J6 NTCHEU ESMP REPORT.pdf

ENVIRONMENT AND SOCIAL MANAGEMENT PLAN

FOR

THE CONSTRUCTION OF COMMUNITY DAY SECONDARY SCHOOLS IN NTCHEU

(KALIRA, TAMBALA AND MOKHOTHO)

Ministry of Education

Private Bag 328, Lilongwe 3.

December 23, 2021

I

TABLE OF CONTENTS

ACKNOWLEDGEMENTS .....................................................................................................V

LIST OF ACRONMYS AND ABBREVIATIONS ........................................................... VI

EXECUTIVE SUMMARY ................................................................................................... VII

CHAPTER ONE: INTRODUCTION

1.1 Background

1.2 Objectives and Rationale of the Project

1.3 Nature and Scope of the Project

1.4 Site Selection

1.5 Land Tenure

1.6 Project Duration and Estimated Cost

1.7 Spatial Location and Land Size

1.8 Justification for the ESMP

1.9 Rationale and Objectives of the ESMP

1.10 Project Proponent

1.11 Potential Users of the ESIA

1.12 Approach and Methodology for Preparing the ESMP

1.12.1 Literature Review

1.12.2 Field Investigations

1.12.3 Stakeholder Consultations

1.12.4 Identification and Assessment of Impacts

1.12.5 Preparation of the Environment and Social Management Plan Report

1.13 Constraints and Limitation of the Study

1.14 Organisation of the ESMP Report

CHAPTER TWO: PROJECT DESCRIPTION

2.1 Project Activities

2.1.1 Construction Phase

2.1.1.1 Construction Materials and Equipment

2.1.1.2 Site Preparation

2.1.1.3 Classroom Blocks

2.1.1.4 Administration Space

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2.1.1.5 Teachers Houses

2.1.1.6 Boreholes

2.1.1.7 Waste Management and Sanitation Infrastructure

2.1.1.8 Access Roads

2.1.1.9 Solid Waste Management

2.1.1.10 Employment

2.1.2 Summary of Main Construction Outputs and Inputs

2.1.3 Demobilisation Phase

2.1.4 Operation and Maintenance Phase

CHAPTER THREE: POLICY AND LEGAL FRAMEWORK

3.1 Policy Framework

3.1.1 The Malawi Vision 2063 (2020)

3.1.2 Constitution of Malawi (1995)

3.1.3 National Environmental Policy (2004)

3.1.4 National Land Policy (2002)

3.1.5 The National Water Policy (2005)

3.1.6 The National Gender Policy (2015)

3.1.7 HIV and AIDS Policy (2012)

3.1.8 National Sanitation Policy (2008)

3.1.9 National Education Policy (2012)

3.1.10 National Forestry Policy (2016)

3.1.11 Malawi COVID-19 Socio- Economic Recovery Plan (2021-2023)

3.2 Legal Framework

3.2.1 Environment Management Act (2017)

3.2.2 Occupational Safety, Health and Welfare Act (1997)

3.2.3 Land Act (2016)

3.2.4 Lands Acquisition and Compensation Regulations (2020)

3.2.5 Water Resources Act (2013)

3.2.6 Public Health Act (1948)

3.2.7 Forest Act (1997)

3.2.8 Education Act (2013)

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3.2.9 Gender Equality Act (2013)

3.2.10 Local Government Act (1998)

3.2.11 Environmental Management (Waste Management and Sanitation) Regulation

(2008) 23

3.2.12 National Construction Industry Act (1996)

3.2.13 HIV and AIDS Prevention and Management Act (2018)

3.3 Statutory Approvals and Licenses Required for the Project

CHAPTER THREE: BIOPHYSICAL AND SOCIOECONOMIC

ENVIRONMENT OF NTCHEU DISTRICT

4.1 Biophysical Environment

4.1.1 General Location

4.1.2 Existing Land Uses

4.1.3 Topography

4.1.4 Geology

4.1.5 Hydrology

4.1.6 Soils

4.1.7 Climate

4.1.8 Vegetation

4.1.9 Fauna

4.1.10 Energy

4.1.11 Water Supply

4.2 Socioeconomic Environment

4.2.1 Health

4.2.2 Population

4.2.3 Education

4.2.4 Security

4.2.5 Transportation

4.2.6 Sanitation

4.2.7 Wate Disposal and Management

4.2.8 Communication

4.2.9 Agriculture

4.2.10 Socio-Economic Activities

IV

CHAPTER FIVE: IDENTIFICATION AND BRIEF ASSESSMENT OF

IMPACTS

5.1 Introduction

5.2 Methods for Impact Identification

5.3 Description of Identified Potential Positive and Negative Environmental Impacts .. 34

5.4 Impact Evaluation and Scoring

5.5 Impact Significance Rating

CHAPTER SIX: ENVIRONMENT AND SOCIAL MANAGEMENT AND

MONITORING PLANS

6.1 Environment and Social Management Plan

6.2 Environment and Social Monitoring Plan

6.2.1 Monitoring

6.2.2 Monitoring Indicators, Institutions and Costs

CHAPTER SEVEN: CONCLUSION AND RECOMMENDATIONS

7.1 Conclusion

7.2 Recommendations

8.0 REFERENCES

ANNEXES

Annex 1: Terms of Reference for Environment and Social Management Plan

Annex 2: Mutual Land Agreement Between Chiefs, Local Communities and Project

Developer

Annex 3: Summary of Issues from National Stakeholder Consultations

Annex 4: Summary of Issues from Ntcheu District Stakeholder Consultation

Annex 5: Summary of Issues from Ntcheu Community Stakeholder Consultations181

Annex 6: List of Stakeholders Consulted at Community Level

Annex 7: Brief Resume for the Consultant

Annex 8: Topographic Maps and Site Layouts

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ACKNOWLEDGEMENTS

The Consultant wish to sincerely thank the Tetra Tech for the support rendered to the Consultant during the preparation of this Environment and Social Management Plan especially in providing necessary project background information and facilitation of consultative meetings with communities, traditional leaders, officials at the district council those at Government Ministries and Departments at national level.

The Consultant would like to also extend sincere gratitude to all the people and institutions, without whose support this Environment and Social Management Plan could not have been accomplished. These institutions include USAID, Ministry of Education, Ministry of Natural Resources and Climate Change, MEPA, Ntcheu District Council, Local Leaders and communities. The information gathered during the various meetings but also from the various documentation provided was very useful and valuable to the preparation of this Environment and Social Management Plan.

A list of those consulted is attached as appendix 3, 4 and 6 of this report.

VI

LIST OF ACRONMYS AND ABBREVIATIONS

ADC Area Development Committee AIDS Acquired Immune Deficiency Syndrome CDCS Country Development Cooperation Strategy CDSS Community Day Secondary School CHAM Christian Health Association of Malawi CLTS Community-Led Total Sanitation COVID-19 Corona Virus of 2019 DFO District Forestry Office ECD Early Childhood Education EDO Environmental District Officer ESMP Environment and Social Management Plan EMA Environment Management Act EMMP Environmental Mitigation and Monitoring Plan ESCOM Electricity Supply Corporation of Malawi ESMP Environment and Social Management Plan GVH Group Village Headman HIV Human Immuno Deficiency Virus IEC Information, Education and Communication IMT Intermediate Means of Transport MEPA Malawi Environment Protection Authority MAREP Malawi Rural Electrification Programme MoLG Ministry of Local Government MTL Malawi Telecommunications Limited MW Malawi NAC National Aids Commission NSO National Statistical Office NWRA National Water Resources Authority ODF Open Defecation Free OSHWA Occupational Safety, Health and Welfare Act SEED Secondary Education Expansion Development SEP Socioeconomic Profile SMC School Management Committee STI Sexually Transmitted Infections TA Traditional Authority TNM Telekom Networks USAID United States Agency for International Development VDC Village Development Committee VH Village Headman WPC Water Point Committees WASH Water, Sanitation and Hygiene

VII

EXECUTIVE SUMMARY

1.0 Introduction

The preparation of this Environment and Social Management Plan (ESMP) is in line with the Government of Malawi’s Guidelines for Environmental Impact Assessment and the Environment Management Act (EMA) (2017). This ESMP has been prepared to address environment and social issues that may emanate from the construction, demobilization, and operation and maintenance, of classroom blocks, teacher houses, latrines and water related facilities in Ntcheu District. This is part of work under the Secondary Education Expansion Development (SEED) Project that is being implemented by the Ministry of Education (MoE) with financial assistance from the United States Agency for International Development (USAID) and U.S. President’s Emergency Plan for AIDS Relief (PEPFAR).

2.0 Project Objectives and Rationale

The objective of the SEED Rural project is to improve access to secondary education across all districts in Malawi. The justification for the project is in the percent of eligible graduating primary students who are not selected to a secondary school because there is no space available. Secondly, where space is available, the distance tends to be very far for the young person to attend school, in this case, either risking dangerous long -distance walking or costly boarding nearby the school. The SEED Rural construction services project, therefore, aims to improve the number of secondary schools available in Malawi providing a space for graduating primary students and reduce the distance between schools. The effect of having more secondary schools will also benefit young girls who may not be safe walking far distances to schools. The proposed school and hygienic sanitation facilities is intended to accommodate adolescent girls and encourage them to stay in school. Keeping young girls in secondary school is a by-product of the SEED Rural project with aim to increase access to secondary schools and build a school that is friendly to young girls.

3.0 Nature and Scope

The SEED Program plans to build up to 200 new CDSSs across Malawi, starting with 38 schools under Group 1 followed by 51 schools under Group 2, followed by Groups 3, and 4, funding permitting. The proposed structures to be constructed include a science classroom/administration, classroom blocks, teacher’s houses, staff and male/female student latrines and water facility. The main design elements and activities at each of the sites is typical of small-scale, single-storey building construction. Overall building construction will be carried out in a manner that will not jeopardize the physical and social well-being of its students, neighbouring communities, and the environment at large. The proposed project is anticipated to employ an estimated number of 20 to 50 workers per site during construction phase. The project will ensure that gender principles are considered during recruitment of workers. The total cost of the USAID SEED Program is estimated at US$90 Million, including multiple projects and support activities.

Construction work is likely to start in September 2022.

4.0 Objectives of the ESMP

This ESMP has been prepared to address environment and social issues that may emanate from the construction, demobilization, and operation and maintenance, of classroom blocks, teacher houses, latrines and water related facilities in Ntcheu District.

The implementation of the ESMP will ensure that the construction and use of the secondary school learning and teaching infrastructure and WASH facilities will not result

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in the degradation of the physical and social environment in any form in all the project sites. The ESMP will essentially guide the users in managing, minimizing, mitigating and monitoring the environmental impacts that will emanate from the construction, demobilisation and operation phase of the project in all Three new community day secondary schools in Ntcheu District.

5.0 Methodology

The ESMP has been prepared after reviewing SEED project documents related to construction of secondary school infrastructure and associated WASH facilities which is line with the terms of references provided by Malawi Environment Protection Authority (MEPA) (refer to Annex 1). These documents include project brief, topographic maps, site plans and rapid assessment reports. Policies and legislations that have a bearing on construction and operation of teaching and learning facility were also reviewed. The development of the ESMP has also been informed by field investigations which were undertaken on biophysical aspects to describe the vegetation, fauna and biodiversity within and around project site. Interviews were conducted with local community leaders and members who possessed knowledge of the area to understand land use and important environmental features. In addition, the development of the ESMP has been informed by national, district and community stakeholder consultations that were organised in the month of October and November 2021. Issues raised by different stakeholder during stakeholder consultations are provided in Annex 2, 3 and 4.

6.0 Project Impacts

The construction and operation of the teaching and learning facilities such as classroom blocks and other school related infrastructure such as teacher’s houses and WASH facilities will result in both positive and negative impacts, hence the development of this Environment and Social Management Plan (ESMP). The main positive impacts which are expected to emanate from the construction and use of the secondary school infrastructure and facilities and their enhancement measures include:

a) Increased number of students selected to go to secondary school The enhancement measure include:

o There is need for the MoE to prioritise selection of students from the surrounding areas and with community groups such as mother groups to increase girls’ enrolment in schools.

b) Increased Job Opportunities The enhancement measures include:

o There is need for the contractor and the MoE and Building Contractor to employ people from communities surrounding the project areas during construction and o MoE and Building Contractor should provide equal employment opportunities to men and women to ensure that they benefit from this project.

c) Increased market activities for construction related materials The enhancement measure include:

o There is need for the Building Contractor and the MoE to prioritise purchase of locally available materials where practically possible and purchase materials at better prices to ensure local businesses generate profits

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d) Reduced sexually transmitted disease infections The enhancement measures include:

o Maintenance of the Classroom blocks and WASH facilities o Maintain the qualified teachers employed in schools o Provide the relevant equipment to complement the additional classrooms provided o Sensitize the workers to avoid the sex trade (part of construction health and safety plan), o Strengthen advocacy through awareness training in HIV/AIDS and other STDs (MoH/CMC) o Encourage the use of preventive measures like condoms amongst workers

e) Reduced cases of early marriages The enhancement measures include:

o Maintenance of the Classroom blocks and WASH facilities o Maintain the qualified teachers employed in schools o Provide the relevant equipment to complement the additional classrooms provided o Sensitize the community on the need to go to school

f) Skills transfer The enhancement measures include:

o Employ people from communities surrounding the project area to the extent feasible based on skillset of people from the communities and contractor workplan o Pay the workers the recommended minimum wages by government o Provide equal employment opportunity to both men and women

The main negative impacts that are expected to occur due to the construction, operation, and maintenance of the secondary school related infrastructure and prescribed mitigation measures are as follows:

a) Air pollution The mitigation measure include:

o The contractor should consider application of water regularly to civil works and earth access roads to the premises to suppress dust.

b) Spread of HIV and AIDS and other sexually transmitted infections The mitigation measures include:

o Ministry of Health and National AIDS Commission should sensitise workers and students on the dangers of HIV and AIDS and on all preventive measures

c) Spread of communicable diseases such as COVID-19 The mitigation measures include:

o The Contractor and Developer should carry out sensitization meetings for workers and the students on COVID-19.

X o Enforce on wearing masks and practicing social distance; and o The Contactor and Developer should distribute information materials on COVID-19 to workers, students and local residents.

d) Community and Occupational Health and Safety Risks The mitigation measures include:

o The Contractor should provide safety induction training to all workers before commencement of works, and provide them with personal protective equipment; and o The Contractor should enclose the construction sites using iron sheets or other fencing material that will demarcate construction limits and prevent access to the sites.

e) Increased soil erosion The mitigation measures include:

o The Contractor should install a silt fence/fabric that reduces sediment laden runoff passing to downstream water bodies; and o The Contractor should institute soil erosion control structures to manage storm water

f) Conflicts between workers and communities and Marriage disruptions The mitigation measures include:

o MoE and Contractors should sensitize the workers on the risks of indulging in extra-marital affairs to prevent marriage disruptions; and o provide marriage counselling services in liaison with relevant community institutions.

g) Conflicts on use of water resources The mitigation measures include:

o MoE and Tetra Tech should promote engagements between contactor and surrounding communities on use and protection of available water resources; and o MoE and Tetra Tech should institute catchment conservation measures and to provide adequate boreholes to support the demand for water both construction workers and surrounding local communities

7.0 Conclusion

The negative impacts from the operation of the secondary school infrastructure and facilities are localised and can easily be mitigated. MEPA and other relevant stakeholders identified in Chapter 6 of this ESMP will need to conduct inspection exercises regularly to check that the contractor and management of the schools are implementing this environment and social management plan to ensure that project implementation is done in an environmentally and socially sustainable manner.

8.0 Recommendations

The recommendations below have been developed based on the mitigation and enhancement measures for the potential negative and positive impacts for the proposed Community Day Secondary School development project:

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• The MoE and TETRA TECH should implement the proposed mitigation measures recommended in this report fully to avoid affecting the success of the project.

• The developer should be guided by this ESMP in implement the mitigation and enhancement stipulated in this document. However, the developer should be flexible to include other mitigation and enhancement measures as appropriate.

• Considering that the project will result in interactions between surrounding local communities and migrant workers, the MoE should pay more attention to relationships between them to avoid inequalities but maximize the benefits.

• Engineering related recommendations during construction works should be critically analysed for the success of the project.

• Enhancement measures such as employing of the local people and purchasing locally made materials should be considered; and

• Participation of locals in all the stages of the projects is key to success of the project.

CHAPTER ONE: INTRODUCTION

1.1 Background

Ministry of Education in Malawi is implementing a Secondary Education Expansion

Development (SEED) with financial assistance from the United States Agency for International

Development (USAID) and U.S. President’s Emergency Plan for AIDS Relief (PEPFAR). The

SEED Rural Construction Phase plans to build up to 200 new Community Day Secondary

Schools (CDSS) across Malawi, starting with 38 schools under Group 1 and 51 under Group 2 followed by Groups 3, and 4, funding permitting. In Group 2, Ntcheu District has three proposed SEED CDSS sites. The sites are at Kalira, Tambala and Mokhotho. Each school campus will include two classroom blocks with a total of Three classrooms, a science classroom with administration space, two teacher’s houses with latrine, staff and student latrines, and a borehole. The administration space is located within the science classroom block and between each classroom in the classroom block. The administration space in the science classroom block is intended to be the headmaster or head teacher office. The science classroom block will be situated at the school entrance. The other administration space in each classroom block is intended for the teachers to use to best fit their needs. The total cost of the USAID SEED

Program is estimated at US$90 Million, including multiple projects and support activities. The proposed project is anticipated to employ an estimated 25 to 50 workers per site during construction phase.

1.2 Objectives and Rationale of the Project

The objective of the SEED Rural project is to improve access to secondary education across all districts in Malawi. The justification for the project is in the percent of eligible graduating primary students who are not selected to a secondary school because there is no space available.

Secondly, where space is available, the distance tends to be very far for the young person to attend school, in this case, either risking dangerous long -distance walking or costly boarding nearby the school. The SEED Rural construction services project, therefore, aims to improve the number of secondary schools available in Malawi providing a space for graduating primary students and reduce the distance between schools. The effect of having more secondary schools will also benefit young girls who may not be safe walking far distances to schools. The proposed school and hygienic sanitation facilities is intended to accommodate adolescent girls and encourage them to stay in school. Keeping young girls in secondary school is a by-product of the SEED Rural project with aim to increase access to secondary schools and build a school that is friendly to young girls.

1.3 Nature and Scope of the Project

The SEED Program plans to build up to 200 new CDSSs across Malawi, starting with 38 schools under Group 1 followed by 51 schools under Group 2, followed by Groups 3, and 4, funding permitting. The proposed structures to be constructed include a science classroom/administration, classroom blocks, teacher’s houses, staff and male/female student latrines and water facility. The main design elements and activities at each of the sites is typical of small-scale, single-storey building construction. Overall building construction will be carried out in a manner that will not jeopardize the physical and social well-being of its students, neighbouring communities, and the environment at large. The proposed project is anticipated to employ an estimated 20 workers per site during construction phase.

1.4 Site Selection

Tetra Tech conducted a site selection process that starts with a list of communities or primary schools across Malawi that were prioritized by the Ministry of Education and USAID for a

CDSS. The Tetra Tech team works in partnership with the Ministry of Education to work with the communities as they identify a plot of land for the new school, assess the land ownership and tenure conditions, and analyse whether the site is physically adequate to build a SEED

Rural school campus. Once a plot of land is accepted for its geographic location, resolved and clear land tenure conditions, and assessed for constructability and accessibility, the site passes to the design development phase

1.5 Land Tenure

The land identified for the proposed construction of Kalira, Tambala and Mokhotho CDSS are pre-dominantly located on customary land. The land identified for the proposed construction of

Kalira, Tambala and Mokhotho CDSS fall under the jurisdiction of Traditional Authorities

Masasa, Ganya and Tsikulamowa respectively in Ntcheu District. In this regard, a mutual land surrendering agreement between the landowners and the developer were reached as indicated in

Annex 2. However, there is no arrangement that people who surrendered land will benefit directly from the project as a condition for surrendering land to the proposed project.

1.6 Project Duration and Estimated Cost

USAID has earmarked US$90M for the implementation of the SEED Program that includes site selection, design development, construction and other support for up to 200 secondary schools in rural communities across Malawi. The construction phase of the classroom blocks, administration space, teacher houses and WASH facilities will commence once the Director for

Environmental Affairs approves this ESMP and USAID approves the construction contractors

EMMP. The construction phase duration is anticipated to be 12 months followed by a 12-month warranty period.

1.7 Spatial Location and Land Size

All the sites identified for construction of Three CDSS are spread across Ntcheu District. The sites identified are largely under customary land hence there will be a need to change ownership status from customary to public land through lease application process to be initiated by the

MoE and facilitated by the Ministry of Lands. Tables 1.1 below provides location and size for the proposed sites in Ntcheu. Figures 1.1 to 1.4 are topographic maps for the Three Community

Day Secondary Schools in Ntcheu District (Refer to Annex 8).

Table 1.1: Location and Size and for each School

Proposed School Location Latitude Longitude Size (Acres)

Kalira Traditional Authority Masasa

Village Headman Masese 2, Group Village Headman Masese 2

-14.404494 34.738989 30.92

Tambala Traditional Authority Ganya

Village Headman Tambala, Group Village Headman Piliwiza

-14.737694 34.855316 8.13

Mokhotho Traditional Authority Tsikulamowa

Village Headman Mpochera, Group Village Headman Mpochela

15.189989

34.824165 15.83

1.8 Justification for the ESMP

The proposed secondary school development project activities are bound to enhance significant changes to the environment and people around the project sites. Some project changes would generate benefits to communities and some negative externalities to the environment. This study was meant to document the potential impacts, sources and recommended mitigation measures. The preparation of this Environment and Social Management Plan (ESMP) is in line with the Government of Malawi’s Guidelines for Environmental Impact Assessment and the

Environment Management Act (EMA) (2017) and according to the Terms of Reference provided by the Malawi Environment Protection Authority (Annex 1).

1.9 Rationale and Objectives of the ESMP

This ESMP is developed to provide an overview of the anticipated positive and negative environment and social impacts and their recommended tangible enhancement and mitigation measures for the identified impacts. The ESMP study also aims at ensuring that environment and social considerations are integrated into the project cycle to promote sustainable development by recommending appropriate strategies and actions for mitigating and monitoring of identified impacts. The ESIA study provides opportunity for stakeholder participation in identification of environment and social impacts, as well as mitigation of the identified negative impacts of the project.

This ESMP has been prepared to achieve the following specific objectives:

• To identify significant environment and social impacts associated with construction and operation of school infrastructure and related services.

• To prescribe measures to minimise, mitigate, and manage the identified impacts.

• To assign responsibilities and resources for the implementation of this ESMP; and

• To propose a monitoring programme, that will enable the review of the success of the

ESMP and the provision of such information to relevant institutions.

1.10 Project Proponent

The Project proponent is the Ministry of Education with funding from United States Agency for International Development (USAID). Tetra Tech has been engaged by USAID to provide services on designs and construction supervision of the project. The contact details for the developer are as follows:

Project Proponent: The Minister, Ministry of Education

Postal Address: P. Bag 328, Capital City, Lilongwe 3

Telephone: Cell: +265 1 789 422

1.11 Potential Users of the ESIA

This ESMP is targeted towards range of stakeholders involved in the implementation and operations of the proposed project. Particularly, MOE as project developer is responsible for implementing mitigation measures and ensuring resources are provided for the ESMP. The information on the potential environment and social impacts, suggested measures for addressing/reducing the negative impacts and suggested measures for enhancing potential positive impacts may be useful to:

• MoE, as compliance can protect the institution’s image.

• Investors, for reducing project risks that may result from non-compliance.

• Malawi Government, for ensuring the project does not present harm to the citizens and that the project delivers sustainable socioeconomic development; and

• Project employees, contractors and suppliers, to avoid delays that may result from stop orders by construction and environment management regulators.

The ESMP also contains useful information on relevant approvals/licenses to be adhered to in project design and implementation modalities, information on the potential main environment and social impacts, and the suggested mitigation measures at various stages of the project implementation. Information provided herein will be useful in planning, budgeting of project components, implementation, and management of the project.

1.12 Approach and Methodology for Preparing the ESMP

The development of this ESMP has been undertaken in accordance with Part V of the

Environment Management Act, 2017 and in line with Guidelines of Environmental Impact

Assessment (1997) and the Terms of Reference (TORs) provided in Annex 1. Key tasks of the

ESMP development are described in the following sections.

1.12.1 Literature Review

The study for the development of the ESPM included project brief, topographic maps, site plans, ESMP TORs, District Socioeconomic Profile and rapid assessment reports. Policies and legislations that have a bearing on construction and operation of teaching and learning facility were also reviewed. Desktop studies were intended to gain an in-depth understanding of the project and existing biophysical conditions of the district including socioeconomic conditions and relevant legal and policy requirements for the proposed project. A detailed list of documents during the preparation of this ESIA are included in section 8.0.

1.12.2 Field Investigations

Field investigations were conducted in October 2021 to get acquainted with the layout and setting of the project sites. Field investigations within the project site and surrounding areas were undertaken on biophysical aspects to describe the vegetation, fauna and biodiversity within and around project site. Interviews were conducted with local community leaders and members who possessed knowledge of the area to understand land use and important environmental features. Aassessments of sensitive ecosystems against proposed project activities were undertaken during field investigation as well as preliminary assessment of impacts and changes that may be induced by development of the project, and identification of mitigation measures to avoid or minimize the negative impacts. The investigations facilitated data collection through observations, visual measurements of distances and quantification of flora, and discussions with representatives of the Developer, District Councils and local communities.

1.12.3 Stakeholder Consultations

The purpose of the stakeholder consultation was to inform the community, district and national level stakeholders about project plans, obtain the views of different people on the proposed project, to determine how the project will affect them and how best it can be implemented to minimize adverse environment and social impacts.

Stakeholder consultations were undertaken to elicit concerns and views on the potential impacts of the project and to inform mitigation and enhancement measures. Specifically, stakeholder engagement was carried out to:

a) Collect baseline social and community information specific to the project site.

b) Identify socioeconomic issues that need to be addressed during its implementation.

c) Capture expectations from stakeholders and elicit suggestions on ways to avoid or minimize adverse effects of the project.

d) Ensure that all appropriate measures are included in the ESMP; and

e) Ascertain compliance of the project to statutory regulation.

Consultations were conducted by both online and in-person meetings. The Consultant made an effort to engage stakeholders under COVID-19 preventative measures. Consultation was undertaken with stakeholder groups whose details are presented in Annexes 3, 4 and 5.

Each consultative meeting began with briefing the stakeholders at the different levels about the project information with regards to the proposed CDSS development project, size, scope of works, and main project activities. Afterwards, stakeholders were asked to provide their views regarding the potential positive and negative impacts of the project to the community socioeconomics and environment.

1.12.4 Identification and Assessment of Impacts

A comprehensive assessment of all environment and social impacts has been conducted based on the investigation of the potential changes associated with environmental aspects identified.

This included construction and operational impacts, as well as demobilisation and possible cumulative impacts. It also addressed impacts both, on-and off-site, as relevant. Impacts were evaluated using the criteria of magnitude, reversibility, severity, duration, scale of impact, to derive the significance of the various potential impacts. Identification of potential mitigation measures to avoid negative impacts or to reduce significance where avoidance was not possible was made, for inclusion in this ESMP.

1.12.5 Preparation of the Environment and Social Management Plan Report

The ESMP Report has been prepared by reviewing and analysing various data sources obtained from project documents including feasibility studies, documents sourced from government and public sources on biophysical and socioeconomic conditions of the sites, topographic maps, satellite images, policies and legislative acts. Field investigations on baseline conditions of the area provided supplementary information to assist in establishing, assessing, and evaluating impacts to be generated by project activities. The ESMP Report discusses the findings and recommendations of the study. The ESMP has been developed to guide management of mitigation and enhancement measures for the project sites based on baseline conditions to be impacted by specific project activities. This sub-task is based on expert knowledge and best practices from literature and lessons learnt from previous related projects.

1.13 Constraints and Limitation of the Study

The main constraint experienced during the study was unavailability of stakeholders to provide information during field investigations, largely due to COVID-19 preventative measures, which included working in shifts with others with underlying health conditions working from home.

Despite this challenge the consultant still managed to collect data necessary to meet requirements for preparing environment and social impact assessment as per TORs and guidelines for preparing ESMP report.

1.14 Organisation of the ESMP Report

This ESMP contains seven chapters as described below:

Chapter One provides background information and describes its project components, national coordination and implementation arrangements. It further introduces the ESMP’s rationale, objectives and methodology used in data collection and describes constraints and limitations faced during development of the plan and the target audience for the ESMP.

Chapter Two gives description of the project details, including the designs of the CDSSs, main project phases and activities associated with each phase i.e., planning, construction, operation and maintenance and demobilisation.

Chapter Three outlines relevant Malawi policies and legislation applicable to the proposed project.

Chapter Three provides an overview of the environment and social setting of the project area by describing the biophysical environment including its topography, climate, hydrology, biodiversity of the project area and the socioeconomic environment mainly in relation to proposed project components.

Chapter Five describes likely environment and social impacts. The environment and social impacts are linked to the environmental components to be affected. The environment and social impacts are the basis for the development of environment and social management and monitoring plans in Chapter 6.

Chapter Six outlines the ESMP for addressing the program’s environment and social impacts.

It includes information on the environmental component likely to be affected and the mitigation measures put in place. The chapter also provides environment and social monitoring plans for project impacts, monitoring activities, monitoring indicators, frequency of monitoring and the institutions to carry out the monitoring.

Chapter Seven includes conclusion and recommendations.

CHAPTER TWO: PROJECT DESCRIPTION

The Chapter provides provides description of the project details, including the designs of the project, main project phases and activities associated with each phase i.e., planning, construction, operation and maintenance and demobilisation. The activities of each of the phases will be provided in the proceeding sections

2.1 Project Activities

The major activity under the SEED project will be the construction and use of classroom blocks, teacher houses and WASH facilities. The activities will be in three phases: construction and operation and maintenance.

2.1.1 Construction Phase

2.1.1.1 Construction Materials and Equipment

Construction works for the classroom blocks, administration blocks, teacher’s houses and

WASH facilities will include:

• Site preparations and excavations.

• Concrete casting for slab and construction of foundations using concrete hollow blocks.

• Construction of temporary access roads and parking area.

• Construction of surface water drainage systems.

• Construction of latrines and boreholes

The new schools will be constructed using hollow core block (cement masonry units), reinforced concrete, steel trusses, and corrugated metal roof panels. Most materials proposed under the SEED project are intended to be locally sourced as far as possible and construction methods used will be similar to those used and familiar by local construction contractors. The contractor is mandated to purchase these materials from registered and licensed suppliers, where possible, within the district.

The contractor will be required to use typical construction equipment and machinery to complete the work. Examples of construction equipment include concrete mixers, vibrators and pokers, hand tools for concrete work, saw cut, de-watering pump, and other equipment necessary to complete the work. The number or quantity of each piece of machinery and equipment will depend on the construction contractor’s means and methods to complete all the work under the timeframe and to the quality standards in the contract.

School building design will be done in a manner to improve natural lighting levels, passive ventilation, and sound attenuation which will improve the learning environment in the classrooms. Each classroom will have a seating capacity of 60 students. Overall building construction will be carried out in a manner that will not jeopardize the physical and social well-being of its students (if an existing primary school is nearby), neighbouring communities and the environment at large.

Machinery anticipated on the SEED Rural Group 2 Construction Services Project includes both manual labour and typical construction machinery and equipment such as excavators, graders, tippers, cutters and bull dozers. Due to the low complexity of the project, it is anticipated most of the construction work will be manual. As the contractor is required to complete site clearing and grading to prepare for the school building foundations, the contractor may choose to use a grader or similar heavy machinery to clear the site.

Building foundation excavation is expected to be done by hand due to the small scale of construction at each site, however; the contractor may choose to use an excavator. Provision of materials to site will require a lorry or other transport vehicles to transfer cement, block, raw materials, steel, and other materials to site. Overall, the construction machinery at SEED school sites is anticipated to be minimal. The following are the codes to be used in the design:

2.1.1.1.1 International Building Code (IBC)

The International Buildings Code was principally used to ascertain buildings use and occupancy by providing guidance regarding, among others, accessibility, building heights and illumination.

These codes are essential guidance in the design and construction SEED schools in Malawi.

2.1.1.1.2 Malawi Standards (MS)

The Malawi Standards, produced by Malawi Bureau of Standards, are standard reference documents providing guidance and standards regarding implementation of various activities or products in different sectors including construction sector. Construction sector has a wide range of standards covering materials and design of infrastructure. Use is dependent on the need at hand. In the design and construction of SEED Schools, reference has been made to the following Malawi Standards:

• MS 820:2010; Code of practice for Design Loadings for buildings.

• MS 794-1:2011; Structural Use of Concrete Part 1: Design.

• MS 794-2:2014; Structural Use of Concrete Part 2: Materials and Execution of Work

• MS 793-1: 2013; Structural Use of Steel Part 1: Limit State Design of Hot Rolled Steelwork.

• MS 838:2011; Concrete Works-Code of Practice for Minor works.

• MS 842:2011; Aggregates from natural sources-Aggregates for concrete-Requirements and test methods.

• MS 71:2000; Concrete building blocks Specification

2.1.1.1.3 South African National Standards (SANS)

The South African principally covered steel work design and fabrication considering the major steel supply comes from South Africa. The major codes referenced in the design and construction of SEED Schools are:

• South African Standard (SANS) SANS 10160; Basis of Structural Design and Actions for Buildings and Industrial Action.

• South African Standard (SANS) SANS 10162-1:2005; Limit State of hot rolled steel work.

• South African Standard (SANS) SANS 10162-2:2010; Cold formed steel structures.

• SANS 2001-CS1-Construction Works, Part CS1: Structural Steel Work

2.1.1.2 Site Preparation

Site clearing and trench excavation will require erosion and sediment control measures to maintain excavated material and sediment on site and minimize erosion on site during rainfall events. Poor erosion and sediment control measures may result in sedimentation of downstream water sources or erosion of slopes on site. The contractor is required to implement an Environmental Mitigation and Monitoring Plan (EMMP) that includes erosion and sediment control and other measures aimed at minimizing and eliminating environmental risk. Mature trees removed during construction will be replaced by planting five new saplings of trees at the site or within the community.

Occupational and safety precautionary measures will be specified in the contractor health and safety plan. The safety risks on the SEED project are typical to those of a construction site. The contractor will be required by contract to provide and ensure the use of Personal Protective Equipment (PPE), provide proper sanitation facilities, provide a first-aid kit for attending to emergencies on site and provide regular tool talks that highlight construction site risks and general site management to mitigate accidents and incidents.

2.1.1.3 Classroom Blocks

A total of five classrooms (4 classrooms and 1 science classroom) will be constructed on each school site. Each classroom will have a total floor space area of approximately 72 m2. The design includes ramps to improve access to physically challenged students in wheelchairs. Site drainage will be constructed round the blocks to manage water circulation especially during the rainy season, both away from the buildings and across the school yard. The size and design dimensions of classrooms are the same for all sites as indicated in table 2.1.

2.1.1.4 Administration Space

Administration spaces will be provided in each classroom block and in the science classroom block. Each administration space will cover an area of approximately 20m2.

2.1.1.5 Teachers Houses

Two teachers house with 3 bedrooms per house will be constructed at each school. Each house will cover an area of approximately 75m2. The size and design dimensions of teachers’ houses are the same for all sites as indicated in table 2.1

A summary of the proposed buildings is found in Table 2.1 below shows the type of buildings proposed and approximate building footprint area. is summarized in the following table.

Table 2.1: Summary of type of building and approximate building area

Description Area

(approx.)

Quantity

Classroom 72m2 4

Science Classroom 72m2 1

Administration Space 20m2 Located in each classroom and science classroom block

Teacher Housing w/Bath (three bedrooms per house) 75m2 2

Housing Latrine (One per House) 20m2 2

Student Latrines (Three Stalls) 43m2 1 Male, 1 Female

Teacher Latrines (two stalls) 20m2 1 Male, 1 Female

Borehole with handpump pad and drainage channel)

As required

2.1.1.6 Boreholes

All schools will have access to portable and safe water supply. The project will construct 1 borehole and stand as required in the proposed project sites.

2.1.1.7 Waste Management and Sanitation Infrastructure

Latrines will be constructed for each school. The latrines will be categorised as:

● Housing latrine (one per house) covering an area of 20 m2 each

● Student latrine blocks (Three stalls each) covering an area of 43m2. One for the male and 1 for female students, including changing room space in the female latrine

● Teachers’ latrine (two stalls) covering an area of 20m2. One for male and 1 for female

These latrines will have concrete slab and pit lining, which strengthens the pit and prevents it from collapsing and a vent pipe which controls flies within the latrine. This will make the latrines more sanitary and safer. Construction of the latrines in this project is in line with the Occupation Safety, Health and Welfare Act (1997) which requires that separate toilets, washing facilities and change rooms be provided in workplaces which have both female and male employees.

One of the toilets, in both the female and male latrine, has been designed for use by physically challenged students. The access will have a ramp to allow access by wheelchair and a handrail to be used as support for those with walking difficulties. The SEED school latrines will include a hygiene changing space in the female latrine. The construction material required for these structures include hollow core block (cement masonry units), reinforced concrete, timber trusses, and corrugated metal roof sheets. Figures 2.1 to 2.3 are layouts of proposed classroom blocks, teacher houses, and toilet blocks for the proposed community day secondary schools (Refer to Annex 8).

2.1.1.8 Access Roads

The roads leading to the proposed school sites are earthen roads and pose difficulties to travel during the rainy season because of the mountainous terrain and slippery clay soils that dominate in the district. These roads will need continuous maintenance throughout the construction and operation of the schools. The project will construct an earthen road from the public road to the school site which will initially be used to provide construction access to the site during the construction phase and remain as the school access road after construction.

The access routes to the new school sites are typically existing roads, footpaths, or some already existing access route. For narrow paths, the contractor will widen so that construction machinery can access the sites and for future use by teachers. Landownership transfer documents were obtained for access roads that require construction work and these are part of the agreements included in annex 2.

2.1.1.9 Solid Waste Management

Communities around the school rely on excavated rubbish pits. A rubbish pit will therefore be excavated within the school construction premises to be used during construction. The contractor and the school project management committee will be advised to improve in management of waste by having separate rubbish pits for biodegradable waste which can be used to produce compost manure. This will prevent them from excavating pits on new sites when the old ones fill up as is the current practice. No chemicals or equipment is anticipated to create hazardous waste during construction.

The contractor may engage private companies to collect and dispose of construction debris in consultation with the district public works department in Ntcheu District Council.

2.1.1.10 Employment

The contractor may employ an estimated 25 to 50 workers per site during construction phase.

The contractor will adopt a gender equality approach recognising that women should be given equal opportunity to men when recruiting the workers for the project. Health and Safety measures are detailed in the construction EMMP compiled by the construction contractor.

There will be employment opportunities during the operation phase since these are new schools that will require staff for operations. The workers at the school buildings and WASH facilities in the operation phase will be provided (by the school authorities) with protective wear for safety, as is required by the Occupational Safety, Health and Welfare Act. These will include gloves, overalls and heavy-duty boots. The workers will be trained in the safe use of the equipment and potential hazards, and the precautionary measures to be followed.

2.1.2 Summary of Main Construction Outputs and Inputs

Table 2.2 is a summary of the main construction inputs and outputs related to the project. On the other hand, Table 2.2 is a summary of main inputs and outputs in the project…