Attachment J.2 - Zambia EDU IEE - 2024.pdf

https://ecd.usaid.gov/document.php?doc_id=62460

INITIAL ENVIRONMENTAL EXAMINATION (IEE)

Document Purpose: The purpose of this IEE is to provide the first environmental review of the Zambia Education Portfolio. This IEE replaces and supersedes the previous Education IEE, providing a new analysis of ongoing and planned activities. This analysis will expire January 31, 2030.

ORGANIZATIONAL DATA

Project Name: Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

Geographic Location(s): Zambia

Funding Operating Unit(s): Zambia

Other Involved Operating Unit(s): NA

Funding Account(s): Development Assistance

Life of Project Funding (ceiling):

Project Start/End Date 5/31/2024 - 9/30/2029

Solicitation/Contract/Award Number(s) : Activity 1 (USAID Let’s Read): 72061119C00001 Activity 2 (USAID Transforming Teacher Education):

72061120CA00006

Activity 3 (Edufinance): 7200AA19C00080 Activity 4 (Foundational Learning Program Government-to-Government): TBD Activity 5 (Foundational Learning Program Technical Assistance):

TBD

Activity 6 (Acting on Climate Change Together): TBD

Mechanism Type: Multiple

Implementing Partner(s): Activity 1: Education Development Center Activity 2: Florida State University Activity 3: Palladium International LLC Activities 4, 5, 6: TBD

IEE DOCUMENT TRACKING

Bureau Tracking ID: https://ecd.usaid.gov/document.php?doc_id=62460

If an Amendment, Tracking ID of Preceding Compliance Document(s)

N/A

Tracking ID or Hyperlink of Other Related Compliance Documents

Gender analysis, Previous Zambia Education IEE -https://ecd.usaid.gov/repository/pdf/53675.pdf

AFR/USAID/ZAMBIA 1

Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://ecd.usaid.gov/document.php?doc_id=62460 https://ecd.usaid.gov/document.php?doc_id=62460 https://docs.google.com/document/d/1IKRZPFLG1yWYr1cYNqE39STy7pHipH8AjEe5lvzIHuw/edit https://www.usaid.gov/environmental-procedures/environmental-compliance-database https://www.usaid.gov/environmental-procedures/environmental-compliance-database

Document Expiration Date: 01/31/2030

Sector Type(s) Education; Climate; Youth

ENVIRONMENTAL COMPLIANCE REVIEW DATA

Environmental Determination(s) Categorical Exclusion Negative Determination

Additional Analyses or Reporting Required: CRM EMMP/R

PERSUAP WQAP

Activity will involve Construction, as defined by ADS 201 and 303

Yes, included

Potential Impact to Threatened or Endangered Species or Critical Habitat per 216.5

No Impact

Verification of Work Taking Place in Parks and Protected Areas

No, PASS conditions are not applicable

Climate Risks Identified (#) in Annex 1:

Climate Risks Addressed (#) in Annex 1:

Low:0 Moderate:6 High:0

Low:0 Moderate:6 High:0

PURPOSE OF THE IEE

In accordance with Title 22, Code of Federal Regulations, Part 216 (22 CFR 216), this document is the first review of the reasonably foreseeable effects of a proposed action on the environment. Its function is to document the factual basis as to whether an Environmental Assessment will be required. This document sets out conditions necessary to eliminate or mitigate significant adverse impacts. This document also captures (in Annex 1) the results of the Climate Risk Management process, in accordance with USAID policy (ADS 201mal).

This IEE includes new activities and removes activities that have ended under the USAID/Zambia Education (EDU) portfolio. . This IEE supersedes the previous EDU IEE which expires on September 30, 2025.

BEO COMMENTS

Reporting Conditions: The AFR BEO requests that the activity managers/AORs/CORs upload this document to the appropriate sub-folder(s) of the Environmental Compliance Library (EC Library) Google Drive folder. In addition, implementation documents such as Environmental Mitigation and Monitoring Plans (EMMPs), sub-project screening documents, etc., should be maintained in this EC Library folder.

Using this common folder will facilitate access by all parties who need these documents, including the Mission Environmental Officer and the AOR/COR, as well as the REA and the BEO Team.

IMPLEMENTATION

This includes the relevant limitations, conditions and requirements in this document as stated in Sections 3, 4, and any BEO Specified Conditions of Approval.

AFR/USAID/ZAMBIA 2

Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://ecd.usaid.gov/document.php?doc_id=62460 https://www.usaid.gov/sites/default/files/documents/201maw.pdf https://www.usaid.gov/environmental-procedures/environmental-compliance-esdm-program-cycle/safeguards-for-activities-supporting-parks-and-protected-areas https://www.usaid.gov/environmental-procedures/environmental-compliance-esdm-program-cycle/safeguards-for-activities-supporting-parks-and-protected-areas https://www.usaid.gov/our_work/environment/compliance/22cfr216 https://www.usaid.gov/ads/policy/200/201mal https://drive.google.com/drive/folders/1q7HGMzgopJ-MuKxkQEJ4GSPp9R7Qzv-5?usp=sharing

USAID APPROVAL OF ZAMBIA EDUCATION PORTFOLIO IEE

Approval: /s/ Robin Sharma 6/21/2024

Robin Sharma, Acting Mission Director Date:

Clearance: /s/ Shannon Taylor 5/24/2024

Shannon Taylor, Education Office Director Date:

Clearance: /s/ Mwewa Katongo 5/28/2024

Mwewa Katongo, Mission Environmental Officer Date:

Clearance: /s/ Emily Rupp 5/28/2024

Emily Rupp, Program Office Director Date:

Clearance: /s/ Brian Lecuyer 6/5/2024

Brian Lecuyer, OAA Office Director Date:

Clearance: /s/ Michael Weaver 6/12/2024

Michael T. Weaver, Regional Environmental Advisor Date:

Clearance: /s/ Samantha Ferreira 6/12/2024

Samantha Glover Ferreira, Resident Legal Officer Date:

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

Clearance: /s/ Michael Capobianco 6/14/2024

Michael Capobianco, Acting Deputy Mission Director Date:

Clearance: /s/ Tashiana Osborne 7/11/2024

Tashiana Osborne, Climate Integration Lead Date:

Concurrence: /s/ Brian Hirsch 7/16/2024

Brian Hirsch, AFR Bureau Environmental Officer Date:

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

PROJECT OVERVIEW & DESCRIPTION

Improving student performance is the core challenge confronting Zambia’s education system.

Zambians, especially Zambia’s young people, must acquire the knowledge and skills necessary to be productive workers, make sound health and welfare decisions, and participate in the democratic process. Although Zambia has made tremendous strides toward ensuring universal access to primary education, learning outcomes remain low.

Achievement of the Education Portfolio’s purpose is premised on the hypothesis that improving the system to deliver high quality literacy instruction will improve reading and overall learning outcomes in the early and subsequent grades. USAID’s development hypothesis in the education sector is premised on the understanding that host-country leadership of the education priorities is critical for long-term sustainability and sector-wide impact at scale. The Quality of Primary Education Strengthened to Improve Learning Outcome Development Objective (DO-4) will be operationalized through three contributing intermediate results (IRs) and their Sub-IRs:

● IR 4.1: Instructional Quality Improved

- Sub-IR 4.1.1: Improved Primary Instruction Methods Expanded

- Sub-IR 4.1.2: Teacher Instructional and Professional Skills Improved

- Sub-IR 4.1.3: Provision and Utilization of Teaching and Learning Materials Increased

● IR 4.2: Education System Capacity and Performance Strengthened

- Sub-IR 4.2.1: School Performance Monitoring Systems Strengthened

- Sub-IR 4.2.2: Instructional and Operational Leadership Strengthened

- Sub-IR 4.2.3: Utilization of Data to Improve Learning Outcomes Increased

● IR 4.3: Community and Private Sector Engagement in Quality Education Increased

- Sub-IR 4.3.1: Community and Non-State School Regulation and Management Improved

- Sub-IR 4.3.2: Parent and Community Engagement in Student Learning Increased

- Sub-IR 4.3.3: Private Sector Investments in Quality Education Increased

The USAID/Zambia Education Portfolio will promote a systems approach to addressing learning outcomes.

Activities included in this IEE covers the following activities:

Activity 1: USAID Let’s Read: The USAID Let’s Read Project is a six-year (2019-2025). The activity aims to improve reading outcomes for approximately 1.4 million children attending public and community schools from Grade 1 through Grade 3 in the five target provinces of Eastern, Muchinga, Northwestern, Southern, and Western. Learners will acquire the skills to read grade-level text with fluency and comprehension, and to write at grade level in one of the seven local official languages of instruction: Cinyanja, Chitonga, Icibemba, Kiikaonde, Lunda, Luvale, and Silozi after three years of primary schooling. This activity will also include the procurement of solar chargers, radios and tablets.

Activity 2: USAID Transforming Teacher Education: Transforming Teacher Education is a five-year (2020-2025) activity aimed at strengthening the capacity of Zambia’s pre-service teacher training institutions to improve student learning outcomes. The activity works with ten public colleges of education and two universities by equipping faculty and lecturers with the skills and experience necessary to deliver effective instruction to teacher training.

Further, the activity standardizes, aligns, and links practical, evidence-based pre-service teacher training and content with the school primary literacy curriculum.

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

Activity 3: EduFinance: EduFinance is a five-year (2020-2025 )activity designed to leverage public and private resources to increase the quality of interventions through low-cost private education services in Copperbelt, Lusaka, Muchinga, and Northern Provinces. The activity pilots and tests two innovative blended financing approaches in education: (1) government contracting out the management of targeted government and community schools, and (2) providing concessionary capital to incentivize financial institutions to extend education loan products to low-fee private schools. The activity leverages philanthropic and investor capital, combined with GRZ-provided school grants, USAID-supported school management, and DfID supported gender and social protection.

Activity 4: Foundational Learning Program Government-to-Government: The Foundational Learning Program Government-to-Government will seek to deliver and institutionalize the Primary Literacy Program to improve foundational learning in Zambia. The activity will be for five years (2024-2030). Through the first sub-activity, Education Assessments, this activity will allow the Zambian Ministry Of Education to provide timely and internationally comparable results on the education sector's progress toward improving student learning outcomes and strengthen the linkage between school-based continuous/formative assessments and summative assessments, to improve data for decision making. The second sub-activity, Primary Literacy Program, will support the relevant departments of the Ministry of Education to sustain and scale up the Primary Literacy Program and targeted instruction.

Activity 5: Foundational Learning Program Technical Assistance: The Foundational Learning Program Technical Assistance will be a five-year (2024-2029) activity designed to improve and expand reading outcomes and the Ministry of Education’s ability to sustain proven practices that improve learning outcomes for Zambian students in primary schools. The activity will support ongoing investments in the Ministry of Education’s Primary Literacy Program (PLP) which aims to improve foundational literacy skills among early grade students and institutionalize remedial or targeted instruction approaches.

Activity 6: Acting on Climate Change Together: The Acting on Climate Change Together will be a three-year (2024-2027) activity aimed at addressing the intersectionality of disability, education, and climate change, ensuring inclusivity and accessibility for all learners. The activity will engage communities, schools, disabled person organizations, and children with disabilities to increase their climate knowledge and action, and plan for and respond to climate-related disasters. The activity will support development and implementation of disability-inclusive disaster risk mitigation plans in targeted schools, conduct back-to-school campaigns to increase enrolments and participation of children with disabilities, and establish and strengthen school environmental and conservation clubs to increase climate knowledge and action. Activity interventions will include small-scale construction of regular classrooms, water and sanitation facilities including toilets and boreholes, and disability accessible infrastructure such as ramps to ensure accessibility and to maximize participation of children with disabilities.

TABLE 1: ILLUSTRATIVE ACTIVITIES, SUB-ACTIVITIES, OR INTERVENTIONS

Current Active Awards

Activity 1 — USAID Let’s Read Project:

Sub Activity 1.1 Provide training to education administrators, local governments, and teachers on literacy instruction and education planning

Sub Activity 1.2 Print and distribute teaching and learning materials to target schools

Sub Activity 1.3 Procure solar chargers and tablets to capture student performance data

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

Sub Activity 1.4 Conduct standardized literacy assessments to measure student learning outcomes

Sub Activity 1.5 Track student performance through an electronic performance tracking system for coaching and mentoring

Activity 2 — Transforming Teacher Education:

Sub Activity 2.1 Provide training for college lecturers in literacy instruction

Sub Activity 2.2 Develop training modules for use in colleges

Sub Activity 2.3 Provide computers to partner colleges

Sub Activity 2.4 Provide teaching and learning materials to partner colleges

Sub Activity 2.5 Facilitate teaching practicum for student teachers to gain teaching experience

Sub Activity 2.6 Facilitate six month fellowships to Florida State University for selected college lecturers

Activity 3 - EduFinance:

Sub Activity 3.1 Create opportunities that bring together school owners and financial institutions to share knowledge about the benefits and opportunities to access school improvement loans, with guidance on how schools can improve their bankability and grow sustainable quality schools

Sub Activity 3.2 Train school administrators in school management

Sub Activity 3.3 Provide technical assistance to financial institutions to develop financial/loan products for parents and educational institutions for a range of possible investments, including for example acquisition of new information and communication technology for the classroom, school construction, etc. depending on the needs of the educational institution

Sub Activity 3.4 Mobilize private capital to improve the quality of education services in low-cost private education institutions/schools for a range of possible investments, including for example acquisition of new information and communication technology for the classroom, training for teachers and administrators, making improvements and refurbishments to school facilities, etc. depending on the needs of the institution

Sub Activity 3.5 Conduct an evaluation of the EduFinance Activity to ascertain the impact/effectiveness of the intervention

New Awards

Activity 4 - Foundational Learning Program Government-to-Government:

Sub Activity 4.1 Conduct national standardized assessments and surveys for literacy and mathematics

Sub Activity 4.2 Conduct training for Examinations Council of Zambia personnel in identified skills

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

Sub Activity 4.3 Engage technical experts to help Zambia align its assessment protocols with international standards and benchmarks to inform national assessment policy reform

Sub Activity 4.4 Provide training to education administrators and teachers on literacy instruction

Sub Activity 4.5 Develop, print and distribute core learning and teaching materials

Sub Activity 4.6 Train master trainers and teachers on formative or continuous standardized literacy assessments

Sub Activity 4.7 Conduct coaching and mentorship support for teachers

Activity 5 - Foundational Learning Program Technical Assistance:

Sub Activity 5.1 Provide training to education administrators, local authorities and teachers on literacy instruction, coaching mentorship, leadership and education planning

Sub Activity 5.2 Develop, print and distribute core learning and teaching materials

Sub Activity 5.3 Train master trainers and teachers on formative or continuous standardized literacy assessments and utilization of digital data collection approaches; scale up digital platforms

Sub Activity 5.4 Conduct coaching and mentorship support for teachers

Sub Activity 5.5 Technical assistance to Ministry of Education and partners

Activity 6 - Acting on Climate Change Together:

Sub Activity 6.1 Develop and implement disability-inclusive school disaster risk mitigation plans

Sub Activity 6.2 Enroll children with disabilities into schools and improve pedagogy for inclusive education

Sub Activity 6.3 Establish and strengthen inclusive environmental clubs to spearhead climate change awareness activities

Sub Activity 6.4 Conduct small scale construction to create an enabling learning environment for learners with disabilities

Sub Activity 6.5 Provide assistive devices to support and increase participation of children with disabilities

1. BASELINE ENVIRONMENTAL INFORMATION

Zambia is a large landlocked country in southern Africa. It is bordered by eight countries: the Democratic Republic of the Congo to the north; Tanzania to the northeast; Malawi to the east; Mozambique, Zimbabwe, Botswana, and Namibia to the south; and Angola to the west. Zambia is divided into 10 provinces and is centered on the plateau of Central Africa between 1,000 and 1,600 meters above sea level. The eastern border has isolated mountain ridges that rise to 1,829 meters, with several reaching over 2,134 meters. Most of the surface of the country is flat, broken up by small hills, which are the result of undisturbed erosion of the underlying crystalline rocks.

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

A predominantly rural (60 percent) population occupies 752,600 km2 and the population is doubling nearly every 20 years. The population of Zambia is currently about 19.6 million people with a rapid growth rate of 2.7 percent per year. Poverty levels are high—currently estimated at 60 percent overall, and 79 percent in rural areas. Extreme poverty is concentrated in the rural areas, where it is four times the rate in urban areas. The most impoverished areas are the Western, Eastern, and Luapula Provinces.

Rural poverty is closely tied to limited access to infrastructure, such as roads, electricity, and medical facilities. Only 37 percent of Zambian households are connected to electricity. Where poverty and biodiversity co-exist, rural populations often exploit natural resources, uninhibited by regulation.

As a country in the tropics, Zambia has a moderate climate with three seasons: rainy (November–April growing season), cool/dry (May– August), and hot/dry (September–October). It contains five watersheds, as well as several wetlands. This combination of geographic characteristics and high poverty levels, along with high dependence on climate-sensitive sectors such as agriculture, mining, and forestry, renders the country and its inhabitants highly vulnerable to climate change. For instance, approximately two-thirds of the population depends on rain-fed agriculture for their livelihoods. The low adaptive capacity of Zambian institutions is an additional challenge.1

Zambia has several national statutory instruments that cover environmental, health, and safety laws and regulations relevant to the Education Portfolio. This section attempts to outline applicable environmental requirements, policies, and regulations. It summarizes environmental impact assessment (EIA) requirements and lists other relevant host country and international regulations.

EIA Regulations No. 28 of 1997 was signed as a Statutory Instrument to establish a proactive approach in environmental management and as a planning tool for the country. The Zambia Environmental Management Agency (ZEMA) is the custodian of the Environmental Management Act (EMA) No. 12 of 2011 and is responsible for its implementation and enforcement through its respective departments.

ZEMA is empowered by the EMA to protect water resources from environmental pollution; provide guidelines; and enforce the provisions in the EMA of the sound management of waste, hazardous waste, and chemicals throughout their life cycle.

The services provided by ZEMA, in relation to EIA studies, include among others:

● assisting the developer to determine the scope of EIA studies,

● reviewing project briefs, terms of reference, and environmental impact statements (EIS) and decision-making,

● conducting verification surveys of the affected environment, and

● conducting compliance audits of the project between 12 and 36 months after implementation, along with general administration of the EIA regulations.

The National Policy on Climate Change (2016) provides a framework for the coordinated response to climate change issues in order to ensure climate resilience and low carbon development pathways for sustainable development towards the attainment of Zambia’s Vision 2030. The policy seeks to promote the mainstreaming of climate change into policies, plans and strategies at all levels in order to account for Climate Change risks and opportunities in decision making and implementation. It further gives guidance on how the Zambian economy can grow in a sustainable manner.

The Public Health Act (Cap.m295) of 1995 seeks to provide for the prevention and suppression of diseases and generally to regulate all matters connected with public health in Zambia. This Act makes

1 Environmental Threats and Opportunities Assessment, USAID/Zambia 2016

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes provision with respect to matters affecting public health in Zambia including prevention and suppression of infectious diseases including diseases communicable from animal to man, sanitation, protection of food, supply of water, protection from mosquitoes and pollution in general.

Zambia is a party to many international environmental conventions, including: the Convention on International Trade in Endangered Species of Wild Flora and Fauna (CITES), the Ramsar Convention, the African Convention, The United Nations Framework Convention on Climate Change (UNFCCC), the Convention on Biological Diversity (CBD), the Convention on International Trade in Endangered Species, the International Plant Protection Convention for the Prevention and Control of the Introduction and Spread of Pests of Plants and Plant Products, and the Stockholm Convention on Persistent Organic Pollutants of 2001.

Tropical forests and the conservation of biodiversity play a fundamental role in sustainable development.

As such The U.S. Foreign Assistance Act (FAA) of 1961, as amended by Sections 118 and 119, requires that all USAID Missions conduct a periodic country analysis of the conservation and sustainable use of tropical forests and biological diversity. These analyses can help inform project design and implementation. The USAID/ Zambia Tropical Forestry & Biodiversity Assessments were completed as part of the USAID/Southern Africa Tropical Forestry & Biodiversity Assessments conducted in 2017.

The Education Portfolio will implement several activities nationwide.

2. CATEGORICAL EXCLUSION DETERMINATIONS

A categorical exclusion is recommended for the following activities or interventions (sub-activities) that fall under the classes of actions defined in §216.2(c)(2). No further analysis is required for the activities/interventions identified in the table below:

Activity or Intervention # Recommended Determination for Categorical Exclusion

Activities - 1.1, 1.5, 2.1, 2.2, 2.5, 3.1,3.2, 3.5, 4.2, 4.3, 4.4, 4.6, 4.7, 5.1, 5.3, 5.4, 5.5

§216.2(c)(2)(i) Education, technical assistance, or training programs except to the extent such programs include activities directly affecting the environment (such as construction of facilities, etc.)

Activities - 1.4, 2.6, 3.5, 6.1, 6.2, 6.3

§216.2(c)(2)(iii) Analyses, studies, academic or research workshops and meetings

Activities - 1.2, 2.4, 4.1 §216.2(c)(2)(v) Document and information transfers

3. ENVIRONMENTAL DETERMINATIONS, IMPACTS AND MITIGATIONS

The following section provides the mandatory analysis of impacts for all activities that are NOT Categorically Excluded per Section 2 of this IEE. As applicable, this section describes impacts that can be reasonably mitigated through details provided in this IEE (i.e., Negative Determination), those that may have significant impact and need further analysis (i.e., Positive Threshold Decision), and those for which details are not sufficient at this time and require review at a later time (i.e., Deferred Threshold Decision).

Upon approval of this document, the determinations become affirmed, per Agency regulations (22 CFR 216).

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

3.1 CONDITIONS FOR CONSTRUCTION:

● NDwC for construction of new or rehabilitated facilities in which the total surface area disturbed is 1000 m2 (10,000 sq ft) or less and there are no complicating factors, as defined:

▪ The site is not within 30m of a permanent or seasonal stream or water body

▪ It will not involve displacement of existing settlement/inhabitants,

▪ It has an average slope of less than 5%,

▪ It is not heavily forested or not in an otherwise undisturbed local ecosystem

▪ It is not in a protected area.

● Sites violating one or more of these criteria are subject to additional determinations and conditions.

● Construction sites bigger than 1,000 sq m (10,000 sq ft) or more than $250,000 requires the A/COR and MEO to jointly consult with the AFR BEO for next steps. No implementation is allowed until the AFR BEO conditions are fully met.

3.2 NEGATIVE DETERMINATION WITH CONDITIONS:

Activities or

Sub-activities

Potential Impacts Mitigation Measures

- USAID Let’s Read Project (1.3)

- Transforming Teacher Education (2.3)

- EduFinance (3.3, 3.4)

- Foundational Learning Program Government-to-G overnment (4.5)

- Foundational Learning Technical Assistance (5.2)

- Acting on Climate Change Together (6.1, 6.4, 6.5)

Potential Environmental impacts:

● Printing of instructional and administrative materials may lead to air pollution; and chemicals in printer inks may be harmful to the environment, as well as petroleum oil and non-biodegradable plastic casing found in some ink and toner cartridges.

● Electronic waste or e-waste includes discarded electronic appliances such as computers, printers, mobile phones, tablets, or assistive devices that pose environmental risks.

● Application of anti-termite treatment under foundations in construction projects may pose danger to health of people and other life.

● Small-scale construction activities can lead to air

Printing & E-waste:

● Printing options for any materials will use non-toxic and environmentally friendly methods. E-waste disposal such as computers, printers, and printer cartridges/toner will be conducted in line with Zambian and international regulations.

● Options may include avoiding e-waste through purchasing environmentally sustainable equipment such as products that are manufactured to be less toxic and easier to recycle at the end of their useful life, purchasing used, refurbished, or repurposed equipment, as appropriate.

● Activities involving e-waste will propose a way of disposing of the e-waste in which there will be no damage to human health and the environment. Tablets will be kept away from bad weather elements, e.g. not use the tablet in direct sunlight or excessive

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes quality degradation due to dust generation and emissions from construction equipment, which can pose health risks to both workers and nearby residents.

● Water pollution can result from soil erosion and runoff, introducing sediments and potentially harmful substances into local water bodies.

● Noise pollution from machinery can disturb both human communities and wildlife, while construction waste, if not managed properly, can lead to improper disposal and environmental contamination. Habitat disruption is another concern, as construction activities can damage local flora and fauna, affecting biodiversity.

● The use of heavy equipment (e.g., graders, scrapers, bulldozers, large trucks, etc.)

can result in environmental impacts, including air degradation from air emissions, soil or surface water contamination from fuel and oil releases, and soil and surface water impacts from physical disturbances in areas of heavy traffic.

● Potential disturbance of surfaces covered with leaded paint, generating hazardous lead-containing paint flakes and dust. These activities put those around the area at risk of lead poisoning by inhalation or ingestion.

heat for long periods; carry the tablet in case for protection;

protect the display screen; turn off the tablet when not in use;

charge the tablet fully; keep it in a cool safe place.

● Refer to USAID Factsheet on Managing Electronic Waste

● Refer to USAID Sectorial Guidelines – Solid Waste

Pesticides:

● All activities that may involve pesticides and which fall outside of the category of controlled experimentation exclusively for the purpose of research and field evaluation and entail the procurement or use, or both, of pesticides shall conform with an approvedPERSUAP, conducted in accordance with USAID Pesticide Procedures (22 CFR 216.3(b)). Such compliance normally requires preparation and approval of a package of two coordinated analyses: 1) a Programmatic PERSUAP for all USAID pesticide-using activities in a country; and 2) an Activity-level PERSUAP for each specific activity that proposes to use pesticides. No funds shall be obligated or expended for the procurement or use of pesticides unless they are specifically approved in the PERSUAP and the requirements for the Activity PERSUAP are met.

Solar:

● Solar Charger & Panels: proper storage of the solar charger;

charger is turned off after use;

only approved items are being charged; regular examination of

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://ecd.usaid.gov/document.php?doc_id=62460 https://drive.google.com/file/d/19pDmx7I37wPQ5EEV_oBjtJ8hirB58r6P/view?usp=sharing https://drive.google.com/file/d/19pDmx7I37wPQ5EEV_oBjtJ8hirB58r6P/view?usp=sharing https://www.usaid.gov/environmental-procedures/sectoral-environmental-social-best-practices/sector-environmental-guidelines-resources https://www.usaid.gov/environmental-procedures/sectoral-environmental-social-best-practices/sector-environmental-guidelines-resources

Potential Social impacts:

● When disposed of improperly, toxins from e-waste mixes with ponds and groundwater which can then be consumed unknowingly by communities that depend on these sources of water. E-waste contains hazardous elements and compounds such as lead, mercury, arsenic, beryllium, cadmium, and polychlorinated biphenyls (PCBs) pose human health risks.

● Health impacts due to improper management and oversight of construction at school sites where children are present.

● Increased risks to community health, safety, and security.

● Poor management of labor and working conditions.

● Disparities in access to financial products may exacerbate existing inequalities, with marginalized communities potentially being excluded.

● Funding/grant schemes may result in indirect impacts from providing funds to entities operating in sensitive sectors that generate waste.

● Entities that are beneficiaries of funding might not always implement sustainable practices in managing land and disposing of waste, potentially harming the environment. These entities might also overlook fair labor practices, which are critical for the safety and well-being of workers and the surrounding community.

the condition of the panel and to monitor any cracks, changes in color; do not use flammable materials near the battery such as matches as this will cause the battery to explode.

● Prepare an operation and maintenance (O&M) plan for solar chargers that includes the end of life plan for these units when they are no longer operable. Define measures to be implemented to ensure that installed batteries in the portable solar chargers are properly disposed of. An operations and maintenance plan and a training plan should be created before portable solar chargers are distributed.

Construction:

● See section 3.1 for Construction

Conditions and scale parameters.

● Construction should be conducted in line with Environmental Sector Guidelines for Construction and should address worker health and safety.

● Construction shall be done by an approved contractor following USAID's construction guide with oversight from USAID's Engineering team.

● No lead-based paint shall be used. When lead-free paint is used, it will be stored properly so as to avoid accidental spills or consumption by children; empty cans will be disposed of in an environmentally safe manner away from areas where contamination of water sources might occur; and the empty cans will be broken or

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://ecd.usaid.gov/document.php?doc_id=62460 https://www.usaid.gov/document/sector-environmental-guideline-construction-2017 https://www.usaid.gov/document/sector-environmental-guideline-construction-2017 punctured so that they cannot be reused as drinking or food containers.

● The IP must make all reasonable efforts to establish whether there is any asbestos or lead present in an existing structure.

Workers must be educated on lead paint and asbestos hazards including the proper procedures for identification, removal, handling, managing, and disposal.

● Water or dust palliative will be applied to the site and equipment as often as necessary to control dust.

Construction areas would be kept clean and orderly.

● Waste shall be transported using appropriate vehicles.

● To the extent feasible, alternative routes will be used to avoid traffic and peak travel times to reduce congestion and related air quality impact caused by idling vehicles along the road.

● Maintain contractor licenses and transportation documentation and records on file (e.g., consignment note or manifest form).

Sub-grant screening:

● ERF/ERR: All sub-grants under this activity will trigger an additional screening process.

The appropriate screening tool is the AFR Environmental Review Form/Environmental Review Report, unless an alternative screening approach is otherwise agreed upon with the BEO. The ERF should be customized to fit the activities covered in this IEE, and should

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://ecd.usaid.gov/document.php?doc_id=62460 https://docs.google.com/document/d/1eCUuufTL06N7_K_DCbm9Gqys4OT9Ze1E/edit?usp=drive_link https://docs.google.com/document/d/1eCUuufTL06N7_K_DCbm9Gqys4OT9Ze1E/edit?usp=drive_link https://docs.google.com/document/d/1eCUuufTL06N7_K_DCbm9Gqys4OT9Ze1E/edit?usp=drive_link consider the potential environmental impacts and relevant mitigations for the activities. Each project will have its separate review, they shall not be lumped together.

● The ERF/ERR must be completed and approved by the AOR/COR, MEO, and REA prior to activity implementation. If a subproject presents a moderate/high risk, the IP will prepare a full Environmental report before implementation. Any sub-grants categorized as high-risk or unknown-risk will be sent to the A/COR for review and the BEO as an additional level of clearance before approval. The ERF/ERR should be uploaded to the Mission’s folder within the AFR EC Document Library.

Narrative and additional details on mitigation measures:

USAID Let’s Read Project, Transforming Teacher Education, Foundational Learning Program Government-to-Government, Foundational Learning Technical Assistance, Acting on Climate Change Together

Electronic waste or e-waste includes discarded electronic appliances such as computers, printers, mobile phones, or tablets. Several environmental and human health impacts are said to result from the improper processing and disposal of e-waste. E-waste contains hazardous elements and compounds such as lead, mercury, arsenic, beryllium, cadmium, and polychlorinated biphenyls (PCBs), all of which pose considerable environmental and human health risks. According to the U.S.

Environmental Protection Agency (EPA, 2019), health risks associated with e-waste may result from direct or indirect contact with hazardous elements and compounds. Individuals directly involved in the dismantling or disposal of e-waste have the greatest exposure, and based on the disposal method, such as burning or incineration, workers may be at risk of inhaling toxins when they are released to the air. Indirect impacts from ill-chosen disposal methods result when harmful materials are released into the air, soil, and water. These materials are highly persistent in the environment and many are toxic even at very low concentrations, such that once they are released, they may settle onto land or water and leach into the soil and/or groundwater. Similarly, if e-waste is disposed of in poorly designed/managed landfills, these materials can leach directly into groundwater. This can impact freshwater sources and contaminate crops, threatening ecosystem health, agricultural viability, and biodiversity (EPA 2019).

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://drive.google.com/drive/u/0/folders/1q7HGMzgopJ-MuKxkQEJ4GSPp9R7Qzv-5

All activities that purchase electronics such as computers, printers, and mobile phones may pose negative impacts on the environment and therefore require mitigation measures.

USAID Let’s Read Project: Solar battery chargers may contain unsafe materials that may be released into the environment when dismantled. Mishandling of solar battery chargers may also result in reduced battery life and add to the accumulation of waste if improperly disposed of.

USAID Let’s Read Project, Transforming Teacher Education, Foundational Learning Program Government-to-Government, Foundational Learning Technical Assistance, Acting on Climate Change Together:

Printing of instructional and administrative materials may lead to air pollution; and chemicals in printer inks may be harmful to the environment, as well as petroleum oil and non-biodegradable plastic casing found in some ink and toner cartridges.

USAID Acting on Climate Change Together Project: Small scale construction of classrooms, ramps with handrails and accessibility features may affect physical and biological receptors, including species habitats in the natural or built environment. There may be social impacts on health and well-being determinants such as lifestyle, personal safety, cultural and religious preferences, genetics, social influences, economic conditions, and availability of and access to services and facilities.

4. MANAGEMENT AND REPORTING ON REGULATION 216 PROCESS

4.1. USAID IMPLEMENTATION AND MONITORING REQUIREMENTS FOR AWARDS

The environmental determinations in this IEE are contingent upon full implementation of the following general implementation and monitoring requirements, as well as ADS 204 and other relevant requirements.

Changes to scope or addition to awards, per 22 CFR 216.3(a)(9), require a determination be made as to whether such change may have an environmental impact not previously assessed. Per ADS 204, it is the responsibility of the USAID A/COR to keep the MEO/REA and BEO informed of any new information or changes in the activity(ies) subject to this IEE that might require revision of this environmental analysis and environmental determination.

4.1.1. During Pre-Award:

4.1.1.1. Pre-Award Briefings: As feasible, the design team and/or the cognizant environmental officer(s) (e.g., MEO, REA, BEO) will provide a pre-award briefing for potential offerors on environmental compliance expectations/responsibilities at bidders’ conferences.

4.1.1.2. Awards: The A/COR, in coordination with the A/CO will ensure all awards and sub-awards include environmental compliance requirements.

4.1.2. During Post-Award:

4.1.2.1. Post-Award Briefings: The A/COR and/or the cognizant environmental officer(s) (e.g., MEO, REA, BEO) will provide post-award briefings for the IP on environmental compliance responsibilities.

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

4.1.2.2. Work Plans and Budgeting: The A/COR will ensure activities remain within the scope accessed in this the IEE and the IP integrates environmental compliance requirements though work plans and budgets to comply with specified requirements, including EMMP implementation and monitoring (if required by the IEE)

4.1.2.3. Environmental Mitigation and Monitoring Plan: The A/COR, in consultation with the MEO and/or REA, will ensure the IP develops, obtains approval for, and implements EMMPs that are responsive to the stipulated environmental compliance requirements.

4.1.2.4. Records Management: The A/COR will maintain environmental compliance documents in the official project/activity file and upload records to the designated USAID environmental compliance database system.

4.1.2.5. Host Country Environmental Compliance: The A/COR will ensure the IP complies with applicable and appropriate host country environmental requirements unless otherwise directed in writing by USAID. However, in the case of a conflict between the host country and USAID requirements, the more stringent shall govern.

4.1.2.6. USAID Monitoring Oversight: The A/COR or designee, with the support of the cognizant environmental officer(s) (e.g., MEO, REA, BEO), will ensure monitoring of compliance with established requirements (e.g., by desktop reviews, site visits, etc.).

4.1.2.7. Environmental Compliance Reporting: The A/COR, in consultation with the MEO and/or REA, will ensure the IP includes environmental compliance in regular project/activity reports, using indicators as appropriate; develops and submits the Environmental Mitigation and Monitoring Reports (EMMRs); and completes and submits a Record of Compliance (RoC) describing their implementation of EMMP requirements in conjunction with the final EMMR or at the close of sub activities (as applicable).

4.1.2.8. Corrective Action: When noncompliance or unforeseen impacts are identified, IPs notify the A/COR, place a hold on activities, take corrective action, and report on the effectiveness of corrective actions. The A/COR initiates the corrective action process and ensures the IP completes and documents their activities.

4.2. SPECIAL INSTRUCTIONS FOR ENVIRONMENTAL COMPLIANCE

4.2.1. Sub-award Screening: The A/COR will ensure the IP uses an adequate environmental screening tool to screen any sub-award applications and to aid in the development of EMMPs.

4.2.2. The A/COR will ensure compliance with ADS Reference 200mbe for any activities involving human subjects in research supported by USAID.

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://www.usaid.gov/about-us/agency-policy/series-200/references-chapter/200mbe

ATTACHMENTS: Annex 1: Climate Risk Management Summary and Table; Annex 2: Map of Education Activities.

BUREAU RESOURCE LINKS: If desired, add URLs to Bureau specific resources and guidance

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ANNEX 1. CLIMATE RISK MANAGEMENT

ANNEX 1A. CLIMATE RISK MANAGEMENT SUMMARY

This section summarizes the methodology used and findings of the CRM Screening, in accordance with ADS 201mal. The design team, in consultation with the CIL, considered the potential effect of climate risks/stressors on the sustainability of the activity (changing precipitation patterns, rising temperature, floods, droughts, fires, landslides, etc.) in addition to the impact of activities on the climate (increased greenhouse gas emissions, land use changes, etc.).

In accordance with Agency policy, the USAID/Zambia Education team conducted a Climate Risk Management (CRM) analysis and found low climate risks associated with the implementation of education activities. The last few decades have seen an increase in the frequency and intensity of climatic extremes, including dry spells and droughts, seasonal and flash floods, and extreme temperatures. These events exert stress on many vulnerable sectors, like agriculture, resulting in significant adverse impacts on Zambians’ lives and livelihoods. Projected climate change impacts for the country - while dependent on the region, model and assumption - generally include rises in temperature, shifts in precipitation, and possible increases in the frequency and intensity of weather events.

The risks identified are:

● Children may have difficulty attending school due to seasonal flooding, road washouts, or more frequent storms.

● If parental income is affected by climate stressors (i.e., crop loss due to increased droughts and flooding and higher temperatures), they may not be able to afford to send children to school, children may be required to work, or girls’ access to education may decrease due to higher child marriage rates.

● Damage to school infrastructure due to increased flooding and higher precipitation rates (bathrooms, buildings/roof) can impact ability to learn and/or attend school.

● Increased incidence of climate sensitive diseases (e.g., malaria, diarrhea, cholera) or poor nutrition (e.g., lower agricultural productivity due to impacts of higher temperatures, higher precipitation rates, and/or increased flooding) may detrimentally impact the health of children/teachers, resulting in higher rates of absenteeism and/or impeded learning.

● Increased drought may cause wells to dry up and decreased availability of potable water, especially in rural areas, which may result in higher rates of absenteeism as children have to travel further to access water.

● Storms and flooding can cause wells to become contaminated with waste, decreasing availability of potable water and increasing illness, consequently resulting in higher rates of absenteeism.

The risks above were ranked as low-to-moderate in the current setting and with a potential rise to moderate in future. No specific action is anticipated for these risks as they are beyond the scope of the Education portfolio. However, the Education office will track school operating status in times of adverse weather conditions.

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes https://www.usaid.gov/ads/policy/200/201mal

Engineering analysis preceding design activities must include consideration of climate change and its potential impacts on the location (siting), functionality and sustainability of resulting infrastructure and infrastructure services. Such analysis must include identification of relevant data sets and gaps, review of local building standards and codes for adequacy; and determination of safety factors or other measures of uncertainty that will be carried through design. The results of this analysis, including risks identified and how they are addressed, shall be documented.

Climate considerations will be included in work plan development, and shared with the IP, including in solicitations, to help address climate risks.

ANNEX 1B. CLIMATE RISK MANAGEMENT SUMMARY TABLE

7 Describe opportunities to achieve development objectives by integrating climate resilience or mitigation measures.

6 Describe CRM measures to be integrated into activity design or implementation, including additional analysis, if applicable.

5 Describe how risks have been addressed at the project level. If a decision has been made to accept the risk, briefly explain why.

4 Low/Moderate/ High

3 List key risks related to the project elements identified through either the strategy- or project-level climate risk assessment.

2 Purpose/Sub-purpose, Area of Focus, or Activity/ Mechanism, etc.

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Education Portfolio IEE - DO-4: Quality of Primary Education Strengthened to Improve Learning Outcomes

Activity2 Climate Risks3 Risk Rating4

How Risks are Addressed at Project Level5

Further Analysis and Actions for Activity Design/ Implementation6

Opportunities to Strengthen Climate Resilience or Climate Mitigation7

Activity 1 -USAID Let’s Read Project

Unsafe schools due to structural damage of school facilities caused by storms with heavy winds.

Flooded and damaged school facilities.

Road or transportation access difficulties related to extreme weather.

Reduced school attendance and learning success due to: increasing vector-borne diseases caused by higher temperatures; increasing

Moderate to High

Selection of appropriate vehicles or transportation options, careful…