratory N/A N/A N/A N/A 3-Unit Science Laboratory 6-Unit classroom block (General Arts Block) 3-Unit classroom block ( Business) 4-Unit classroom block (Vocational Block) N/A N/A N/A 2No. 3-Unit classroom block 3-Unit classroom block 2No. 3-Unit classroom block 2No. 3-Unit classroom block 2No. 3-Unit classroom block 2No. 3-Unit classroom block 3-Unit classroom block 2No. 3-Unit classroom block Page 7 50 SCHOOLS FOR EXPANSION AND REHABILITATION BODI SEFWI AKONTOMBRA AOWIN WASSA AMENFI EAST GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN BODI SENIOR HIGH SCHOOL AKONTOMBRA SENIOR HIGH SCHOOL NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL DABOASE SENIOR HIGH TECHNICAL SCHOOL 2No. 3-Unit classroom block 2No. 3-Unit classroom block 2No. 3-Unit classroom block 2No. 3-Unit classroom block Page 8 50 SCHOOLS FOR EXPANSION AND REHABILITATION Table 1.2 Special Interventions S/No 1. ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Intervention Removal of asbestos roofing sheets Location Osu Presby SHS, Holy Trinity SHS (Accra Metropolitan) 2. Felling of trees and clearing of vegetation to make way All other remaining sites for construction activities A qualified and competent building contractor will be selected through a competitive bidding process, to undertake the construction of each sub-project. 1.3 Objectives of the Environmental and Social Mitigation Plan The site screening assisted in categorizing the sub-projects under the SEIP into the appropriate Environmental Category under the World Bank Operational Guidelines, i.e. whether under Category A, B or C, depending on scope severity and complexity of identified impacts. All the subprojects are deemed to be Category C projects, likely to have minimal to insignificant environmental impacts. The objective of the Environmental and Social Mitigation Plan is to: 1. Identify, evaluate and quantify all the potential environmental and social impacts that could arise from the implementation of the project, 2. Design and propose appropriate mitigation measures and activities that will minimize or offset the identified impacts, 3. Assign responsibilities for the implementation of the mitigation measures, time and actual place of implementation, and projected cost of implementing the mitigation measures. 4. Define a monitoring mechanism and identify monitoring parameters to ensure that all mitigation measures are completely and effectively implemented; and 5. Identify training requirements at various levels and provide a plan for implementation. 1.4 Legal, Regulatory and Administrative Frameworks A thorough review of the legal, regulatory and administrative frameworks governing the ESMF was done in that document, and is summarized here in this Environmental and Social Screening Report. The environmental policies and legal framework and procedures considered in preparation of the SEIP ESMF include the following: Ghana’s National Environmental Policy; GSEIP/ESMP Page 9 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN The Environmental Protection Agency Act of 1994 (Act 490); The Environmental Assessment Regulations (LI 1652), and EIA procedures; Laws and Regulations pertaining to the protection of the environment and health; National Sanitation Policy; Town and Country Planning Ordinance 1951 (Cap84); Factories, Offices and Shops Act, 1970 (Act 328)and The Local Government Act 462 of 1993. Additionally, the relevant World Bank’s Safeguard policies which include guidance on Environmental Assessment requirements - Environmental Assessment (OP4.01), has been brought into effect. Because no new land acquisition and displacement is involved in this project, the World Bank safeguard policy on Involuntary Resettlement (OP/BP 4.12), is not triggered. 2.0 METHODOLOGY GSEIP/ESMP Page 10 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Under this section we outline the approach and methodology employed in identifying and evaluating the potential environmental and social impacts that could arise from the implementation of the project. 2.1 Approach In identifying and quantifying the potential environmental and social impacts that could arise from the implementation of the SEIP project, the following steps were employed: i. Review of project brief and documents - the ESMF and RPF as approved by the Ghana EPA and the World Bank were reviewed to get a good understanding of the project scope and details. ii. Technical site visits were undertaken to all proposed sub-project site to appraise the sites and their immediate vicinities, with regard to the natural environment, presence of sensitive environmental resources such as water bodies, natural habitats of plant and animal species, lay of land (with reference to steep slopes, liability to floods, etc.,) presence of community cultural properties such as sacred groves, shrines, cemeteries, etc., as well as for the current occupation and/or use of the land parcels. iii. Further consultations with heads of beneficiary schools. Heads of the beneficiary schools pointed out which existing structures are to be rehabilitated and the actual sites where the new structures to be constructed are to be located. Earlier on, consultations had been held between the MoE and the District Chief Executives of the beneficiary communities, as well as the respective District Directors of Education. , 2.2 Impact Identification and Evaluation Methodology Identified potential environmental and social impacts have been quantified and categorized under the various project phases, as Pre-construction phase impacts, Construction Phase impacts and Operation and Maintenance Phase impacts. The identified impacts are presented graphically in a Rapid Impact Matrix. Impacts/issues have been evaluated using a numerary scale ranging from -5 through 0 (zero) to +5, (i.e. negative through nil effect to positive or beneficial), and are as explained below: -5 - Extremely adverse +1 - Minimally beneficial -4 - Very adverse +2 - Very beneficial -3 - Adverse +3 - Beneficial -2 - Slightly adverse +4 - Slightly beneficial GSEIP/ESMP Page 11 50 SCHOOLS FOR EXPANSION AND REHABILITATION -1 - Minimally adverse 0 - zero or No impact ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN +5 - Extremely beneficial Impacts are objectively assessed and quantified based on factors such as: their magnitude, scope or extent, sensitivity and value of the affected resource or receptor, duration, and reversibility. 3.0 BASELINE ENVIRONMENTAL AND SOCIAL CONDITIONS This section presents the GSEIP/ESMP Page 12 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN A clear understanding of the project environment is necessary In order to identify and evaluate the potential impacts of the proposed project. The biophysical and socio-cultural background of the subproject sites across Ghana has been collected from the official Ghana government website for local government authorities, www.ghanadistricts.gov, as well as from a published source. (see Bibliography), consultations with local government officials, local people and also from first hand, personal observation during site visits. This section presents a brief description of the biophysical and socio-economic environment of the project area, focusing on the potential environmental and social impacts of the proposed project as a result of interactions between the project activities and the subproject location and surrounding natural environment. A vegetation map of Ghana showing the indicative locations of the subprojects have been attached above as Figure 3.1 Overlain Vegetation Zones on Regional Map of Ghana Showing Subproject Sites. 3.1 Biophysical Environment The locations for the 50 subprojects are spread across the 10 administrative regions of Ghana (reference Table 1.1 above), and can be categorized into 6 different vegetation zones; namely Sudan Savannah (1), Guinea Savannah (2), Forest Savannah (3), Semi-deciduous Rain Forest (4), the High Rain Forest (5) and the Coastal Savannah (6). The categorization is largely based on climatic factors, notably rainfall and temperature. Figure 3.1 below shows the spatial distribution of the subprojects across the various vegetation zones of Ghana. The zones are marked by the figures in brackets after each zone. A brief description of each vegetation zone is presented below, referencing the subprojects located within each zone. 3.1.1 Sudan Savannah (1) The Sudan Savannah type of vegetation has vast grasslands separating deciduous trees and comprises open fire-swept grasslands and clusters of deciduous trees. Some of the most densely vegetated parts can be found along river basins and forest reserves. However, anthropogenic activities over the years have affected the original (virgin) vegetation cover. Common trees found are African locust bean plant (Parkia biglobosa), locally known as dawadawa, baobab (Adansonia digitata) sheanut (Vitellaria paradoxa) and mangos (Mangifera indica). Figure 3.1 Regional Map of Ghana overlain with Vegetation Zones Showing 50 Subproject Locations. GSEIP/ESMP Page 13 50 SCHOOLS FOR EXPANSION AND REHABILITATION GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Page 14 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN The zone straddles most of the Upper East Region, a small segment of the northeastern part of the Northern Region and almost a third of the Upper West Region. The climate conditions are characterized by the dry and wet seasons, which are influenced mainly by two (2) air masses – the North-East Trade winds and the South-Westerlies (Tropical Maritime). The Harmattan air mass (North-East Trade Winds) is usually dry and dusty as it originates from the Sahara Desert between early December and early February. During such periods, rainfall is virtually absent due to low relative humidity, which rarely exceeds 20 per cent and low vapour pressure less than 10millibars. Day temperatures are high recording 42° Celsius (especially February and March) and night temperatures are as low as 18° Celsius. It experiences the tropical maritime air mass between May and October. This brings rainfall averaging 950mm per annum. Five subprojects are located in this eco-zone, namely AWE SENIOR SECONDARY/TECHNICAL SCHOOL, BONGO SENIOR HIGH SCHOOL, GOWRIE SECONDARY/TECHNICAL SCHOOL, OUR LADY OF LOURDES SECONDARY/TECHNICAL SCHOOL and ZORKOR SENIOR HIGH SCHOOL. 3.1.2 Guinea Savannah (2) The Guinea Savannah region, the driest area of Ghana, covers approximately two thirds of the country’s land surface. It encompasses about two-thirds of the Upper West Region, almost all of the Northern Region, the central northern part of the Brong Ahafo Region, the northern parts of the Ashanti, Eastern and Volta Regions. The vegetation zone has two distinct seasons – a wet season that runs from May to October and a long dry season that stretches from October to April; with hardly any rains. Mean annual rainfall is 950mm while maximum temperature is 45°C in March and April with a minimum of 12°C in December. The Guinea savannah woodland consists of short deciduous trees widely spaced and a ground flora, which gets burnt by annual fires or scorched by the sun during the long dry season. The most common economic trees are the shea nut, dawadawa, baobab and acacia. Most of the productive agriculture in Ghana occurs in this zone, especially along the corridors of the Volta Lake, where irrigation and fertile soils facilitate all year round cultivation. Agriculture is the economic mainstay in this zone, although fishing, trading and commerce as well as some industrialization (agro-processing) occurs here. The zone encompasses “the Mole National Park, a 4,840 km2 protected area of undulating terrain with steep scarps, pristine Guinea savanna vegetation with gallery forests along the rivers and streams. Over 90 mammal species including elephants, buffalo, roan, kob, hartebeest, 4 primate species and over 300 bird species are found in the park” (Source: www.microsfere.org). The Digya National Park, occupying about 3,478 km2 of undulating terrain with sandstone inselbergs is situated on the western shores of the Volta Lake. Guinea savanna woodland predominates with gallery forest along the major lines. GSEIP/ESMP Page 15 50 SCHOOLS FOR EXPANSION AND REHABILITATION 3.1.3 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Thirteen subprojects are located in this zone, namely; DAFFIAMA SENIOR HIGH SCHOOL, KALEO SECONDARY/TECHNICAL. ULLO SENIOR HIGH SCHOOL. FUNSI SENIOR HIGH SCHOOL TUNA SENIOR HIGH SECONDARY TECH. SCHOOL E/P SENIOR HIGH SCHOOL, SABOBA T.I AHMADIYYA SENIOR HIGH SCHOOL BUIPE SECONDARY TECHNICAL PRANG SENIOR HIGH SCHOOL YEJI SECONDARY/TECHNICAL SCHOOL BANDAMAN SENIOR HIGH TECHNICAL SCHOOL NTRUBOMAN SENIOR SEC/TECHNICAL, and ST. FIDELIS SENIOR HIGH SCHOOL. The Forest Savannah (Transition) Zone (3) The Forest Savannah transition zone is a narrow band with constantly shifting boundaries, as epitomized by the constant battle between man and nature. While “sahelization” seeks to press southward as a result of changing climatic and anthropogenic factors, human efforts are also being made to reverse this trend through afforestation. It lies between the Savannah zone and the Semi-deciduous Rain Forest Zone, and has seen considerably reduction with the insidious southward creeping of the Guinea Savannah and the gradual deforestation in the Semi-Deciduous Rain Forest to the south. It has however, marked a clear boundary between the generally dry northern part of Ghana and the forested southern sections. It cuts across four administrative regions in a characteristic V-shaped manner; The Brong Ahafo, Ashanti, Eastern and the Volta Regions. The Bui National Park, an area of about 1,821km², bisected by the Black Volta, lies in this zone. It has spectacular gallery forests along rivers courses and noted for its resident hippopotamus population in the Black Volta. Four subprojects are located within this zone. 3.1.4 GOKA SECONDARY/TECHNICAL SCHOOL BADU SECONDARY/TECHNICAL SCHOOL MENJI AGRICULTURAL SENIOR HIGH SCHOOL, and SEKYEDOMASE SENIOR HIGH SCHOOL Semi-deciduous Rain Forest (4) The semi-deciduous rain forest zone of Ghana contains some of the most productive soils of the country. The zone covers some 48,000 square kilometers, and receives adequate annual rainfall levels to support large scale plantation crops such as cocoa (Theobroma cacao), oil palm (Elaias guineensis) and citrus species, as well as annual crops such as maize (Zea mays) Cassava (Manihot GSEIP/ESMP Page 16 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN utilissima)and plantain (Musa sapientum), (Adu, 1992). It cuts across parts of the Brong Ahafo, Ashanti, Western, Eastern and Central Regions. The vegetation zone is characterized by a double maxima rainy season, which reaches its peak period in May – July, and the minor season occurs in the period of September – November. Annual rainfall usually starts in April with the peak month in June and ends in November. The dry season starts in November – December and ends in March. The annual rainfall is between 67m and 1130mm; temperatures are warm throughout t the year with maximum monthly mean of 37.2ºC and a minimum of 21.0ºC. Relative humidity is generally high ranging from the highest of 98% in June to 31% in January. The annual rainfall is between 67-1130 millimetres and maximum temperature is 37.2 degrees Celsius. Relative humidity is generally high; ranging from 98% in June to 31% in January. The Bia National Park and Bia Resource Reserve constitute a twin conservation area covering a total area of 305.62km² in the moist semi-deciduous forest types. It is the only Biosphere Reserve in Ghana. The Kyabobo National Park (359.8 km²) is also found in the Dry semi-deciduous forest zone, and has both forest and savanna species of plants and animals. Fourteen subprojects are located in this vegetation zone, namely , NKENKAASU SECONDARY HIGH SCHOOL ST. JEROME SENIOR HIGH SCHOOL NKRANKWANTA SEC/TECH ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL JACOBU SECONDARY/TECHNICAL SCHOOL FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL BODWESANGO SENIOR HIGH SCHOOL BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA DIASO SHS ASSIN NORTH SENIOR HIGH TECH. SCHOOL ASSIN NSUTA AGRIC SHS DABOASE SENIOR HIGH TECHNICAL SCHOOL NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL AKONTOMBRA SENIOR HIGH SCHOOL, and BODI SENIOR HIGH SCHOOL 3.1.5 High Rain Forest (5) The High Forest zone, in the southern zone of Ghana, consists of forests ranging from wet evergreen to dry semi-deciduous. It is the region with the highest precipitation in the country, where rainfall may even reach 2300 mm in the wettest parts (wet evergreen zone). The High Forest Zone falls within the Biodiversity Hotspot of the Guinean forests of West Africa , one of the 36 most important biodiversity areas in the world (www.microsfere.org). GSEIP/ESMP Page 17 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN One of the subprojects is located in this zone. 3.1.6 Coastal Savannah The zone is characterized by two rainy seasons. The average annual rainfall is about 730mm, which falls primarily during the two rainy seasons; the first begins in May and ends in mid-July. The second season begins in mid-August and ends in October. Rainfall is usually in short but intensive storms, and gives rise to local flooding where drainage channels are obstructed. There is very little variation in temperature throughout the year. The mean monthly temperature ranges from 24.7°c in August (the coolest) to 28°c in March (the hottest) with annual average of 26.8°c. As the area is close to the equator, the daylight hours are practically uniform during the year. Relative humidity is generally high varying from 65% in the mid-afternoon to 95% at night. There is evidence to suggest the vegetation of the zone has been altered in the more recent past century by climatic and other factors. Much of the zone is believed to have been covered by dense forest in the past, of which a few remnant trees survive. A climatic change combined with the gradient of the plains and cultivation has imposed vegetation structures similar to those of the southern shale, Sudan and Guinea Savannahs all of which lie north of the zone. There are three broad vegetation zones in the coastal savannah zone, namely shrub land, grassland and coastal lands. The shrub land occurs more commonly in the western outskirts and in the central northern sections. It consists of dense clusters of small trees and shrubs, which grow, to an average height of five metres. The grasses are a mixture of species found in the undergrowth of forests. They are short, and rarely grow beyond one metre. Ground herbs are found on the edge of the shrub. They include species, which normally flourish after fire. The coastal zone comprises two vegetation types, wetland and dunes. The coastal wetland zone is highly productive and an important habitat for marine and terrestrial-mainly bird life. Mangroves, comprising two dominant species (Avicennia sp. and Rhizophora sp), are found in the tidal zone of all estuaries sand lagoons. Salt tolerant grass species cover substantial low-lying areas surrounding the lagoons. These grasslands have an important primary production role in providing nutrients for prawns and juvenile fish in the lagoon systems. In recent times, wetlands are however being encroached upon. Protection of the coastal wetland zone is very important to the long-term sustainability of the fish industry, which is predominant in the Coatal Savannah. The dune lands have been formed by a combination of wave action and wind. They are most unstable but stretch back inland several kilometers in places. There are several shrub and grassland species, which grow and play an important role in stabilizing dunes. Coconuts and palms grow well in this zone, providing soil protection, and also as an economic crop. GSEIP/ESMP Page 18 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN In addition to the natural vegetation zones, a number of introduced trees and shrubs thrive in the zone. Neems, mangoes, cassias, avocados, and palms are prominent. Introduced shrubs like bougainvillea are also very prominent. These are, however, being damaged from residential encroachment, bush fire, sand collection and illegal tree felling. The extensive coastal area of Ghana hosts a variety of wetlands, including the Anlo-Keta lagoon complex, Muni-Pomadze Lagoon, Sakumo Lagoon, Songor Lagoon. Apart from mangroves and salt marsh grasses, which grow in the intertidal zone, sea grasses or attached algae also occur mainly in rocky areas and wave cut platforms. These areas have increased as a result of erosion exposing the underlying bedrock - especially to the southeastern sections. They have an important role in the coastal ecosystem because of their high rate of primary production in the provision of food and shelter for the survival of shrimps, prawns and many species of fin fishes. Ocean floor sea gases are confined to a few sheltered areas of the coastline and the lagoons. The ocean floor regime is too unstable to support large areas of sea grass. 3.2 Eleven subprojects are located here, namely KLIKOR SECONDARY/TECH SCHOOL SOME SENIOR HIGH SCHOOL ADAKLU SENIOR HIGH SCHOOL AGOTIME SENIOR HIGH SCHOOL DORFOR SENIOR HIGH SCHOOL PRESBYTERIAN SENIOR HIGH SCHOOL HOLY TRINITY CATH. SENIOR HIGH SCHOOL OBRACHIRE SHS SENYA SHS ODOBEN SHS and NYANKUMASI SHS. Socio-economic and Cultural Environment This section presents an overview of the baseline socio-economic and cultural environment within the beneficiary districts, which have been categorized along the vegetation zones described under Section 3.1. Information presented here has been gleaned from the official website for local government in Ghana, www. ghanadistricts.com. 3.2.1 Sudan Savannah Population and Demography: The Sudan Savannah zone has a relatively low population density with respect to its land mass. Communities tend to cluster around fertile land tracts and water bodies, and are separated by long and large swathes of bare land. About 80% of the population lives in rural communities scattered in dispersed settlements. Yearly southward migration during GSEIP/ESMP Page 19 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN the long dry season also accounts for the low population density, as some of the migrants tend to stay longer in the south than the next farming season, especially if they find lucrative jobs. Social Amenities: Apart from the regional capitals and a few urban centers that have access to pipe-borne water, most of the smaller communities depend on boreholes and wells for drinking water. There are a few hundreds of kilometers of tarred roads, while the rest remain un-tarred. The tarred roads link the major towns and regional capitals, mainly. The rest of the roads are untarred, which makes movement of humans and cargo difficult within the zone, especially during the rainy season. Health facilities are spread thin over the zone, with two regional hospitals at Wa and Bolgatanga, the capitals for the Upper West and Upper East Regions respectively. There are a number of clinics and Community Health Posts (CHPs) compounds distributed across the zone, but usually poorly resourced or lack basic medicaments. Education: As with most parts of Ghana, basic education is widely available across the zone. The Government’s School Feeding Program at the basic level has gone to increase enrolment and attendance. Secondary education is available to a lower extent (Annex 3 of the ESMF for SEIP provides details). There is a polytechnic at Wa, and a few public teacher training colleges, at Tumu and Gambaga. There is a university campus at Wa. Economic activity: The major economic activity in the zone is agriculture. Crops grown include corn, millet, peanuts, okra, shea butter, and rice. s, goats, chickens, pigs and guinea fowl are raised for meat and eggs. Because the region's dry season is long, stretching from extending roughly from October to May, many people leave the region to work in the southern part of Ghana for at least part of the year. Brewing of pito, a mildly alcoholic beverage derived from millet, is also common trade. The two subproject locations within the zone are Binduri (Binduri District) and Zulugu (Pusiga District), both to the north-eastern end of the zone. Both are newly created districts hived off from the erstwhile Bawku District. Both are yet to attain their full complements of administrative infrastructure. Extended farming is restricted to the areas along river basins and forest reserves. Examples are the Sissili and Asibelika basins, and Kologo and Naaga forest reserves. Dams, dugouts and impoundments are used to supplement agriculture during the dry season, but these also depend on the amount of captured or retained water during the rainy season. Poverty levels are therefore generally high. 3.2.2 Guinea Savannah This zone encompasses a wide variety of populations and economic activities, as a result of its varied biomes. While the northern part is dry and vast, the southern sections and areas along the GSEIP/ESMP Page 20 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN banks of the Volta Lake and the Black Volta to the west are considerably forested, have fertile soils and have comparatively higher rainfall volumes. This promotes more profitable and varied agriculture (farming and fishing) as well as agro-processing. Population and Demography: The northern sections, especially the Northern Region, is subject to long dry spells of drought, and short, heavy rains, often resulting in floods during the rainy season. Southward migration during the dry season occurs here, but the return rates are higher than in the Sudan Savannah. The more populated southern section of the zone is attributable to more fertile soils, better rainfall regime and hence better agriculture. The Northern Region is sparsely populated, although has vast stretches of land (35 persons per square kilometer). Social Amenities: The zone has about 5 major development nodes, mainly Wa (Upper West Regional capital), Tamale metropolis, Yendi Municipality, Bole (capital for Bole District) and Atebubu (capital for Atebubu-Amantin District) to the south. In and around these habitations, amenities and facilities such as electricity, pipe-borne water, road infrastructure and health facilities are evenly spread out. An airstrip in Tamale is currently being upgraded into an international airport to serve the northern section of Ghana as well as the northern Sahelian neighbouring countries. Water transport along the Volta Lake is prominent, although fatalities from boat accidents are frequent, due to submerged tree stumps that often break wooden boats and canoes apart on impact. Education: Basic education availability is quite high, reducing as one goes higher on the academic ladder. There is a polytechnic, a teacher training school and nurses’ training college in Tamale. The University of Development Studies is based in Tamale, with a campus in Wa. The Savannah Agricultural Research Institute is located in Nyankpala, near Tamale. Economic Activity: These are as varied as the biomes in the eco-zone are. Agriculture is predominant, followed by fishing along the banks of the Volta Lake and its tributary rivers. Common foodstuffs here are cereals (maize, millet, sorghum and rice) legumes, and yams. Animal rearing is also very common, especially of sheep, goats and cattle. Because of the relative urbanization, trade, industry and commerce as well as the services sector are all quite developed. Agro-processing, particularly of shea and cashew is significantly on the increase, providing some impetus for enhanced cultivation. Food markets are common, as food merchants travel from the south to purchase fresh food in bulk quantities for sale in the southern parts of the country. 3.2.3 Forest Savannah (Transition) GSEIP/ESMP Page 21 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN The socio-economic profile of this zone is not much different from that of the Guinea Savannah, except that more trade in foodstuffs go on here, as the frontier between the generally dry and less populated north, and the forested and densely populated south. Trade and commerce are next to agriculture in the zone. Population and Demography: As earlier indicated, the zone is home to brisk business in foodstuffs and other merchandise across the zone. This is especially so across the central and northwestern sections of the zone. Thus, the population in the zone comprises a fairly stable majority that engages in food production, and a significant minority engaged in trading, commerce and the services sector. Social Amenities: In a southerly direction, development and urbanization in Ghana progressively increases. Thus, the transition zone enjoys a lot more social amenities than the northern neighbours. Road networks are generally better and motorable all year round, water and electricity supply services are more accessible, and health facilities are within easy reach. Education: Basic education facilities are available in every rural community, as access progressively reduces towards the secondary and tertiary levels. However, students in the Forest Savannah have options of secondary education in the Northern sector (Upper East, Upper West and Northern Regions) where secondary education is free, and the more resourced and endowed secondary schools in the south. Economic Activity: Agriculture is the main economic activity, followed by trade and commerce, and the services sector. The largely urbanized zone presents a number of business and investment opportunities in transport, retailing and food processing. Poverty levels are generally lower here than in the Guinea and Sudan Savannah eco-zones. 3.2.4 Semi Deciduous Rain Forest This zone encompasses three regional capitals, namely Sunyani for Brong Ahafo Region, Kumasi for Ashanti Region and Koforidua for the Eastern Region. The Ashanti Region is the most populous region and the nerve centre for business and commerce in Ghana. Strategically located between the north and the south, it is a transit point for most goods from the north to the south, and vice versa. Population and Demography: The second biggest eco-zone after the Guinea Savannah, the Semi-deciduous rain forest is about the most populated eco-zone in Ghana. The most populous region, the Ashanti Region lies across the Guinea Savannah, the Forest Savannah Transition zone and the Semi-deciduous zone, likewise the Brong Ahafo and the Eastern Regions. While mainly GSEIP/ESMP Page 22 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN occupied by the indigenous Akan ethnic group, this zone is also home to people from almost all the regions in the country, and beyond. Social Amenities: The Transition Zone is about one of the most endowed zones in Ghana in terms of availability of social amenities and infrastructure. Roads networks are among the best, and interconnect all other regions and zones. Thus, accessibility is high. There are two local airports in Kumasi and Sunyani, within the zone. Amenities like electricity and pipe-borne water are largely available. Medical facilities are easily accessible, from primary through secondary to tertiary or referral facilities. There are modern referral hospitals in Sunyani and Koforidua, while the second largest teaching hospital, the Komfo Anokye Teaching Hospital is in Kumasi. These are beside a number of district and regional hospitals, polyclinics and private health facilities. Education: The zone remains the most endowed in terms of educational facilities, from basic level to the tertiary level, and both public and private owned. Employment: Employment opportunities abound in the Semi Deciduous Rain Forest zone, ranging from agriculture (farming and fishing) through agro-processing, trading and commerce, goods and services, transport business, timber and milling to petty trading. The presence of the rain forest affords the availability of timber for construction. 3.2.5 High Rain Forest Zone The High Rain Forest is located in the southern section of the Western Region. Heavily forested with high rainfall regimes, the zone is noted for food production, timber and mining industries. Roads are generally in poor nature due to the heavy rainfall which causes severe soil erosion. Population and Demography: Populations are concentrated in the urban centres where employment opportunities in the mining, timber and commercial sectors are common. Trade and commerce, as well as the services industries also attract considerable numbers. Farming is mainly in cocoa, oil palm, rubber and in foodstuffs. The rural – urban split in this zone is approximately 50 percent – 50 percent (2010 PHC). The few urban centres are therefore highly populated while the remaining larger rural habitations are sparsely populated. Social Amenities: The population spread in rural areas means that smaller towns and villages have very low populations, and spread over a wide area. This makes it uneconomical and expensive for social amenities to be provided. Most of the rural communities are located in the heavily wooded forests. Extension of electricity has been done under Self Help Electrification Projects over the past decade. However, the lines are frequently overgrown with bushes, and falling trees interrupt services. Coupled with the fact that electricity is mainly used for lighting, GSEIP/ESMP Page 23 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN the power utility company serving the area does not deem the service very profitable. Roads are poorly developed, and are mainly dusty, dirt roads. This is because vehicular traffic is usually low, except in the cocoa season, where haulage trucks move in to haul cocoa to the ports. The heavy and long rainfall regime erodes the roads often, and so they are periodically graded and aligned. Boreholes and hand-dug wells provide drinking water in most of the rural areas, heavily supplemented by harvested rain water. Small rural communities are separated by large swathes of forests, so transportation is mainly by bicycles and motorcycles, as well as the occasional and often overloaded commercial vehicles. The urban centers, however, enjoy electricity, pipe-borne water and good roads. They are mainly interconnected by surfaced roads that go to emphasize the stark difference between the rural and urban populations. Education: Access to basic education is restricted, not by availability, but by reach. Many pupils walk between 1.5 to 3 kilometres to attend school. Often, some have to use canoes and makeshift boats or weak bridges to reach school. Junior and senior secondary education is more restricted, and many students are unable to commute, and rather relocate to live with relatives in bigger towns where school facilities exist. Senior secondary schools are predominantly found in the urban centres. There is a polytechnic in Takoradi, in Sekondi Takoradi Metropolis, and a teacher training colleges at Sefwi Wiawso. Employment: The major employment avenues are in food cropping, (mainly of rice, plantain, cassava. vegetables and fruits), plantation farming, especially of cocoa, oil palm, rubber, processing of oil palm, copra, mining and lumber processing. Illegal, small-scale gold is a common occurrence that is ravaging the ecology of the zone. It entails open cast mining that uses nearby rivers, streams and rivulets to wash the soil for alluvial gold. The use of mercury is widespread, and the government is struggling to control illegal mining. 3.2.6 Coastal Savannah The coastal savannah stretches from southern section of the Central Region and spreads eastwards across the Greater Accra Region to the Volta Region. It encompasses Population and Demography: The Coastal Savannah has the most populous cities in Ghana. Accra, the national capital, as well as Tema, the leading industrial city are both located in this zone. The other major city is Cape Coast, an ancient city noted for its castles, forts and other heritage sites. It also has a high concentration of the leading senior secondary school and tertiary institutions in Ghana. This zone has been a major destination for rural urban drift, especially Accra and Tema. Thus, the population is concentrated around these two nodes, where many rural GSEIP/ESMP Page 24 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN people flood to in search of work opportunities. Accra alone is estimated to have about 1.8 million people commuting daily in and out of the city for business, trade and other activities (2010-2013 Medium Term Development Plan, Accra Metropolitan Assembly). Social Amenities: Benefitting from their occupation by colonial administrators in pre- independence days, this zone is home to many of the major administrative and political structures. Cape Coast used to be the colonial capital before it was relocated to Accra in 1877. Historically, the Volta Region also encountered German and Swiss missionaries who established schools and churches, some of which are still in existence. Thus, the Coastal Savannah zone saw development and modernity ahead of the rest of Ghana. Road networks, electricity supply, pipeborne water and drainage have been available since the 1940s. As home to the national capital, the Greater Accra Region has the best of social amenities and infrastructure, including road network, electricity, potable water supply, public transport system and telecommunications. These facilities are, however, are constantly being stretched by the constantly increasing population and attendant urban sprawl. Education: Cape Coast is touted as the “cradle of education” in Ghana, since formal education in Ghana started there. Following the coming of Europeans to the then Gold Coast missionary schools were started in Cape Coast, and then spread to Accra. The Volta Region also saw German and Swiss missionaries setting up schools and institutions of learning. Thus, the zone has some of the oldest and reputed basic and secondary schools in Ghana. Basic education is highly available and accessible, with reduced access in the northern sections of the zone. Even then, availability and accessibility are higher than most parts of the other eco-zones. Secondary education is also very available and accessible. In this zone, tertiary education is strongly represented. The highest concentration of tertiary institutions is found in the zone, both public and private. The University of Cape Coast, the University of Ghana, Legon, the University of Professional Studies and Accountancy, Ghana Technology University College and the University of Allied Health Sciences are among the public tertiary institutions here. A number of private universities are also found, prominent among them are Ashesi University, and Zenith University College. Religious organizations have over the past two decades, also set up many universities, including Central University College, Methodist University College, and Pentecost University College. Other tertiary institutions include polytechnics at Accra, Cape Coast and Ho. Employment: The Coastal Savannah zone is the business and economic centre of Ghana; hence it offers various employment opportunities ranging from the formal sector to the private, small and medium scale businesses. Ministries, government institutions and agencies, banking and financial institutions, schools and the service industry present employment avenues for university and GSEIP/ESMP Page 25 50 SCHOOLS FOR EXPANSION AND REHABILITATION professional graduates. ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Food markets for the teeming population offers brisk business opportunities in the food sector, where traders haul raw food items from the forest zones to the Coastal Savannah for sale. As in most cosmopolitan areas, medium, small and micro scale businesses abound, as every individual is striving to make a living in the melting pot of urban living. 4.0 SIGNIFICANT ENVIRONMENTAL AND SOCIAL IMPACTS The various phases of the proposed SEIP sub-projects would potentially present issues of environmental concern. These concerns have been identified from various sources, including site visits and inspections, consultations with primary stakeholders and project literature review. The potential environmental and social impacts of the proposed project have been categorized GSEIP/ESMP Page 26 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN under the various project phases, as Pre-Construction phase impacts, Construction Phase impacts and Occupation and Maintenance Phase impacts. 4.1 Pre-construction Phase Impacts Pre-construction phase activities would comprise land acquisition, vegetation clearing and land preparation, as well as delivery of construction materials to site. Potential impacts at the preconstruction phase will include: Removal, handling and disposal of asbestos roofing materials Loss of vegetative cover, Dust generation, Exposure of soil surface to erosion, These are described in detail below. 4.1.1 Removal, handling and disposal of Asbestos Most buildings constructed in Accra and most coastal dwellings in Ghana prior to 1980 may contain asbestos. Even some buildings constructed after 1980 may contain some asbestos, most likely as roofing material. Asbestos is considered a carcinogenic material. When broken, they release asbestos fibres, which when inhaled can lead to serious and fatal lung ailments. This will be a major risk which, when not properly managed, could become an adverse impact (-3). 4.1.2 Loss of Vegetative Cover As described above under Section 1.2 Description of Project, the locations of some sub-projects are currently covered by grasses, vegetation brush and an average of about 15 trees of different sizes and at different levels of maturity. These will have to be cleared for the project to commence. This could lead to loss of vegetative cover, and is considered a minimally adverse impact (-1), because the vegetation type is available in adjoining areas. No rare, threatened or endangered plant species was identified on any of the sub-project sites. Felled trees will be cut into sizeable logs and handed over to the beneficiary school for use as fuel wood at the dining halls. 4.1.3 Dust Generation For the construction of new facilities, the removal of vegetative cover at the construction sites will be done using machinery (bulldozers and graders). This activity will generate dust as the vegetation is cleared from the soil surface. This will be a slightly adverse impact (-2), since, in almost all cases, the sub-project sites are on school compounds already occupied by students and staff.. GSEIP/ESMP Page 27 50 SCHOOLS FOR EXPANSION AND REHABILITATION 4.1.4 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Exposure of Soil Surface to Erosion Clearing of vegetation prior to construction could expose the soil surface to erosion, especially during the rainy season. The soil in several sections of the area is made up of loose, unconsolidated material that is susceptible to erosion, especially by run-off. This is a minimally adverse impact (-1) since the sub-project sites have been selected to avoid steep areas liable to run-off carrying away sediments. 4.2 Construction Phase Impacts Construction phase impacts will comprise the following: Air quality impacts (Dust and Exhaust emissions) Noise generation Traffic Impacts Occupational Health and Safety Public Safety and Health Community and Local Economics Community Perception and Attitudes Distortion of Social Processes Solid Waste management Liquid waste management Employment and Income opportunities These are briefly described below, with their proposed mitigation measures: 4.2.1 Air Quality Impacts Dust generation from excavation and construction activities could compromise air quality in the project area, especially during the dry season. Exhaust emissions from construction machinery could also affect air quality via their exhaust emissions. This will be a minimally adverse impact (-1) 4.2.2 Noise generation Construction activity could generate noise from machinery and equipment that will disturb teaching and learning. This will be a slightly adverse impact (-2) GSEIP/ESMP Page 28 50 SCHOOLS FOR EXPANSION AND REHABILITATION 4.2.3 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Traffic Impacts Haulage trucks delivering building materials to site could generate traffic impacts by adding to vehicular traffic on roads serving the project area. This will be a minimally adverse impact (-1) 4.2.4 Occupational Health and Safety Construction site workers will be exposed to risks of accidental collisions with moving vehicles, strains from repeated movements or from lifting and heaving of heavy objects, slips and falls, including falls from heights. Accidental cuts from tools and machines are also safety risks. Wet cement as a construction material is corrosive on contact to with human skin. This will be a minimally adverse impact (-2) 4.2.5 Public Safety and Health Excavations, pits and heaps of unconsolidated material will be left overnight at the end of a working day at the construction site. These would make the construction site dangerous to stray animals and vagrants who might walk across the site at night. It will be captured in the Contractors’ Clauses for selected contractors to recruit local labour as much as it is available and practicable. However, the possibility of other skilled personnel coming into the subproject location to work on the construction project cannot be ruled out. That will bring in risks of increased incidence of HIV/AIDS and Sexually Transmitted Diseases (STDs). The expected cash liquidity in the locality could increase social vices such as prostitution. These are risks that need to be managed to prevent them from occurring. The identified impact will be an adverse impact (-3). 4.2.6 Solid Waste Generation Construction activity will generate considerable amount of solid waste, include earth material, wood cut-offs, wood shavings, plastic cut-offs, empty cement sacks, paint cans etc. These would need to be appropriately disposed of. This will be a minimally adverse impact (-1) 4.2.7 Liquid Waste Generation Liquid waste streams will include equipment wash-out after daily construction activity, and human wastes from construction workers. An estimated 30 persons will be engaged per subproject site. This will be an adverse impact (-2) 4.2.8 Sources of Raw Materials Raw materials such as laterite and sand are won from engineered borrow pits where these materials are naturally available. Permits are required from regulatory agencies for accessing GSEIP/ESMP Page 29 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN these materials, which also require some remediation works to be done at the borrow pits in order to mitigate environmental damage after winning the material. It will be the selected Contractors’ responsibility to acquire the relevant permits for borrows sites, from where laterite and other earth materials for the construction activity will be won. This responsibility will be captured in Contractors’ Clauses as part of the contract document. This will be a zero (0) impact, since the permitting process requires that the permit holder backfills or remediates any impact arising from the winning of construction materials. 4.2.9 Community and Local Economics At the Construction phase, the project will generate opportunities for increased employment (local artisans and laborers in the district where facilities will be built) and business growth for local communities (boost in trade of construction materials and goods and services for the contractor and contractor’s employees). While this additional employment and economic growth may be limited to the construction stage, the project will contribute to an increase in diversified skills base through skills and technology transfer and collective business acumen of the locality, which will have secondary benefits in the long term. Failure to maximize local employment and business opportunities may result in negative perceptions within the community and may fuel opposition and potential conflict. An estimated 15 labourers will be employed at each subproject location. Employment and incomes for these people could have ramifying positive effects. There will also be opportunities for food vendors who will sell cooked food to these workers on a daily basis This will be a beneficial impact (+3). 4.2.10 Increased Pressure on Community Amenities The construction (rehabilitation or expansion) phase will see the aggregation of workers in a common locality or section of the community. This could put communal facilities such as public toilet facilities and drinking water. Migrant workers could create congestion in small communities by way of rented accommodation, and create social tensions. This would be an adverse impact (-2) Table 4.1 Rapid Impact Matrix (Scale: +ve impact=+5; -ve impact= -5) ENVIRONMENTAL AND SOCIAL IMPACT GSEIP/ESMP IMPACT SCALE Pre-Construction Phase IMPACT DESCRIPTION Page 30 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Asbestos handling -3 Risk of inhalation of asbestos fibres, which can lead to serious health implications. Loss of Vegetative cover -1 The site will be cleared of vegetation (trees and underbrush) prior to construction. Dust generation -1 Vegetation clearing will generate dust on and around the project site Exposure of soil surface to erosion -1 Clearing of vegetation will expose soil surface to elements of the weather (erosion) Construction Phase -1 Dust generation from digging and excavation activities, exhaust emissions from construction machinery. Air quality issues Noise -2 Construction equipment and related activities will generate noise. This could disrupt teaching and learning on school compounds. Delivery of construction materials and equipment could impede vehicular movements on trunk roads serving sub-project areas Traffic impacts -2 Occupational Health and Safety -2 Risks of injury from accidents, collisions trips and falls at the construction site, exposure to corrosive action of wet cement Public safety and health -3 Solid waste generation -1 Risks of humans or animals falling into excavations. Increased risk of HIV/AIDS and STDs Excess earth material, packaging materials, empty cement sacks, paint containers, etc., will be generated. Liquid waste generation -3 Equipment washout after daily operation, ablution facilities for construction workers. Community and local economies +3 Some local artisans will be employed; some construction material will be sourced locally. Food vendors and other services will also generate revenue. Increased pressure on existing community amenities -2 Migrant workers will increase pressure on facilities such as public toilets and water sources. Occupation and Maintenance Phase Demographic changes and increased demand on transport infrastructure -2 Enhanced school infrastructure, safer and larger school structures will mean increased student populations Solid waste generation -1 Waste paper will be generated from the offices and classrooms; food packaging wastes from canteen. Liquid waste generation -2 Wastewater from washrooms and science laboratories *Impacts are objectively assessed and quantified based on magnitude, extent, duration and reversibility. 4.3 Occupancy and Maintenance Phase Impacts Occupancy and Maintenance phase impacts would include: GSEIP/ESMP Page 31 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Demographic changes and increased demand on social infrastructure in host communities Traffic Impacts Solid Waste generation Liquid Waste generation Employment opportunities These are briefly described below. 4.3.1 Demographic changes and increased demand on social infrastructure One of the key qualifying criteria is for a beneficiary school to have a minimum population capacity of about 1,000 students. The rehabilitation and/or expansion of school facilities enhance the school’s intake capacity. The influx of such a population will affect the population dynamics of the host community and potentially impinge on community infrastructure and services, especially on transport facilities. Students from the surrounding communities will need to commute to and from school. Initially, this could create inadequacy and then opportunities for investors in the transport sector. This will be a slightly adverse impact (-2) 4.3.2 Solid Waste Generation Paper wastes, food packaging and residues will comprise the bulk of solid wastes to be generated from the school. This will be a minimally adverse impact (-1) 4.3.3 Liquid Waste Generation Liquid waste will comprise washroom wastes, as well as wastes from the science laboratories. With a projected student population in excess of 1,000, this will be a slightly adverse impact (-2) Table 4.1 above summarizes the identified environmental and social impacts and their detailed description at the various phases of the project. 5.0 MITIGATION OF IDENTIFIED IMPACTS Under this section, the proposed mitigation measures for the identified environmental and social impacts are presented under the various project phases. GSEIP/ESMP Page 32 50 SCHOOLS FOR EXPANSION AND REHABILITATION 5.1 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Pre-Construction Phase Mitigation Identified impacts at the Pre-Construction Phase will be mitigated as follows. 5.1.1 Asbestos Removal If the presence of asbestos is suspected, a registered asbestos consultant or other qualified health and safety specialist should be consulted to determine whether or not asbestos is present. If, however, the Contractor has capacity to safely handle it, then it should be removed and disposed of appropriately. The use of appropriate Personal Protection Equipment prior to handling asbestos is mandatory. This should include safety gloves, nose mask of appropriate type, and coveralls. The asbestos material should first be sprinkled with water to make it wet and less likely to break. If removed from a height, they should not be dropped. Rather, they should be carried or held in a net or appropriate material, and lowered gently either by a crane or by ropes onto the ground or into a waiting disposal truck. Removed asbestos pieces should be disposed of at a landfill site, to be buried immediately and separately from other wastes. 5.1.2 Mitigation of Vegetative Cover Loss As part of the Contractor’s obligations, one hundred and fifty percent (150%) of the total number of trees felled in clearing the site for construction will be replanted on and around the school compound as part of the construction activity, and will be deemed to be a deliverable from the contractor. If there is inadequate space around the school to plant all the seedlings, another location will be demarcated for the contractor to plant the seedlings and ensure that they are established. 5.1.3 Dust Generation This is an impact that requires no mitigation. Natural wind dispersion in the sub-project area will attenuate generated dust. 5.1.4 Exposure of Soil Surface to Erosion Vegetation clearing will be staggered; it will be done only at sites where construction work is ready to begin. This will limit the exposure of the soil surface to erosion and other factors. 5.2 Construction Phase Mitigation Under the Construction Phase, identified impacts will be mitigated as follows: 5.2.1 Dust and Exhaust Emission Mitigation GSEIP/ESMP Page 33 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Areas to be excavated will be doused with water to minimize dust emissions. Construction equipment and machinery will be serviced regularly to reduce excessive exhaust emissions. 5.2.2 Noise generation Construction equipment and machinery will be serviced regularly to reduce excessive noise generation. As much as possible, construction activity will be restricted to daylight hours, when background din masks noise from construction activities. Regarding disruption of teaching and learning, this will be a residual impact after machinery and equipment have been maintained. Construction workers will be required to avoid unnecessary noise, shouting and horsetrading. 5.2.3 Traffic Impact Mitigation As much as possible, delivery of materiel to site will be restricted to off-peak traffic hours. Traffic wardens (flagmen) will be engaged to coordinate traffic flow 5.2.4 Occupational Health and Safety Proper site sanitation and housekeeping will be maintained on construction sites. Contractors will be required to provide and enforce the use of Personal Protection Equipment (PPE). Strict adherence to local safety regulations and safety precautions as per Factories, Offices and Shops Act, 1970 (Act 328) will be enforced. 5.2.5 Public Safety and Health Enhancement The construction site will be appropriately fenced or cordoned off to prevent stray animals and vagrant persons, including students, from straying on to the site. All pits and excavations that will be left overnight will be cordoned with physical barriers and appropriate signage. HIV/AIDS and STDs awareness programmes will be held for hired labour, particularly non-indigenous workers, and condoms will be made available to them. 5.2.6 Solid Waste management Excess earthen material will be used in landscaping at the project site. Waste skips will be provided to collect wastes for appropriate disposal at municipal disposal site. 5.2.7 Liquid Waste management Equipment washout will be discharged away from water courses to avoid contaminating natural water bodies. The contractor will be required to provide separate toilet and ablution facilities for construction workers. These will be either chemical toilets or pit latrines that will be chemically treated and sealed after the construction phase.. 5.2.8 Community and Local Economics GSEIP/ESMP Page 34 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN This will be a positive impact (social enhancement) that requires no mitigation. 5.2.9 Increased Pressure on Communal Facilities Selected contractors will be required to construct work camps away from the beneficiary community, and provide ablution and drinking water facilities specifically for their use. 5.3 Occupancy and Maintenance Phase Mitigation At the operational phase of the school, the identified potential impacts will be addressed as follows: 5.3.1 Demographic Changes and Increased Demand on Transport Infrastructure The District Assemblies (DAs) will ensure that transport facilities and infrastructure are improved. Measures in this direction could include the extension of the services of the stateowned Metro Mass Transport Limited to facilitate the movement of students to and from school on a daily basis. Another alternative will be for the DAs to grade and maintain the service roads to the school locations to encourage private transport providers to ply those roads and offer transport services to students. 5.3.2 Solid Waste management The DAs will provide waste skips for waste collection. These will be evacuated by DA waste management facilities periodically. 5.3.3 Liquid Waste management Suitable toilet facilities will be provided on the school compound. The classroom block design includes water closet (WC) facilities to serve the ablution needs of students and staff. These will be evacuated of sludge periodically by the DAs. 6.0 MONITORING Monitoring of project activities will ensure that the environmental and social management and mitigation plans installed for the project implementation are working as planned. It will also indicate how close indicated paper intentions are to reality, and offer opportunities for prompt GSEIP/ESMP Page 35 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN review and redress of any systemic failures or weaknesses. Monitoring will be done throughout the project implementation, from Pre-Construction phase, through Construction phase to Occupancy and Maintenance phase. Table 6.1 is a proposed monitoring plan showing monitoring activities, responsible persons and budgeted costs. 6.1 Pre-Construction Phase Monitoring At the Construction phase, the major activity that will require monitoring is the involuntary resettlement of project affected persons. 6.1.1 Removal, Handling and Disposal of Asbestos The identification of asbestos on any of the subproject locations will be reported and documented by the relevant contractor. The removal, handling and disposal shall be supervised by the Environmental Consultant and the Environmental and Social Safeguards Coordinator, both of whom should be wearing the appropriate PPEs. The entire process of removal and disposal shall be documented, possibly with video records, and filed as part of the periodic reporting process to the World Bank Environmental Safeguards Specialist. 6.2 Construction Phase Monitoring This monitoring plan will be implemented during the Construction phase, and will cover the following: Air quality (Dust and Exhaust emissions) Noise generation Traffic impacts Occupational health and Safety Public Safety and Health Solid waste generation and management Liquid waste generation and management, and Employment and Income generation. 6.2.1 Air quality (Dust and Exhaust emissions) Dust emissions from the Construction phase will be monitored on a daily basis, and when required, the site doused with water to control dust. 6.2.2 Noise GSEIP/ESMP Page 36 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Though the recorded levels are well within the EPA guideline limits, noise levels will continue to be monitored through the Construction phase, on a weekly basis. 6.2.3 Traffic Impacts Service roads in the sub-project locations could be congested due to construction activities. Traffic impact at the construction phase of the project will be monitored on a daily basis. Collisions, near-misses and incidence of traffic build-ups will be logged daily, and investigated to determine how best they could be prevented from recurring. 6.2.4 Occupational Health and Safety While personnel will be provided with all the appropriate PPE and their use enforced, the possibility of accidents and personal injuries at the construction sites cannot be downplayed. OHS incidents will be monitored on a daily basis. PPE will include safety boots, gloves, nose masks, safety goggles, hard hats and ear muffs. Any accident, near miss or injury will be recorded and investigated to determine the cause so as to avoid their recurrence. 6.2.5 Public Safety and Health While measures will be taken to prevent any breaches of public safety, incidents that could compromise safety of non-construction workers and the general public will be monitored on a daily basis, and documented as they happen for prompt amelioration and review. The selected contractors will be required, as part of their deliverables, to offer HIV/AIDS awareness programmes to their hired hands, both local and in-migrated. These programmes should be frequent; one before commencement of works, and repeated at least once every three months. They will be documented in both hard and soft version. The free or subsidised supply of condoms to hired hands, especially in-migrated ones will also be required. 6.2.6 Solid waste generation and management Volumes of solid wastes generated will be monitored on a weekly basis. This will provide a guide as to whether or building materials are being used judiciously. 6.2.7 Liquid Waste generation and management The proper disposal of generated liquid waste is critical in ensuring that no natural water body or course is contaminated with faecal matter of liquid construction wastes. The de-sludging and disposal of the mobile toilets at the construction sites will be monitored on a daily basis. GSEIP/ESMP Page 37 50 SCHOOLS FOR EXPANSION AND REHABILITATION 6.2.8 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Employment and Income Generation The construction phase of the 50 sub-projects under the SEIP is estimated to last over 5 years. During the period, about 1,500 people are expected to be employed. The selected contractors will employ quantity surveyors, civil engineers, building technicians, construction engineers and other construction professionals. Low-skill workers such as masons, carpenters and construction workers will also be engaged. Other employment avenues will include supply of local building materials as sand and stones, as well as food vendors who will sell food to construction workers on site. This would significantly impact the local economies as well as the overall national economy. 6.3 Occupancy and Maintenance Phase Monitoring Monitoring at the Operations phase will cover the following: The parameters to be monitored at the Occupancy and Maintenance Phase will be: Demographic changes and Increased demand on Transport Infrastructure Solid waste generation Liquid waste generation Groundwater depletion These are explained in detail below. 6.3.1 Demographic Changes and Increased Demand on Transport Infrastructure This parameter will be monitored quarterly by the DAs, to determine how the operations of the Community Day Secondary School will be impacting on the local transport sector. The outcome will determine the necessary steps to be taken by the DA to rectify the situation. 6.3.2 Solid Waste Generation and Management Generated solid waste will comprise mainly wastepaper, packaging material and other organic matter that could be potentially raw material (biofuel) for energy generation should the quantities be significant and consistent. Generated volumes and frequency of evacuation will be monitored to determine if there is a suitable trend. Monitoring records will be kept by the DA or the waste collection contractor. 6.3.3 Liquid Waste generation and Management GSEIP/ESMP Page 38 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Cess pits with soak-away systems will be installed to contain liquid waste from the washrooms and laboratories. These will be de-sludged periodically as they get filled up. The School Management Team will monitor the systems for their integrity and continued utility. Table 6.1 below is a Monitoring Plan Table 6.1 Monitoring Plan Parameter Monitoring Responsibility Remarks Frequency Pre-Construction Phase Construction Phase Air quality (Dust and Weekly Project Contractor Exhaust emissions) Weekly air quality monitoring analysis will determine dust control measures to be implemented. Noise generation Weekly Project Contractor Weekly noise monitoring analysis will determine noise control measures to be implemented. Traffic impacts Daily Project Contractor Daily traffic analysis will determine traffic control measures to be implemented. Occupational health Daily Project Contractor and Safety Daily HSE meetings will be organized by the Site Safety Officer, that will address HSE management issues and provide a a forum for the SEIP PIT to interface with Contractor and construction activity, and address public safety concerns and review of incidents and near-misses, while providing Opportunities for Improvement (OFI). Public Safety Health and Daily Project Contractor/ Site security and safety will be monitored Project twice a day, before commencement of Implementation work and after close of work, to ensure Team that the site is secured from intruders and vagrants, and that all excavations and equipment on site are secured and properly cordoned off. Tool box meetings will address public safety concerns and Opportunities for Improvement (OFI). GSEIP/ESMP Page 39 50 SCHOOLS FOR EXPANSION AND REHABILITATION Solid generation management waste and Weekly Liquid generation management waste and Weekly Employment and Income generation Monthly ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Project Implementation Team/District Waste Management Department Project Implementation Team The District WMD will be engaged to empty waste collection skip on site regularly Project Implementation Team/DA PIT and the District Assembly will ensure that workers are paid regularly and on time Chemical and/or pit latrines to be provided by contractors for their labourers will be inspected. Occupancy and Maintenance Phase Demographic changes and increased demand on transportation infrastructure Quarterly District Assembly Planning Department The Planning Office will monitor local demographic changes and economic trends Solid generation management waste and Monthly District Assembly Waste Management Department WMD will keep track of volumes, types and characteristics of generated solid waste Liquid waste Quarterly School School Management Team will monitor septic tanks and inform District Waste Management Department when full or near full generation and management 6.4 Management Team Reporting Schedule The Environmental and Social Safeguards Coordinator at the Ministry of Education will be responsible for furnishing the World Bank with reports and updates. On a monthly basis, the Coordinator will furnish the Ghana office of the World Bank with progress reports. However, should it be necessary for a report to be sent in the intervening periods that will also be done. 7.0 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN This section describes the environmental and social management plan and the environmental guidelines for avoiding and or preventing the adverse environmental and social impacts of the project activities. Institutional setup for implementing the ESMP, roles and responsibilities of the focal persons, monitoring mechanisms, and training and capacity building programs have also been detailed in this section. Qualified contractors will be selected through a competitive bidding process to implement the construction of the sub-projects. Contractors will undertake the construction of the subprojects GSEIP/ESMP Page 40 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN at the approved locations, delivering according the approved project design details. Construction phase environmental and social management and mitigation measures will be spelt out clearly for contractors under a Contractors’ Clauses document, to be issued as part of the contract documents that contractors will sign off. The Project Management Team has the role and responsibility of ensuring compliance with the relevant local and World Bank safeguard policies. The World Bank has the role of reviewing and approving safeguards documents regarding this project, while Ghana EPA will ensure that all compliance standards and measures are met. The World Bank has the role of reviewing and approving safeguards documents regarding this project, while Ghana EPA will ensure that all compliance standards and measures are met. 7.1 Project Management and Oversight Structure Oversight of the SEIP implementation will be in the Ministry of Education (MOE) with the Ghana Education Service providing their mandated implementation role for service delivery. This section deals with the relevant institutional arrangements–existing and proposed –which would facilitate environmental and social soundness and sustainability. 7.1.1 Project Oversight A Steering Committee and Project Management Team of the MOE will be established to coordinate and oversee implementation. The Project Steering Committee (PSC) will: Provide guidance on strategic, policy and implementation issues; Coordinate activities of the ministries, agencies and other stakeholders involved in the project implementation; Review and approve annual work plans, budget and annual reports; Review and discuss quarterly and annual project progress reports and make necessary recommendations; and Assess the progress towards achieving the project’s objectives and take corrective action if necessary. Resolving cross-sectoral and issues above the Project Management Team. The PSC will be chaired by the minister of MOE or his/her designee. The PSC will include representatives at the chief director level for the ministries and at the director levels for the agencies of relevant ministries and institutions and civil society organizations, including: (i) Ministries of Finance; and Ministry of Local Government and Rural Development; GSEIP/ESMP Page 41 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Ghana Statistical Service; Environmental Protection Council; and West African (ii) Examination Council; Civil Works Contractors Associations; and Ghana National Education Campaign (iii) Coalition. The PSC will meet quarterly to assess the project implementation progress on the ground and undertake site visits as necessary. 7.1.2 Functions of the Project Management Team The Project Management Team will derive from the Project Implementation Committee at the national level (see figure). The PMT’s main functions are to (i) assume project control, (ii) monitor the actual construction of work executed in the four (4) zones of the country namely: Zone 1- Northern, Upper East and Upper West regions; Zone 2- Ashanti and Brong Ahafo regions; Zone 3- Central, Western and Greater Accra regions; and Zone 4- Volta and Eastern regions; (iii) review reports submitted by the supervising consultant on a zonal basis and bring up issues to the Project Implementation Committee for resolution; (iv) liaise with the District Assemblies to ensure their full participation in the supervision of the project; (v) prepare and update the schedule of activities/procurement plans to be executed under the project; (vi) vetting claims submitted by the consultants on behalf of the contractors; (vii) vetting consultancy claims submitted by the supervising consultants; (viii) agree on design modification to suit topography of the land; (ix) prepare bi-monthly briefs to the Ministerial leadership; (x) follow up and ensure that contractors and consultants are paid for properly prepared claims; (xi) review any recommendations for the payment of fluctuations/variations and for advice to the PSC; (xii) take over completed structures and commission them for usage by the schools; and (xiii) accompany Ministerial leadership on monitoring in the respective zones. The PMT will include the following: 2 environmental and social safeguards consultants 1 procurement specialist (MOE) 1 technical advisor (MOE) 4 architects (FPMU + 3 others) GSEIP/ESMP Page 42 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN 4 quantity surveyors (FPMU, GETFund and 2 others) 4 civil engineers (FPMU + 3 others) 1 electrical engineer (on retainer basis) Project management consultancy firm (providing the others) Figure 7.1 below is a tabular arrangement of the institutional arrangements and responsibilities for environmental assessment and resettlement. Figure 7.1: Institutional Arrangements/Responsibilities for Environmental Assessment and Resettlement Institutional Responsibilities Task Institution(s) Responsible Project coordination and management - Project Steering Committee (PSC) - Project Management Team - District Education Oversight Committee - School Management Implementation and monitoring of ESMF and RPF Determination of affected persons and compensation levels - PMT (E&S Consultants) - DEOC (including Land Valuation Division) - Environmental Protection Agency (EPA) - PSC - PMT - DEOC Payment of compensation - PMT - DEOC Dispute resolutions - DEOC District Level: District Assemblies (DAs) are empowered under Act 462 of 1993 to be responsible for development, improvement and management of human settlements and the environment in their districts. In order to facilitate the work of the DAs in this regard, the District Education Oversight Committee (DEOC) which includes the (i) MCE or DCE; (ii) District Director of Education; (iii) District Engineer; (iv) District Planner; (v) District Environmental/Social Officer; and (vi) representative from the Land Valuation Division of the Lands Commission will have responsibility for the project implementation in collaboration with the beneficiary communities. The District Environmental/Social Officer will be responsible for site screening and reporting to the DEOC. There will be the need for capacity building at the DEOC level. The District Engineer will lead in the monitoring and supervision of contractors and recommend the signing of work certificates against work done. GSEIP/ESMP Page 43 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Role of DEOC The key functions envisaged for the DEOCs with regard to environmental issues are: Responsible for liaising with EPA and other relevant agencies Work with project environmental consultants (PM Consultancy) when required Responsible for registering all project components within the zones with the EPA, including completing Form EA1, any other documentation, and/or the attached project environmental screening checklist. Ensure compliance with all recommendations by EPA and other regulatory agencies Play a lead role in site selection for relevant SEIP components within the district and initiating collation of baseline data Figure 7.2 below illustrates the organizational structure of the DEOC. STEERING COMMITTEE PROJECT MANAGEMENT TEAM MCE/DCE DEOC DISTRICT DIRECTOR InspectingFORand EDUCATION DISTRICT ENGINEER. DISTRICT PLANNING OFFICER. DISTRICT ENVIRONMENTAL OFFICER LAND VALUATION DIVISION REPRESENTATI Monitoring of environmental components of pre-constructional, constructional and operational stages and providing the PMT with reports on a regular basis. Additionally, the DEOC will receive and seek to address any grievances that may arise at the local level, as outlined in the RPF. Table 7.2 below outlines the institutional setup for timely identification and reporting of the environmental issues relating to the SEIP and for taking necessary preventive or corrective measures at the national and district levels of responsibility under the ESMF: Table 7.2 GSEIP/ESMP Organizations and Focal Persons for ESMP Implementation Page 44 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Organization/Entity Project Management Team Role Responsible for implementing various activities required for safeguard compliance under the ESMF and RPF. Focal Person Environmental and Social Safeguards Consultants (to be recruited) Jurisdiction Ministry of Education District Education Oversight Committee (of District Assembly) Responsible for project implementation in collaboration with the beneficiary communities as well as site screening and reporting to the DEOC. District Environmental/ Social Officer Respective District Assemblies Project Construction Contractors Responsible for physical construction of project structures according to project design and specifications, site and construction workers’ Health and Safety Site Engineer and Site Manager Subproject Construction sites World Bank Has monitoring roles for compliance with World Bank Environmental and Social Safeguards regulations Task Team Leader/members Subproject Construction sites 7.2 General Health and Safety Procedures The guidelines provided in the Factories, Offices and Shops Act, 1970 (Act 328) given below shall be strictly complied with at the Construction phase of the project. These regulations cover the major safety areas. Further details of the safety sections relating to this project are also outlined below. General Safety Rules for workers engaged in construction. Safety guidelines related to the use of tools and equipment Safety procedures associated with the transportation and of personnel and materials, and Safety procedures for materials handling, storage and disposal GSEIP/ESMP Page 45 50 SCHOOLS FOR EXPANSION AND REHABILITATION 7.3 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Pollution Prevention In addition to the operational guidelines relating to health and safety, strict pollution prevention guidelines shall also be enforced during all phases to the project. Most pollution incidents are avoidable if careful planning and management procedures are instituted. Pollution prevention measures are much cheaper to implement than costly clean up after the incident. For the prevention measures to be effective it is important that the construction gangs first are adequately trained in pollution prevention for this expansion project. Some of the important pollution prevention guidelines to be followed for this project shall include the following: 7.3.1 Planning and Preparation Careful planning can reduce the risk of pollution significantly. As a first step environmental site meetings will be organized with the construction gangs by the Project Management Team prior to commencement and during construction operations. These meetings will help increase the awareness levels of construction workers and supervisors on what environmental, health and safety measures are required at the project site. 7.3.2 Site Offices A common cause of pollution is through acts of theft and vandalism. The sub-project construction areas will be cordoned off and adequately protected by fences and locked accesses where possible. Security personnel are engaged at the nearby site offices and yard where construction materials are kept. Care will be taken to ensure that no contaminated drain water is allowed to flow into the public drains traversing the area. Fire precautions to be observed at site offices include: Provision of adequate and suitable portable fire extinguishers Adequate ventilation for storage rooms containing flammable chemicals 7.3.3 Storage, Handling and Disposal of Materials / Oils / Chemicals The Factories, Offices and Shops Act requirements regarding the above shall be strictly adhered to. In addition, the following guidelines shall also be followed in the handling of materials, oils and chemicals. GSEIP/ESMP Page 46 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Materials shall be stored in an orderly manner and in safe stacks, tiers or piles. Materials shall be stored so as not to obstruct passageways. Where necessary warning signals, lights and barricades shall be provided. Most chemicals used in construction operations such as oils, cement, cleaning materials, and paint have potential pollution hazards. All such materials shall be stored on an impervious base within a bund wall to contain any spillages. Leaking or empty oil / paint/ chemical drums shall be removed from the site and safely disposed of. Contents of all tanks / drums containing chemicals shall be clearly marked. Disposal of all tanks and drums shall be done safely. All contents of tanks/drums to be disposed shall be emptied and perforated by competent personnel before final safe disposal. Fuelling of project equipment (trucks, bulldozers etc.) and vehicles may constitute the greatest spillage risks. This shall be done in designated areas with impermeable surfaces located away from existing public drains on site. Drip trays and spill kits shall be kept on-hand. Fuel hoses and valves shall be regularly checked for leakages and wear and tear. Emergency spillage procedures shall be clearly outlined and posted conspicuously. Absorbent materials for containing spillages shall be readily available on site. These shall include sawdust, sand, cotton rags, etc. 7.3.4 Concrete Works. The construction of the building foundations and the superstructures themselves at the site shall involve concrete works. Concrete and cement are very alkaline and corrosive and can have serious pollution impacts on water. Therefore all concrete preparation and mixing shall be located away from drains, and will be carefully monitored to ensure that such material do not get into the public drains to contaminate any streams and water bodies. 7.4 Waste Disposal For the proposed construction works, the major sources of waste would be from the vegetation clearing, plastic scraps, empty cement sacks, metal scraps etc. Those that can be recovered and used such as empty cement sacks and wood waste will be recovered for reuse. Dealers in the relevant waste materials will be invited to cart them away, while the non-reusable ones will be gathered in appropriate waste bins to be provided at the site for collection and disposal through public waste disposal system. GSEIP/ESMP Page 47 50 SCHOOLS FOR EXPANSION AND REHABILITATION 7.5 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Trainings and Capacity Building The principal objective of the trainings is to ensure the sound and sustainable implementation of the ESMP. Social conflict can best be addressed by bringing all stakeholders on board through sustained and regular consultations. The training will equip project personnel for effective communication and be a means of empowering the community, for social conflict resolution. 7.5.1 District Level Training It is recommended to hold one-day training workshops at the District level for DEOCs. These workshops will focus on identifying and discussing environmental and social issues that will arise during the implementation of the ESMP. These will also sensitize participants about environmental and social obligations under the ESMP, managing the site relevant problems, and strategizing implementation of the ESMP activities. 7.5.2 National Level Training Similarly, a one-day workshop will be held at the national level every quarter during which key stakeholders involved in SEIP field implementation will focus primarily on policy issues and share ideas and experiences. The Environmental and Social Safeguard consultants in the PMT will be responsible for organizing and reporting on these quarterly trainings. At the national level, it is also recommended that contractors working in the various districts are trained. The training of contractors will focus on their responsibilities toward complying with the ESMP requirements. 7.6 Allocation of Resources for Environmental and Social Management Apart from the human resources to be made available under Section 6.1 above, financial provision would be required to ensure that mitigation, monitoring and training programmes are effectively implemented. The estimated cost of implementing this ESMP is about US$ 26,500. The details are provided in Table 7.3 below, which is a composite Environmental and Social Impact Mitigation and Management Table that outlines how identified impacts will be mitigated, managed and monitored during the implementation of the 50 existing schools for expansion and rehabilitation under SEIP. Some of the costs will be part of selected Contractors’ obligations, while the beneficiary Municipal District Assemblies will bear the costs of some aspects. The contractors will be required to quote for these activities as part of their tender processes. GSEIP/ESMP Page 48 50 SCHOOLS FOR EXPANSION AND REHABILITATION GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Page 49 50 SCHOOLS FOR EXPANSION AND REHABILITATION Table 7.3 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Environmental and Social Impact Management and Mitigation Table POTENTIAL PROJECT PHASE ENVIRONMENTAL LOCATION PROPOSED MITIGATION MEASURE (S) RESPONSIBLE PARTY NET EFFECTS IMPACTS/ACTIVITY Removal, handling and disposal of asbestos Some subproject sites Vegetation clearing Project site PRE-CONSTRUCTION PHASE. Air quality Project site and vicinity A qualified asbestos contractor will be engaged to remove, handle and appropriately dispose of asbestos material. Project Contractor/ Project Management Team Selective and staggered vegetation will be done only when construction is ready to begin. Project Contractor Areas to be excavated will be doused with water to minimize dust emissions Safe removal and disposal of asbestos Avoidance of exposure of land surface to erosion Project Contractor Controlled dust generation; Reduced exhaust emissions Project Contractor Reduced noise impacts ESTIMATED BUDGET (USD) 5,000 Part of Contractor’s costs “ CONSTRUCTION PHASE Traffic impacts GSEIP/ESMP Project site and vicinity Regular maintenance of machinery and equipment. Roads serving immediate project area Restriction of construction activity to daylight hours Noise PMT/Project Contractor Reduced traffic impacts Page 50 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Restriction of delivery of materiel to site to offpeak traffic hours. Use of traffic wardens to coordinate traffic flow Project site Occupational Health and Safety issues Proper site sanitation and housekeeping. Provision and enforced use of PPE. First aid kits will be provided to manage minor accidents Strict adherence to safety precautions as per Factories, Offices and Shops Act, 1970 (Act 328) Project site and vicinity Public safety and health PMT/Project Contractor Reduced incidence of accidents and injuries. 2,000 PMT/Project Contractor Cordoning off of pits and excavations with physical barriers and appropriate signage. HIV/AIDS and STDs awareness program for contractor’s staff, Project Contractor provision of condoms as prophylaxis. Project site Solid waste management GSEIP/ESMP Excess earthen material will be used in landscaping. Waste skips Project Contractor Reduced risk of accidents and injuries to public Safe disposal of generated solid waste 1,500 DA to dispose of wastes Page 51 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN will be provided to collect wastes for appropriate disposal at municipal disposal site. Safe disposal of generated liquid waste Project site Equipment washout will be discharged away from water courses; Liquid waste management Increased pressure on community amenities Project host community Separate toilet and drinking water facilities will be provided for construction crew Project Contractor Project Management Team Reduced risk of conflict from stress on community amenities through municipal waste disposal system No cost implications 6,000 Income generation Employment and Income Project Monitoring GSEIP/ESMP Project site All sub project sites Hired hands will earn some regular income to support themselves and their families. PMT members and Consultants will visit all project sites to ensure compliance with country and World Bank requirements in ESMP DA/Project Management Team Project Management Team No cost implications Compliance with World Bank and Ghana EPA requirements 12,000 Page 52 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Increased demand on transport infrastructure Project site and environs DA will ensure that transport facilities and infrastructure are improved. DA/Project Management Team Solid waste generation School site Waste skips will be provided for waste collection, to be evacuated by DA waste management facilities periodically. School authorities/DEMC OCCUPANCY AND MAINTENANCE PHASE Liquid waste generation GSEIP/ESMP School site Provision and maintenance of suitable toilet facilities on school compound. School authorities/DEMC Adequate transport facilities and infrastructure. Proper sanitary conditions on school compound. Proper sanitary conditions on school compound. To be borne by DA To be borne by DA To be borne by DA Page 53 50 SCHOOLS FOR EXPANSION AND REHABILITATION 8.0 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN CONSULTATIONS Stakeholder engagement and consultation is very important aspect of the project, as it affords the administrative heads of the beneficiary schools the opportunity to contribute input and feedback information aimed at strengthening the development project and avoiding negative impacts or mitigating them where they cannot be avoided. Public participation and involvement demonstrates to all stakeholders, that fairness and transparency has been integrated to all aspects of the project. The involvement of stakeholders is to demonstrate the openness of the selection process, and enriches the project value, acceptance and participation by all stakeholders. 8.1 Objectives of Consultation The main objectives include but are not limited to the following: Provision of relevant and timely information about the project; Optimizing the potential benefits of the project to the beneficiary schools; Elimination or minimization of future long term liabilities; Identification of probable mitigation to potential negative impacts by the affected people; Avoidance of conflicts by addressing issues promptly; In fulfilment of the above objectives, consultations have been held with the relevant stakeholders to facilitate the identification of key environmental concerns associated with proposed project. Stakeholder identification and mapping entailed a process of identifying all interest groups and institutions that could be impacted upon by the project, and determining their interest levels, involvement and impact on the project success. For the SEIP, consultations began in February 2014, and will continue throughout the implementation phase to the occupancy and maintenance phase. 8.2 Stakeholder Consultations At this stage, consulted institutional stakeholders include: Heads of Beneficiary Schools District Chief Executives Environmental Protection Agency (EPA). A list of stakeholders and persons consulted is presented as Annex A. The statuses of engagement with these institutions are presented below. 8.2.1 Heads of Beneficiary Schools GSEIP/ESMP Page 54 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Following the drawing up of the selection criteria for beneficiary communities, the Ministry of Education has engaged the administrative heads of the beneficiary schools in a series of workshops and consultations. They were informed of the financial allocation of $200,000.00 per beneficiary school, and that they should generate a prioritized wish list of project that they need to be executed on their school compounds. The consultants’ consultation meetings with the school heads were only confirming what the teachers had been informed about already. Annex B is minutes and Workshop reports. 8.2.2 District Chief Executives The DAs, as the local government authorities, have administrative jurisdiction over the various metropolises, municipalities and districts. Their administrative heads, known as District Chief Executives (DCEs), have been engaged in a number of workshops by the MOE, where the steps and activities, as well as obligations and responsibilities required of them were explained. Annex B is minutes and Workshop reports. They will continue to participate in the implementation of SEIP in their respective jurisdictions. 8.2.3 Environmental Protection Agency The EPA has reviewed and approved the ESMF and RPF for the SEIF, and have published the two documents on their website (www.epa.gov.gh). The approval has resulted in the site screening process and the drafting of this ESMP to guide the actual implementation of the ESMF. The implementation of SEIP also requires that individual subprojects are registered with the EPA, using their standard Form EA 1. The EPA will then screen each individual site and give direction as to whether or not any further assessment will be required. This registration process has been complied with, and the subprojects are currently awaiting screening by the EPA. Table 8.1 below is a summary of issues raised and discussed at the various locations during consultations. GSEIP/ESMP Page 55 50 SCHOOLS FOR EXPANSION AND REHABILITATION Table 8.1 No. ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Summary of Issues Raised at Consultation Meetings Comment/Concern/Question Mitigation/Action to be Taken 1 We have some uncompleted projects on the school compound, The World Bank funding will be utilized to undertake any project from start to and will prefer that the project funds are utilized to complete such finish. It will be used as supplement funding for any existing project. projects. 2 Why is the project fund not given to the schools to implement as There is the need for fund accountability, and the schools cannot be given the they deem fit? funds to implement as they choose. The FPMU has come round to collate schools’ prioritized list of projects, and has selected those the funds can start and finish. GSEIP/ESMP Page 56 50 SCHOOLS FOR EXPANSION AND REHABILITATION 8.3 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Disclosures and Public Consultation Plan After this ESMP is approved, the PIU will ensure that it is disclosed by the World Bank on its infoshop, by the Ghana EPA on its website and also by the Ministry of Education on its website. Additionally, hard copies of the report will be made available at designated locations for review by members of the general public. This will include the EPA Library at its head office in Accra and the various EPA Regional offices, the District Assembly offices of the beneficiary metropolises, municipalities and districts. This will enable all interested stakeholders read and understand how they stand to be affected by the project. A key element of sustaining stakeholders’ support in any project execution is to consult and communicate with the stakeholders effectively and to engage them as early as possible with the project which has been done in the course of preparation of the intervention work and further enhanced during the preparation of this ESMP. Like any other business function, stakeholder engagement needs to be managed and driven by a well-defined strategy. Table 8.2 below provides a Summary of the stakeholder engagement plan. Table 8.2: Summary of Planned Stakeholder Engagement Schedule Activity Stakeholders / Community Frequency / Timeline Pre-Construction / Prior to Project Commencement Project email, postal address and contact details Fact Sheet and FAQ sheets All stakeholders Once-off establishment All stakeholders Briefings District Assemblies, Community members World Bank All stakeholders As required, subject to any updates on the Project As required, subject to the approvals process Newsletters, Media and Advertising Site tours Personal meetings Community Sessions Develop and disseminate Feedback and Complaints Mechanism and communications procedures Briefings, Site Tours and Community Sessions - for development of the GSEIP/ESMP Government authorities, District Assemblies, community, World Bank, etc. Targeted stakeholders Residents of affected areas/ Community and interest groups As required, subject to any updates on the Project As required As required As required, subject to approvals route and feedback from the community All stakeholders As required, subject to any updates on the Project Government authorities, Local communities, Prior to Work Plan approval Page 57 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Rehabilitation and Closure • Additional relevant Plan stakeholders Advertising / media release All stakeholders (update on milestones) Project launch All stakeholders Construction and operations Regular Before civil works Ongoing community liaison Local community Ongoing Project updates All stakeholders Monthly Responding to issues and All stakeholders Ongoing / as required inquiries as per Feedback and Complaints Mechanism Annual reporting All stakeholders Annually Personal meetings All stakeholders Ongoing / as required * Budget to be determined based on profile of stakeholders, duration, location and size GSEIP/ESMP Page 58 50 SCHOOLS FOR EXPANSION AND REHABILITATION 9.0 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN CONCLUSION AND RECOMMENDATIONS This ESMP has critically evaluated the individual sub-projects under the SEIP, having reviewed the project documents, and taken the project location environmental and social characteristics into account. The potential environmental and social impacts have been assessed, and are all considered to have minimal environmental impacts, and are thus classified as Category B projects. Appropriate mitigation measures have been designed for these impacts. The ESMF and RPF approved by the Ghana EPA and the World Bank sets the stage for the implementation of the project, and this ESMP is set to guide the implementation process. The ESMP has revealed the followings with appropriate recommendations: The proposed intervention work is most desirable because of the obvious socio-economic benefits. These far out-weigh the negative impacts that could arise in the course of implementation. Priority should be given to local workers in the recruitment of unskilled labour There is the need to carry along the community during project implementation. Mitigation measures and management planshave been suggested and developed for the negative impacts. Appropriate institutional framework has been drawn up to implement the mitigation measures and environmental management plan while the proposed monitoring programmes shall be set in motion as soon as possible. GSEIP/ESMP Page 59 50 SCHOOLS FOR EXPANSION AND REHABILITATION Annex A S/N 1 List of Stakeholders and Persons Consulted REGION 2 DISTRICT EJURA SEKYEDOMASE AMANSIE WEST ASHANTI 3 OFFINSO MUNICIPAL 4 ADANSI NORTH DISTRICT 5 BOSOME FREHO 6 OFFINSO NORTH 7 ADANSI NORTH 8 AMANSIE CENTRAL 9 ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN BRONG AHAFO PERSONS MET ARTHUR-MANU JOSEPH DESIGNATION HEADMASTER CONTACTS 0277833519 SETH BOADU KWAKYE ZAINAB ADAMS HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL 0244077713 0244513255 ANTHONY ASANTE BABA I. SEIDU JOSEPH OBI FRANCIS Y. AGORSOR FAISAL SULEIMAN 0243721411 0244599159 0208226232 0244029861 0244248447 10 PRU YEJI SECONDARY/TECHNICAL SCHOOL ALEXANDER OPPONG-BAAH HEAD OF SCHOOL HEAD OF SCHOOL 11 BANDA JAMAN NORTH EMMANUEL SAMMOR-DUAH KYEREH-DIABOUR AUGUSTINE HEAD OF SCHOOL HEAD OF SCHOOL 0243984552 12 13 TAIN CECILIA J. POGREBAH HEAD OF SCHOOL 0244810640 14 DORMAA WEST BANDAMAN SENIOR HIGH TECHNICAL SCHOOL GOKA SECONDARY/TECHNICAL SCHOOL BADU SECONDARY/TECHNICAL SCHOOL NKRANKWANTA SEC/TECH ADZAH GODWIN MAWUENA HEAD OF SCHOOL 0245875409 GSEIP/ESMP PRU SCHOOL SEKYEDOMASE SENIOR HIGH SCHOOL ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL ST. JEROME SENIOR HIGH SCHOOL FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA NKENKAASU SECONDARY HIGH SCHOOL BODWESANGO SENIOR HIGH SCHOOL JACOBU SECONDARY/TECHNICAL SCHOOL PRANG SENIOR HIGH SCHOOL 0540752358 0243022398 Page 60 50 SCHOOLS FOR EXPANSION AND REHABILITATION 15 16 WESTERN REGION TAIN MENJI AGRICULTURAL SENIOR HIGH SCHOOL NAA F. SIGDE ACTING DIRECTOR 0248379602 PRESTEA HUNI VALLEY ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO BODI SENIOR HIGH SCHOOL MARY YAMSON 0208154310 AKONTOMBRA SENIOR HIGH SCHOOL NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL DABOASE SENIOR HIGH TECHNICAL SCHOOL TUNA SENIOR HIGH SECONDARY TECH. SCHOOL E/P SENIOR HIGH SCHOOL, SABOBA T.I AHMADIYYA SENIOR HIGH SCHOOL BUIPE SECONDARY TECHNICAL AWE SENIOR SECONDARY/TECHNICAL SCHOOL BONGO SENIOR HIGH SCHOOL AMOAH P. KOBINA DAVID YAW OPOKU ANTHONY IL ISSAKA A. MAHAMUD GARIBA RAZAK IBRAHIM HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL AZITARIGA GAAGA A. MARGARET L. AKPARIBO HEAD OF SCHOOL HEAD OF SCHOOL 0203321520 REV. SR. AGNES B. ADONGO SEIDU TAHIRU ANYAGRI HEAD OF SCHOOL HEAD OF SCHOOL 0267706428 17 BODI 18 SEFWI AKONTOMBRA 19 AOWIN 20 WASSA AMENFI EAST 21 22 SAWLA-TUNA-KALBA DISTRICT SABOBA 23 EAST GONJA DISTRICT 24 CENTRAL GONJA DISTRICT 25 NORTHERN REGION UPPER EAST KASSENA NANKANA EAST 26 BONGO 27 BONGO 28 KASSENA NANKANA EAST 29 BONGO GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN GOWRIE SECONDARY/TECHNICAL SCHOOL OUR LADY OF LOURDES SECONDARY/TECH ZORKOR SENIOR HIGH SCHOOL JOSEPH ARTHUR EMMANUEL BOKUMA NDEEGO J. MATHEW DIMBIE M.I. 0503630348 0242314962 0246665093 0243051894 0246750721 0244848567 0244795069 0202301378 0243322600 0247936644 0200334878 Page 61 50 SCHOOLS FOR EXPANSION AND REHABILITATION 30 31 NADOWLI-KALEO DISTRICT 32 JIRAPA DISTRICT DAFFIAMA SENIOR HIGH SCHOOL KALEO SECONDARY/TECHNICAL ULLO SENIOR HIGH SCHOOL 33 WA EAST DISTRICT FUNSI SENIOR HIGH SCHOOL BEGYIL LUKE AWUTU/EFUTU/SENYA OBRACHIRE SHS KWAMI ALORVI 35 AWUTU/EFUTU/SENYA SENYA SHS 36 ODOBEN SHS 37 ASIKUMA/ODOBEN/BRAKW A ASSIN SOUTH MENSAH ERIC NANA PATRICIA A. KLU 38 ASSIN NORTH 39 TWIFO HEMANG ASSIN NORTH SENIOR HIGH TECH. SCHOOL JUKWA SHS 40 UPPER DENKYIRA DIASO SHS 41 ASSIN FOSSU ASSIN NSUTA AGRIC SHS KETU KLIKOR SECONDARY/TECH SCHOOL NTRUBOMAN SENIOR SEC/TECH. ADAKLU SENIOR HIGH SCHOOL AGOTIME SENIOR HIGH SCHOOL DORFOR SENIOR HIGH SCHOOL 34 42 UPPER WEST CENTRAL REGION VOLTA REGION DAFFIAMA/ISSA BUSSIE ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN 43 NKWANTA 44 ADAKLU ANYIGBE 45 ADAKLU ANYIGBE 46 NORTH TONGU GSEIP/ESMP NYANKUMASI SHS MARTHA R. FUGLUU PATRICIA G. DIANON GUO KILIAN ISAAC A. K. AMISSAH J. N. QUAYASONFORSON ERNEST E. A. NOYE PHYLLIS D. A. ARTHURSAMPTON AGATHA HARRY MATHEW KUDROHA MICHAEL DEI ADZIMAH GODWIN DRAPHOR SYLVIA E. AKPABLI JOSEPH K. HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL 0248666180 HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL 0244766087 0266463728 0243582757 0208914421 0542393754 0208197298 0243229791 0244025683 0242888898 0244997093 0233997093 0208172742 0208160283 0208319081 0246444116 0202930928 0248156719 0249407462 0543888583 Page 62 50 SCHOOLS FOR EXPANSION AND REHABILITATION 47 48 GREATER ACCRA 49 50 KETU SOME SENIOR HIGH SCHOOL K. K. AHAFIA ACCRA METRO HOLY TRINITY CATH. SENIOR HIGH SCHOOL PRESBYTERIAN SENIOR HIGH SCHOOL ST. FIDELIS SENIOR HIGH SCHOOL WILLIAM D. ADJAYE BARBARA B. PUPULAMPO MATHIAS ATTIMAH ACCRA METRO EASTERN REGION GSEIP/ESMP ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN KWAHU NORTH HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL HEAD OF SCHOOL 0244105546 024467556 0244042214 0208528459 Page 63 50 SCHOOLS FOR EXPANSION AND REHABILITATION Annex B ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Minutes of Meetings/Workshop Reports 50 BENEFICIARY DISTRICTS AND HEADS OF SCHOOLS MEETING Meeting Summary Education Village Tuesday, October 21, 2014 Pillar 1 of the Secondary Education Improvement Project (SEIP) is to increase access with equity in senior secondary education in underserved districts. Under this pillar, intermediate result indicator two is to increase the seats created and utilised within low performing beneficiary SHS schools. Specifically, 50 senior high schools (SHSs) are targeted to receive facilities improvements. These schools are also included among the 125 schools in pillar 2 that will receive quality improvements. To begin this process, the Ministry of Education (MoE) organised a meeting with Heads of the 50 schools and the district Directors of Education for the districts where these schools are located.1 The meeting lasted for half a day and was held on October 21, 2014 at the Education Village in East Legon, Accra. In attendance were 44Heads of schools and 41 District Directors, as well as Ministry officials.2 The objective of the meeting was to brief the schools on the different components of their involvement and to begin the process to collect information on which facilities needed to be upgraded. After the opening prayer and welcome address, Mr. Wilson gave a presentation on the selection criteria that the schools had to meet to qualify as one of the 50 schools, and stressed the importance of a needs assessment for facilities. Mrs. Dorothy Glover followed this presentation with a briefing on the scholarship scheme and on the School Performance Partnership Plans (SPPP). Finally, Dr.Tawiah gave a brief on management and leadership and talked about the training that principals would receive.3 After each presentation, any questions that participants had were addressed.4 1 See Annex I for the programme. 2 See Annex II for a list of attendees. 3 See Annex III for the presentations. 4 See Annex IV for a full list of questions and answers. GSEIP/ESMP Page 64 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN District Directors Attendees Region Ashanti Ashanti Ashanti Ashanti Ashanti Ashanti Ashanti BrongAhafo BrongAhafo BrongAhafo BrongAhafo BrongAhafo Central Central Central Central Eastern Greater Accra Northern Northern Northern Northern Upper East Upper East Volta Volta Volta Volta Western Western Western District ADANSI NORTH AMANSIE CENTRAL AMANSIE WEST BOSOME FREHO EJURA SEKYIDOMASE OFFINSO MUNICIPAL OFFINSO NORTH BANDA DORMAA WEST JAMAN NORTH PRU TAIN ASIKUMA-ODOBEN-BRAKWA ASSIN NORTH MUNICIPAL ASSIN SOUTH TWIFO HEMANG-LOWER DENKYIRA AFRAM PLAINS (KWAHU NORTH) ACCRA METROPOLITAN District Director PAUL ANTWI OPPONG JOSEPH K. AGYEMANG SAMUEL KENA GEORGINA ENYAH JOSEPH K. APPIAH FRANK YAW MUSAH SIMON ODEI NYARKO EMIL ASIEDU-BOACHIE ISAAC NSIAH EDWARDS ASUBONTENG KWASI EMML EFFAH-SAKYI NAA F. SIGDE MARTHA ACQUAH PHIL A.A. BAIDOO ANNA B. BAIDOO NANA S.A.B. AIDOO ELIZABETH AMANKWA ANGELA TENA MENSAH CENTRAL GONJA EAST GONJA SABOBA SAWLA-TUNA-KALBA BONGO KASSENA-NANKANA MUNICIPAL AGORTIME ZIOPE KETU SOUTH NKWANTA SOUTH NORTH TONGU (NEW) AOWIN BODI PRESTEA HUNI VALLEY ALICE A. NAWURI ADAM SEIDU DAUDA GEORGINA ANABA-N. FRANK AFLAMPUI MBELA PADMORE AUGUSTINE G. AYIREZANG REV. SEVOR SAMUEL FRED P.K. DUNYOH MAXWELL H. GBAKAH ALEX GODZI ALHAJI A. SOPHINA JOHN OPPONG ACKAH KYERE BOATENG Heads of Schools Attendees Region District School Name Ashanti ADANSI NORTH Ashanti ADANSI NORTH Ashanti AMANSIE CENTRAL BODWESANGO SENIOR HIGH SCHOOL FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL JACOBU SECONDARY/TECHNICAL SCHOOL GSEIP/ESMP Head of School JOSEPH OBI ZAINAB ADAMS FRANCIS Y. AGORSOR Page 65 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Ashanti AMANSIE WEST Ashanti BOSOME FREHO Ashanti Ashanti EJURA SEKYIDOMASE OFFINSO MUNICIPAL OFFINSO NORTH BrongAhafo BANDA BrongAhafo DORMAA WEST NKRANKWANTA SEC/TECH BrongAhafo JAMAN NORTH BrongAhafo PRU GOKA SECONDARY/TECHNICAL SCHOOL PRANG SENIOR HIGH SCHOOL BrongAhafo PRU YEJI SECONDARY/TECHNICAL SCHOOL BrongAhafo TAIN Central ASIKUMA-ODOBENBRAKWA ASSIN NORTH MUNICIPAL BADU SECONDARY/TECHNICAL SCHOOL ODOBEN SENIOR HIGH SCHOOL Ashanti Central ESAASE BONTEFUFUO SEC. TECHNICAL SCHOOL BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA SEKYEDOMASE SENIOR HIGH SCHOOL ST. JEROME SENIOR HIGH SCHOOL NKENKAASU SECONDARY HIGH SCHOOL BANDAMAN SENIOR HIGH TECHNICAL SCHOOL ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL Central ASSIN SOUTH Central ASSIN SOUTH Central AWUTU-SENYA ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL NYANKUMASI AHENKRO SENIOR HIGH SCHOOL OBRACHIRE SECONDARY/TECHNICAL Central AWUTU-SENYA SENYA SENIOR HIGH SCHOOL Central UPPER DENKYIRA WEST DIASO SENIOR HIGH SCHOOL Eastern AFRAM PLAINS (KWAHU NORTH) ACCRA METROPOLITAN ACCRA METROPOLITAN CENTRAL GONJA S.T. FIDELIS SENIOR HIGH TECH. SCHOOL HOLY TRINITY CATH. SENIOR HIGH SCHOOL PRESBYTERIAN SENIOR HIGH SCHOOL-OSU BUIPE . SECONDARY TECHNICAL SCHOOL Greater Accra Greater Accra Northern GSEIP/ESMP K. A. OPOKU ANTHONY ASANTE ARTHURMANU JOSEPH SETH BOADU KWAKYE BABA I. SEIDU EMMANUEL SAMMORDUAH ADZAH GODWIN MAWUENA KYEREHDIABOUR FAISAL SULEIMAN ALEXANDER OPPONGBAAH CECILIA J. POGREBAH PATRICIA A. KLU J.N. QUAYSONFORSON AGATHA HARRY ISAAC A.K. AMUSSAH KWAMI ALORVI MENSAH ERIC NANA PHYLLIS D.A. ARTHURSAMPTON MATHIAS ATTIMAH WILLIAM D. ADJAYE BARBARA B. PUPLAMPU ISSAKA A. MAHAMUD Page 66 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN Northern EAST GONJA Northern SABOBA T. I. AHMADIYYA SENIOR HIGH SCHOOL E/P SENIOR HIGH SCHOOL, SABOBA Northern Upper East SAWLA-TUNAKALBA BONGO TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL BONGO SENIOR HIGH SCHOOL Upper East BONGO Upper East BONGO GOWRIE SECONDARY/TECHNICAL SCHOOL ZORKOR SENIOR HIGH SCHOOL Upper East KASSENA-NANKANA MUNICIPAL WEST OUR LADY OF LOURDES SECONDARY/TECHNICAL Upper East Volta KASSENA-NANKANA WEST MUNICIPAL ADAKLU AWE SENIOR SECONDARY/TECHNICAL SCHOOL ADAKLU SENIOR HIGH SCHOOL Volta AGORTIME ZIOPE AGOTIME SENIOR HIGH SCHOOL Volta KETU SOUTH Volta Volta Volta Western KETU SOUTH NKWANTA SOUTH NORTH TONGU (NEW) AOWIN KLIKOR SECONDARY/TECHNICAL SCHOOL SOME SENIOR HIGH SCHOOL NTRUBOMAN SENIOR HIGH SCHOOL DORFOR SENIOR HIGH SCHOOL Western BODI NANA BRENTU SENIOR HIGH TECHNICAL SCHOOL BODI SENIOR HIGH SCHOOL Western PRESTEA HUNI VALLEY ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO Western SEFWI AKONTOMBRA AKONTOMBRA SENIOR HIGH SCHOOL GSEIP/ESMP DIMBIE M. I. NDEEGO J. MATTHEW EMMANUEL BOKUMA AZITARIGA GAAGA A. MARGARET L. AKPARIBO SEIDU TAHIRU ANYAGRI REV. SR. AGNES B. ADONGO GARIBA RAZAK I. ADZIMAH GODWIN DRAPHOR SYLVIA E. MATTHEW KUDROHA K. K. AHAFIA MICHAEL DEI AKPABLI JOSEPH K. DAVID YAW OPOKU JOSEPH ARTHUR PETER DICKSON MENSAH AMOAH P. KOBINA Page 67 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN 50 + 23 BENEFICIARY DISTRICTS AND HEADS OF SCHOOLS ORIENTATION Orientation Report Education Village, Accra Friday, November 7, 2014 Pillar 1 of the Secondary Education Improvement Project (SEIP) is to increase access with equity in senior secondary education in underserved districts. Under this pillar, intermediate result indicator two is to increase the seats created and utilised within low performing beneficiary SHS schools. Specifically, 50 senior high schools (SHSs) are targeted to receive facilities improvements. These schools are also included among the 125 schools in pillar 2 that will receive quality improvements. Pillar 2 of the Secondary Education Improvement Project (SEIP) is to improve quality in low performing senior high schools. These quality improvements come in the form of teacher training in Math and Science, increasing completion rates, creating School Performance Partnership Plans (SPPPs) for learning, and implementing ICT packages. Specifically, 125 senior high schools (SHSs) are targeted to receive facilities improvements broken down into two groups: 75 schools receive only quality improvements, while 50 schools receive both quality improvements and facilities improvements. To begin this process, the Ministry of Education (MoE) organised an orientation with Heads of the 50 schools and the district Directors of Education for the districts where these schools are located.5 The meeting was held on November 7, 2014 at the Education Village in East Legon, Accra. In attendance were 41 Heads of schools and 17 District Directors, as well as District Chief Executives and Municipal Chief Executives, and Ghana Education and MoE officials.6 The objective of the meeting was to brief the schools on the different components of their involvement for both facilities upgrades and quality improvements. After the opening prayer and welcome address7, presentations were given on the overview of the project, selection of beneficiaries, iCampus and ICT based instruction, the school profile website and online monitoring tool, Math and Science curriculum, the results framework and disbursement linked indicators, disbursement guidelines, procurement, leadership, safeguards issues, and guidelines for new construction.8 After each presentation, any questions that participants had were addressed.9 5 See Annex I for the programme. 6 See Annex II for a list of District Director and school Head attendees. 7 See Annex III for the welcome address. 8 See Annex V for the presentations. 9 See Annex IV for a full list of questions and answers. GSEIP/ESMP Page 68 50 SCHOOLS FOR EXPANSION AND REHABILITATION ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN : Attendees: District Directors Attendees Region District District Director - name Ashanti Ashanti BrongAhafo BrongAhafo Central Central Central Eastern Greater Accra Northern Upper West Upper West Volta Volta Volta Western Western AMANSIE CENTRAL OFFINSO NORTH DORMAA WEST TAIN ASSIN NORTH MUNICIPAL ASSIN SOUTH TWIFO HEMANG-LOWER DENKYIRA AFRAM PLAINS (KWAHU NORTH) ACCRA METROPOLITAN JOSEPH K. AGYEMANG SIMON ODEI NYARKO ISAAC NSIAH EDWARDS NAA F. SIGDE PHIL A.A. BAIDOO ANNA B. BAIDOO NANA S.A.B. AIDOO ELIZABETH AMANKWA ANGELA TENA MENSAH SABOBA JIRAPA NADOWLI ADAKLU AGOTIME ZIOPE NORTH TONGU (NEW) AOWIN SEFWI AKONTOMBRA GEORGINA ANABA-N. DOMINICA DASSAH VALENTINE D SHERIFF SAMUEL A DORFE REV. SEVOR SAMUEL ALEX GODZI ALHAJI A. SOPHINA DAVID AKOLWIN AGATIBA Heads of Schools Attendees Region District Ashanti Ashanti ADANSI NORTH ADANSI NORTH Ashanti AMANSIE CENTRAL BOSOME FREHO Ashanti Ashanti EJURA SEKYIDOMASE Ashanti OFFINSO MUNICIPAL Ashanti OFFINSO NORTH BrongAhafo BANDA BrongAhafo BrongAhafo BrongAhafo BrongAhafo BrongAhafo GSEIP/ESMP DORMAA WEST JAMAN NORTH PRU PRU TAIN School Name BODWESANGO SENIOR HIGH SCHOOL FOMENA T.I AHMADIYYA SENIOR HIGH SCHOOL JACOBU SECONDARY/TECHNICAL SCHOOL BOSOME SENIOR HIGH TECHNICAL SCHOOL-ASIWA SEKYEDOMASE SENIOR HIGH SCHOOL Head/Assistant Head of School JOSEPH OBI ZAINAB ADAMS FRANCIS Y. AGORSOR ANTHONY ASANTE ARTHUR-MANU JOSEPH ST. JEROME SENIOR HIGH SCHOOL SETH BOADU KWAKYE NKENKAASU SECONDARY HIGH SCHOOL BANDAMAN SENIOR HIGH TECHNICAL SCHOOL NKRANKWANTA SEC/TECH GOKA SECONDARY/TECHNICAL SCHOOL PRANG SENIOR HIGH SCHOOL YEJI SECONDARY/TECHNICAL SCHOOL BADU SECONDARY/TECHNICAL SCHOOL BABA I. SEIDU EMMANUEL SAMMORDUAH ADZAH GODWIN MAWUENA KYEREH-DIABOUR FAISAL SULEIMAN ALEXANDER OPPONG-BAAH CECILIA J. POGREBAH Page 69 50 SCHOOLS FOR EXPANSION AND REHABILITATION BrongAhafo TAIN Central Central ASIKUMAODOBENBRAKWA ASSIN NORTH MUNICIPAL ASSIN SOUTH Central ASSIN SOUTH Central Central AWUTU-SENYA TWIFO HEMANGLOWER DENKYIRA UPPER DENKYIRA WEST AFRAM PLAINS (KWAHU NORTH) ACCRA METROPOLITAN ACCRA METROPOLITAN CENTRAL GONJA EAST GONJA SABOBA SAWLA-TUNAKALBA BONGO BONGO Central Central Eastern Greater Accra Greater Accra Northern Northern Northern Northern Upper East Upper East Upper East Upper East Upper East Volta Volta Volta Volta Volta GSEIP/ESMP BONGO KASSENANANKANA MUNICIPAL WEST KASSENANANKANA WEST MUNICIPAL ADAKLU AGORTIME ZIOPE KETU SOUTH KETU SOUTH NKWANTA SOUTH ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN MENJI AGRICULTURAL SENIOR HIGH SCHOOL ODOBEN SENIOR HIGH SCHOOL NAA F. SIGDE (Director Acting) PATRICIA A. KLU ASSIN NORTH SENIOR HIGH TECHNICAL SCHOOL ASSIN NSUTA AGRIC. SENIOR HIGH SCHOOL NYANKUMASI AHENKRO SENIOR HIGH SCHOOL OBRACHIRE SECONDARY/TECHNICAL JUKWA SENIOR HIGH SCHOOL J.N. QUAYSON-FORSON DIASO SENIOR HIGH SCHOOL PHYLLIS D.A. ARTHURSAMPTON MATHIAS ATTIMAH S.T. FIDELIS SENIOR HIGH TECH. SCHOOL AGATHA HARRY ISAAC A.K. AMISSAH KWAMI ALORVI ERNEST E.A. NOYE HOLY TRINITY CATH. SENIOR HIGH SCHOOL PRESBYTERIAN SENIOR HIGH SCHOOLOSU BUIPE . SECONDARY TECHNICAL SCHOOL T. I. AHMADIYYA SENIOR HIGH SCHOOL E/P SENIOR HIGH SCHOOL, SABOBA TUNA SENIOR HIGH SECONDARY TECHNICAL SCHOOL BONGO SENIOR HIGH SCHOOL GOWRIE SECONDARY/TECHNICAL SCHOOL ZORKOR SENIOR HIGH SCHOOL OUR LADY OF LOURDES SECONDARY/TECHNICAL WILLIAM D. ADJAYE AWE SENIOR SECONDARY/TECHNICAL SCHOOL GARIBA RAZAK I. ADAKLU SENIOR HIGH SCHOOL AGOTIME SENIOR HIGH SCHOOL ADZIMAH GODWIN DRAPHOR SYLVIA E. KLIKOR SECONDARY/TECHNICAL SCHOOL SOME SENIOR HIGH SCHOOL NTRUBOMAN SENIOR HIGH SCHOOL MATTHEW KUDROHA K. K. AHAFIA MICHAEL DEI BARBARA B. PUPLAMPU ISSAKA A. MAHAMUD DIMBIE M. I. NDEEGO J. MATTHEW EMMANUEL BOKUMA AZITARIGA GAAGA A. MARGARET L. AKPARIBO SEIDU TAHIRU ANYAGRI REV. SR. AGNES B. ADONGO Page 70 50 SCHOOLS FOR EXPANSION AND REHABILITATION Volta Western Western GSEIP/ESMP NORTH TONGU (NEW) BODI PRESTEA HUNI VALLEY ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN DORFOR SENIOR HIGH SCHOOL AKPABLI JOSEPH K. BODI SENIOR HIGH SCHOOL ST. AUGUSTINE'S SENIOR SECONDARY SEC. BOGOSO JOSEPH ARTHUR PETER DICKSON MENSAH Page 71
