KANO I Rehabilitation Schools 1 KANO I Rehabilitation Schools 2 KANO I Rehabilitation Schools Table of Contents List of Figures ..................................................................................................................................................................... 7 List of Tables....................................................................................................................................................................... 7 Acronyms ............................................................................................................................................................................. 9 Executive Summary ...................................................................................................................................................... 10 CHAPTER ONE: INTRODUCTION ............................................................................................................................ 18 1.1 Description of Proposed Intervention ............................................................................................... 18 1.2 Scope of the Assignment ......................................................................................................................... 19 1.3 Rationale for ESMP .................................................................................................................................... 19 1.4 Objectives of the ESMP............................................................................................................................. 19 Chapter Two: Legal and Policy Framework ....................................................................................................... 20 2.1 Introduction .................................................................................................................................................... 20 2.2 Applicable National Environmental Policies& Institutional Framework ........................... 20 2.2.1 The Federal Ministry of Environment .......................................................................................... 20 2.2.2 The Federal Ministry of Education ................................................................................................. 21 2.2.3 The Federal Ministry of Women Affairs and Social Development .................................... 21 2.2.4 Federal Ministry of Labour& Employment ................................................................................. 22 2.2.5 Gender and Social Related Policies ................................................................................................ 22 2.3 Applicable State Institutions& Policies ............................................................................................. 23 2.3.1 Kano State Ministry of Education ................................................................................................... 23 2.3.2 Kano State Universal Basic Education Board (SUBEB) ......................................................... 23 2.3.3 State Ministry of Environment......................................................................................................... 23 2.3.4 Kano State Environmental Planning &Protection Agency (Establishment) Act 2011 ... ....................................................................................................................................................................... 24 2.3.5 State Waste Management Authorities .......................................................................................... 24 2.3.6 Kano State Rural Water Supply and Sanitation Agency (RUWASA) ................................ 25 2.4 The World Bank Environmental and Social Framework Standards ..................................... 25 2.4.1 Environmental and Social Standards (ESS)................................................................................ 25 2.5 Gaps between the Nigeria Laws & the Environmental & Social Framework (ESF) ............... 27 2.6 AGILE Institutional Arrangement........................................................................................................ 29 Chapter Three: Project Description ....................................................................................................................... 31 3.1 THE AGILE PROJECT ................................................................................................................................. 31 3.2 Description of the Proposed Project .................................................................................................. 32 3.2.1 Specific Project Intervention ............................................................................................................ 33 3.3 Associated Project Activities ................................................................................................................. 34 3 KANO I Rehabilitation Schools 3.3.1 Material Sourcing .................................................................................................................................. 35 3.3.2 Staging Area ............................................................................................................................................. 35 3.3.3 Campsite.................................................................................................................................................... 36 3.3.4 Labour ........................................................................................................................................................ 36 3.4 Project Beneficiaries ................................................................................................................................. 37 Chapter Four: Description of Project Environment ........................................................................................ 38 4.1 Description of the Project Area ........................................................................................................... 38 4.1.1 Baseline Description of Project Environment ........................................................................... 39 4.2 General Description of School Environment................................................................................... 41 4.2.1 Site Specific Description of School Environment ..................................................................... 44 4.3 Environmental Baseline Studies .......................................................................................................... 53 4.3.1 Physio-chemical Analysis of Groundwater ................................................................................. 55 4.3.2 Physio-chemical Properties of Soil................................................................................................. 58 4.3.3 Baseline of Socio-economic .................................................................................................................. 59 4.4 Methods and techniques. ............................................................................................................................... 63 Chapter Five: Potential Environmental & Social Risks Impacts and Mitigation ................................ 65 5.1 Introduction ................................................................................................................................................. 65 5.2 Impacts Identification .............................................................................................................................. 65 5.2.1 Impacts Rating ........................................................................................................................................ 65 5.2.2 Impact Identification Matrix ................................................................................................................ 66 5.3 Labour Influx, GBV Risks and Management Mechanisms ......................................................... 69 Chapter Six: Environmental and Social Management Plan .......................................................................... 72 6.1 Introduction ................................................................................................................................................. 72 6.2 ESMP Matrix ................................................................................................................................................. 73 6.2.1 Contractual Measures .......................................................................................................................... 89 6.3 ESMP Implementation Schedule .......................................................................................................... 90 6.4 Monitoring and Evaluation Plan .......................................................................................................... 91 6.4.1 Reporting Plan ........................................................................................................................................ 91 6.5 Institutional Responsibilities and Accountabilities ............................................................................ 92 6.6 Capacity Building........................................................................................................................................ 93 6.7 Cost of Implementing the ESMP ........................................................................................................... 95 Chapter Seven: Grievance Redress Mechanism ................................................................................................ 97 7.1 Introduction ................................................................................................................................................. 97 7.1.1 Objectives of the GRM .......................................................................................................................... 97 7.1.2 Approach to Development of the GRM ......................................................................................... 97 4 KANO I Rehabilitation Schools 7.1.3 Potential Areas for Grievances under the Rehabilitation Works ...................................... 97 7.2 Grievance Redress Process .................................................................................................................... 98 7.2.1 Channels for Receiving Complaints ............................................................................................... 98 7.2.2 Structure of Grievance Redress Committees ............................................................................. 98 7.3 Processing of Complaints ........................................................................................................................ 99 7.3.1 Registration of Complaints ................................................................................................................ 99 7.3.2 Verification and investigation of complaints ............................................................................. 99 7.3.3 Escalation/ resolution and closure .............................................................................................. 100 7.3.4 Feedback ................................................................................................................................................. 100 7.4 Time Frame for Processing Grievances .......................................................................................... 100 7.5 GBV-GRM ..................................................................................................................................................... 101 7.5.1 Process for Receiving GBV Complaint and Referral ................................................................. 102 7.5.2 Documentation of GBV-GRM Cases ................................................................................................. 102 7.6 Awareness of the GRM ........................................................................................................................... 103 7.7 Monitoring and Evaluation................................................................................................................... 103 Chapter Eight: Stakeholders Engagement and Public Consultation....................................................... 104 8.1 Introduction....................................................................................................................................................... 104 8.2 Stakeholder Identification ........................................................................................................................... 104 8.2.1 Vulnerable Groups .................................................................................................................................. 105 8.4 Summary of Stakeholders Consultations .............................................................................................. 106 8.4.1 Consultation with Benefitting Schools (GSS KMC, GGSS Fagge, GJSS Garko, GSS Gwarzo).................................................................................................................................................................. 106 8.4.2 Consultation with Women Group (GSS KMC, GGSS Fagge, GJSS Garko) .......................... 108 8.4.3 Consultation with People with Disability (PWD) ...................................................................... 109 8.4.4 Consultations with Students .............................................................................................................. 110 Chapter Nine: Conclusion and Recommendation .......................................................................................... 111 9.1 Conclusion ................................................................................................................................................... 111 9.2 Recommendation ..................................................................................................................................... 111 References ...................................................................................................................................................................... 112 Annex ................................................................................................................................................................................ 113 Annex 1: Terms of Reference ........................................................................................................................ 113 Annex 1b: List of Selected & Screened Schools ........................................................................................ 118 Annex 2: Socio-Economic Assessment Instrument .................................................................................. 147 Annex 3: Screening Checklist ............................................................................................................................. 149 Annex 4: Attendance at Community Consultations .................................................................................. 154 5 KANO I Rehabilitation Schools Annex 5: Pictures of Consultation with Project End-Users ................................................................... 155 Annex 6: Summary of School Description & Assessment ...................................................................... 157 Annex 7: General Environmental Management Conditions for Construction Contracts .......... 177 Annex 8 – Waste Management Plan ................................................................................................................ 182 Annex 9 – Occupational Health and Safety Plan ........................................................................................ 184 Annex 10 – Traffic Management Plan (TMP) .............................................................................................. 186 Annex 11 – Sample Code of Conducts ............................................................................................................ 187 Annex 12 – Campsite Management Plan (CMP) ........................................................................................ 191 Annex 13 – Labour Influx Plan .......................................................................................................................... 197 Annex 14: Distribution of Schools Sampled in Selected LGAs.............................................................. 199 Annex 15: Sampling Location ............................................................................................................................ 201 Annex 16: General Security Assessment -North West (Kano) ............................................................. 202 Annex 17: General Environment Challenges in School Environment ............................................... 210 6 KANO I Rehabilitation Schools List of Figures Figure 1: AGILE Participating States in Nigeria ................................................................................................ 31 Figure 2: Map of Kano State Showing the 44 LGAs.......................................................................................... 38 Figure 3: Distribution of 1228 Selected Schools Across the 44 LGAs, Kano ......................................... 39 Figure 4: Distribution of Schools in Kano Central Senatorial District ..................................................... 39 Figure 5; Distribution of Schools, Kano North Senatorial District ............................................................ 39 Figure 6; Distribution of Schools, Kano South Senatorial District ............................................................ 39 Figure 7; Distribution of Selected Schools in Urban and Rural Areas, Kano State ............................. 42 Figure 8: Outline of the Methodology ................................................................................................................... 63 Figure 9: Stakeholders Analsyis & Mapping ....................................................................................................... 64 Figure 10: Impact Assessment Methodology ..................................................................................................... 65 List of Tables Table ES 1: Rehabilitation Works Under the Two Sigs .................................................................................. 11 Table ES 2: Summary of Potential Negative Impacts &Mitigation ............................................................ 13 Table ES 3: Summary of ESMP Implementation Budget ............................................................................... 16 Table 1: Other Applicable National Policies ....................................................................................................... 20 Table 2: Applicable ESS ............................................................................................................................................... 26 Table 3:Similarities and Differences between Nigeria Laws and the ESF.............................................. 27 Table 4: AGILE Institutional Arrangements ....................................................................................................... 29 Table 5: Rehabilitation Works under the Two SIGs ........................................................................................ 33 Table 6: Site-specific Intervention Works in Schools (20)........................................................................... 33 Table 7: Project activities & facilities .................................................................................................................... 34 Table 8: Brief Environmental Baseline Description of the Project Area (Kano State) ..................... 39 Table 9: Specific Site Description of Selected Schools in KMC .................................................................... 45 Table 10: Specific Site Description of Selected Schools in Albasu LGA ................................................... 47 Table 11: School Site Description, Dawakin Tofa LGA ................................................................................... 49 Table 12: Site Specific Description of Schools ................................................................................................... 50 Table 13: Site-specific Description of Schools ................................................................................................... 52 Table 14: Name of Sample Location ...................................................................................................................... 53 Table 15 Physiochemical Results of Groundwater Analysis ( A-12 SITES) .......................................... 55 Table 16: Physiochemical Results of Groundwater( B-12 SITES)............................................................. 56 Table 17: Physiochemical & Microbial Analysis of Soil Samples( A-SITES).......................................... 58 Table 18; Physiochemical & Micorobial Results f Soil Samples (B-SITES) ............................................ 59 Table 19: Socio-economic Baseline ........................................................................................................................ 59 Table 20: Environmental and Social Sensitivities ............................................................................................ 65 Table 21: Potential Consequence Classification Matrix ................................................................................. 66 Table 22: Degree of Impact Significance .............................................................................................................. 66 Table 23: Impact Assessment Matrix .................................................................................................................... 66 Table 24: Summary of Potential Positive and Negative Impacts ............................................................... 67 Table 25: Kano State laws & policies for GBV response ................................................................................ 70 Table 26: Environmental & Social Mitigation and Monitoring Plan ......................................................... 73 Table 27: Work Agreement Measures .................................................................................................................. 89 Table 28: ESMP Implementation Schedule ......................................................................................................... 90 7 KANO I Rehabilitation Schools Table 29: Monitoring Plan ......................................................................................................................................... 91 Table 30: Reporting Plan ............................................................................................................................................ 91 Table 31: Institutional Responsibilities & Accountability ............................................................................ 92 Table 32: capacity building work plan.................................................................................................................. 94 Table 33: highlight of cost for the implementation of the ESMP ............................................................... 96 Table 34: Timeframe for Grievance Process .................................................................................................... 100 Table 35: Categorization of Stakeholders.......................................................................................................... 104 Table 36: Public consultation plan ....................................................................................................................... 105 8 KANO I Rehabilitation Schools Acronyms AGILE Adolescent Girls Initiative & Learning Empowerment CMP Campsite Management Plan EECD Early Childhood and Care Development EIA Environmental Impact Assessment ES Executive Summary ESCP Environmental and Social Commitment Plan ESF Environmental and Social Framework ESIAs Environmental and Social Impact Assessments ESMF Environmental and Social Management Framework ESMP Environmental and Social Management Plan ESS Environmental and Social Standards FMEnv Federal Ministry of Environment GASS Government Arabic Secondary School GGSS Government Girls Secondary School GSS Government Secondary School GBV Gender Based Violence GDP Gross Domestic Project GRM Grievance Redress Mechanism IDP Internally Displaced Person ILO International Labour Organization JSS Junior Secondary School KSEPA Kano State Environmental and Protection Agency LGA Local Government Area LMP Labour Management Plan NESREA National Environmental Standards and Regulations Enforcement Agency OHS Occupational Health and Safety PCU Project Coordinating Unit PDO Project Development Objective PIU Project Implementation Unit PMP Project Management Plan PMU Project Management Unit PPE Personnel Protective Equipment PTA Parents Teachers Association PWD People with Disability REMASAB Refuse Management and Sanitation Board SBMC School Based Management Committee SEA Sexual Exploitation and Abuse SEP Stakeholders Engagement Plan SIG School Improvement Grant SIP School Improvement Plan SME State Ministry of Education SSS Senior Secondary School STD Sexually Transmitted Disease STI Sexually Transmitted Infection SUBEB State Universal Basic Education Board ToR Terms of Reference WASH Water Sanitation & Hygiene WB World Bank WHO World Health Organization 9 KANO I Rehabilitation Schools Executive Summary ES 1: Introduction The Federal Government of Nigeria has placed high priority on capacity development and has embarked on education reform through policy reforms as a critical means of achieving poverty reduction. Education plays a key role in poverty reduction and national development, which are essential paths in a nation’s well-being. In fulfilling its commitment to this effort, the Federal Government of Nigeria through the Federal Ministry of Education is implementing the Adolescent Girls Initiative for Learning and Empowerment (AGILE) Project with support from the World Bank. This will assist and support the Government’s long-term education reform agenda to adequately address the identified constraints of accessing and completion of Secondary education facing adolescent girls in Nigeria. The project will support the education programs of participating states of Borno, Ekiti, Kaduna, Katsina, Kebbi, Plateau and Kano, of which this report speaks to Kano AGILE. Significantly, underinvestment and negligence leading to poor condition of infrastructure and a lack of water, sanitation and hygiene (WASH) facilities, has left a legacy of secondary schools with unusable infrastructure, dilapidated buildings and total lack of some basic amenities. In Kano State, most public Junior and Senior Secondary Schools (JSS and SSS) have several infrastructures in need of immediate rehabilitation, renovation, and possible reconstruction, which if left unattended may result in reduced number of classrooms for learning, serve as hideouts for petty thieves and criminals, predispose students to infections and diseases (due to poor sanitary conditions) etc. It is on this basis, that the Kano State AGILE Project, has set aside part of its allocated funds for the procurement of consultancy services for the Development of an Environmental and Social Management Plan (ESMP) for Rehabilitation and Renovation of 1228 JSS and SSS Schools. The lead agency for the Federal Government is the Federal Ministry of Education, while the State Ministries of Education are responsible for implementation of the project to improve secondary education opportunities amongst girls. In compliance with the World Bank Environmental and Social Framework (ESF) an environmental and social screening was conducted for the proposed rehabilitation works which identified the need to prepare an Environmental and Social Management Plan (ESMP) to identify and mitigate potential negative environmental and social impacts. This ESMP has been prepared to guide Kano AGILE in ensuring that project implementation will avoid negative environmental and social impacts, reduce or mitigate them to acceptable levels. ES 2: Administrative and Regulatory Framework This ESMP is prepared in consonance with relevant Kano State and Federal Government environmental policies, laws, regulations, and the World Bank ESF. This includes the National Policy on the Environment, Environmental Impact Assessment (EIA) Act, National Gender Policy, Katsina State Environmental Protection Laws, State social protection policies, World Bank Environmental and Social Standards (ESSs) applicable to the project amongst others as detailed in chapter 2 of this report. ES 3: Description of the Project Generally, the activities are rehabilitation works under Component 1.2 across the 1228 schools for both JSS and SSS in all the 44 LGAs, Kano State. These rehabilitation works would be done in two phases with each phase covering an equal number of 614 schools under the School Improvement Plan (SIP). School distribution in phases is as follows: Phase 1: ➢ Number of Boy only Schools - 273; Number of Girl only Schools - 341 ➢ Number of JSS -192; Number of SSS – 309; Number of Mixed Schools – 113 (boys & girls) ➢ Number of Schools in Urban – 120; Number of Schools in Rural - 494 10 KANO I Rehabilitation Schools Phase 2: ➢ Number of Boy only Schools – 196; Number of Girl only Schools – 418 ➢ Number of JSS – 306; Number of SSS – 195; Number of Mixed Schools – 113 (boys & girls) ➢ Number of Schools in Urban 107; Number of Schools in Rural - 507 The intervention works would be implemented through the provision of grants: Large School Improvement Grants (SIG); Small School Improvement Grant (SIG). The works are grouped and summarized under the two channels in Table ES 1 below. TABLE ES 1: REHABILITATION WORKS UNDER THE TWO SIGS Large SIG (Rehabilitation of Classrooms) Small SIG (WASH Facilities, Teaching &Learning Materials (TLM), Provision of School Furniture) Roof and Roof Covering: 055MM Thick roofing Three- Seater Student Furniture: 3-seater sheet (Green); 35mm G.I zinc roofing sheet combined students’ desk and chair size 1200mm wide x 76cm height, fabricated using 15mm plywood (HDF) manufactured fiber board to 25mm thick black square pipe frame at top and bottom of the desk placed on 2no 25mm Angle iron, welded to metal frame. All metal framing, bracing and angle iron support to be furnished with black gloss paint. Carpentry and Joinery: Sawn treated hard wood Teachers table complete with metal frame and HDF timber top and side drawers Doors and Windows: Tropical steel doors and Chairs complete upholstery with cushion seat windows Flooring: Terrazzo black and white; Cement and Rehabilitation of toilets (male and female Sand screeding respectively Ceiling Finishings: Hardboard ceiling- 100% replacement or less than 40%; PVC Ceiling-15% less than 40% damaged Painting and Decorations: Painting to soft of ceiling/stab (white emission) Wall finishing: Internal wall from floor to door height; Internal wall from floor to door height (cream emulsion); External wall from floor to door height (gloss national green); External wall above door height (cream emulsion) ES 4: Description of the Project Environment The proposed project is in Kano State with a total population of 16,321,000 (NPC,2021) and a population density of 458 persons per square meter. With a total of 1228 selected schools selected across the 44LGAs in Kano State, the proposed interventions will be constructed in existing primary or secondary schools. The selected schools are majorly (75%) located in the rural area while the remaining 25% are within the urban and semi-urban (built-up areas) environment. In addition, the demography shows that 35% of the school are densely populated with a population of over 1,000 students. Details of the project environment and pictures are provided in chapter 4 and annex 5 within this report; however, a summary is presented as follows. Environmental and Social Baseline Conditions Based on literature review and field assessment, a large percentage of schools in rural areas (68%) for example: Garko; Bebeji; Albasu; RiminGado, Kibiya; Karaye; DawakinTofa: Dawakin Kudu, Kunchi; Gezawa showed similar environmental and social characteristics while schools in the urban LGAs (17%) such as Kano Municipal; Fagge; Kumbotso; Nasarawa exhibited similar characteristics. Out of the 1228 schools, only about 1040 schools (JSS and SSS) were assessed across all the 44 LGAs based on accessibility, security, readiness of stakeholders and proximity of the schools. 11 KANO I Rehabilitation Schools Baseline studies on the physio-chemical and microbial components of the environment were conducted using the outlined methodology in sub-section 4.3 of chapter 4. A total number of 34 samples were collected for Soil and Groundwater (Borehole) with air parameters taken in 34 locations. Number of samples collected were based on composite method, random sampling, indicative factors for hotspot areas and proximity. Selections ensured representation across all the 44 LGAs. Sampling for both in-situ and ex-situ were conducted by Kano State Ministry of Environment. Below is a summary of the baseline assessment: Physio-chemical Analysis: a. Air Quality Analysis: air parameters analysed were basically particulate matter (PM 2.5 and 10) and gases (NO2; SO2; VOC) with a Testo 350 XL equipment based on a direct mechanism. The analysis of the ambient air (0-8km from earth surface) indicates good quality air in the project area as all parameters were within FMEnv limit. This can be attributed to serene environment devoid of active civil activities and minimal vehicular movement within the school environment. The results showed: PM2.5 ranged from 08 – 18ppm and PM10 from 6-20ppm (FMEnv limits of 35 and 150ppm respectively). NO2 ranged from ND - 0.01ppm (FMEnv limits 0.04-0.06ppm); SO2 ND – 0.01ppm (FMEnv limits 0.01ppm); VOC ranged from ND – 0.05ppm (FMEnv limit of 0.1ppm). b. Noise Assessment: Noise levels were measured in 34 locations spread across the 44 LGAs, using a Testo 816 Noise Meter (in-situ). Daytime noise levels ranged from 31.5 –36.2dB in most rural locations while 41.4-45.2dB in semi-urban and urban areas due to the presence of more anthropogenic activities (businesses; vehicular movement). All results were below the FMEnv limit of 60dB. c. Water Analysis: in the absence of surface water around the project sites, 24 water samples were collected from boreholes within and around the school areas. The values of the physicochemical properties were mostly within the FMEnv limit1: (i) Temperature: 30.6 – 36.1; (ii) Conductivity values ranged from 123È?S/cm - 321È?S/cm; (iii) DO values from 0.18 – 1.6mg/l (iv) Turbidity 0.2 to 0.3 NTU which is below the WHO permissible limit of 5 NTU (v) TDS from 2.26 – 3.00mg/l which are way below the FMEnv. limit of 1,000mg/l, this may be attributed to the fact that the water is not directly exposed to industrial activities as it is from boreholes; (vi)Chloride: concentration of Chlorine is within the acceptable limit for all samples collected ranging from 15.9 – 19.5 mg/l; (vii) Nitrate: between 7.70 – 9.1 mg/l; (viii) The levels for Sulphate (2.85-3.10mg/l) were below the WHO and FMEnv limits (500mg/l) while the levels for Phosphate were mostly above the FMEnv limits (5mg/l) which ranged from 11.2 -12.39mg/l. The elevated levels of Phosphate may be attributed to the cumulative residual application of water runoff from farms using fertilizers over numerous years. Details of other parameters and their values can be seen in 4.3.1.1. Microbial analysis on faecal coliform ranged from 1-60cfu/ml; Escherichia coli ND-0 cfu/ml. d. Soil Analysis: 24 composite soil samples were collected across the 44 LGAs with soil auger. The physio-chemical properties of soils showed slight alkalinity between 8.1- 8.9 which depends on soil water ratio. Colour ranged between brown to reddish orange with majority of the soils having different shades of brown. All within FMEnv limits. A uniform pattern of bacteria distribution in the soil was observed mainly due to the occurrence of organic matter which may be attributed to agricultural practice while the bacterial counts were higher than the fungal counts. Charts on this distribution can be seen in chapter 4. 1 National Environmental (Surface and Groundwater Quality Control) Regulations, 2011 12 KANO I Rehabilitation Schools Erosion: issues of minor-medium erosion issues were identified in some areas including Garko, Gwarzo, Bebeji and Kudu LGA. This is of significance because erosion may affect accessibility especially in Government Secondary School and Government Girls Secondary School in Garko where the roads had divided, and enumerators had to access the schools by feet. Socio-economic Baseline The methodology for collecting socioeconomic data was through primary source via questionnaires, interviews, discussions with community leaders, members, school staff and other PAPs. The sample size was between 5-10 while the methodology was direct and random sampling. A total of 1,304 respondents were sampled across 163 communities. The socioeconomic information reveals that 79% of respondents are male, while 21% are female. This is indicative of the lean availability of women capacity or labour force within the communities, as demonstrated in the lean female teachers’ presence across most of the schools in rural areas. Most of the respondents (46%) are between the ages of 31 - 45. This indicates the presence of local workforce for unskilled labour. The detail of the socioeconomic analysis is presented in Table 17 of section 4.3.3. ES 5: Potential Impacts of the Proposed Project Positive Impacts: the proposed project is expected to be largely beneficial to the project communities and the state at large including: • Increased enrolment of school children especially support to Girl child education • New infrastructure in JSS and SSS schools which will provide more conducive learning environment and also reduce travel distance to access schools • Construction of toilets and WASH facilities will promote hygiene and sanitation in the schools and thus better health status • It will create short term employment for skilled and unskilled workers during the construction phase • It will promote or increase the employment or recruitment of more female teachers to meet the demand of increased enrolment of students. • It would improve to job satisfaction for the teachers that would be working in a better school environment • It will promote productive parent involvement in the Kano education system Potential Negative Impacts of the proposed project The rehabilitation works for the 1228 JSS and SSS schools in Kano State will inevitably predispose the bio-physical and social components of the environment to varying degrees of negative impacts such as temporary noise, air pollution and disturbance of activities, increase solid waste burden, occupational health & safety risks, community health & safety risks, potential sexual exploitation and abuse/sexual harassment (SEA/SH) risks, child labour etc. Summary of these potential negative impacts are outlined in Table ES 2below: TABLE ES 2: SUMMARY OF POTENTIAL NEGATIVE IMPACTS &MITIGATION Environmental Impacts Impacts Significance Mitigation of Risk 1. Temporary air pollution from particulate Low 1.Sprinkle earth roads with water to matter and gases due to the movement of reduce dust during movement of vehicles vehicles and equipment on untarred access especially in built up areas roads to school sites 2. Install noise mufflers on heavy duty Low equipment 13 KANO I Rehabilitation Schools 2.Temporary noise pollution from movement of vehicles and machineries/equipment operations 3. Ensure proper sorting; storage and final Medium disposal of waste, liaise with registered 3. Waste generated from rehabilitation KSEPA waste disposal works such as wood, electrical equipment, cement, wood, iron rods etc. could lead to environmental nuisance and public health concerns if poorly managed. 4. SBMC should ensure all materials are Medium sourced from registered vendors or 4. Materials sourcing such as sand, clay, quarries gravels may lead to impacts related to sand mining and extraction of gravel from 5. VIP toilets are recommended as opposed unlicensed quarries to water closets especially in schools with less water availability. Maintenance 5. Poor maintenance of toilet and WASH Medium schedule on sewage disposal should be facilities could lead to damage of facilities included in the SIP and environmental pollution especially from poor sewage management. Social Impacts Significance Mitigation of Risk 1.Labour influx especially from skilled Medium 1. SBMC must ensure all engaged workers workers may induce conflicts and SEA/SH should be sensitized and sign Code of risks, risk of STIs/STDs for community Conduct (CoC); zero tolerance for sexual members, students, and staff. Influx of Camp relation with students, staff and Followers2 could also increase the presence community; as much as possible of sex workers in the communities workforce should be from the community; provide basic amenities for workers like water, health, toilets 2. Disturbance to academic activities and Medium 2. All civil works should be done during off communities from movement of peak periods/ weekends/holiday. All vehicles/materials/equipment to site and vehicles and machines should undergo operation of machinery on-site service before usage 3.Material and equipment stacking could restrict access for students and school staff Low 3.Designate and mark out staging area; restrict zone for equipment and materials 4. Community health and safety at risk due to movement of equipment and vehicle to 4.The SBMC must ensure all drivers are Low project sites which could lead to accidents trained on substance abuse and transport due to bad access roads, disturbance of schedule plans. Vehicles should not be market and religious activities overloaded with materials, use of flagmen and safety cautions, in built up areas, avoid movement in market areas on market days, limit movement during religious activities, restrict access to be placed at work sites 5. Sourcing for unskilled labour may lead to risks of child labour and increase dropout Medium 5.SBMC must comply with this ESMP during rehabilitation activities. This could especially the LMP in the Annex by further predispose children to health & implementing fair wages, provision of 2who follow the incoming workforce with the aim of selling them goods and services, or in pursuit of job or business opportunities 14 KANO I Rehabilitation Schools safety risks, Violence Against Children (VAC) PPEs and safe work conditions as etc. approved by the SPIU vis-a-vis the SIP Poor labour and working conditions especially wages for community workers could lead to grievances 6. Insecurity can worsen due to presence of strange workers including NPCU, SPIU, Medium 6. Security Risk Assessment& Mitigation Consultants etc and they can become victims Measures can be seen in Annex 16. In of kidnapping, banditry, insurgency, social addition, the SPIU should work with the conflicts etc. project security adviser to develop a robust security management plan for the project in conjunction with the state Government and the state security agencies including the police, Army, Nigerian Security and Civil Defence Corps (NSCDC) Occupational Health & Safety (OHS) Significance Mitigation of Risk 1.OHS Risks from operation of equipment Medium 1. SBMC should implement the site specific and civil works could lead to injuries, Occupational Health and Safety incidents and accidents for workers Management Plan (see Annex 9) in this ESMP vis-a-vis the SIP 2. Workers could be exposed to disease Low 2. Provision of First Aid and PPEs such as outbreaks such as COVID, monkeypox and nose masks, hand washing facilities, hand other communicable diseases sanitizers and implement IPC Protocols 3. Exposure of workers to security risks such 3. Appropriate security measures as as banditry, kidnapping etc. Medium detailed in Annex 16 should be put in place 4. SBMC should provide a safe and 4. Poor labour and working conditions could Low conducive work environment including lead to ill-health and grievances basic amenities like portable drinking water, food, WASH facilities, rest area for workers 5. Recruitment processes should be fair, 5. Unfair recruitment procedures could Low non-discriminatory and the terms and cause grievances, discrimination etc. poor or conditions of employment including discriminatory wages could also lead to wages, work hours, rest hours, benefits, grievances and legal action sanctions should be clearly indicated in the conditions and understood by all parties ES 6: Environmental and Social Management and Monitoring Plan Mitigation measures for potential negative impacts have been described in section 6.2 including mitigation and monitoring costs, responsibilities for mitigation and monitoring, method and frequency for effective monitoring. The total estimated cost to effectively implement the mitigation and monitoring measures recommended in the ESMP Matrix including Capacity Building and others is Twenty-four million, four hundred and ninety-four thousand, eight hundred and forty naira only. – N24,494,840. The cost of mitigation by the (SBMC) is N15,282,493 and should be included in the SIP as part of the implementation cost by the SBMC. 15 KANO I Rehabilitation Schools Table ES 3: Summary of ESMP Implementation Budget Item Responsibility Cost Estimate in Naira Cost Estimate in Dollars (N) ($) Mitigation SBMC 15,282,493 34,654 Monitoring E&S Team SPIU, 4,391,197 9,957 Capacity SPIU/ NPCU 2,821,150 6,397 Building GRM SPIU, SBMC 2,000,000 4,535 Operation Total 24,494,840 55,543 CBN Official Rate, 1USD = N 441 as at 17/11/2022 ES 7: Grievance Redress Mechanism (GRM) The mechanism is developed as a multiple-level design (project location, state, and national levels) and will address diverse suggestions & complaints, and involve activities like logging, tracking, and resolving project related grievances. Chapter 7 provides the GRM which has been prepared in a manner that integrates both the formal and informal/traditional approach to grievance redress mechanism. This includes the use of Grievance Redress Committees (GRCs), complaint boxes, dedicated phone lines to channel and resolve grievances. The GRCs will be constituted at the project site level, SPIU level, State Steering Committee level and NPCU level. Complainants will also be informed of their right to seek judicial redress if they remain dissatisfied with the resolutions reached. A GBV-GRM protocol is also included to provide a process for channelling GBV related complaints which is handled different from the non-GBV related grievances due to the confidential nature of the complaints. ES 8: Stakeholder Engagement and Public Consultation Plan As part of the ESMP, substantial consultations were held with the SPIU, project communities, LGA representatives, Women group and vulnerable persons from 28th June –5th July, 2022. The consultations served as platforms to elicit information, questions and concerns relevant to the project. It also provided the opportunity for project beneficiaries to contribute to both the design and implementation of the project activities and further ameliorate the likelihood for conflicts. It also provides an avenue to intimate the PAPs of their choices and rights with regards to the project. Concerns raised by the stakeholders are documented and incorporated in chapter 8 of this report and aided the development of mitigation and/or enhancement measures and also the design of the GRM. Major discussions were on the eagerness of the beneficiaries on the commencement of the project and their commitment and support to AGILE. Potential negative impacts were also discussed, and the participants provided useful mitigations in some instances which were embedded in the mitigation plans in this ESMP. ES 9: Summary and Recommendations Based on the findings from the ESMP, the potential negative impacts can be mitigated/managed with strict adherence to the measures stated in this ESMP. The ESMP and the mitigation costs should be embedded in the SIP to ensure implementation costs are adequately budgeted for by the SBMC. Additionally, the Kano AGILE SPIU will ensure the E&S staff and especially the SBMC involved in mitigating these impacts are adequately trained in line with the capacity building plan in the report, which has budgetary allocations. Recommendations include the following: The following recommendations are provided for the effective implementation of this ESMP: ✓ The TA of the SPIU should develop a School Mitigation Plan (an abridged version of the ESMP) and be embedded within the SIP, provided to the SBMC as most of the mitigation measures and specific annexes are to be implemented by them 16 KANO I Rehabilitation Schools ✓ The SBMC involved in mitigating and monitoring of the ESMP implementation will need to be adequately trained by the SPIU E&S Team supervised by the TA and E&S Team of the NPCU in line with the capacity building plan in the report ✓ The SPIU should endeavour to establish the GRM in all project locations timely to enable stakeholders channel enquiries to the project. This includes installing complaint boxes, setting up GRCs amongst others ✓ The SPIU should sensitize the project schools and communities on the available grievance redress channels ✓ Considering the security situation across locations in the Country, it is advised that the SBMC, workers and any other team engaged by the project make adequate security arrangements for site work. The SPIU should also keep abreast of the security situation in the various project LGAs and inform all relevant parties accordingly. ✓ With respect to GBV, it is important for the SPIU to conduct SEA/SH/GBV sensitization program for the school staff, SBMC, and community members especially women and girls on prevention strategies and the available reporting and response mechanisms. ✓ In addition, the state should conduct mapping of GBV service providers and make the inventory available to the GBV focal persons in each project location ✓ For effective waste management on site, the SBMC should sign an agreement with KSEPA. This would ensure control of proper collection and disposal of construction wastes Furthermore, the SBMC should implement the waste management plan ✓ Priority should be given to local workers especially in the category of unskilled and semi- skilled workforce during project implementation to stimulate local socioeconomic activities, improve livelihood and poverty reduction in the affected communities. Ensure affected communities are assisted and have a voice in appropriation of mitigation measures. 17 KANO I Rehabilitation Schools CHAPTER ONE: INTRODUCTION The Federal Government of Nigeria has placed high priority on capacity development and has embarked on education reform through policy reforms as a critical means of achieving poverty reduction. Education plays a key role in poverty reduction and national development which are essential paths in a nation’s well-being. In fulfilling its commitment to this effort, the Federal Government of Nigeria through the Federal Ministry of Education is implementing the Adolescent Girls Initiative for Learning and Empowerment (AGILE) Project with support from the World Bank. This is part of the Government’s long-term education reform agenda to adequately address the identified constraints of accessing and completion of Secondary education facing adolescent girls in Nigeria. The project will work with the Federal Government and support the education programs of participating states of Borno, Ekiti, Kaduna, Kano, Katsina, Kebbi and Plateau to improve secondary education opportunities amongst girls. The Project Development Objective (PDO) is to improve completion of quality secondary education and comprehensive life-skills training for adolescent girls. The Project comprise three components aimed at keeping girls in schools and provide opportunities for them to acquire education and life skills Component1: Safe and Accessible Learning Spaces • Subcomponent 1.1.Creating new safe learning spaces in Secondary Schools • Subcomponent 1.2 rehabilitation of existing infrastructure in Secondary Schools i.e., School Improvement Grant(SIG) Component2: Fostering an enabling environment for Girls • Subcomponent 2.1: Promoting social and behavioral change through communications campaigns, engagement with traditional rulers, and advocacy; • Subcomponent 2.2a: Empowering girls with critical life skills and knowledge for navigating adulthood • Subcomponent 2.2b.Digital Literacy Skills and Remote Learning Platforms • Subcomponent 2.3: Provision of financial incentives to the poorest households Component 3: System Strengthening and Management • Sub component 3.1: System strengthening for sustainability and technical Assistance • Sub-component 3.2: Project Management, Monitoring and Evaluation (M&E). Coordination, procurement and financial management. 1.1 Description of Proposed Intervention The project is located in Kano State and cuts across selected Junior Secondary and Senior Secondary Schools in the 44 Local Government Areas with a total of 1228 schools (see Annex 1b). This activity falls under Component 1.2 and will provide School Improvement Grants (SIG) through large and small SIGs for the intervention works for the rehabilitation of classrooms and improvement of WASH facilities with provision of school furniture respectively for both JSS and SSS. These works would be done in two phases with each phase covering an equal number of 614 schools under the School Improvement Plan (SIP) based on the needs assessment submitted by each school. The general works are summarized as follows: • Roof and Roof Covering: 055MM Thick roofing sheet (Green); 35mm G.I zinc roofing sheet • -Carpentry and Joinery: Sawn treated hard wood timber • Doors and Windows: Tropical steel doors and windows • Flooring: Terrazzo black and white; Cement and Sand screeding • Ceiling Finishings: Hardboard ceiling- 100% replacement or less than 40%; PVC Ceiling- 15% less than 40% damaged • Painting and Decorations: Painting to soft of ceiling/stab (white emission) 18 KANO I Rehabilitation Schools • Wall finishing: Internal wall from floor to door height; Internal wall from floor to door height (cream emulsion); External wall from floor to door height (gloss national green); External wall above door height (cream emulsion) • Three- Seater Student Furniture: 3-seater combined students desk and chair size 1200mm wide x 76cm height, fabricated using 15mm plywood (HDF) manufactured fiber board to 25mm thick black square pipe frame at top and bottom of the desk placed on 2no 25mm Angle iron, welded to metal frame. All metal framing, bracing and angle iron support to be furnished with black gloss paint. • Teachers table complete with metal frame and HDF top and side drawers • Chairs complete upholstery with cushion seat 1.2 Scope of the Assignment In fulfilling the objectives of the ESMP, the purview of this assignment was mainly to identify site- specific risks and proffer corresponding mitigation measures using the hierarchy of controls; identify and sensitize the various stakeholders while developing a stakeholders mapping. The assignment also covered the following areas: review of all relevant document; describe and establish the environmental and social baseline; develop plans to mitigate environmental, social and occupational hazards; assist in getting the needed information to project affected persons while ensuring inclusion. 1.3 Rationale for ESMP Though the rehabilitation works is aimed at providing safe and accessible learning space for adolescent girls, some of its activities are bound to have site specific potential negative environmental and social impacts in relation to the civil works. Some of such potential impacts may include: generation of both hazardous and non-hazardous waste; general construction wastes, other impacts could arise from noise/air pollution, traffic accident from movement of equipment and materials to site, occupational health & safety risks, Gender Based Violence (GBV), risks associated with labour influx such as Sexual Exploitation and Abuse/Sexual Harassment (SEA/SH), increase in STIs/STDs, child labour, grievances and complaints, among others. Thus, the Environmental and Social Management Plan (ESMP) is required to guide Kano State AGILE in ensuring the project implementation is in line with the Nigerian Environmental Protection laws and the World Bank Environmental and Social Framework (ESF). The ESMP will ensure that the adverse environmental and social impacts likely to arise from the project activities are addressed and appropriate mitigation measures integrated into project implementation and operation in order to protect human and environmental health. 1.4 Objectives of the ESMP The ESMP is required to guide Kano AGLE in ensuring that project implementation is in line with the Nigerian Environmental Protection laws and the World Bank ESF, in a bid to avoid negative environmental and social impacts, reduce or mitigate them to acceptable levels. The ESMP includes a detailed plan with identified impacts and mitigation measures for negative impacts including responsibilities and costs, as well as a defined monitoring plan with monitoring responsibilities and costs. 19 KANO STATE AGILE Chapter Two: Legal and Policy Framework 2.1 Introduction The Environmental and Social Management Framework (ESMF) prepared for the AGILE Project already highlighted all specific relevant policies, legal and regulatory frameworks including the administrative structures for management and implementation of the Project in Nigeria. However, some specific policies and state level legal and administrative frameworks applicable to the project are highlighted in this Chapter. This assessment was conducted in accordance with the relevant Federal Government and Kano State environmental policies, laws, regulations, guidelines including the applicable World Bank Environmental and Social Standards (ESSs), and guidelines for compliance to biophysical, social and health assessment. 2.2 Applicable National Environmental Policies& Institutional Framework 2.2.1 The Federal Ministry of Environment The Ministry of Environment is the highest policy making body responsible for addressing environmental issues in Nigeria. The act establishing the Ministry places on it the responsibility of ensuring that all development and industry activities, operations and emissions are within limits prescribed in National Guidelines and Standards and comply with relevant regulations for environmental protection management in Nigeria as these may be released by the Ministry. To fulfil this mandate, a number of regulations/instruments are available, however, the main instruments in ensuring that environmental and social issues are mainstreamed into development projects is the Environmental Impact Assessment (EIA) Act No. 86 of 1992 as listed in Table 1 below. With this Act, the FMEnv. prohibits public and private sectors from embarking on major projects or activities without due consideration, at an early stage, of environmental and social impacts that may arise from the project implementation. TABLE 1: OTHER APPLICABLE NATIONAL POLICIES Regulatory Framework Description National Policy on the The policy identifies key sectors requiring integration of Environment, 1989 environmental concerns and sustainability with development (Revised 2016) and presents their specific guidelines Environmental Impact The Environmental Impact Assessment (EIA) Act CAP E12 LFN Assessment (EIA) Act CAP E12 2004 provides guidelines for activities of development projects LFN 2004 for which EIA is mandatory in Nigeria. According to the act, category II projects such as the AGILE Project may require only a partial EIA/EMP, which will focus on mitigation and Environmental planning measures National Environmental The purpose of the Regulation is the adoption of sustainable (Sanitation and Wastes and environment friendly practices in environmental sanitation Control) Regulations and waste management to minimize pollution. The Instrument (2009) amongst others makes provisions for the control of solid wastes and hazardous wastes. National Environmental The purpose of these Regulations is to establish technically (Soil Erosion & Flood feasible and economically reasonable standards and procedures Control) Regulations (S.I. to achieve appropriate level of management and conservation 12) 2011 practices to abate soil erosion, siltation, and sedimentation of the waters of Nigeria, due to soil erosion and flood aggravated by non-agricultural earth-disturbing activities. National Environmental The objective of the Regulations is to ensure maintenance of a (Noise Standards and healthy environment for all people in Nigeria, the tranquillity of Control) Regulations, 2009 their surroundings and their psychological wellbeing by 20 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Regulatory Framework Description regulating noise levels. The Instrument prescribes maximum permissible noise levels for construction as 60dB (A) and 40dB(A) for day and night respectively National Environmental The purpose of these regulations is to prevent and minimize (Construction Sector) pollution from construction, decommissioning and demolition Regulations (S.I No. 19), activities in the Nigerian environment. It stipulates that new 2011 projects in the construction sector shall apply cost-effective, up- to-date, efficient, best available technology, to minimize pollution to the barest degree practicable. In addition, every operator or facility shall carry out an EIA and submit an EMP for new projects or modification including expansion of existing ones before commencement of activity. Nigerian Land Use Act of The law establishes the legal framework for government 1978 expropriation of land from individuals and communities, when it is required for “overriding public interest/goodâ€?. It prescribes the circumstances under which the State can revoke rights of occupancy to the land and the compensation provisions that are required. Water Resources Act, Cap Provides guidelines for water quality assessment. W2, LFN 2004 National Policy on This policy was approved by the Federal Executive Council Occupational Safety and (FEC) in September 2020. It provides a guide for voluntary Health, revised 2020 compliance and serves as a basis for occupational health and safety (OHS) programs for workers even under such development projects Nigeria Labour Law (2004) The Labour Act of 2004 set the standard for the minimum amount of naira a worker in Nigeria is supposed to make. In 2020, the National Minimum Wage was set to ₦30,000.00 per month Workers Compensation Act The Workmen’s Compensation Act makes provisions for the (2010) payment of compensation to workmen for injuries suffered in the course of their employment Kano State Environmental Facilitate protection, restoration, conservation, development Protection Law (2011) and management of the environment and natural resources for equitable, sustainable socio-economic development. 2.2.2 The Federal Ministry of Education The Ministry has a mandate to use education for fostering development of all Nigerian Citizens to their full potentials, specifically; • Formulate and co-ordinate a national policy on education; • Collect and collate data for purposes of education Planning and Financing; • Prescribe and maintain uniform standard of education throughout the Country; • Control and monitor the quality of education in the Country; • Harmonize educational policies and procedures of all the States of the Federation through the instrumentality of the National Council on Education (NCE); • Effect co-operation in educational matters on an international scale; and • Develop curricula and syllabuses at the National Level. 2.2.3 The Federal Ministry of Women Affairs and Social Development The FMWASD was established by Decree No. 30 of 1989. The broad mandate of the Ministry is to advise the government on gender and children issues and issues affecting persons with disabilities and the elderlies. The Ministry also initiates policy guidelines and leads the process of ensuring gender equality and mainstreaming at both the national and international levels. 21 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 2.2.4 Federal Ministry of Labour& Employment The Nigeria Ministry of Labour and Employment is the country’s designated authority for labour- related matters. The ministry has the authority and capacity to ensure appropriate labour management in the country. The Ministry is structured into six Zonal labour offices, nine departments consisting of six professional and three service departments. It operates 36 State Labour Offices and the FCT, 23 District Labour Offices, Labour Desk Office, Geneva, Switzerland. Recently nine (9) Labour Desk were approved for nine ministries, department and agencies. 2.2.5 Gender and Social Related Policies Child Rights Act (2003) The Child’s right Act provides a platform for protection of children against child labour, exploitation and other forms of social vices. It codifies the rights of children in Nigeria (a person below the age of 18 years), consolidates all laws relating to children into a single law and specifies the duties and obligations of government, parents and other authorities, organizations and bodies. More particularly, the Act gives full protection to privacy, honour, reputation, health and prevention from indecent and inhuman treatment through sexual exploitation, drug abuse, child labour, torture, maltreatment and neglect to a Nigerian Child. The Convention on the Rights of Persons with Disabilities (CRPD) (2012) Adopts a broad categorization of persons with disabilities and reaffirms that all persons with all types of disabilities must enjoy all human rights and fundamental freedoms. It clarifies and qualifies how all categories of rights apply to persons with disabilities and identifies areas where adaptations have to be made for persons with disabilities to effectively exercise their rights and areas where their rights have been violated, and where protection of rights must be reinforced. National Gender Policy (2006) Provides a framework for ensuring gender inclusion and sensitivity in developmental plans and programs at the national and sub-national levels. The goal includes the elimination of cultural/ religions gender-based biases and harmful cultural and religious practices which rise to inequalities in gender-role relations in the Nigerian society, by ensuring: ensure equal access to women, boys and girls to both formal and informal education; ensure that women have access to critical resources and invest in their human capital as a means of reducing extreme poverty in families; and eliminate the high risks linked to many harmful traditional cultural practices, which still put threaten the health of women. The Violence Against Persons Prohibition (VAPP) ACT 2015) Signed into law on 23rd May 2015. This act prohibits all forms of violence against private and public life and provides maximum protection and effective remedies for victims and punishment of offenders. Nigeria’s national government has taken steps to penalize and address GBV and SEA, although a clear leadership with the leverage to garner multi sectoral support to address this complex problem seems absent. The institutional champion of women’s and children’s rights and GBV issues within the government is the Federal Ministry of Women Affairs and Social Development (FMWASD). But it has limited influence on sectoral ministries who need to enforce policy, insufficient budgetary resources and insufficient institutional capacity to enact its mandate. In practice, the legal and judicial systems provide women and children with little protection against violence, and timely and adequate support services are scarce and often ill- equipped to respond to survivors’ needs. The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) (1985) Discourages the discrimination against women by any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. 22 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Other Relevant Human Protection Laws a) International Treaties Relevant to GBV • The International Covenant on Civil and Political Rights (ICCPR) (2004). • The International Covenant on Economic, Social and Cultural Rights (ICESCR) (2004). • The Convention on the Rights of the Child (CRC) (1990), and the Convention on the Rights of Persons with Disabilities (CRPD) (2012). • International Convention on the Elimination of all forms of Racial Discrimination (1976). b) Regional Treaties Relevant to GBV • The African Charter on Human and Peoples’ Rights (ACHPR) (1982). • The African Charter on the Rights and Welfare of the Child (ACRWC) (2007). • The Protocol to the ACHPR on the Rights of Women in Africa (the “Maputo Protocolâ€?) (2007). • The National Action Plan for the Implementation of United Nations Security Council Resolution 1325 (2009). 2.3 Applicable State Institutions& Policies 2.3.1 Kano State Ministry of Education The Ministry of Education heads the educational sector and provides the needed support in terms of school-feeding, books and uniforms, the refurbishment, upgrading and expansion of educational facilities and the training of personnel amongst others. The Ministry will ensure equitable access to quality and relevant education to all citizens of kano regardless of sex, creed, ability or socio-economic status. The Kano State Secondary Education Board (KSSMB) and Science and Technical Board (STSB) provide support to the qualitative education within the State. 2.3.2 Kano State Universal Basic Education Board (SUBEB) Kano State Universal Basic Education Board is an Educational Agency under the supervision of the State Ministry of Education. The State Universal Basic Education Board (SUBEB) is a policy reform measure of the Federal Government of Nigeria, aimed at rectifying distortions in the basic education. In collaboration with stakeholders will create a conducive environment for quality teaching and learning through the provision of infrastructure, capacity building and support for LGEAs. 2.3.3 State Ministry of Environment The State Ministries of Environment and Environmental Protection Agencies are created to back up the mandates of Federal Ministry of Environment at State levels towards the objective of protecting public health and safety, and to restore and enhance environmental quality and efficient implementation of environmental programs, Therefore, the state Ministries of Environment/EPA give direction to all issues concerning the environment, monitor and control pollution and the disposal of solid, gaseous and liquid wastes generated by various facilities in the states. Some of their functions include: • Liaising with the Federal Ministry of Environment, to achieve a healthy or better management of the environment via development of National Policy on Environment • Co-operating with FMENV and other National Directorates/Agencies in the performance of environmental functions including environmental education/awareness to the citizenry • Responsibility for monitoring waste management standards, • Responsibility for general environmental matters in the State, and 23 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Monitoring the implementation of EIA studies and other environmental studies for all development projects in the State. Generally, State laws on environment are still in the evolving stages. Specifically, for EA, the States rely on that of the Federal Government, the EIA Act 86. 2.3.3.1 Kano State Ministry of Environment The Kano State Ministry of Environment (Environmental services) is saddled with the responsibilities of: 1. Formulating and enforcing policies, rules and regulations on the general environmental protection, control and regulation of the ecological system, industrial and domestic wastes management including solid waste collection and disposal, appropriate management of liquid waste and effluents among others; 2. Formulating and enforcing policies, rules and regulations on the general environmental protection, control and regulation of the ecological system, industrial and domestic wastes management including solid waste collection and disposal, appropriate management of liquid waste and effluents among others; 3. Coordinating the activities of all agencies and organizations connected with environmental and ecological matters in the state; 4. Liaising with State Ministries, Department of Local Government, Statutory Bodies and Research Agencies on matters and facilities relating to environmental protection; 5. Monitoring sources of toxic pollution in the State’s environmental (air, land and water), and offer necessary advice; 6. Implementing applicable enactment and standards of activities related to the environment in cooperation with the Federal environmental Protection Agencies (Federal Ministry of Environment) and other bodies. 2.3.4 Kano State Environmental Planning &Protection Agency (Establishment) Act 2011 This law was established for issues concerning the environment in the state to cover planning urban centers, control of development, provision of amenities, conveniences and infrastructures and other functions necessary for healthy and orderly urban growth. The agency focuses on the protection of both rural and urban environment in the Kano state. It was made to support the observation of a sanitation day being the last Saturday of the every month. It also seeks to support reliable up-to-date database and integrated waste management system and service in Kano State. 2.3.5 State Waste Management Authorities State waste management authorities have been established across several states in the Country with the following mandate: ✓ Collection of waste based on the assigned jurisdiction and coverage ✓ Disposal of waste and in some states recycling of waste ✓ Management of disposal sites, waste vehicles etc. ✓ Awareness and sensitization on waste management matters 2.3.5.1 Kano State Refuse Management and Sanitation Board (REMASAB) (Establishment Act) 2015 REMASAB serves as the regulatory authority in Kano state charged with the responsibility for the protection and management of the environment. The following are the specific functions but are not limited to: ✓ Minimizing the impacts of physical development of the ecosystem 24 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ✓ Preserving, conserving and restoration to pre impact status of all ecological processes essential for the preservation of biological diversity. ✓ Enforcement of all environmental legislations and abatement of all forms of environmental degradation and nuisance. ✓ Protection and improvement in air, water, land, forest, and wildlife in the ecology of the federal capital territory. ✓ Municipal liquid and solid waste collection and disposal/sanitation management services including connection of plot to the central sewer line. ✓ Pollution control and environmental health fumigation and vector control services. 2.3.6 Kano State Rural Water Supply and Sanitation Agency (RUWASA) The function of RUWASA is towards the development of water resources potentials of the states and to effectively and efficiently manage water resources by harnessing and conserving surface and underground water. 2.4 The World Bank Environmental and Social Framework Standards The World Bank Environmental and Social Framework sets out the World Bank’s commitment to sustainable development, through a Bank Policy and a set of Environmental and Social Standards that are designed to support this project, with the aim of ending extreme poverty and promoting shared prosperity. 2.4.1 Environmental and Social Standards (ESS) The ESSs set out the requirements relating to the identification and assessment of environmental and social risks and impacts associated with projects supported by the Bank through Investment Project Financing. Where country laws and regulations are inadequate or weak, the ESSs are provided to strengthen the policy gaps for environmental and social sustainability and risk management of World Bank funded projects. The application of these standards, by focusing on the identification and management of environmental and social risks, will support the project in a sustainable manner for the benefit of the environment and their citizens. According to the ESF, the project environmental and social risk rating is moderate because the project proposes to support minor civil works (renovation of schools and classrooms) The relevant ESSs applicable to AGILE are eight3 as highlighted below, but for this specific task, only six are applicable and are summarized in Table 2. ✓ ESS 1: Assessment and Management of Environmental and Social Risks and Impacts; ✓ ESS 2: Labour and Working Conditions; ✓ ESS 3: Resource Efficiency and Pollution Prevention; ✓ ESS 4: Community Health and Safety; ✓ ESS 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement; ✓ ESS 6: Biodiversity Conservation and Sustainable Management of Living Natural Resources ✓ ESS 8: Cultural Heritage ✓ ESS 10: Information Disclosure and Stakeholder Engagement noteworthy that although the ESMF highlighted eight (8) ESSs that apply to the overall AGILE project, 3 It is only six (6) are applicable to the proposed rehabilitation works for the 1228 schools in Kano state as presented in the table 3 below (E&S Screening report for rehabilitation of 1228 schools in Kano state, 2022). 25 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE TABLE 2: APPLICABLE ESS ESS Application of Standards Actions ESS 1: Proposed project activities under component 1 Environmental and Social Assessment & will include: infrastructure works in the selected management framework (ESMF) Management of schools to include rehabilitation of existing has been prepared to address the Environmental classrooms, replacement of roofs, windows, step-by-step procedure that will & Social Risks provision of hygiene & sanitation facilities, etc. be followed in screening sub- & Impacts Environmental concerns associated with such projects and preparing applicable civil construction works include waste instruments generation, debris from rehabilitation activities, community health and safety, occupational health Site-specific Environmental and and safety of workers, noise, dust emissions etc. Social Management Plans However, these impacts are limited, site specific (ESMPs) and other required site- and can be mitigated. specific plans like waste management plan, OHS plan etc. The project also poses some social risks, have been prepared as indicative including risks associated with labour influx, from this report. grievances, social conflicts and exclusion of vulnerable groups from operationalizing the project. ESS 2: The project will make use of various categories of Labour Management Procedures Labour and workers as defined by ESS2, who may face (LMP) consistent with ESS2 and Working unfavourable terms and conditions of National Labour Laws for all Conditions employment, discrimination, child labour, forced categories of workers has been labour, grievances and unsafe working developed, while specific Labour conditions. Management Planand OHS Plan have been developed as part of this ESMP. ESS 3: Proposed civil works may lead to air, water and The ESMF identified Resource land pollution from emissions, waste generation, environmentally friendly options Efficiency and use of resources etc. if not properly managed. to project activities. Pollution Waste management plan has been Prevention. Inefficient use of resources like water and energy, included in this ESMP and can be use of environmentally un-friendly techniques seen in Annex 8 which include during construction and operation could also mitigation measures to minimize pose risks. Increased use of fuelwood for cooking and manage the risks and impacts from increased student’s enrolment leading to associated with resource deforestation and climate change, if there is no efficiency and pollution switch to environmentally friendly cook stoves. management. ESS 4: Schools and project communities may be exposed This ESMP will assess the risks Community to risks from project activities during pre- and provide mitigation measures Health and construction, construction, operation phases in a community health & safety Safety including accidents/incidents, pollution, increase plan. in spread of diseases, GBV/SEA, burrow pits etc. A stand-alone GBV assessment There is also a risk that project construction may and action plan has been be on erosion/flood prone areas. developed for the project which is also referenced in the ESMP. In addition, Code of Conducts have been embedded in this ESMP and should be signed by all project workers. An Environmental, Health & Safety Guidelines (EHSG) applicable to the project developed in line with the World 26 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ESS Application of Standards Actions Bank guidelines is provided in the ESMF ESS6: Potential environmental risks and impacts The ESMF provides guidance on Biodiversity associated with this ESS will be limited. Potential screening and mitigation Conservation & risks could arise if there are rivers, floodplains, measures to ensure that project Sustainable wetlands and other fragile ecological systems activities do not alter or cause Management of near the selected schools. destruction of any critical or Living Natural sensitive natural habitats. Resources Vegetation clearing could disturb flora and fauna. Site specific mitigation measures Increased demand for fuelwood for cooking from to address these risks including increased students’ enrolment will lead to more compliance requirements for logging and deforestation if there is no switch to primary suppliers to mitigate environmentally friendly cook stoves. associated risks have been Primary suppliers could source furnishing embedded herein. materials from reserved areas. ESS 10: There are different categories of stakeholders A Stakeholder Engagement Plan Stakeholders associated with the project with varying degree of (SEP) has been prepared as a Engagement influence and power. These stakeholders will stand-alone document. and need to be identified, engaged effectively in order Information to improve environmental and social Additionally, during the Disclosure sustainability of the project, enhance acceptance, preparation of this ESMP, and make significant contribution to successful stakeholder consultation was project design and implementation. conducted and should be continuous throughout the lifecycle of the project. 2.5 Gaps between the Nigeria Laws & the Environmental & Social Framework (ESF) This section provides a summary of the similarities and differences between the Nigeria Laws and the World Bank ESF. TABLE 3:SIMILARITIES AND DIFFERENCES BETWEEN NIGERIA LAWS AND THE ESF ESF Nigeria Laws Similarities/ GAPs Intervention Measures ESS1 Environmental Impact EIA regulatory The relevant institutions Assessment and Assessment Act. framework aligns well should be trained on the Management of with the basic ESF principles of the ESF and Environmental Principles. However, inclusion of the and Social Risks ESF has additional requirements in project and Impacts requirements on implementation assessment of associated facilities, climate change issues, gender, more extensive consultation, more intensive assessment of health issues etc. 27 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ESF Nigeria Laws Similarities/ GAPs Intervention Measures ESS 2 Labor and Labor Act, Chapter 198, Gaps include The SPIU, SMBC, School Working Laws of the Federation of emerging issues on Management and Ministry Condition Nigeria (LFN) 2004, on contractor’s of Education should be promoting fair treatment requirement in the trained on the various and equal opportunities of bidding documents. Labor Management project workers. separate policies listed in this plan, Child Labor Act. 2019 requirements for the Labor Management prohibit child labor or their direct workers, Procedures prepared in engagement under certain contracted workers, the ESMF and also in this conditions primary supply site specific ESMP workers, and community workers. The ESF places responsibility on the proponent (borrower) to take responsibility for ensuring requirements for managing all categories of workers involved in the project. While the Labor Act. places responsibility only for direct workers (permanent or casual) employed within or outside the community. The child labor Act. 2019 essentially satisfy requirements of International Labor Organisation (ILO) on child labor and consistent with ESS 2. ESS3 Resource Environmental Impact Requirements for Training on ESMP Efficiency and Assessment (Act 86, 1992) pollution prevention implementation amongst Pollution to avoid or minimize waste and waste the relevant institutions Prevention and generation and ensure management are including the waste Management effective management to similar, but the ESF management plan, climate avoid, minimis or mitigate contain additional change considerations etc. adverse impacts on human requirements for including measures stated health and the environment. improving efficient in table 3 above National Environmental consumption of Regulations has energy, water and raw requirements for pollution materials, as well as prevention, discharge other resources permits, etc. ESS4 Community Nil Other frameworks Training on ESMP Health and such as the Petroleum implementation amongst Safety Act, Cap P10, LFN the relevant institutions 2004, Quarantine Act, including the community Cap Q2, LFN 204 health and safety plan, provide for issues on traffic management plan, ESS4 Community code of conducts etc. Health and Safety, including measures stated 28 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ESF Nigeria Laws Similarities/ GAPs Intervention Measures however, these issues in table 3 above are not adequately covered in the EIA Act 86, 1992, and not often comprehensively assessed because the fragmentation of requirements into various laws ESS 5 Land Chapter 202 of Nigeria Land The issues on Land Comply with the Acquisition, Use Act, 1990 is the legal Acquisition, provisions of the AGILE Restrictions on basis for land acquisition Restrictions on Land RPF including measures Land Use and and resettlement in Nigeria. Use and Involuntary stated in table 3 above Involuntary Resettlement are not Resettlement adequately covered in the Land Use Act. In addition, the Land Use Act is obsolete and the rates for compensation and eligible categories of affected persons will need to be reviewed by the Government ESS10 EIA Act, No. 86 1992 Gaps include The SPIU to ensure Stakeholder requires consultation of guidelines on the implementation of the Engagement and affected people, State or identification of AGILE Stakeholder Information Local Government of the stakeholders and Engagement Plan and Disclosure proposed activity, contains focus groups Grievance Redress requirements for public including the Mechanism and disclosure of reports preparation of continuous consultation stakeholders’ engagement plans and Grievance Redress Mechanisms, and entrenches stakeholder engagement throughout the life cycle of the project Therefore, in all cases the more stringent laws will be adopted, which is the World Bank ESF as detailed in table 3 above. 2.6 AGILE Institutional Arrangement TABLE 4: AGILE INSTITUTIONAL ARRANGEMENTS Institution Roles National Project Coordinating • Ensure timely preparation of all ESF instruments E&S Frameworks Unit (NPCU) • Communicate ESF instruments to all stakeholders at the Federal Level through consultations and disclosure • Ensure E&S staffing of the SPIUs with qualified officers • Provide oversight monitoring function on the timely preparation, review and implementation of site-specific E&S instruments State Project Implementation • Responsible for the day to day implementation of the Project including Unit (SPIU) the preparation of annual work plans • Coordinate E&S planning and response 29 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Institution Roles • Ensure that the project design and specifications adequately reflect the recommendations of the ESIAs/ ESMPs • Monitor the project work to ensure that the activities are carried out in a satisfactory manner • Progress reports and budgets • Disclosure of E&S instruments prepared for the project in coordination with the EA department of the Ministry of Environment/ NPCU Environmental and Social • Reviews TOR and ESMPs prepared for the sub-project sites Assessment Officers – PIU • Ensure that the project design and specifications adequately reflect (Environmental Officer, Social the recommendations and mitigation in the ESMPs Officer, GBV Officer) • Co-ordinate application, follow up processing and obtain requisite clearances required for the project, if required • Prepare compliance reports with statutory requirements • Develop, organize and deliver training program for the SPIU staff, the contractors and others involved in the project implementation, in line with training plan in the ESMF, RPF, SEP, LMP, ESMPs • Ensures that ES commitment clauses including labour and GBV management components are contained in the contractors bidding documents and contracts • Ensure sensitization of contractors and project communities on Code of Conduct, prevention of STDs/STIs, GBV/SEA • Establish and implement a Grievance Redress Mechanism • Ensure contractors prepare their C-ESMPs and implement it • Monitor contractor’s compliance to the ESMP, Code of Conduct, Labour Management Plan (LMP) and other site-specific plans prepared including Occupational Health & Safety (OHS), Waste Mgt. Plan (WMP) etc. Ministry of Women Affairs, • Collaborate on sensitization and advocacy on girl’s child education Ministries of Education • Ensure effective GRM and GBV reporting mechanism at the state level • Implement sex education campaigns in schools and risks associated with under-age marriage/pregnancy Local Government Authority • Serve as a liaison between the community members and the project (LGA) institutions • Assist in the implementation of the proper community mechanism • Awareness campaign for the proposed project, amongst the various relevant grass roots interest groups • Monitor and report on project activities to the PIU • Channel for Grievance Redress Mechanism • Liaise with AGILE and school management to monitor the implementation of the project during the construction and operation School Based Management Committee (SBMC), Parents phase Teachers Association (PTA) • Provide comments, advice and/or complaints to AGILE or SUBEB/Ministry of Education on issues relating to the project • Attend public meetings organized by the SPIU to disseminate information and receive feedback • Provide reports on the progress of the project activities CBOs, NGOs, Associations, • Monitor and evaluate project activities Groups, School Management • Partner with the project on sensitization and delivery of project objectives • Independent observation of project compliance to E&S Requirements World Bank • Review and clearance of TORs, ESMF/ESMPs • Recommend additional measures for strengthening environmental management 30 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Institution Roles • Provide oversight guidance on E&S Chapter Three: Project Description 3.1 THE AGILE PROJECT The Adolescent Girls Initiative for Learning and Empowerment (AGILE) Project will lay the foundation for long-term engagement in adolescent girls’ education and empowerment. The approach will consist of interventions (rehabilitation and construction of school facilities) aimed at keeping girls in school and provide opportunities for them to acquire critical life skills and market relevant skills not currently offered in schools. By working with the Federal Government of Nigeria. The AGILE Project will support education programs in about 182 Local Government Authorities in all public JSS and SSS across seven participating states viz: Borno, Ekiti, Kaduna, Katsina, Kebbi, Plateau and Kano, of which this report speaks to Kano AGILE. FIGURE 1: AGILE PARTICIPATING STATES IN NIGERIA The project consists of three components with about nine (9) sub-components: Component 1: Safe and Accessible Learning Spaces • Subcomponent 1.1. Creating new safe learning spaces in Secondary Schools (Expansion of JSS + SSS + teacher package) The component will address access gaps by constructing new schools and renovating or expanding existing schools through Ministry of Education. To improve quality, the component will provide continuous professional development for teachers through colleges of education. • Subcomponent 1.2. Improving existing infrastructure in Secondary Schools i.e., Large School Improvement Grant (SIG) and Small SIG (School improvement grants: Rehabilitation of JSS/SSS and school materials) School grants will be provided to improve learning environment as well as address the school’s needs Component 2: Fostering an enabling environment for Girls 31 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Subcomponent 2.1: Promoting social and behavioral change through communications campaigns, engagement with traditional rulers, and advocacy; This component aims to provide financial support package to families to incentivize girls transition to and attendance of secondary school. This will be implemented by state ministries of education in partnership with private sector. • Subcomponent 2.2a: Empowering girls with critical life skills and knowledge for navigating adulthood • Subcomponent 2.2b. Digital Literacy Skills and Remote Learning Platforms This component will support behavior and social norms change on the value of girls’ education and empowerment through media and by engaging traditional and religious leaders to serve as advocates. Traditional and religious leaders will be engaged via the Network of Traditional and Religious Leaders on Keeping Girls in School (KGIS Network). The component will support the formation of Mothers association and boys’ clubs to support and monitor school attendance of teachers and students and feed into the School Based Management Committee (SBMC) accountability framework. • Subcomponent 2.3: Providing financial incentives to the poorest households. This component aims to empower and prepare adolescent girls to successfully navigate the different stages of life by equipping them with life skills (negotiation skills, conflict resolution, self-esteem leadership skills, financial literacy and adolescent health and nutrition) etc. It will also provide market-relevant skills training and a graduation grant upon senior secondary school completion. It will be implemented through collaborations with NGOs and private sector. Component 3: Project Management and System Strengthening • Sub-component 3.1: System strengthening for sustainability and technical Assistance. This component is aimed at project implementation and coordination arrangements, monitoring and evaluation at the Federal and State levels. • Sub-component 3.2: Project Management, Monitoring and Evaluation (M&E) This component aims to provide technical support to Federal and state governments in institutional strengthening, policy review and improve their capacity at the federal, state and local government levels Support will be provided to ensure effective project implementation and coordination, monitoring and evaluation and efficiency in service delivery. • Subcomponent 3.3 Learning Impact evaluations, studies, pilot programs will be supported to facilitate learning that will enable scale up to other phases of the MPA. Learning will be facilitated from multi- dimensional approaches and allow lessons to be more easily applied to other operations. 3.2 Description of the Proposed Project Generally, the activities are rehabilitation works under Component 1.2 across the 1228 schools for both JSS and SSS within the 44 LGAs, Kano State. These rehabilitation works would be done in two phases with each phase covering an equal number of 614 schools under the School Improvement Plan (SIP). School distribution in phases is as follows: Phase 1: ➢ Number of Boy only Schools - 273; Number of Girl only Schools - 341 ➢ Number of JSS -192; Number of SSS – 309; Number of Mixed Schools – 113 (boys & girls) ➢ Number of Schools in Urban – 120; Number of Schools in Rural - 494 Phase 2: ➢ Number of Boy only Schools – 196; Number of Girl only Schools – 418 ➢ Number of JSS – 306; Number of SSS – 195; Number of Mixed Schools – 113 (boys & girls) 32 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ➢ Number of Schools in Urban 107; Number of Schools in Rural - 507 The intervention works would be implemented through the provision of grants: Large School Improvement Grants (SIG); Small School Improvement Grant (SIG). The general works are grouped and summarized under the two channels as seen in Table 5 below. The proposed duration for completion of the works is 4 months from the contract signing. TABLE 5: REHABILITATION WORKS UNDER THE TWO SIGS Large SIG (Rehabilitation of Classrooms) Small SIG (Improve WASH Facilities; Provision of School Furniture; TLM Roof and Roof Covering: 055MM Thick roofing Three- Seater Student Furniture: 3-seater combined sheet (Green); 35mm G.I zinc roofing sheet students desk and chair size 1200mm wide x 76cm height, fabricated using 15mm plywood (HDF) manufactured fiber board to 25mm thick black square pipe frame at top and bottom of the desk placed on 2no 25mm Angle iron, welded to metal frame. All metal framing, bracing and angle iron support to be furnished with black gloss paint. Carpentry and Joinery: Sawn treated hard wood Teachers table complete with metal frame and HDF top timber and side drawers Doors and Windows: Tropical steel doors and Chairs complete upholstery with cushion seat windows Flooring: Terrazzo black and white; Cement and Rehabilitation of toilets (male and female respectively) Sand screeding Ceiling Finishings: Hardboard ceiling- 100% replacement or less than 40%; PVC Ceiling-15% less than 40% damaged Painting and Decorations: Painting to soft of ceiling/stab (white emission) Wall finishing: Internal wall from floor to door height; Internal wall from floor to door height (cream emulsion); External wall from floor to door height (gloss national green); External wall above door height (cream emulsion) Climate Change Considerations Energy and lighting Use of solar panels as power source for the school, and the use of eco-friendly and energy saving appliances such as lightbulbs, etc. to reduce the energy demand of the buildings, and reduce greenhouse gas (GHG) emissions. Construction Materials Only non-toxic building materials will be used for construction. Chemical exposures such as lead, mercury and polychlorinated biphenyls (PCBs), asbestos from building materials is strictly prohibited Others Tree planting activities to serve as carbon traps and wind breaks. 3.2.1 Specific Project Intervention The intervention works will be done in two phases: Phase 1: 614 Schools; Phase 2: 614 Schools equating to 1228 schools as outlined in the SIP. Some of the specific intervention works in twenty selected schools are outlined in table 6 below. Other specific school intervention works can be viewed in Annex 6. TABLE 6: SITE-SPECIFIC INTERVENTION WORKS IN SCHOOLS (20) S/No Name of Proposed Site-specific S/No Name of Proposed Site-specific School /LGA Intervention School/LGA Intervention 1 Government • Rehabilitation of 21 2 Government Girls • Rehabilitation of 4 Secondary classrooms Junior Secondary classrooms College, Garko School, Lamire 33 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Name of Proposed Site-specific S/No Name of Proposed Site-specific School /LGA Intervention School/LGA Intervention LGA: Garko • Rehabilitation of 24 pit LGA: Garko • Rehabilitation of 6 pit toilets toilets 3 Government • Rehabilitation of 6 4 Government • Rehabilitation of 4 Secondary School, classrooms Secondary School classrooms KafinMallamai KafinChiri • Rehabilitation of 6 pit LGA: Garko LGA: Garko toilets 5 Government • Rehabilitation of 8 6 Government Girls • Rehabilitation of 2 Secondary Islamic classroom Junior Secondary classrooms Senior School, • Rehabilitation of 6 School, Garun Ali • Rehabilitation of 6 pit Dakare toilets LGA: Garko toilets LGA: Garko 7 Government Girls • Rehabilitation of 16 8 Government Girls • Rehabilitation of 6 Arabic Secondary classrooms Arabic Secondary classrooms School, Garko • Rehabilitation of 17 pit School, Sarina • Rehabilitation of 4 pit LGA: Garko toilets LGA: Garko toilets 9 Government • Rehabilitation of 18 10 Government • Rehabilitation of 3 Secondary School, classrooms Secondary School, classrooms Garko • Rehabilitation of 21 pit Sarina • Rehabilitation of 5 pit LGA: Garko toilets LGA: Garko toilets 11 Government Girls • Rehabilitation of 23 12 Government • Rehabilitation of 2 Secondary School, classrooms Secondary School, classrooms Garko • Rehabilitation of 12 pit Dal • Rehabilitation of 4 pit LGA: Garko toilets LGA: Garko toilets 13 Government • Rehabilitation of 6 14 Government Girls • Rehabilitation of 5 Junior Secondary classrooms Arabic Secondary classrooms School, Buda • Rehabilitation of 8 pit School, Dal • Rehabilitation of 6 pit LGA: Garko toilets LGA: Garko toilets 15 Government • Rehabilitation of 3 16 Government Girls • Rehabilitation of 1 Block Junior Secondary classrooms Secondary School, 3 Classrooms. School, Garwaji Kutama • Rehabilitation of store LGA: Garko LGA: Gwarzo • Rehabilitation of principal office 17 Government • Rehabilitation of 4 18 Government Girls Rehabilitation of 1 block of 2 Junior Secondary classrooms Secndary School, Riji classrooms School, Karfau • Rehabilitation of 2 pit LGA: Gwarzo LGA: Garko toilets 19 Government • Rehabilitation of 7 20 Government Girls • Rehabilitation of 6 Secondary School, classrooms Junior Secondary classrooms Garko Dausai • Rehabilitation of 4 pit School, Buda • Rehabilitation of 6 pit LGA: Garko toilets LGA: Garko toilets 3.3 Associated Project Activities Other associated activities include site clearing, staging areas and campsites, material sourcing. Table 7 below shows the various proposed project activities and staffing at the pre-rehabilitation, rehabilitation and operation phases of the project. TABLE 7: PROJECT ACTIVITIES & FACILITIES N Project Activities Labor / Support Facilities Timeframe o. Phase Staffing 1. Pre- • Site marking and • Skilled • Staging Area for workers’ 2 weeks Rehabilita pegging, labor equipment tion • Site clearing (estimate 34 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Mobilization of of 2x1228 • Campsite (accommodation equipment and workers sites = for workers) to site 2,456nos) • Portable water and Sanitary • Establishing of staging • Unskilled Facilities including male and area and campsite Labor female toilets (estimate • Personal Protective of Equipment (PPEs) 2x1228=2, • First Aid kits 456 nos) 2. Rehabilita • Partial demolition • Skilled • Staging area 1 3 months 2 tion • Installation of traffic labor • Campsite signage and cautions (estimate • First aid kits (1 kit would on site of 2x1228 serve 10 staff) • Repairs of facilities: = • Construction water and classrooms, toilets, 2,456nos) materials labs etc. • Unskilled • Sanitary Facilities (male and • Demobilisation from labor female toilets) site (estimate • PPEs ✓ Removal of construction of • Portable water for workers, equipment; 3x1228=3, food and security ✓ Disposal of construction 684nos) waste in general ✓ Dismantling of staging area and exit from campsite 3. Operation • Academic and school • Skilled • Water for WASH facilities Routinely and activities labor • Maintenance Workshop during Maintena • Building maintenance (estimate 1 • Maintenance equipment operation nce • Maintenance of WASH x 1228 = phase facilities and sewage 1228 nos) management • Unskilled labor (estimate 2 x1228 = 2,456 nos) 3.3.1 Material Sourcing Materials for the rehabilitation works shall be locally sourced by the SBMC. Materials such as cement, sand, stone, gravels, roofing sheets, wood, iron rods, aggregates shall be purchased by the SBMC from existing materials markets in the state. The SMBC will identify and source water externally in collaboration with the Kano State Water Board (KSWB), outside the school environment to avoid competition for water resources with students and staff. The SBMCs will ensure that wood is not sourced from protected forest areas/ nature reserves or vendors associated with such practices, rather they will purchase from licensed vendors/ sites as approved by the Kano State Ministry of Resource Development. The SPIU will ensure this is clearly included any agreement. The SBMCs will also not be permitted to source sand from un-reclaimed borrow pits. 3.3.2 Staging Area The staging area for siting of the project office, storage of equipment and other machinery for the project works will be identified by the SBMCs in conjunction with the SPIU and the school/community. The potential impacts that may be associated with the siting and operation of the staging area have been identified alongside mitigation measures and included in the ESMP Matrix in chapter 6 of this ESMP. The following criteria will be adopted in identifying and managing the staging area: • Not to be located along or near major student pathway • Be located within an acceptable distance from existing residential areas • Not located in areas with intact vegetation 35 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • The site must be cordoned off and access restricted to prevent accidents and unsupervised visitors • The SBMCs must first obtain the necessary licenses and consents from the local authorities or from the owner of the needed area, including agreement on how the site should be handed over after use • The SBMCs shall take all measures and precautions to avoid any disturbance such as Noise, Vehicular Traffic and Reliance on community resources to the local communities • The SBMCs will ensure that all necessary sanitary facilities shall be provided for workers expected on site: ✓ Conducive office space with tables, chairs, drinking water, good aeration, food etc. ✓ Separate toilets for male and female with concrete and covered septic tanks ✓ Portable water with well-placed overhead tanks ✓ Wash basins and First aid kits 3.3.3 Campsite Most workers will reside in the towns/urban areas and will mostly not require establishment of workers camps. However, some project sites are quite a distance (3-4hrs) from town, hence there may be need to establish base camps for workers at least 500 meters from the community (In conjunction with security intelligence and the project security adviser). The potential impacts that may be associated with the siting and management of a campsite have been identified alongside mitigation measures and included in the ESMP Matrix in chapter 6 of this ESMP. The following criteria will be adopted in identifying and managing the campsite: • Not located in or around a school premises • Not located in areas with intact vegetation • Located within an acceptable distance from existing residential areas • The SBMCs must first obtain the necessary licenses and consents from the local authorities or from the owner of the needed area; • The SBMCs shall take all necessary measures and precautions to ensure that the execution of the works is carried out in accordance with environmental, legal and regulatory requirements, including those set out in this document; The SBMC shall take all measures and precautions to avoid any disturbance in the local communities and among the users of the road, such as noise, vehicular traffic, reliance on community resources etc. as a result of the project execution; • All -workers (resident and non-resident) must be trained and sign code of conducts (sample in annex 11) against GBV/SEA/SH and other illicit behaviours; • The areas occupied by the camps and sites must be recovered at the end of the project, when the SBMC is demobilized, through the replacement of previously existing conditions, unless other uses are intended; • The SBMCs must ensure that Separate rooms will be provided for male and female workers and that all necessary sanitary facilities complying with World Health Organisation (WHO) regulations will be provided for workers to include but not limited to separate toilets for male and female, portable water with well-placed overhead tanks, wash basins and concrete and covered septic tanks. As part of measures for the management of labour camps, Annex 12 presents a detailed Campsite Management Plan (CMP) detailing measure for avoiding, reducing and minimizing impacts related to labour camps. The CMP also provides the responsibilities for enforcing and monitoring measures are strictly adhered to. 3.3.4 Labour The project will make use of different categories of workers including: 36 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE - Direct workers (NPCU, Kano AGILE SPIU, representatives of the various ministries including the project steering committee) - Community workers: use of community persons as unskilled labour and also be encouraged to source skilled labour from the community, where the required expertise is available. This committee will consist of representatives from the community and the school management/staff. - Primary suppliers are likely to include suppliers of construction materials including cement, sand, wood, stone, iron rods etc. Labour Influx plan has been articulated in Annex 13 in line with the approved AGILE Labour Management Procedures to guide issues of wages, welfare, health & safety, grievances etc. Compliance requirements for Primary Suppliers have been included in the annex to be issued to SBMCs to ensure potential risks of child labour, forced labour and serious safety issues which may arise in relation to primary suppliers are avoided. 3.4 Project Beneficiaries The project will be beneficial to the entire country in particular, the education sector and other development sectors such as Women, Youth and Health. The primary project beneficiaries are disadvantaged- at risk adolescent girls between 10–20 years old in participating states, indirect project beneficiaries will include boys and communities at large. Specific beneficiaries will include: • Adolescent girls especially from disadvantaged and poor families • Secondary schools across the participating states with boys as indirect beneficiaries • Residential Youths in the participating states • Female teachers • Federal and State Ministries of Education • State Universal Basic Education Board (SUBEB) • Families of participating Girls and the host communities • Vulnerable and Persons with Disabilities 37 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Chapter Four: Description of Project Environment 4.1 Description of the Project Area The proposed project is in Kano State with a total population of 16,321,000 (NPC,2021) and a population density of 458 persons per square meter. The state has three senatorial districts: Kano Central; Kano South and Kano North and 44 Local Government Areas (LGAs), see figure 2 below. Kano is the capital of Kano State which is located in the Northwest geopolitical region of Nigeria. It is known as the biggest commercial hub in northern Nigeria which was created from the former Northern region of Nigeria in 1967. Bordering the state by the northwest is Katsina State, Jigawa State by the northeast, Bauchi State by the southeast and Kaduna State by the southwest. Hausa and Fulani are the major ethnic groups with Islam being the predominant religion. The most spoken language is Hausa, but English language is commonly spoken as the country's official language. Communities employ traditional leadership system of governance from the village head (Dagata), district head (Hakimi), and Emir. FIGURE 2: MAP OF KANO STATE SHOWING THE 44 LGAS The 1228 selected schools cut across all the 44 LGAs as seen in figure 3 below with Kano Central having about 364 schools; Kano North about 449 schools and Kano South about 415 schools as seen in figure 4-6 below 38 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE FIGURE 3: DISTRIBUTION OF 1228 SELECTED SCHOOLS ACROSS THE 44 LGAS, KANO FIGURE 4: DISTRIBUTION OF SCHOOLS IN KANO CENTRAL SENATORIAL DISTRICT FIGURE 5; DISTRIBUTION OF SCHOOLS, KANO NORTH SENATORIAL DISTRICT FIGURE 6; DISTRIBUTION OF SCHOOLS, KANO SOUTH SENATORIAL DISTRICT 4.1.1 Baseline Description of Project Environment Table 8 highlights summary description of the biophysical and socio-economic setting of the project area. TABLE 8: BRIEF ENVIRONMENTAL BASELINE DESCRIPTION OF THE PROJECT AREA (KANO STATE) Features Description Soil Generally, the matured soils occupy the plains and the immature ones are found on hill slopes, foot slopes and valley-bottoms. The influence of topography and wind-drift materials from the desert is what shapes the aggregate of the soil structure in Kano Region, although, the matured soils 39 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Features Description are latosols of ferruginous type. The lower course contains more of loamy sand than heavy or light loamy soils. Surface Water & Hydrology The Northern Region of the country in which Kano falls under is divided into two hydrological zones, demarcated by the hydro-geological divide. To the west of the divide is the zone of high surface water discharge and retention which coincides with the zone of Basement Complex structure. To the east and north east of the divide is the zone of large accumulation of ground water which is part of upper aquifer of Chad Basin. Retention and flow of water on the surface are very limited in this zone. The climate of the region controls the amount of water that is available both on the surface and at sub-surface at any given time within a water year. The hydrogeology of the region is to a large extent controlled by geologic settings, climatic condition and human activities. The surface situation, which is directly governed by the underlying geology, has its infiltration, evaporation, runoff and other flow components as the major factors responsible for the groundwater recharge and development in the region’s hydrologic environment. Groundwater occurrence within the basement complex areas is limited to fissures and weathered overburden. Agriculture Kano Region is one of Nigeria's most important agricultural regions and currently produces food and cash crops such as sorghum, rice, millet, groundnut, wheat, cowpeas, and vegetables under both rain-fed and irrigated farming. There has been rise in agricultural intensity, with expanded area of irrigated land and input-demanding row crops. Irrigation practices along the watersheds may increase run-off and drainage patterns which can result in surface water variation. Moreover, irrigated areas are often associated with increased agricultural inputs, such as fertilizer and pesticides which can affect water quality in receiving bodies due to excess nutrients and pesticides. Vegetation Vegetation of the region was originally defined as undisturbed Sudan savanna and guinea savanna. The normal vegetation has always been the dry Guinea in the southern fringe and the Sudan in the larger part of the region. The vegetation has now been subjected to destruction through fuel wood extraction, urban encroachment and population pressure (Dakata and Yelwa, 2012) hence eventuated the formation of four vegetation zones in the region namely: Sudano Sahelian Savanna, Sudan Savanna, Open Guinea Savanna and Protected Guinea Savanna (Dakata, 2012). Rainfall The mean annual rainfall is about 800 mm around metropolitan Kano. Great temporal variation occurs in the amount of rainfall received and no two consecutive years record the same amount. The amount receives vary between Kano metropolis and it southern and northern extremes based on the latitudinal and continentally factors. Temperature Temperature in the Kano is generally high throughout the year. In Kano there are seasonal changes, indicating a gradual increase from January to April where maximum value reaches as high as 43â?° C. There are three main seasons based on temperature element. A cool and dry season: It lasts from November to February. During which the mean monthly temperature is between 21 and 23â?° C with diurnal range of 12-14â?° C. The Hamattan winds prevail at this period. The period is followed by a hot and dry season which lasts from March to mid-May. The mean monthly temperature during this period is in excess of 300C and the daily range is up to 20â?° C. This is followed by the wet season which is warm, with mean monthly temperatures about 26â?° C and a diurnal range of about 10â?° C, rising to 13â?° C in September. Humidity The mean monthly relative humidity over the year in Kano. 40 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Features Description • On average, August is with 64.0% the most humid. • On average, February is with 13.0% the least humid month. • The average annual percentage of humidity is: 32% Temperature Temperature in the region is generally high throughout the year. In Kano there are seasonal changes, indicating a gradual increase from January to April where maximum value reaches as high as 43â?° C. There are three main seasons based on temperature element. The first is the cool and dry season which lasts from November to February. During which the mean monthly temperature is between 21 and 23â?° C with diurnal range of 12-14â?° C. The Hamattan winds prevail at this period. This period is followed by a hot and dry season which lasts from March to mid-May. The mean monthly temperature during this period is in excess of 300C and the daily range is up to 20â?° C. This is followed by the wet season which is warm, with mean monthly temperatures about 26â?° C and a diurnal range of about 10â?° C, rising to 13â?° C in September. Topography & geology Jakara River is underlain by crystalline Basement complex of pre-cambrain origin which losses its identity by disappearing into the Chad Formation. The Basement complex consists of granite rocks extending up to Yadai towards the North and Gabasawa towards the East. The Granites are generally Gneissic and commonly developed in a mixture of Pegmatite of schist granite, Gneiss and irregular mass of pegmatite. The geological structure influences the relief as well as landforms which are relatively flat, with some undulation especially around upstream. The relief of the Region can be categorized into four types: South and south eastern highlands, the middle and western high plain, the central lowland and the Chad plain. The highlands occupy more than 50% of the surface area of the Kano Region and lie on the elevation ranging between 450 m to 650 m 4.2 General Description of School Environment About 1040 of 1228 Schools (85% of 1228) consisting of JSS and SSS were screened for possible environmental and social impacts and subsequent development of an Environmental and Social Management Plan (ESMP) for Rehabilitation and Renovation works. This selection of 1040 schools visited during the assessment was based on factors such as: security; readiness of the SBMC and other stakeholders; poor areas with low transition rates for girl-child and accessibility. Generally, the proposed interventions will be constructed in existing secondary schools in Kano state. The selected schools (see Annex 1b: TOR) are majorly (75%) located in the rural area while 25% are within the urban and semi-urban (built-up areas) environment as illustrated in figure 7 below. In addition, the demography shows that 35% 4of the school are densely populated with a population of over 1,000 students. The schools have both permanent staffs and part-time staffs, although the permanent staffs are more in population in all the schools visited. Also, teachers from the N-Power and S-Power program of the federal and state governments respectively are engaged in most of these schools as support staffs. 4 Link to ODK Collect platform: https://ee.kobotoolbox.org/x/2hJ69bV4 41 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE FIGURE 7; DISTRIBUTION OF SELECTED SCHOOLS IN URBAN AND RURAL AREAS, KANO STATE General Baseline of School Environment: Key baseline information gathered from field visitations to schools are highlighted below. These characteristics are prevailing baseline assessment across the selected schools: Nature of Facilities: Majority of the school facilities especially the classrooms are dilapidated with open roof and windows, insufficient classroom chairs and desks, unrestricted access to the premises dues to unavailability of perimeter fences. Abandoned buildings with absence of chairs and tables for students to receive lectures, hence they sit on the floor. Staff rooms and staff quarters are also grossly inadequate, quite a number of schools do not have perimeter fence thus exposing the school to unauthorized access, physical danger and encroachment with only few having perimeter fence. Electricity is almost not available in the school and even if available it is often sporadic. Other available infrastructures and facilities are overstretched, in poor condition and unable to meet the demands of students. Access Road: The road networks leading to most of the communities and schools located in the rural areas are mostly untarred, rough with an uneven topograpghy. During the rainy seasons, some of the access roads become meshy (see A - GGASS Rogo Sabon-Gari) below). Although the SBMCs may easily gain access to the sites, the earth roads may worsen from mobilization of heavy- duty equipment and construction materials to site. In some project sites, the access road is lined on one side with electric poles as in (C - GGSS Sharadda) Some access roads have culverts across (B- GGSS kutama) below. 42 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Culvert B C A PLATE 1: DESCRIPTION OF ACCESS ROADS However, in sub-urban areas, the access roads are tarred and motorable. WASH facilities: two major toilets encountered were traditional pit latrines used in many schools with limited access to water supply and dilapidated VIP toilets. This has discouraged most adolescent girls from going to school, especially during their monthly menstrual cycle. The students resorted to practicing open defecation in nearby bushes. Absence of sick-bays/clinics in most schools denies these girls the opportunity for proper medical attention which also keeps them out of school. Erosion Issues: typically, kano state constitutes of lateritic, clayey, and loamy closely-packed soil type, and comprises of flat and rolling terrains. The project sites are mostly lacking proper drainages which predispose some areas with slight uneven topography to minor to medium sized environmental issues such as erosion as shown in the plate 2 below. Since the state experiences a considerable amount of rainfall during the rainy season, areas with less compact (loose) soil formations may experience washing off topsoil along some sections. Although this is not prevalent in the proposed project area, issues of minor-medium erosion were identified PLATE 2: EROSION SITES IN GSS, GARKO Waste Management: Majority of the schools practice open dumping and burning of waste they generate. The assessment identified schools with refuse dump within and around the school as follows: open dumping of waste (A- GSS RiminGado); (B - GGSS Maryam Musa Kurmawa) and local incinerator (C – GSS Kofar Nasarawa) as shown in Plate 2 below. 43 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE A B C PLATE 3: WASTE DUMP SITES IN SOME SCHOOLS 4.2.1 Site Specific Description of School Environment In order to have adequate and precise information, the selected schools have been grouped according to LGAs. About 5 schools are grouped and described under each 5 LGA, equating to 25 schools described herein (Table 9 – 13). See Annex 6 for further details on the entire 44 LGAs and ODK Platform5.This selection was based on available and accurate information, the peculiarity (access road, scope of work, potential impacts, nearness to residential areas, availability of water) of the project sites. 5 Link to ODK Collect platform: https://ee.kobotoolbox.org/x/2hJ69bV4 44 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 4.2.1.1 Site Description of Schools According to LGAs A. Kano Municipal Council (KMC) The school project sites in KMC consist of about 44 schools. Table 9 outlines site summary description of five (5) affected schools with specific information. TABLE 9: SPECIFIC SITE DESCRIPTION OF SELECTED SCHOOLS IN KMC S/No Name of School Site-specific Description Google Map / Picture of Project site 1. Ado Bayero College of The school is located in an urban area with good primary access road although Quarantic Studies (Boys the roads within the school are earth-based. Residential area is within 1km, only secondary school) presence of perimeter fence with no residential area bordering any sides. Entrance to the school is on the west side with the administrative block on the right side with about four blocks of classrooms, toilet, play field and a vast land of about at least 600sqm. The school is male only, overpopulated with about 999 students, 42 teachers including volunteers and permanent. A dusty environment with no waste management system. The communities are predominantly Muslims and are farmers who have their businesses outside the project sites. The scope of works is: Renovation of 1 block of 8 classrooms storey building; Renovation of 2 blocks of 5 cubicle toilets 2. Government Girls Also located in an urban area with good primary access road to project site. Secondary School, The school is fenced with the main gate leading to the school premises with GidanMakawa an untarred road characterized by neem trees. A day school with a total population of over 800 Girls. Staff strength is 23 permanent staff, 4 volunteers and 3 N-power staff. Absence of waste management, open defecation exacerbated by poor sanitation, fair water supply by borehole although some structures are in deplorable states. The community consist of petty traders, civil servants and private business residents with a male dominated population. About 45% of community children attend the school. The proposed scope of work is rehabilitation of 1 block of 4 classrooms. 45 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Name of School Site-specific Description Google Map / Picture of Project site 3. Government Girls The school is located in an urban area with good primary access road to the Secondary School, project site although the roads within the school are earth-based. The school GidanRimi is enclosed on all sides by residential houses which are less than 500m from the project site. Over 6 blocks of classrooms are available for learning with about two in deplorable state. Entrance to the school is on the east side with the administrative block on the left side, toilet and minimal landmass for the proposed activities. The school is female only with over population of about 780 students, 35 teachers including volunteers and permanent. A dusty environment with no waste management system, open defecation, poor sanitation etc. The community consist majorly of semi-literate population with women predominantly involved in petty trading and farming. The scope of works is: Renovation of 2 blocks of 4 classrooms; Renovation of I block of 4 cubicle toilets 4. Government Girls The school is fenced from the north-west, main access road is tarred though Secondary School Maryam with presence of few pot-holes and located within the Kurmawa community Musa Kurmawa with a distance of 250m from residential premises. Entrance to the school is three-way, consists of 4 blocks of two classrooms, one administrative block, laboratory and three toilets for female students. Students are day and consist of about 515 females with 25 permanent staff and 2 volunteers. The school has no present waste management, waste is either burnt or buried, soil is laterite, adequate tree covering, ambient air is good, water availability is hand-pumped borehole though water is not available in the toilets for hand washing, classrooms are dilapidated, and the walls are cracking. The community is semi-illiterate, primary healthcare available within the 46 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Name of School Site-specific Description Google Map / Picture of Project site community, major occupation is farming. The scope of works is: Renovation of 1 block of 4 classrooms; Renovation of Laboratory 5. Government Girls Secondary The school is fenced on all sides with a main gate. Main access road is tarred, School, Shekara availability of borehole with overhead tank, soil is laterite, boarding school type with adequate access road for movement within the school premises. About a minimum of 8 blocks of 2 classrooms, toilets facilities, one block storey building, administrative block, kitchen and laboratories. Female students are 1218 overseen by 51 permanent staff, 2 volunteers of which 10 are female. PHC is about 220m and. The scope of work: Renovation of 3 blocks of classrooms; Renovation of 1 block of classroom B. Albasu Local Government This LGA is located at the eastern region of the state with about 20 schools selected for rehabilitation. All schools screened, scoped and analysed were all located in rural areas of the state. The five selected schools outlined in the table 10 below provides overview description for other schools. TABLE 10: SPECIFIC SITE DESCRIPTION OF SELECTED SCHOOLS IN ALBASU LGA S/No Name of School Site-specific Description Google Map/ Picture of Project Site 1. Government Arabic Secondary The school has a population of over 1,275 boys handled by 9 permanent staff School, Faragai and 5 volunteers. Main access road to the project site is earth-based including the access roads within the school. Characterized with about 6 structures, sheet erosion spots, neem trees, absence of waste management, open defecation exacerbated by poor sanitation, fair water supply(borehole) although some structures are in deplorable states. Surface waterbody is about 3km while residential area is about 1km from the project area. The scope of work: rehabilitation of 8 classrooms. 2. Government Secondary Rural settlement with residential areas far apart. The area is moderately dusty School, DangwaniTsangaya mainly due to the earth-based roads leading to the project area and within the school premises. Poor drainage system at the school entrance which has impacted the land by causing sheets erosion and flash floods. A boys’ only 47 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Name of School Site-specific Description Google Map/ Picture of Project Site school having a population of over 860, permanent staff of 10, volunteers-3. Characterized with adequate space for movement of vehicles, about 7 structures, sheet erosion spots, neem trees, absence of waste management, open defecation exacerbated by poor sanitation with classrooms in horrendous state (potholes, failing ceilings and infested classrooms). The scope of work: rehabilitation of 2 classrooms. 3. Government Arabic Secondary Though located in the rural area, primary access road is tarred while School secondary access roads are earth-based. Residential areas are about 10km from the school. The school comprises of few structures of about 4 buildings, absence of perimeter fence, soil is loosed and can easily be eroded, students’ population is 464 boys, permanent staff is 7, volunteers are 10. School toilets is located close to the classrooms which is environmentally and socially not friendly as the odour coming from the toilets is not favorable. The school waste is collated and burnt, poor sanitation with fair water supply. The scope of work is rehabilitation of 3 classrooms 4. Government Girls Junior Primary access road is earth-based and quite narrow. A day school with a Islamic Secondary School, population of about 156 girls, supervised by 3 permanent staff and 3 Saya Saya volunteers. Adequate presence of tree cover to reduce soil erosion as the soil is loosed. School is not totally fenced, absence of waste management, isolated and far from the nearest community. The scope of work: rehabilitation of 2 classrooms; rehabilitation of administrative blocks 5. Government Secondary Road leading to the project site and within is earth-based with minimal dust School, Bataiya generation. School is boys only with a population of 362, supervised by 3 permanent Staff and 4 volunteers. Few neem tree cover, sandy soil, absence of water availability and total land is about 1 hectare. The scope of work: Rehabilitation of 2 classrooms. C. Dawakin Tofa Local Government 48 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Schools selected and screened within this LGA consist of 30 schools which cuts across both urban and rural areas. The schools presented in Table 11 below gives a general overview for these schools. TABLE 11: SCHOOL SITE DESCRIPTION, DAWAKIN TOFA LGA S/No Name of School Site-specific Description Google Maps/Picture of Project Site 1. Government Girls Secondary The school is located along kano-Maiduguri Road with an un tarred road leading School, Dawanau to the school. There are full grown trees along the school corridor. Located in an urban area, well fenced with security men at the gate. The school was initially a boarding school but it was later converted to Day school for the fear of insecurity. The GGSS Dawanau is well equipped with computer lab and other reading and learning materials. It has a vast land area for other constructions activities. They also have a designated area for waste collection and disposal. Students’ enrolment is 1485 with male teachers consisting of 14 while female 3. Volunteer teachers are six (6) consisting of male gender only. The conversion of the school to a day school has significantly affected the student’s enrolment into the school. The intervention activities in the school include renovation of one block of 4 classrooms and 4 cubicle toilets. 2. Government Arabic Secondary Located in rural area with earth-based primary access road and shares border School with a primary school in addition to the presence of perimeter fencing. There are trees and other vegetation within the school on the way to the classrooms and the administrative block. The school has a population of 397 boys with five male teachers. Three blocks of classrooms are available for teaching though they are in deplorable state with only one water point. Open dumping and local incinerator are the methods for waste management. Adequate land area for movement of vehicles and staging area. The scope of work is rehabilitation of 1 block of two classrooms with supply of furniture. 3. Government Girls Arabic Located in Dawakin town, a rural settlement about 2-3km away from residential Secondary School area with occupation mainly farming and petty trading. The primary access road and within the school are both earth-based, ambient air is dusty during dry season, only one water point with about 3 VIP toilets for female students and teachers. The waste management practise is open-burning with adequate land area for staging and movement of vehicles. Student enrolment is 1492, handled by 9 male teachers, 5 female and 5 casual teachers. The scope of work: renovation of two blocks of four classrooms 4. Government Junior Arabic The school is mixed one and co-exist with a primary school, located in a rural Secondary School DAWANAU area and is fenced from the South-east. With about 4 blocks of 2 classrooms 49 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE been shared amongst the two categories of school, one block of two rooms for teachers and administrative staff. Water availability is inadequate as students have to walk about 1km to the residential area for water. The pupil enrolment is 8044 females; 214 males been supervised by 4 male teachers; 2 female and 15 casual staff.The community assessment within the project site is characterized by similar features within a rural settlement. The scope of work: Rehabilitation of one block of two Classroom, Provision of Both staff and Students’ Furniture 5. Government Junior Secondary A male only school, located in a rural area and about 200m from an earth-based School, Dan Itace primary access road. Absence of perimeter fencing, earth-based road within the school, few neem tree covering, inadequate water supply,2 blocks of 2 classrooms with inadequate training materials and furniture for both staff and pupils. The population of the school is 166 overseen by 6 permanent and 1 casual staff. The scope of work: renovation of 1Block of two Classrooms. D. RiminGado LGA About 45 selected schools are within this rural settlement, screened and analysed. Table 12 gives a synopsis of these schools, using five schools as an overview, see the ODK platform for more details on site description. TABLE 12: SITE SPECIFIC DESCRIPTION OF SCHOOLS S/No Name of School Site Description Google Map/Pictures of Project Site 1. Government Girls Arabic The school is located along the road to RiminGado in a rural area. It is a Girls Day school College, RiminGado occupying Local Education Authority (LEA) building. The school is already over populated with more than 200 students per class. The classes are not in good shape, home economics lab roofing is leaking, the toilets are home to snakes and other reptiles and above all the school do not have any water source within the school. The students have to trek into the community to fetch water which makes the students vulnerable to risk of Gender Based Violence (GBV) to or from the community. The scope of work: Rehabilitation of 3 Blocks of 8 classrooms. 2 Government Day Secondary The school is located in a rural area with a vast land for agricultural activities though School, RiminGado not fenced, about 50m from the primary access road, making it susceptible and vulnerable to security threat. Moreover, the undeveloped area of the school land is being used by the school teachers for farming activities. The area to be rehabilitated include a block of classrooms with admin block and the principal office. The school is in serious need of rehabilitations as most of the classes are dilapidated and not conducive for learning and teaching activities to take place. 50 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Name of School Site Description Google Map/Pictures of Project Site 3 Government Girls Junior The primary access road leading to the school is earth-based with the school sighted Arabic Secondary School, 100m from the right of way. Absence of both perimeter fence and gate with 3 blocks of Dugurawa 2 classrooms in L-shaped facing the primary access road. Adequate space for movement of vehicles, students and possible staging area. Though it is a female only school, toilets are not available, absence of water points, open defecation is practised in addition to open burning of waste. Nevertheless, the ambient air is good basically due to the presence of about 10 neem trees, absence of residential buildings and vast land. Student enrolment is 40 female students supervised by only 4 permanent staff. The scope of work: Rehabilitation of 2 Block of 6 classrooms 4 Government Junior Located along Gwarzo road-a tarred road about 8m in width with patches of pot-hole. Secondary School, Zango The school co-exist with the primary school and only accessed from the north wing due to the presence of perimeter fence. With only about 3 blocks of 2 classrooms, few furniture for students and teachers in addition to lack of water. The school enrolment consists of 85 female and 65 male students all supervised by 5 permanent staff and 2 volunteers. Community settlement is about 5km from the project site. The scope of work: rehabilitation of classrooms 5 Government Girls Juniort The school is sighted about 1km from Danguzuri road, students’ enrolment is 234 Arabic Secondary School, females supervised by 5 permanent staff and 4 volunteers. Also located in a rural Gulu settlement with scattered Fulani settlements within 500m of the project site. These settlers are predominantly into farming and cattle husbandry. The school is accessed from all sides due to the absence of perimeter fence; source of water is hand-pumped borehole though presently broken with 2 blocks of 3 classrooms, one administrative block. The soil is heavily silted and topography is prone to flood. The scope of work: rehabilitation of windows, ceiling and roofing section E. Bebeji LGA Selected schools are 25 in total which cut across both JSS and SSS. All were screened, scoped and analysed using the developed ESMP methodology in Chapter 1. Majority of the schools here have similar structure with respect to site description, located in rural area, residential areas are about 2-3km away for most project sites. See table 13 below for more details. 51 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE TABLE 13: SITE-SPECIFIC DESCRIPTION OF SCHOOLS S/No Name of School Site Description Picture of Project Site 1 Government Technical Mixed gender with student enrolment as: 367 females; 101 males, permanent staff are College, Tiga 10 while volunteers’ range between 5-8 depending on availability. Adequate land area with presence of crops and tree covering; minimum of 6 structures including a technical laboratory with little or no equipment Primary access road is earth-based , presently in a poor state and about 5m away from project site. Water source is borehole (two water points), waste management is poorly managed through open burning and presence of male and female toilets. The scope of work: renovation of one block consisting of six classrooms and three offices 2 Government Secondary These two schools are within the same proximity and have similar features as School, Nasarawan Kuki described below: • The main access road is untarred and narrow. • At least 12 neem trees in each school • Water source is borehole • Sandy soil, topography is uneven, no drainage and prone to flood • No perimeter fencing 3 Govrnment Girls Secondary • Primary Healthcare within 3km School Nasarawan Kuki • Rural area. • Farmlands behind the school is used for seasonal farming. The scope of work (2): Renovation of 1 block of 2 classrooms The Scope of work (3): Renovation of 1 block of 6 classrooms, with furniture, windows, ceiling and veranda 4 Government Junior Access road to the school is poor though tarred with no perimeter fence to secure the Secondary school from any side. About 25m from the highway, with 4 blocks of 3 classrooms, 4 School,HayinGwarmai deplorable toilets, one water point and waste is disposed through open burning. Soil porosity is good with about 13-17 neem trees. The community surrounds the school from the north and eastern side, residents are Muslims and predominantly Hausa with few Fulani ethnic group. The scope of work: Renovation of 1 block of 3 classrooms 5 Government Arabic The school is about 5km from the primary access road and enclosed at the rear-end Secondary School, Kofa by residential houses and farming activities. Secondary access road is poor and earth- based, soil is laterite with adequate land area for movement of vehicles and possible staging area. The facility consists of 4 blocks of 2 classrooms, 3 toilets, laboratory room and administrative block with one water point. The community members are farmers (subsistence farming), Muslims and Hausa ethnic group. 52 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 4.3 Environmental Baseline Studies Baseline data was acquired during field visits within the boundaries of the different school areas, in order to ensure project related activities do not have impacts on the environment and the people. Sampling Methodology: An overall assessment of the study areas was done through reconnaissance survey. During this survey, familiarization, boundaries, key features and mapping of hotspots were established. Air quality parameters were measured through a direct mechanism while Soil and Water Samples were collected based on random sampling, maps of hotspot areas and availability of water. The Sample size was intentionally spread across accessible and LGAs and potential hotspot sites (see Annex 15 for Maps of Sampling locations). A total number of thirty-four (34) samples were analyzed, ten (10) samples for topsoil and twenty-four (24) for groundwater (borehole water) were analyzed. These were subjected to composite analyses i.ein-situ sampling and ex-situ (Samples analysed by Ministry of Environment, Kano State). Air quality analysis was carried out in 34 locations using a Testo 350 XL- an in-built suction, absorbing medium and flow meter. The method for determining the concentration of the specific pollutants is the direct reading method based on in-built gas sensors from the chosen equipment. The equipment was chosen based on simplicity, accuracy, specificity and stability. Soil, Water and Air Measurements were taken at pre-identified spots at different schools across 34 LGAs as seen in Table 14 below while map of sampling locations can be seen in annex 15. TABLE 14: NAME OF SAMPLE LOCATION Name of School LGA Name of School LGA Name of LGA School Ado BayeroCollege 0f Kano Government Secondary Albasu Government Tarauni Quranic Studies municipal School Dangwani Arabic council Secondary (kmc) School Aliyu saidubebeji Government Girls Science College DawakinKudu Government Rogo Secondary School, Secondary Sharadda SchoolSundu Government DawakinTofa Government Girls GurunGawa Government Wudil Secondary School Arabic Secondary Girls Arabic School, Bechi Secondary School Government Technical Bebeji Government Girls Minjibir Government Kabo College Secondary School Junior Secondary School, Gude Government Junior Sumaila Government Girls Gwarzo Government Bichi Secondary School, Secondary School, Junior Secondary Dagora Kutama School, Yandutse Government Girls Rano Government Girls Government Kabo Secondary School Arabic Secondary Girls Arabic DAWAKI Schools Secondary Schools Government Girls Kura Government Secondary Maryam Abacha Fagge Arabic Secondary School, Kutama Government School, Gundutse Girls Secondary school 53 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Name of School LGA Name of School LGA Name of LGA School Government Bunkure Government Girls Tarauni Government Tsanyawa Secondary Secondary School Girls Secondary SchoolBarnawa, UnguwaUku School, Tsanyawa Ground water samples were collected from Borehole using sterile dark coloured100ml bijou bottles. Samples for heavy metals and physico-chemical studies were also collected in their respective coded plastic containers and stored in ice-packed coolers. Samples were preserved in refrigerators at 4°C prior to laboratory analyses. Fast changing physico-chemical parameters such as Temperature, pH, Dissolved Oxygen (DO), Conductivity, Total Dissolved Solids (TDS) etc. were measured in-situ using an in-situ water analyze. 54 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 4.3.1 Physio-chemical Analysis of Groundwater Table 15 and 16 below highlights the results of the twenty-five samples collected from 23 LGAs TABLE 15 PHYSIOCHEMICAL RESULTS OF GROUNDWATER ANALYSIS ( A-12 SITES) S/No Parameters Ado GGSS GSS GTC, GJSS GGASS,K GSS SC, GSS GGASS, GJSS, GGSS, FMEnv Bayero, ,KMC Tofa Bebeji ura Bunku Kudu Albasu Bechi Minijbir Gwarz Limits KMC re o 1 Temperature 32.1 30.4 34.1 33.1 31.5 34.2 33.1 31.5 34.6 34.1 34.2 36.1 <40 2 pH 6.40 6.31 6.56 6.31 6.35 6.25 6.31 6.35 6.31 6.56 7.12 6.8 6.5-8.5 3 Conductivity 132.1 123.4 131.1 125.4 123.6 129.4 125.4 123.6 126.4 131.1 121 108 1000 (us/cm) 4 Turbidity (NTU) 8 12.0 9.5 12.0 8 10.0 12.0 8 9.2 9.5 15.1 13.8 5 5 TDS 12.0 23.6 13.5 15.6 12.0 20.6 15.6 12.0 21.6 13.5 22 26.1 1000 6 TSS (mg/l) 2 6 3 5 2 4 5 2 5 3 7 6 37.3 7 Salinity (%) 154 216 145 151 154 165 151 154 155 155 123 141 0 8 Hardness 1.76 2.31 1.56 1.31 1.76 2.51 1.31 1.76 2.01 1.56 2.1 2.9 - 9 CO3 143.0 105.5 108.0 140.5 143.0 115.5 140.5 141.0 125.5 108.0 124 125.1 - 10 Colour (TCU) 0.16 0.14 0.13 0.13 0.16 0.11 0.13 0.15 0.15 0.13 0.10 0.09 15 11 Chlorine (mg/l) 12 14.5 14 11.5 12 14.2 11.5 12 14.5 14 18.1 14.2 250 12 Nitrate (mg/l) 1.8 1.01 1.45 1.05 1.8 1.02 1.05 1.8 1.06 1.45 1.4 2.1 10 13 Sulphate (mg/l) 32.0 35.8 28.0 30.1 32.0 31.5 30.1 32.0 30.5 30.0 34.5 29.1 500 14 Phosphate(mg/l) 0.3 1.6 0.1 0.9 0.3 0.8 0.9 0.3 0.7 0.1 1.7 1.9 5 15 Calcium (mg/l) 13.1 18.3 12.5 14.1 13.1 14.6 14.1 13.1 13.8 12.5 15.2 10.3 150 16 Magnesium 1.5 2.4 1.8 2.0 1.5 2.2 2.0 1.8 2.1 1.8 10.1 11.5 50 (mg/l) 17 Sodium 43.0 31.0 45.0 35.0 43.0 41.0 35.0 44.0 42.0 44.1 23.5 20.9 - 18 BOD (mg/l) 3 5.7 4 4.2 3 4.1 4.3 3 4.2 4 5.1 8.1 6 19 COD (mg/l) 0 0 0 0 0 0 0 0 0 0 0 0 30 20 DO (mg/l) 4.1 3.4 3.5 3.7 4.1 4.2 3.7 3.6 3.8 3.7 4.1 5.2 4 Heavy Metals 21 Cu 0 0 0 0 0 0 0 0 0 0 0 0 0.01 22 Fe 0.01 0.10 0.02 0.10 0.01 0.10 0.01 0.10 0.01 0.01 0.10 0.01 0.5 Microbiology 23 E. Coli 0 0 0 0 0 0 0 0 0 0 0 0 0 24 Coliform 3 1 4 2 1 6 0 2 4 1 4 3 0 Date 4-7/July/2022 Time 2:15pm; 3:05pm; 11:30am; 1:40pm 55 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE TABLE 16: PHYSIOCHEMICAL RESULTS OF GROUNDWATER( B-12 SITES) S/No Parameters GGSS, GGASS GGSS GJSS, GSS, GGASS, GGASS, GSS, GJSS GGASS, GJSS, GGSS, FMEnv Fagge Wudil Tsanyawa Bichi Rogo Tarauni Bechi Kutama Albasu Garko Sumaila RiminGado Limits 1 Temperature 31.5 33.4 32.8 33.1 31.5 34.2 33.1 31.5 34.6 34.1 34.2 32.5 <40 2 pH 6.10 6.40 6.30 6.31 6.35 6.29 6.43 6.31 6.35 6.89 6.51 6.41 6.5-8.5 3 Conductivity 131.1 132.4 123.1 145.4 123.6 129.4 125.4 123.6 123.1 131.1 128.1 108 1000 (us/cm) 4 Turbidity (NTU) 7 11 8 9.5 8.1 9.1 10.5 9 9.3 9.1 12.1 9.8 5 5 TDS 12.0 23.6 13.5 15.6 12.0 20.6 15.6 12.0 21.6 13.5 22 26.1 1000 6 TSS (mg/l) 3 5 3 6 3 4 5 2 5 2 6 5 37.3 7 Salinity (%) 153 185 138 145 151 161 150 154 153 151 132 124 0 8 Hardness 1.71 1.31 2.16 1.28 1.61 2.56 1.61 1.56 2.11 1.76 2.11 2.81 - 9 CO3 143.0 105.5 108.0 140.5 143.0 115.5 140.5 141.0 125.5 108.0 124 125.1 - 10 Colour (TCU) 0.16 0.14 0.13 0.13 0.16 0.11 0.13 0.15 0.15 0.13 0.10 0.09 15 11 Chlorine (mg/l) 12 14.5 14 11.5 12 14.2 11.5 12 14.5 14 18.1 14.2 250 12 Nitrate (mg/l) 1.8 1.01 1.45 1.05 1.8 1.02 1.05 1.8 1.06 1.45 1.4 2.1 10 13 Sulphate (mg/l) 32.0 35.8 28.0 30.1 32.0 31.5 30.1 32.0 30.5 30.0 34.5 29.1 500 14 Phosphate(mg/l) 0.3 1.6 0.1 0.9 0.3 0.8 0.9 0.3 0.7 0.1 1.7 1.9 5 15 Calcium (mg/l) 13.1 18.3 12.5 14.1 13.1 14.6 14.1 13.1 13.8 12.5 15.2 10.3 150 16 Magnesium 1.7 2.8 2.9 2.0 1.5 2.2 2.0 1.8 2.1 1.8 10.1 11.5 50 (mg/l) 17 Sodium 41.0 43.5 45.0 35.0 41.5 43.8 35.0 44.0 42.0 44.1 23.5 35.1 - 18 BOD (mg/l) 4 5.1 3.5 4.1 3 4.1 4.3 3 4.2 4 5.1 8.1 6 19 COD (mg/l) 0 0 0 0 0 0 0 0 0 0 0 0 30 20 DO (mg/l) 4.1 3.4 3.5 3.7 4.1 4.2 3.7 3.6 3.8 3.7 4.1 5.2 4 Heavy Metals 21 Cu 0 0 0 0 0 0 0 0 0 0 0 0 0.01 22 Fe 0.02 0.11 0.03 0.11 0.01 0.10 0.03 0.10 0.01 0.01 0.10 0.01 0.5 Microbiology 23 E. Coli 0 0 0 0 0 0 0 0 0 0 0 0 0 24 Coliform 3 1 4 2 1 6 0 2 4 1 4 3 0 56 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 4.3.1.1 Discussion on Groundwater Sample Analysis Temperature The temperatures of all the samples ranged between 30.6 -36.1 ℃ all within the FMEnv limit. Conductivity The high level of conductivity values of waters is a reflection of the chemical richness of the water body of the study area. The conductivity values of the water samples were high however, they were not above the FMEnv limits. This may be attributed to the mineral richness of the substratum of the project area. The conductivity values of the water body ranged from 123È?S/cm 321È?S/cm Dissolved Oxygen DO is the oxygen molecule present in water. Very low levels ranging from 0-2mg/l does not support life (aquatic flora and fauna). However, studies show that aquatic organisms survive in a DO range of 2-4mg. The samples collected had a range from 0.18 – 1.6mg/l. This simply confirms the water sample was collected from a tap water point, potable for consumption where flora and fauna is not meant to exist. Turbidity Turbidity is a measure of water clarity and an indicator of the quantity of suspended solids in the water. Turbidity is the scattering and adsorption of light within water, caused mainly by suspended sediment, dissolved organic matter and plankton. Anthropogenic activities and natural occurrences (such as rainfall) can lead to the suspension of sediments, which increases turbidity levels. The measured turbidity value for water ranged from 0.2 to 0.3 NTU which is below the WHO permissible limit of 5 NTU for drinking water. Total Dissolved Solids TDS content is a measure of turbidity and general polluting potentials in water. It is an index of the amounts of dissolved substances in water. The TDS concentration of were way below the FMEnv. limit of 1,000mg/l, ranging from 2.26-3.00mg/l. A TDS concentration over the recommended limit of 1,000mg/l may cause gastrointestinal problems in humans and animals. Dissolved solids in water may include organic matter and inorganic salts, calcium and magnesium carbonates, bicarbonates, chlorides, sulphates, with traces of iron, manganese and other substances. If TDS concentrations are high, it is wise to have further tests to determine specific contaminants. Salinity: the salinity values were low and within range in all the sampling points. Colour: the values were less than the 100TCU limits prescribed by FMEnv. Chloride, Nitrate, Sulphate, Phosphate and Carbonate These parameters were found within limits prescribed by the FMEnv for all water samples except Phosphate. Chloride: concentration of Chlorine is within the acceptable limit for all samples collected ranging from 15.9 – 19.5 mg/l. Nitrate: concentration of Nitrate is within the acceptable limit (20mg/l) for all samples collected which ranged between 7.70 – 9.1 mg/l. Nitrates can encourage the growth of algal blooms and aquatic weeds. The levels for Sulphate (2.85-3.10mg/l) were below the WHO and FMEnv limits (500mg/l) while the levels for Phosphate were mostly above the FMEnv limits (5mg/l) which ranged from 11.2 - 12.39mg/l. The elevated levels of Phosphate may be attributed to the cumulative residual application of water runoff from farms using fertilizers over numerous years. Phosphorous can encourage the growth of algal blooms and aquatic weeds. This has to be monitored closely to avoid eutrophication. 57 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Calcium and Magnesium Ca2+ and Mg2+ ions: when present in high concentrations can cause water hardness. Their levels were all within limit for all water samples. The most common source of calcium and magnesium in groundwater is through the erosion of rocks, such as limestone and dolomite, and minerals, such as calcite and magnetite. Bicarbonates and Carbonates: the bicarbonate and carbonates levels were within limits. High bicarbonates and carbonates in water can cause calcium to precipitate. Sodium: The values for sodium levels were within FMEnv limits. Biochemical Oxygen Demand: BOD is a measure of the amount of oxygen utilized during a specific incubation (usually for 5 days) for the biochemical degradation of organic materials and also the oxygen utilized to oxidize inorganic material such as sulphate and ferrous ion. The BOD values for the water samples were all within the FMEnv range of 6 mg/l except for GGSS, Gwarzo, and GGSS, Rimin Gado with values 8.1 mg/l in both locations (less than 30 km apart). This might be traceable to the presence of highly weathered basement in the geology of these locations. The samples ranged from 3.0 – 8.1 mg/l. 4.3.2 Physio-chemical Properties of Soil Ten topsoil samples were collected from 10 LGAs using soil auger into air-tight polythene bags and were taken to the laboratory for analysis. Chain of custody was maintained in transporting and delivering the samples to the laboratory to maintain sample integrity. Table 17 and 18 highlight the results of samples taken from A and B Sites respectively. TABLE 17: PHYSIOCHEMICAL & MICROBIAL ANALYSIS OF SOIL SAMPLES( A-SITES) S/No Parameters Ado GSS GGASS Dawaki GSS GGSS FMEnv Bayero Albasu Kudu Bunkure Nasarawa KMC 1 Temperature 31.0 31.0 32.1 33.5 30.3 2 pH 8.1 8.9 8.4 8.7 8.2 6.9 3 Conductivity 2110 2301.2 2108 1860 2510 N/A 4 Sulphate 32 61 65 28 34 N/A 5 Aluminium 0.12 0.19 0.21 0.11 0.28 N/A 6 Chloride 0 0 1 0 0 N/A 7. Phosphate 42 31 30 28.1 28 N/A 8. Nitrate 10.6 15.0 12.1 10.4 11.0 N/A Heavy Metals 9. Chromium 0 0 1 1 0 1.0 10 Iron 3 2.10 1.67 1.01 1.07 N/A 11 Nickel 1.32 1.12 0 121 1.01 N/A 12 Copper 0.42 0.13 0.14 0.21 1.0 36.00 13 Manganese 0 0 0 0 0 N/A 14 Cadmium 0 0 0 0 1 N/A Hydrocarbons 15 THC 0 0 0 0 0 N/A Microbiology 16 Bacillus 0 0 0 0 0 N/A 17 E.Coli 0 0 0 0 0 N/A 18 Salmonella 0 0 0 0 0 N/A 19 Trichoderma 0 0 0 0 0 N/A 20 Pseudomonas 0 0 0 0 0 N/A 58 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE TABLE 18; PHYSIOCHEMICAL & MICOROBIAL RESULTS OF SOIL SAMPLES (B-SITES) S/No Parameters GGSS, GGASS GGSS GJSS, GSS, FMEnv. Fagge Wudil Tsanyawa Bichi Rogo 1 Temperature 32..0 33.0 31 32.5 30.5 2 pH 7.8 8.5 8.4 9.1 6.8 6.9 3 Conductivity 2105 1901.2 2008 1810 2409 N/A 4 Sulphate 34 53 61 35 41 N/A 5 Aluminum 0.15 0.16 0.20 0.16 0.25 N/A 6 Chloride 1 0 1 1 0 N/A 7. Phosphate 39 35 38 29.1 28 N/A 8. Nitrate 11.6 14.6 11.5 10.4 10.5 N/A Heavy Metals 9. Chromium 1 0 0 1 1 1.0 10 Iron 4 2.09 1.56 1.04 1.01 N/A 11 Nickel 1.12 1.22 1 1.27 1.04 N/A 12 Copper 0.43 0.12 0.17 0.22 1.1 36.00 13 Manganese 0 0 0 0 0 N/A 14 Cadmium 0 0 1 0 0 N/A Hydrocarbons 15 THC 0 0 0 0 0 N/A Microbial 16 Bacillus 0 0 0 0 0 N/A 17 E.Coli 0 0 0 0 0 N/A 18 Salmonella 0 0 0 0 0 N/A 19 Trichoderma 0 0 0 0 0 N/A 20 Pseudomonas 0 0 0 0 0 N/A 4.3.2.1 Discussion on Soil Analysis Physio-chemical Properties The physio-chemical properties of soils from the sample locations shown in table 14-15 above indicate that the pH of the soil, which depends on soil water ratio, ranged between 8.1-8.9. Colour of the soil sample range from brown to reddish orange, majority of the soils observed were of different shades of brown. The temperature measures were also within the FMEnv limits which correlates to the pH values of acidity Microbial Analysis There is a uniform pattern of bacteria distribution in the soils. The distribution is however, closely linked with the occurrence of organic matter. At 0-15 cm depth, soil is rich in organic matter and this layer accordingly harbours the maximum bacterial population. The bacterial counts were higher than the fungal counts. Depending on soil structure and the various physicochemical parameters, the types of bacteria vary in different soils. 4.3.3 Baseline of Socio-economic The methodology for collecting socioeconomic data was through primary source via questionnaires, interviews, discussions with community leaders, members, school staff and other PAPs. The sample size was between 5-10 respondents per community, while the methodology was direct and random sampling. A total of 1,304 respondents were sampled across 163 communities across 44 LGAs. The summary of socioeconomic condition of the project area is presented in Table 19 below. TABLE 19: SOCIO-ECONOMIC BASELINE No. Item % Remark 1. Gender Distribution This is indicative of the lean availability of Male 79% women capacity or labour force within the 59 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Item % Remark Female 21% communities, as demonstrated in the lean female teachers’ presence across most of the schools in rural areas. 2. Age Distribution The age distribution indicates the presence of 18 - 30 17% local workforce for unskilled labour, and a small 31 – 45 46% percentage of age vulnerability. 46 - 60 32% Above 60 5% 3. Marital Status This indicates that the communities are mainly Married 87.8% family-based communities, with few percentages Single 10% of singles. Children from these homes will be Widowed 1% beneficiaries of the proposed interventions. Divorced 1% Separated 0.2% 4. Household size This shows that the communities are primarily Small (1 – 3) 30% characterized by large family sizes (dependents), Medium (4 – 6) 27% mostly school age children. The intervention will Large (More than 6) 43% help improve school participation and reduce the number of out of school children by increasing proximity to school, thereby reducing the cost or burden of daily transportation to/fro school by parents or guardians. 5. Awareness of the AGILE This shows good information dissemination and Project stakeholder engagement for the AGILE project in Aware 82% Kano State. The project can strengthen the Not aware 18% established channels throughout the project. 6. Literacy level This shows the presence of significant number of Islamiya (Islamic School) 14% literates within the community. This will help Primary School 6% drive the objective of improving school Secondary School 23% participation for the girl child through the AGILE OND/NCE 34% intervention. Furthermore, it indicates that some HND/Degree 20% level of skilled labour may be sourced from the Postgraduate 2% communities. None 1% 60 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Item % Remark 7. Ethnicity (Languages) The lingua franca of the communities is Hausa Hausa only 87.79% language, and constitute the major group in the Adidima (C/River) 0.03% state, followed by the Fulani group. However, Lakawa (Adamawa) 0.03% other groups exist within the communities, and Fulfide (Fulani) 1.79% should be given considerations in order to take Hausa/Fulani 9.84% advantage of project benefits at the construction Madobi 0.24% and operation stages. Yoruba 0.10% Ebira 0.07% Igbo 0.03% Kanuri 0.03% Isha (Edo) 0.03% 8. Healthcare facilities within Most of the communities have healthcare the communities facilities within the communities. Although the Yes 94% SBMC will equip campsites with first aid kits and None 6% not strain existing community facilities, the healthcare facilities will provide medical responses to students/teachers. 9. Occupation Respondents are involved in civil service, Civil Servant 52% although most have farming and trading as a Farmer 21% secondary source of income or livelihood. This Trader 12% implies that any major impact on farmlands or Handwork/Artisan 15% elongated disturbances to and/or restriction of access to points of trade during the implementation works may significantly distort the livelihood balance within the communities. A population size of 15% are involved in artisanal activities and can provide local labour in the communities where they exist. 10. Income Earners Although most of the families are large, the Father 38% number of income earners are not Mother 23% commensurate in the families. This is indicative 61 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Item % Remark Other Relatives 20% of financial strain, which may lead to increase in None 19% out-of-school children if the cost of accessing education is high, including transportation to schools. 11. Average Monthly Income Most of the respondents earn above the More than N30,000 51% minimum wage (N30,000). However, 16% of the N0 - N10,000 16% population earn below N10,000 monthly. N10,000 - N20,000 15% N20,000 - N30,000 18% 12. Sanitation Facilities This is a general trend and the project would Water Closet 20% ensure to provide sanitary facilities during Water Closet & Pit Latrine 4% implementation phase, so as not to exacerbate Pit Latrine 74% any existing sanitary conditions within the Open Defecation 1% communities. Pit Latrine & open defecation 1% 13. Waste Management Waste generated are generally used as raw Collective Dumpsite 32% materials by waste pickers while others are Composting 11% burnt or disposed in open pits. Open Burning 21% Open Dumping 36% 14. Source of electricity The national grid (KEDCO) remains the main National Grid (KEDCO) 78% source of electricity within the communities. The Kerosene only 2% project, through collaboration with KEDCO, may Kerosene & Solar/torchlight 6% tap into existing structures of the national grid Solar/Torchlight only 14% for electricity supply in the schools. This also reduces the project cost for providing electricity to the schools. 15. Source of Water Boreholes (mostly community borehole drilled Borehole 36% by private individuals). The project, for Public pipeline 4% sustainability, should necessarily include drilling Stream/River 1% of boreholes as an activity to be carried out. Well 22% At least 2 of the above 37% 16. Access Road Condition Quite a number of the roads especially within the Bad 6% Urban area are motorable. However, project Fair 34% activities should adopt necessary measures to Good 43% ensure that the nature of the road is not worsen Very Good 17% by its activities. 17. Road Condition within the Most of the roads within the communities are visited communities averagely in fair condition. If SBMCs rely on these Bad 10% routes for mobilization of equipment and Fair 47% materials to the project site, it may adversely Good 34% impact on the existing road condition. Very Good 9% 18. Women Involvement in Women are more involved in making home decision making decisions than in community matters. However, a a) At home good indices for women involvement across the Yes 23% communities shows women involvement and No 77% participation. The project should create more b) Within the communities opportunities for women to take part in the Yes 56% project. No 44% 62 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 4.4 Methods and techniques. The general methodology is outlined in figure 8 below: Contract SIgning & Kick-off meeting with Kano SPIU Literature Final ESMP Review Stakeholders Identification & Consultation Mobilization Draft Final , Field Visit ESMP & Assessment Draft ESMP FIGURE 8: OUTLINE OF THE METHODOLOGY A. Strategic Planning, Initial Consultations, and Logistics Arrangement Sequel to contract signing, the consultant undertook a kick-off meeting with Kano AGILE (The Client). The kick-off meeting was primarily to seek and finalize the methodology and workplan for the assignment. The kick-off meeting with the Kano AGILE SPIU was initiated and held between 28-30thJune, 2022 to introduce the Consultant team to the larger SPIU team and chart the path for a clear workflow towards undertaking the assignment satisfactorily. The key technical discussions focused on the following: •Overview of Consultant’s general approach in achieving the assignment and expected outcomes • Clarification of the specific scope of the assignment including the schools/proposed site for the renovation works, the specific works per school, profiling of safe sites and contacts of SBMC and Principal. • Project documents were requested from the SPIU for desktop review and to develop site- specific check lists in terms of i) different sub-project activities and ii) socio-economies data. • Three member teams were constituted consisting of key and non-key experts for field/site assessment, impact identification, impact analysis, and consultations. The minutes of the kick-off meeting can be viewed in Section 8.4 and Pictures can be seen in Annex 5. B. Desktop Review/ Stakeholder Identification The consultant requested for relevant literatures and instruments previously prepared for the project including Environmental and Social Management Framework (ESMF), Resettlement Policy Framework (RPF), Kano SBMC Manual, Project Implementation Manual and Project Appraisal Document (PAD). Additionally, the desktop review provided insight into the relevant stakeholders for the assignment. In line with the project Stakeholder Engagement Plan, the Consultant shall carry out a detailed analysis of the stakeholders to gain an understanding of the 63 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE orientation of each stakeholder to the project based on their influence-impact-benefit orientation to the project. C. Stakeholders Analysis and Mapping After stakeholders were identified through desktop reviews and during kick-off meeting with the Client. The following stakeholders were analysed and mapped based on their power and interest/influence as seen in figure 9 below. • High Power and • High Power & Low Interest High Interest Kano Kano State AGILE, Ministry of KSSBM, Environm STSB, ent, SUBEB, REMASAB, NPCU, RUWASA MoE, SBMC NCSDC,FR SC Students of JSS, SSS, Cmmunity • Low Interest Members, • High Interest and Low and Low Power Power Teachers, FIGURE 9: STAKEHOLDERS ANALSYIS & MAPPING D. Mobilization & Field Visits/Assessment Site assessments were conducted by the 3 teams using developed and pre-test assessment tools (see Annex 2 &3). Information and data gathering was conducted during site assessment to establish the environmental and social baseline conditions of the proposed rehabilitation sites. The environmental and social baseline conditions were investigated during the site assessment and data gathering phase of this assignment as stated in the section below. 64 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Chapter Five: Potential Environmental & Social Risks Impacts and Mitigation 5.1 Introduction The assessment process was conducted through the use of an environmental and social risk assessment checklist. (Annex 2 &3). The checklist was administered per site through observation and consultations. This was used to identified site-specific issues and potential impact of the proposed intervention works. To gain an understanding of the potential risks and impacts of the proposed works, rating of identified risks was conducted into high, substantial, medium and low risks as shown below. The project generally, is a medium to low-risk project, involving rehabilitation of existing learning structures in existing schools, as well as procurement of learning materials and furniture. Broadly, the methodology adopted for the identification and rating of the potential impacts of the proposed works is presented in figure 10 below and discussed in detailed. Impacts Identification Degree of Impact (Checklist, Impact Rating Significance of Identification Observation, Impact Matrix Consultations) FIGURE 10: IMPACT ASSESSMENT METHODOLOGY 5.2 Impacts Identification The process involved the administration of developed checklist (electronic using Kobotoolbox / ODK Collect open-source platform), site visits, observations, and consultations with stakeholders. The environmental and social sensitivities that may be impacted during the project works are presented below in Table 20. TABLE 20: ENVIRONMENTAL AND SOCIAL SENSITIVITIES Environmental Sensitivities Social Sensitivities • Air • Air (Odor) • Noise (Vibrations and sound waves) • Noise Nuisance • Surface water • Visual Sensitivity • Soil • School and learning activities • Topography ad Landscape • Economic and Agricultural activities • Erosion Sites • Employment • Public Health • Occupational Health and Safety • Transport and Traffic • Religious Activities • Leisure and social activities • Community affairs and Grievance redress 5.2.1 Impacts Rating In order to understand the magnitude or severity of the potential impacts of the proposed works, rating of identified potential impacts was conducted. Table 21 below presents the magnitude or 65 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE severity of the effect to the physical and social environment caused by the potential impact of an activity, and the level of sensitivity of the receiving environmental and/or social receptor. The rating was done using a Leopold Matrix. TABLE 21: POTENTIAL CONSEQUENCE CLASSIFICATION MATRIX Magnitude of Effect Receptor Sensitivity Low change Medium change High change Low receptor sensitivity Low Medium Substantial Medium receptor sensitivity Low Medium Substantial High receptor sensitivity Medium Substantial High Degree of Significance Table 22 below shows the impact significance with associated impact ratings. TABLE 22: DEGREE OF IMPACT SIGNIFICANCE Impact Significance Impact Ratings High significance High Impact Medium Significance Medium Impact Low Significance Low Impact Negligible Significance Negligible Impact Impact Table The impact assessment matrix (Table 23) shows the magnitude or severity of the potential consequences. Only low - high impacts were considered for impact mitigation. Continuous improvement practices are expected address low impacts. Furthermore, the positive impacts shall be monitored and enhanced when expedient. TABLE 23: IMPACT ASSESSMENT MATRIX 5.2.2 Impact Identification Matrix The proposed project is expected to be largely beneficial to the communities and the state at large. The rehabilitation activities will largely take place within existing schools, however, the nature of civil work activities entailing the use of heavy equipment, vehicles and labour influx will inevitably predispose the bio-physical and social components of the environment to varying degrees of negative impacts which range between minor and moderate. Positive Impacts: the proposed project is expected to be largely beneficial to the project communities and the state at large including: 66 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Increased enrolment of school children especially support to Girl child education • New infrastructure in JSS and SSS schools which will provide more conducive learning environment and also reduce travel distance to access schools • Construction of toilets and WASH facilities will promote hygiene and sanitation in the schools and thus better health status • It will create short term employment for skilled and unskilled workers during the construction phase • It will promote or increase the employment or recruitment of more female teachers to meet the demand of increased enrolment of students. • It would improve to job satisfaction for the teachers that would be working in a better school environment • It will promote productive parent involvement in the Kano education system Potential Negative Impacts of the proposed project The rehabilitation works for the 1228 JSS and SSS schools in Kano State will inevitably predispose the bio-physical and social components of the environment to varying degrees of negative impacts such as: temporary noise, air pollution and disturbance of activities, increase solid waste burden, occupational health & safety risks, community health & safety risks, potential sexual exploitation and abuse/sexual harassment (SEA/SH) risks, child labour etc. Summary of these potential negative impacts are outlined in Table 24 below: TABLE 24: SUMMARY OF POTENTIAL POSITIVE AND NEGATIVE IMPACTS Environmental Impacts Impacts Significance Mitigation of Risk 1. Temporary air pollution from particulate Low 1.Sprinkle earth roads with water to matter and gases due to the movement of reduce dust during movement of vehicles vehicles and equipment on untarred access especially in built up areas roads to school sites 2.Temporary noise pollution from Low 2. Install noise mufflers on heavy duty movement of vehicles and equipment machineries/equipment operations 3. Waste generated from rehabilitation Medium 3. Ensure proper sorting; storage and final works such as wood, electrical equipment, disposal of waste, liaise with registered cement, wood, iron rods etc. could lead to KSEPA waste disposal environmental nuisance and public health concerns if poorly managed. 4. Materials sourcing such as sand, clay, Medium 4. SBMC should ensure all materials are gravels may lead to impacts related to sand sourced from registered vendors or mining and extraction of gravel from quarries unlicensed quarries 5. VIP toilets are recommended as opposed 5. Poor maintenance of toilet and WASH to water closets especially in schools with facilities could lead to damage of facilities Medium less water availability. Maintenance and environmental pollution especially from schedule on sewage disposal should be poor sewage management. included in the SIP Social Impacts Significance Mitigation of Risk 1.Labour influx especially from skilled Medium 1. SBMC must ensure all engaged workers workers may induce conflicts and SEA/SH should be sensitized and sign Code of risks, risk of STIs/STDs for community Conduct (CoC); zero tolerance for sexual members, students, and staff. Influx of Camp relation with students, staff and community; as much as possible 67 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Followers6 could also increase the presence workforce should be from the community; of sex workers in the communities provide basic amenities for workers like water, health, toilets Medium 2. All civil works should be done during off 2. Disturbance to academic activities and peak periods/ weekends/holiday. All communities from movement of vehicles and machines should undergo vehicles/materials/equipment to site and service before usage operation of machinery on-site 3.Material and equipment stacking could 3.Designate and mark out staging area; Low restrict access for students and school staff restrict zone for equipment and materials 4. Community health and safety at risk due 4.The SBMC must ensure all drivers are to movement of equipment and vehicle to Low trained on substance abuse and transport project sites which could lead to accidents schedule plans. Vehicles should not be due to bad access roads, disturbance of overloaded with materials, use of flagmen market and religious activities and safety cautions, in built up areas, avoid movement in market areas on market days, limit movement during religious activities, restrict access to be placed at work sites 5. Sourcing for unskilled labour may lead to 5.SBMC must comply with this ESMP risks of child labour and increase dropout Medium especially the LMP in the Annex by during rehabilitation activities. This could implementing fair wages, provision of further predispose children to health & PPEs and safe work conditions as safety risks, Violence Against Children (VAC) approved by the SPIU vis-a-vis the SIP etc. Poor labour and working conditions especially wages for community workers could lead to grievances 6. Insecurity can worsen due to presence of 6. Security Risk Assessment& Mitigation strange workers including NPCU, SPIU, Measures can be seen in Annex 16. In Medium Consultants etc and they can become victims addition, the SPIU should work with the of kidnapping, banditry, insurgency, social project security adviser to develop a conflicts etc. robust security management plan for the project in conjunction with the state Government and the state security agencies including the police, Army, Nigerian Security and Civil Defence Corps (NSCDC) Occupational Health & Safety (OHS) Significance Mitigation of Risk 1.OHS Risks from operation of equipment Medium 1. SBMC should implement the site specific and civil works could lead to injuries, Occupational Health and Safety incidents and accidents for workers Management Plan (see Annex 9) in this ESMP vis-a-vis the SIP 6who follow the incoming workforce with the aim of selling them goods and services, or in pursuit of job or business opportunities 68 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 2. Workers could be exposed to disease 2. Provision of First Aid and PPEs such as outbreaks such as COVID, monkeypox and Low nose masks, hand washing facilities, hand other communicable diseases sanitizers and implement IPC Protocols 3. Exposure of workers to security risks such 3. Appropriate security measures as as banditry, kidnapping etc. Medium detailed in Annex 16 should be put in place 4. SBMC should provide a safe and 4. Poor labour and working conditions could conducive work environment including lead to ill-health and grievances Low basic amenities like portable drinking water, food, WASH facilities, rest area for workers 5. Recruitment processes should be fair, 5. Unfair recruitment procedures could non-discriminatory and the terms and cause grievances, discrimination etc. poor or Low conditions of employment including discriminatory wages could also lead to wages, work hours, rest hours, benefits, grievances and legal action sanctions should be clearly indicated in the conditions and understood by all parties 5.3 Labour Influx, GBV Risks and Management Mechanisms Labour Influx Risks The project will involve at least 9,589 skilled and unskilled workers for the civil works as it may be difficult to source especially skilled workers from the communities due to lack of technical skills and capacity. The influx of workers and followers can lead to adverse social and environmental impacts which may include increased demand and competition for local social and health services, as well as for goods and services, which can lead to price hikes and crowding out of local consumers, increased volume of traffic and higher risk of accidents, increased demands on the ecosystem and natural resources, social conflicts within and between communities, increased risk of spread of communicable diseases such as HIV/AIDS, COVID-19, increased rates of illicit behaviour and crime and risks of GBV/SEA/SH. See Annex 13 for Labour Influx Plan. Actions to be taken: • Harness local labour, such as through the SMBC • Create awareness in communities on GBV/SEA • Train project workers on Code of Conduct, and ensure workers understand and sign the code of conduct as part of engagement process for the workers. • Establish structures such as work leave and holidays for workers to be with the family at intervals during the implementation duration of the proposed works. • Install signage around the project areas to discourage such illicit practices. Gender Based Violence (GBV) Risks Gender-Based Violence (GBV) is an expression of unequal gender relations in any society. It is first a violation of human rights, then, a global issue that cuts across boundaries of economic wealth, culture, religion, age, and sexual orientation. While GBV disproportionately affects women and girls, it also affects men and boys. In social and infrastructural projects such as the Kano State AGILE Project, GBV can easily result from, or existing GBV issues within the communities can further be exacerbated as a result of labour influx into the project corridor (communities) during civil works. This can predispose female students and staff of the schools selected for the interventions to various 69 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE forms of GBV including Sexual Exploitation and Abuse (SEA), rape, sexual assaults, among others. To address these issues, the following measures can be followed. Existing Structures and Measures to Mitigate GBV/SEA/SH Risks by the AGILE Project The Kano State Ministry of Women Affairs and Social Development is the body responsible for the overall coordination of welfare and support for women and children in the state. It also champions/oversees from the state level, the interventions and efforts to address GBV related issues. Furthermore, Kano State have laws and policies in place to address GBV issues. These are presented in Table 257 below. TABLE 25: KANO STATE LAWS & POLICIES FOR GBV RESPONSE No. Laws/Policies Provisions 1 Kano State Fostering Edict The Edict was established in 1983 and reviewed in the years of 1983 (as review in 2000 2000 and 2013, the edict bothers on the welfare of children and 2013) and the process and procedures towards the adoption and fostering of children in Kano State. 2 Kano State Children and The law defines who a child is and who a young person is. It Young Persons Law also states the welfare and care of a child, and also bothers on treatment and custody of a child when he commits a criminal offence. 3 Kano State Penal Code Law The Penal Code of Kano State has considerable sections that bothers on a child in Kano State with provisions on offences committed against a child. The law criminalizes miscarriage of an unborn child, exposure of infants, cruelty to children, assault, force labour, unnatural offence, rape, and indecent assault. 4 Kano State Petty Trading The law prohibits street hawking, setting up of stalls, tables, Prohibitions of Females and kiosk by female juveniles below the age of 16. Where a and Juvenile Law, 1984 female juvenile is subjected to street hawking, setting up of stalls, tables and kiosk by a parent or guardian such juvenile shall be committed to the care of any other person fit to care for the juvenile whether a relative or not. 5 Quranic Schools Movement The law focuses on tsangaya schools (Quranic Schools); it Law stipulates how the schools should be governed and how the Malams (teachers) are to cater and care for their pupils. 6 Kano State Shariah Penal The law has considerable sections bothering on offences Code Law against a child in Kano State such as the offence of rape. 7 Kano State Prohibition of The law prohibits subjecting a child to child labour and street Child Labour and Street begging either by parents, guardians, relatives, or Quranic Begging Law School teachers. Measures/Actions to be taken • Domestication of the Violence Against Persons Prohibition (VAPP) Act in Kano State by the state government. • Kano state AGILE project should conduct a robust GBV risk assessment and mapping of implementing partners/service providers across the 44 LGAs who will provide both training, sensitization, and community engagement supports, and act as first responders throughout the project duration. • Implement activities provided in the GBV action plan. • Prioritize community engagements and integrate outcomes into the GBV Action Plan. 7 Source: Laws Protecting Children against Gender-Based Violence (GBV) in Kano State published by: Rule of Law & Empowerment Initiative –Partners West Africa-Nigeria 70 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Conduct community training on sexual exploitation and abuse (SEA) and sexual harassment, reporting and accountability mechanisms • Include information on SEA/SH prevention and mitigation considerations in all relevant documents such as ESMPs, ToRs, SIP • Ensure the inclusion of qualified GBV Officer on the supervision consultant team and SBMC’s team respectively • Production and provision of GBV Code of Conducts for all teachers and conduct training, GBV referral manuals will also be produced and distributed to all GBV focal persons in the schools/communities. • Liaise with the NPCU/World Bank on providing Third Party Monitors (TPM) for the project with experienced GBV staff to monitor implementation of the SEA/SH Prevention and Response Action Plan and ensure all parties are meeting their responsibilities. 71 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Chapter Six: Environmental and Social Management and Monitoring Plan 6.1 Introduction The overarching objective of the Environmental and Social Management Plan (ESMP) is to ensure that all impacts of the project are contained and brought to an acceptable level to guarantee economic, environmental and social sustainability of the project. The ESMP Matrix has been developed to meet international and national standards on E&S performance. It details the mitigation measures the SPIU and its SBMCs will be committed to implement throughout project implementation including timing for actions, monitoring and responsibilities. The negative impacts identified in the previous chapter will be outlined in this section with adequate details on mitigation measures and its respective plans. These impacts consist of environmental, social and occupational health and safety issues associated with the rehabilitation works and are described in the matrix table below. The matrix table 26 is the E&S Management and Monitoring Plan which outlines action plans with well-defined desired outcomes, mitigation measures to address all potential impacts identified with parameters to be measured, methods of measurement, location of measurement, performance indicators (targets or acceptance criteria) that can be tracked over defined time periods, and with estimates of the resources. The table also includes a column for Monitoring Indicators and Monitoring Frequencies with the different phases of the project (Pre- rehabilitation, Rehabilitation and Operation Phases). Based on assessment, most of the potential adverse impacts are likely to arise during the construction phase of the project. 72 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 6.2 ESMP Matrix TABLE 26: ENVIRONMENTAL & SOCIAL MITIGATION AND MONITORING PLAN PRE-REHABILITATION PHASE S/No Activities Potential Mitigation Responsibility Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Impact Measures for Mitigation Cost (N) to be Measurement Indicator Location Frequency Responsibility Measured (Monitoring) ENVIRONMENTAL & OHS IMPACTS 1A Movement of Dust generation Ensure that all HSE Personnel of 450,000 SO2, NOX, CO, In-situ Air Quality Project area and Bi-monthly SPIU E&S, Kano 80,000 materials, vehicles from untarred vehicles are SBMC VOC, PM2.5, measurement Parameters are within 1km State and equipment to road; exhaust serviced; undergo PM10 within permissible Environmental & site fumes of vehicles, vehicle emission limits Protection Agency equipment testing (VET) and Evidence of VET (KSEPA) vehicle exhaust and VES screening (VES). Worsen road Number of Site inspection Weekly condition vehicles/sites Evidence of Limit number of compliance vehicles and Project area equipment to one Access route Before or two marked out movement of vehicles Mark out access route within the school premises 2A Site clearing, staging Removal of Limit land clearing HSE Personnel of 250,000 Amounts of Site inspection SBMC compliance Project site and area Before and SPIU E&S, KSEPA, 120,000 area and workers vegetation and to specific zone. SBMC vegetation during land Refuse camp shrubs cleared clearing Management and Sanitation Board Restriction of Protect all Presence of (REMASAB) access road within vegetation not Area of Land No of complaints seedlings school required to be removed against damage. Presence of seedlings Replant or revegetate trees/shrubs through tree Evidence of waste planting Waste manifest Waste Generation generation Liaise with Sites REMASAB or licenced private waste collectors Predisposition to Avoid eroded area HSE Personnel of 184,000 No of eroded Site inspection Backfilled spots Project site Before and after SPIU E&S, KSEPA soil erosion SBMC spots project Backfill eroded completions spots with construction waste and cover with rip- 73 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Mitigation Responsibility Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Impact Measures for Mitigation Cost (N) to be Measurement Indicator Location Frequency Responsibility Measured (Monitoring) rap materials and available soil type 3A Mobilization of Temporary Segment a safe and HSE Personnel of 385,000 Soil Quality Visual Soil Quality Equipment Storage Bi-monthly SPIU E&S, KSEPA 90,000 workers and removal of topsoil, specific area for SBMC observation parameters are Area equipment Oil leakages from equipment within permissible stacked equipment limits and dis- Service equipment colouration of and install a topsoil temporary container for collection Minimal noise Retrofit vehicle HSE Personnel of 310,000 No of Noise Evidence of Project Area Weekly SPIU E&S, KSEPA 30,000 impacts exhausts with SBMC Complaints measurement Compliance sound-control or from affected sound -proofing communities devices No of Carry out activities retrofitted during school out vehicles; or off-peak periods Vehicle Provide PPEs for movement workers frequency Usage of ear plugs/ muffs 4A Same as 1-3A Risk of accidents Implement site HSE Personnel of 750,000 Compliance Site inspection Numbers and Project area Weekly SPIU E&S Team& 100,000 and injuries specific SBMC with OHSMP Minutes of OHS Component Lead Occupational No of workers Consultation training /tool box 1.2 Respiratory Health and Safety Trained meeting diseases to Management Plan No of Workers due to (OHSMP) accidents, Evidence of inhalation of incidents or Compliance exhaust fumes and The OHSMP will injuries through minutes of dusts entail: - Provision Noise level meetings of Hazard Noise Pollution Communication Procedures Community Health (HAZCOM); Job and Safety both to Hazard Analysis pupils and (JHA); OHS residents Training program; Accident Provision of adequate first aid, first aiders, use of PPE, signage 74 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Mitigation Responsibility Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Impact Measures for Mitigation Cost (N) to be Measurement Indicator Location Frequency Responsibility Measured (Monitoring) (Hausa and English languages). Cordon off unauthorized areas such as staging area, work area etc Provision of specific personnel training on worksite OHS management Workers should get a daily induction/toolbox before work commences Use reflective tapes and signage integrated in all worksites for safety at night Appropriate security measures in place to prevent harassment or kidnapping of workers Sub-total 2,329,000 420,000 SOCIAL IMPACTS 1B Movement of Obstruction to Movement of HSE Personnel of 135,200 Evidence of Site inspection No. of complaints Project site Weekly SPIU E&S Team 120,500 materials and access route for equipment and SBMC cordoned area equipment to students and materials should off access staging area teachers be done when route schools have Grievances from closed for the day locals over movement of Find alternative equipment and access route and vehicles cordon it off SBMC’s Conflicts between 303,220 Recruitment compliance Monthly locals and workers records 75 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Mitigation Responsibility Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Impact Measures for Mitigation Cost (N) to be Measurement Indicator Location Frequency Responsibility Measured (Monitoring) Ensure SBMCs No of locals employ locals recruited Provide adequate sensitization Increase in noise Ensure all vehicles HSE Personnel of See 3A Noise level In-situ Noise level (Not to School area Daily E&S Team SPIU 50,000 level above and machines are SBMC measurement of exceed 90dB(A) permissible noise serviced before Number and noise level for 8 hours level, (90dB) being brought to frequency of working period during vehicular site complaints in movement may project area create nuisance for Select and use locals & students vehicles/ equipment with lower sound power levels. Ensure vehicles/ equipment not in use are turned off 2B Site clearing, Grievances from Mobilization of HSE Personnel of 200,000 Appropriate Visual No. of complaints Project Area Weekly SPIU E&S Team 60,000 staging area and residents, equipment and SBMC signages in observation received within workers camp students/ staff machinery should local the project area. over movement of be done at off-peak languages Interview equipment, flying period Zero materials from Incident/ incident/accident moving vehicles Ensure caution Accident report and if equipment is signs at strategic Report not parked at locations in both designated English and Hausa location. languages to warn PAPs. Grievance from non-payment, Ensure vehicles unpaid or overdue and equipment are land lease for parked at Camp setting up of site and designated workers camp. areas ONLY. Any incident/ accidents should be reported immediately to the SBMC & SPIU Cover truck conveying materials to site to prevent materials falling and causing 76 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Mitigation Responsibility Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Impact Measures for Mitigation Cost (N) to be Measurement Indicator Location Frequency Responsibility Measured (Monitoring) injuries to pedestrians & motorists Ensure payment of land lease for workers camp in due time. 3B Presence of foreign Anxiety from locals Provide SBMC with 218,102 Number of Attendance list / Compliance to Project Area Prior to project SPIU Gender/GBV 150,000 workers in terms of sensitization support from TA trained training report SEA/SH implementation Officer insecurity, training to improve SPIU Personnel Accountability and competing for awareness and Response Plan scarce resources sensitivity of may induce threats workers to life and safety Engage competent security personnel and train them regularly Implement GRM. Labour Influx Limit the number HSE Personnel of 741,000 No of Visual Community Project area Once during SSO, Gender & 175,000 which could lead to of migrant workers SBMC reported. observation and perception and pre- GBV Officers of the Increase in sexual by engaging local cases interviews level of rehabilitation SPIU activities and workers. Stakeholders satisfaction. potential spread of concerns on Rapid health Once during STDs/STIs within Awareness risk of GBV. survey Level of rehabilitation the project area campaign on Consultations awareness and sexual diseases, Workers knowledge of and distribution of manual, preventive May induce male and female employment GBV Incident measures. SEA/SH and other condoms. codes etc Report GBV Issues Signed CoCs with Level of the PCU Develop an awareness of induction program local culture Conduct of including a code of by migrant sensitization conduct for all workers. campaigns workers. Grievance Code of conduct to Redress address the System following: Respect for local residents. Ratio of Zero tolerance of migrant to illegal activities local workers such as child sexual 2,000,000 for the exploitation and operationalization Presence of underage sex, of GRM. security prostitution, personnel 77 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Mitigation Responsibility Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Impact Measures for Mitigation Cost (N) to be Measurement Indicator Location Frequency Responsibility Measured (Monitoring) harassment of Level of women, GBV, Awareness purchase or use of and illegal drugs, Education Disciplinary measures and sanctions (e.g. dismissal) for infringement of the code of conduct and/or company rules; Commitment / policy to cooperate with law enforcement agencies investigating perpetrators of gender-based violence. Sub-total 3,597,522 555,500 REHABILITATION PHASE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) ENVIRONMENTAL & OHS IMPACTS 1A Civil works at Increase in cement Implement activities HSE Personnel 234,610 Period of Site inspection Reduction in Project Weekly SPIU E&S Team, 165,100 the classrooms, and fugitive dusts after school out of SBMC implementatio onsite/work area dust facilities; KSEPA Labs, from untarred routes Use PPEs n levels specifically administrative Ensure watering where work areas block, hostels applicable prior to and etc. during civil works in order to reduce the release of dusts Implement Waste Management Plan (See Annex 9) Indiscriminate Provision of mobile HSE Personnel 630,650 Evidence of Site Inspection SBMC’s compliance Project Area Weekly SPIU E&S Team 178,127 defecation or open toilets of SBMC useable toilets defecation by Staff Toilets in the school construction workers should be rehabilitated 78 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) Civil works, Noise disturbance in a Hire and use only good HSE Personnel 310,400 Noise level and Site inspection Number of complaints Project Area Weekly SPIU E&S Team, 212,120 movement of serene environment vehicles; retrofit with of SBMC air quality KSEPA vehicles, Dust due to movement sound proofing devices materials and of vehicles on SBMC’s compliance equipment untarred roads Implement activities No of Vehicle and document during schools out or complaints as inspection verification Flying close out regard school objects/materials may distruptions get into eyes, lungs of Cover vehicles with locals or residents tarpaulin Vehicle Movement Manifest Number of vehicles using tarpaulin Land degradation and Reuse excess stockpile to HSE Personnel 768,500 Quarry Lease Site inspection Compliance Project site Monthly SPIU E&S Team 220,500 increased back fill pits during of SBMC of quarry sites Pictures susceptibility to grading Evidence of spoil erosion due to List of licensed management/ Spoil excavation of earth Revegetate with vendors stockpiling for KSEPA materials around and appropriate plant Developed site reclamation in burrow pits species Reclamation Plan Ensure sourcing of earth materials from registered quarries and licensed construction vendors with appropriate quarry lease to prevent illegal sand mining. 2A Civil works, Accidental spillage of Buy and use only HSE Personnel 185,071 Number of Site inspection SBMC’s Compliance Project Site Weekly SPIU E&S Team 80,000 Roofing, fixing of lubricants and paints required quantity of SBMC waste doors, windows, chemical collection Wall finishing Collect slurry into containers and painting labelled container Accumulation of solid Ensure proper sorting; HSE Personnel 325,500 Waste Manifest Site inspection Reduction in visible Project Area Weekly SPIU E&S Team, 80,000 wastes including storage and final of SBMC waste site or debris REMASAB construction waste disposal especially waste Manifest for Verification of and debris from dilapidated roofs waste reuse documents and ceilings by a licensed waste disposal agency 79 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) Implement Waste Management Plan (see annex ?) Ensure recycling of removed materialsthrough approved recycling facilities to conserve resources. Ensure no waste is left behind at project site after construction 3A Operation of GHG Emission Turn off engine when HSE Personnel 125,350 GHG Emissions Air quality Compliance Card Project Area Weekly SPIU E&S Team, 50,000 equipment used not in use of SBMC assessment Report during the construction Use or hire vehicles or phase equipment that are in good condition generally less than 5 years old. 4A Electrical works Generation of Collection, segregation HSE Personnel 61,920 Waste Manifest Site inspection Absence of e-waste on Project Area Bi-monthly SPIU E&S, 100,000 at the various hazardous waste, e- and sorting; Implement of SBMC site REMASAB classrooms, wastes from removal WMP; administrative and replacement of Sign agreement with a blocks, electric wires, licensed waste Laboratories, etc switches, sockets etc. 5A Same as 1-4A Accidents such as OHS training and HSE Personnel 395,850 No of workers Consultation Number of Project Area Weekly SPIU E&S Team 50,000 Injuries, explosions, education i.e Conduct of SBMC trained with workers accidents/incidents electrical fires, routine JHA leakages, falls, slips, OHS Plan Site Observation Minutes of Training release of hazardous Use of PPE; /tool box talk energy, deaths etc Compliance Community health Implement the OHS HSE Personnel 450,830 Evidence of SIP Documentation No of Complaints from Project Area Bi-monthly SPIU E&S Team 80,000 and safety within this report &: of SBMC Community/Students/ Develop SOP for all tasks School Staffs Soil contamination Ensure fuel storage tanks HSE Personnel 410,000 Installation of Visual Soil quality Project camp Monthly SPIU E&S Team, 150,500 from spillages of oil are installed in a bunded of SBMC impermeable observation sites and KSEPA and other petroleum area and checked daily. platform at equipment products from limit zone. packing zones leakages and/or Ensure all vehicles and improper handling machines are serviced during maintenance of before being brought to vehicles and siteto avoid leaks of oil. equipment Prevent unregulated dumping of fuel waste. 80 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) Install impermeable surface at fuel storage areas, vehicle servicing & limit zone to contain potential leakages. Generation of spoils Ensure stockpile and HSE Personnel Evidence of Visual Compliance with Bridge location, Monthly and other excavated disposal areas are stable of SBMC stockpile observation Mitigation along realigned materials and protected against protection section of the erosion and not interfere approach road with run off or Evidence of subsequent spoil reuse Construction activities. Stockpile to be covered and stored in a sealed and bonded area in order to divert storm water away. Reuse stockpile as fill materials Sub-total 3,898,681 1,365,347 SOCIAL IMPACTS 1B Civil worksat the Risk of Child Labour Ensure that children and SBMC; 378,300 Categories of Documentation SBMC Compliance Project Bi-monthly State Ministry of 267,300 classrooms, which can lead to minors are not employed SPIU employees Corridor Women Affairs Labs, Violence Against directly or indirectly on Gender/GBV Consultations Absence of underaged and Social administrative Children the project Officer, NGO Number and children development block, reports of installation of Implement sensitization campaigns and Number of complaints SPIU E&S Team furniture, campaign against child meetings fittings, roofs, labour walls, hostels, Signed Code of Roofing, fixing of Good work enforcement Conduct doors, Wall procedures finishing and Compliance to painting Regular stakeholders’ LMP & SIP meetings All employees and SBMC must sign code of conduct that stipulate zero tolerance to child labour either directly or indirectly Implement the SIP & LMP which addresses Child labour 81 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) 2B Staging Area Obstruction to Select and cordon-off HSE Personnel 103,500 Area selected Site inspection SBMC Compliance Project site Bi-monthly SPIU E&S Team 251,850 movement of students, areas off access route of SBMC E&S Community actors residents and teachers Team SPIU In-school No of complaints access route 3B Movement of Fugitive Dust may Rehabilitation should be HSE Personnel 259,850 Air quality In-situ Air quality is within Project Area Weekly SPIU E&S Team, vehicles, likely affect the done during school of SBMC measurement permissible limits and its corridor KSEPA materials and community health & closure or end of term equipment safety especially areas Vehicles conveying with earth-based materials should be Vehicles with Vehicle SBMC’s Compliance Same as 1-2B roads covered with tarpaulin tarpaulin inspection Wet earth roads and civil works areas daily Water is Inspection Compliance Daily sprinkled daily Minimize speed of movement of vehicles on earth roads to reduce the Speed limit Inspection Compliance Daily amount of dust released Noise: disturbance in a Ensure all vehicles and Daily serene environment machines undergo Noise level Consultation with Number of complaints may affect their daily service before being residents work schedule, brought to site with psychology and peace continuous regular of mind of both maintenance. residents and workers Select and use vehicles/ equipment with lower sound power levels. Ensure vehicles/ equipment not in use are turned off Fit vehicles with sound proof devices and use good vehicles Provide PPEs for workers 4B Civil works Labour Influx; which Engage local workforce HSE Personnel 418,400 Number of Contract SBMC compliance to Project One-off Component Lead 220,500 may lead to conflicts in the appropriate skills of SBMC local work- Verification SIP, E&S Measures Corridor 1.2, SPIU amongst locals and force Site inspection employees; Incorporate social Number of local NPCU E&S Team competition for environmental measures Evidence of Document employees limited resources such into the civil works social and verification Monthly SPIU E&S Team as water, light, contract environmental materials etc. measures in 82 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) Implement the SIP & civil works LMP within this report contract Compliance toSIP 5B Ongoing civil Occurrence of Mandatory and regular HSE Personnel 870,500 No of Training Consultation SBMC Compliance Project Area Monthly SPIU E&S Team 210,250 works onsite/off-site, social training for workers on of SBMC Conducted and vices (Fights, rape, required lawful conduct attendance list Records Level of awareness harassments, theft, in host community and vandalization, drug legal consequences for Site inspection use etc.) failure to comply with and observation laws. Threat to health and safety of locals Sensitization on the working GRM to receive complaints Engage local residents as part of employees and train them on code of Increase in SH/SEA conduct, GBV (SEA/SH) due to presence of foreign workers near local residents Training program for project personnel to include GBV(SEA/SH) issues. Project workers should enjoy the privilege of retreating to visit their families before returning to site. Provision of gender- based awareness campaign within the communities. Partnering with NGOs/CBOs in the Abuse of cultural project area who are norms actively involved in gender-based issues. Develop an induction program including a code of conduct for all workers. Code of conduct to address the following: 83 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) Respect for local residents; No hunting or unauthorized taking of products or livestock. Provide cultural sensitization training to improve awareness of and sensitivity of workers to local cultures, traditions, and lifestyles. 6B Movement of Temporary disruption Construction should be HSE Personnel 103,650 Construction Site inspection No of complaint Project Area Weekly SPIU E&S Team 200,000 vehicles, of school learning done during schools out of SBMC period materials and activities or end of term equipment Staff time-in and time out On-going civil Risk of communicable Provide opportunities HSE Personnel 475,650 Number of Consultations Number of Project Area Monthly works diseases such as for workers to regularly of SBMC trainings, complaints/incidents sexually transmitted return to their families. awareness and Interviews diseases (STDs) attendance list including HIV/AIDS Institute HIV prevention from interaction programs (peer among construction education etc.) workers Liaise with appropriate health focused NGOs to undertaking health awareness and education initiatives on STDs amongst workers and in nearby communities. Increase risk of transmission of COVID-19 Sensitization and awareness for employees on COVID-19 Sensitization and the use of non- record sheets pharmaceutical COVID-19 preventive measures Ensure compliance to Sensitization guidelines prepared by reporting the NCDC and WHO 7B Ongoing civil Grievances from non- Engage only personnel HSE Personnel Nil Record of Document No of complaints Project Site Monthly SPIU E&S Team, 250,100 works payment of staff which you can adequately pay of SBMC payment Inspection SBMC can lead to delay in job schedule completion, social 84 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) vices and other Engage more casual Number of conflicts workers to reduce permanent/ca financial cost sual workers Prepare payment schedule alongside materials BOQ Use of illicit drugs Prohibition of drug and HSE Personnel Nil Records of Visual and Number of workers Project Area Bi-monthly SPIU E&S Team alcohol use by workers of SBMC awareness random fully educated on the while on the job through observation side effects awareness & sensitization on side Discussions effects of drug abuse 8B Conveying and Collapse, injuries, falls, Develop and implement HSE Personnel 731,670 No of trained Visual Zero incident/accident Project Site Weekly SPIU E&S Team lifting heavy cuts, abrasions, deaths site specific of SBMC workers, first observation report equipment which can lead to Occupational Health and Aiders delay in completion of Safety Plan which will Records Same as 1-3B daily tasks and project include JHA/PHA, Safe Usage of timeline work Practice, Use of appropriate PPE PPE Provision of adequate Usage of first aid, first aiders, signages and PPE, signages (English demarcations and Hausa languages), engineering barriers Accident/ Incident Restrict unauthorized Report access to all areas of high-risk activities. Implementation of specific personnel training on worksite OHS management. Ensure that staging areas for equipment are adequately delineated and cordoned off with reflective tapes and barriers. Any uncovered work pits should have appropriate signage and protection around them. 85 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Activities Potential Impact Mitigation Responsibil Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Measures ity for Cost (N) to be Measurement Indicator Location Frequency Responsibility Mitigation Measured (Monitoring) Workers should get a daily induction/toolbox before going on the site and a refresher of what happened on site a day before. Adequate safety signage within construction sites should be installed to alert community/ drivers/pedestrians. Lighting and reflective tapes and signages should be worn by all workers. Security risks to Appropriate security SBMC 421,750 Security Records of No of security incidents Project Area Bi-monthly Supervision 450,150 workers. kidnapping, measures in place to personnel consultation and Consultant hostage taking and prevent harassment or engaged. Interviews SPIU E&S Team armed attacks in view kidnapping. SBMC of the prevailing Level of Police insecurity in the Consult the local SRMP country residents on present implementat security measures ion Employ local vigilantes as security personnel and inform Police and Civil Defence about the project work. Reduce working hours, road travel and exposure to security threats. Engage local workers to reduce the number of migrant workers. Implement project security risk management plan Sub-total 4,050,240 1,850,150 86 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE OPERATION PHASE S/No Activities Potential Mitigation Responsibility Mitigation Parameters Method of Performance Sampling Monitoring Institutional Cost (N) Impact Measures for Mitigation Cost (N) to be Measurement Indicator Location Frequency Responsibility Measured (Monitoring) ENVIRONMENTAL & OHS IMPACTS 1A Usage of classrooms, Generation of Provide waste bins Head of School/ N/A Waste Document Good housekeeping Project Area Bi-monthly SPIU E&S Team, 60,000 furniture, WASH and other different types that are immovable Principal/School Manifest inspection REMASAB facilities of wastes but can be easily Director tipped off from Number of down or up waste collection Sign an agreement with a KSEPA licensed waste collector for regular disposal at some dumpsites (Maimalari, Hajj Camp, Eastern Bypass, Court Road etc) Persons Living RAMP should be Component Lead 1.2 670,550 Design Visual inspection Presence of RAMP Project site One-off SPIU E&S Team l with included in the SPIU Disabilities may project design further be disenfranchised if RAMPs not provided in the project design for classes / WASH facilities Poor Prepare a Principal/Sanitation N/A Provision of Physical No of complaints WASH Bi-monthly SPIU E&S Team 80,000 maintenance of maintenance Teacher water inspection Facilities WASH Facilities schedule Good housekeeping Avoid using water closet for the VIP toilets Attach water points to WASH Facilities Termite All furniture Supplier/SBMC 741,500 Furniture Document No of Complaints All Project sites Quarterly SMBC. SPIU E&S infestation of supplied must be coated with Inspection Team furniture/ coated with termite the equipment proof paint appropriate SPIU E&S Team proof paint Provide seedlings for tree planting Sub-total 1,412,050 87 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE SOCIAL IMPACTS 1B Closure of civil works Loss of Inform employees SBMC Nil Information Survey Proper termination Project Area One-off SPIU Team 60,200 employment that employment is process of employment short term at the beginning of the contract Sub-total 200,200 GRAND TOTAL 15,282,493 4,391,197 88 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 6.2.1 Contractual Measures As seen in Table 26 above (ESMP Matrix) majority of the mitigation measures are the obligation of the SBMC during the pre-rehabilitation and rehabilitation phases of the project. Consequently, the potential SBMC will have to prepare their proposals taking into account the measures in Table 27 and the detailed general environmental management conditions for rehabilitation contracts (see Annex 8) TABLE 27: WORK AGREEMENT MEASURES S/No Actions Response 1. All measures as described in the ESMP Matrix shall The non-inclusion of these measures in the be included in the work agreement & SIP proposal will lead to a disqualification of the documents with appropriate flexibility to adjust proponent. these measures to site circumstances, and that the potential SBMC will have to prepare their The SIP should contain these environmental proposals taking into account these measures. and social management measures as work agreement conditions to be complied with. 2. Specifically, the measures should be translated into This approach will ensure that the a suite of environmental specification that are environmental and social controls integrate written in the same language style and format as seamlessly into the SIP and are presented in the rest of the contract document a familiar form to the accountable member of the SBMC 3 The cost for mitigation measures should only be The SBMC must consider and put the cost for added into the cost of the contractual document as the environmental and social mitigation provisional sum requirements specified in the ESMP. 4 The SBMC expected to prepare a School The SPIU must verify and ensure Improvement Plan (SIP) which should emphasize consistency of the ESMP and the specifically, the SBMC’s approach to minimizing implementation of the SIP while the Bank’s environmental and social impacts during task team will confirm such verification. If implementation of activities. The SIP should have a issues emerge during implementation, of section titled School Mitigation Plan by taking which the SIP does not contain appropriate guidance from this ESMP mitigation mitigation measures, the PIU will need to responsibilities as presented herein. It is important have the SBMC update the SIP to note that the SIP must be submitted by the SBMC and approved by the E&S Team of the SPIU before civil works commence 5 SBMC’s Code of Conduct – Preventing GBV and The SBMCs Code of Conduct indicates the Violence Against Child (VAC): A SBMC’s Code of SBMCs’ commitment to be of best behaviour Conduct should be prepared by the SBMC, and and comply professionally with the signed; and forms part of the bids/contract requirements of its contract and World agreement. To a minimum, the Code of Conduct Bank’s safeguards standards should address: Standards of Conduct such as (i) Conflicts of interest (ii) quality of products and services, (iii) health and safety- reporting injuries and unsafe conditions (iv) workplace violence, labour and human rights, ethics, customer relations, reporting violations, (v) sex with anu person under 18 is prohibited etc 6 Individual Code of Conduct Preventing SH/SEA and The Individual Code of Conduct indicates the Violence Against Child (VAC): To a minimum, the employee’s commitment to be of best individual code of conduct should spell out behaviour and comply professionally with acceptable behaviour, consequence of violation, the requirements of his/her contract with the routes for resolution of conflicts in any instance the SBMC where personal interests conflict general interests regarding to the project work, outside work conduct, due diligence in providing required services, individual commitment to sustainable environmental practice during project implementation activities. 89 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 7 Manager’s Code of Conduct Preventing SH/SEA and The Manager’s Code of Conduct indicates the Violence Against Child (VAC): The Manager’s Code Manager’s commitment to employee of Conduct should to a minimum, will address: welfare and work procedures and ethics Manager’s obligations to workers which include a) worker’s compensation plan, b) resolution of conflict among workers (c) obligations to payment of workers’ salaries (d) workers’ health care (e) general communication protocol (f) disciplinary procedures (g) procurement recruitment and termination procedures, etc. 6.3 ESMP Implementation Schedule It is expected that the activities related to the ESMP Matrix as seen above should be integrated into the overall rehabilitation schedule (SIP). The project implementation phase is estimated to be completed in 4 months. The ESMP implementation schedule is presented in Table 28 below. TABLE 28: ESMP IMPLEMENTATION SCHEDULE S/No Activity Responsibility Pre- Rehabilitation Phase Operation rehabilitation (Weeks) (Weeks) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 Clearance and SPIU E&S Team Formal Disclosure of ESMP 2 Inclusion of TA SPIU &E&S Environmental & Team Social Requirements in the SIP 3 Review & Approval E&S SPIU Team, of SBMC’s E & S Technical Plans, Waste & Assistants E&S Safety Plan NPCU 4 Finalization of Bills Component Lead of Materials 1.2/Consultant &Designs 5 Environmental and TA SPIU, Social Training Technical Assistants E&S NPCU 6 Mobilization to site SBMC 7 Site Clearing SBMC 8 Rehabilitation SBMC Activities 9 Implementation of E SBMC & Mitigation 10 Supervising ESMP E&S Team SPIU Implementation 11 Monitoring & SPIU/SBMC/Rel Reporting on ESMP evant MDAs Implementation Post Rehabilitation 12. Environmental & SPIU/E&S Social Auditing Consultant 90 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 6.4 Monitoring and Evaluation Plan The monitoring and evaluation plan will be the responsibility of the SPIU for all measures outlined in the ESMP matrix but will delegate certain responsibilities to the SBMC (in this case is responsible for the civil works) and Component Lead. Such delegation of responsibility shall be documented as part of the SIP to guarantee compliance and commitment on the part of the SBMC to supervise the works and implement the mitigation part of the ESMP and others. As most of the mitigation measures are the obligations of the SBMC during project implementation, the SPIU (in specific the TA of the SPIU) would train the SBMC on the implementation of the SIP which would have a section for School Mitigation Plan (i.e., an abridged version of the ESMP Matrix within this report including the detailed general environmental management conditions during civil works included in the Annex 7) The monitoring plan (Internal and External Monitoring) for the ESMP is presented in Table 29 below. Monitoring results shall be documented with preventive/corrective actions to be implemented. TABLE 29: MONITORING PLAN Monitoring Action Responsibility Period Performance Indicator Internal Regular site visit to ensure SBMC, E&S Officers During Pre- Monitoring Reports and Monitoring that the mitigation measures from the SPIU rehabilitation, documentation as and actions specified in the Rehabilitation described below ESMP Matrix are and Operation implemented and as bound Phases by the contract is satisfactorily implemented. Site visit for monitoring and During Observations and inspection to ensure SBMC Rehabilitation Monitoring Reports adhere strictly to the Phase presented to the SPIU. engineering designs and specifications for the project External Regular site visit to ensure KSEPA, FMEnv and During Pre- Inspect monitoring Monitoring project is implemented in an other relevant rehabilitation, reports from Safeguard environmentally & socially MDAs. Rehabilitation units sustainable manner using and Operation the monitoring indicators Phases Provide feedback on specified in the ESMP Matrix observations. and other national and international environmental Enforce corrective & social requirements actions where necessary. 6.4.1 Reporting Plan The reporting procedures presented in Table 30 below have been developed in order to ensure that the SPIU is able to receive feedback from the implementation of the ESMP on an on-going basis and to take rapid corrective actions if there are issues of non-conformance. TABLE 30: REPORTING PLAN Phase Responsibility Deliverables Frequency Accountability Pre-rehabilitation E&S Unit Report of monitoring activities Once PC of the SPIU, NPCU, including any specific events KSEPA on request Rehabilitation E&S Unit Two (2) monitoring Reports. Twice PC of the SPIU, NPCU, First to be prepared mid-way KSEPA on request into the civil works and the other upon completion of all construction activities. E&S Unit Additional Reports according to Once PC of the SPIU, NPCU, specific conditions e.g. KSEPA on request Accidents, serious environmental/social impacts 91 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Operation E&S Unit Final Monitoring Report Once PC SPIU. Report to be including all monitoring archived and made activities throughout project available to the NPCU, implementation World Bank, KSEPA &FMEnv on request Record Keeping The SBMC is required to keep records providing evidence of ongoing mitigation activities. Such records may include site monitoring plan, HSE Policy, Site Specific HSE Plan, Waste Management Plan, Traffic Control Plan, Emergency response and preparedness procedures, site instructions, training records, complaints records, incident report, Inspection, maintenance and equipment calibration records. These documents should be made available to the E&S Team of the SPIU upon request. The Safeguard Team, SPIU is also required to keep records to provide evidence of monitoring activities and effectiveness of the monitoring plan. The site monitoring plan identified problems/corrective actions and monitoring reports highlighted above are to be kept by the Safeguard unit and be made available to the Safeguard Unit of the NPCU, World Bank and other relevant regulators upon request. In addition, all significant communications with FMEnv, KSEPA and other relevant authorities should be documented and kept. These documents are required to track performance in order to achieve and demonstrate compliance with the monitoring plan and applicable regulatory requirements. 6.5 Institutional Responsibilities and Accountabilities The successful implementation of the monitoring program will depend on the commitment and capacity of the E&S safeguards unit, TA of the SPIU and other third parties/institutions to implement the program effectively. The roles and responsibilities of those that will be involved in the implementation and monitoring of this ESMP are discussed in Table 31 below. TABLE 31: INSTITUTIONAL RESPONSIBILITIES & ACCOUNTABILITY S/No Category Responsibilities 1 E&S Team SPIU • Assists the SPIU to comply with and fully implement World Bank Safeguards Standards and other relevant laws in Nigeria. • Take lead in ensuring adequate screening and scoping of project for the appropriate safeguard instrument • Ensure adequate review of all safeguard reports before sending to the NPCU. • Supervision of the SBMC (SBMCs), supervisors, training of SBMCs and workers, monitoring of the implementation of the ESMP, SIP and other safeguard instruments. 2 Safeguard Unit NPCU Implementing authority, has the mandate to ensure: • Compliance with World Bank Safeguards Standards and other relevant laws in Nigeria in line with this ESMF • Smooth and efficient implementation of the project • Oversight functions of reviewing reports and document policies before sending it to the Bank Faithful implementation of the ESMP and other safeguard instruments developed for each subproject. 3 Federal Ministry of Review of Draft ESMP report (in liaison with State Ministry of Environment Environment), receiving comments from stakeholders, public hearing of the project proposals and social liability investigations, monitoring and evaluation process and criteria. Public disclosure of instrument (ESMP) 92 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Category Responsibilities 4 Kano State Ministry of Collaborate with the FMEnv and participate in the EA processes and Environment/ in project decision-making that helps prevent or minimize impacts REMASAB and to mitigate them and ensures conformity with applicable standards, environmental and social liability investigations, monitoring and evaluation process etc. Oversee the signed MoU with Kano State AGILE on Waste Management 5 Kano State Ministry of Coordinates state-wide awareness on the operation of the new Education constructed facilities. Support the Project in the operation and maintenance of the new facilities. 6 Kano State Ministry of • Oversee GBV issues through identified GBV Service providers Women Affairs & • Provide personnel or services to the SPIU E&S Team Social Development 7 SBMC This unit is specifically responsible for implementation of mitigation measures as contained in this ESMP. The Chairman and the secretary will take full responsibility for the implementation of this ESMP vis-à-vis the SIP but will delegate two members for daily implementation of such measures. In general, the SBMC will monitorand supervise the rehabilitation alongside the SPIU. Other tasks include: • Provide gaps, concerns, advice and/or complaints on issues of nonconformity to the SPIU • Attend specific trainings/public meetings organized by the SPIU to disseminate information and receive feedback • Provide reports on the day-to-day operation of their workers and its associates to the SPIU 8 Component Lead 1.2 • Preparation of Bills of Materials for the project. • Provides an independent oversight ensuring SBMC adhere strictly to the SIP specifications • Monitoring of SIP, CoC and other safeguard instruments 9 State Government • Other MDAs come in as and when relevant areas or resources MDAs under their jurisdiction are likely to be affected by projects. • Participate in the EA processes and project decision-making that helps prevent or minimize impacts and to mitigate them. MDAs may also be required to issue a consent/approval for an aspect of a project; allow an area to be included; or allow impact to a certain extent or impose restrictions/conditions, monitoring responsibility or supervisory oversight. 10 LGAs • Provision of oversight function across project within its jurisdiction for ESMP compliance. Monitoring of activities related to public health, sanitation, waste management amongst others. 11 NGOs/CSOs Assisting in their respective ways to ensure effective response actions, conducting scientific researches alongside government groups to evolve and devise sustainable environmental strategies/techniques. 6.6 Capacity Building Based on the assessment capacity of the SPIU, the key actors possess just the basic capacity to implement and supervise its project. Nevertheless, for effective implementation of the ESMP, it is recommended that the SPIU undergoes training in order to enhance its capacity in Environmental Assessment (EA), Implementation and Monitoring. Training is essential for ensuring that the ESMP provisions are implemented efficiently and effectively. The PIU shall therefore ensure that all persons that have roles to play in the implementation of the ESMP are competent with appropriate education, skills, training or experience. 93 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE It is critical to point out that the SBMC shall be required to undertake general E&S with OHS awareness training for their project workforce including specific training for those whose work may significantly have adverse impact on the environment. This is to ensure that they are fully aware of the relevant aspects of the ESMP and are able to fulfil their roles and functions. As a minimum, the SBMCs shall ensure they provide the following training to their personnel: • General Awareness in Occupational Health and Safety (OHS) Training; OHS/HSE Induction/Orientation Course for all workers to include (site safety rules, PPE requirements, Emergency Preparedness and Response); Daily tool box talks for workers at the start of each day’s job; Refresher OHS Courses as at when required. • Project Specific Occupational Health and Safety (OHS) Training: Material Handling Techniques; First Aid Training (for Site First Aiders); Safe Driving Techniques (for drivers) Operationalize an internal OHS training and procedure between the SBMC and the E&S Team of the SPIU before commencement of civil works. Based on the assessment of the institutional capacities of the different agencies that will be involved directly in the implementation of the ESMP in particular the SBMC, Project end-users, SPIU, two broad areas of capacity building have already been identified and recommended for effective implementation of the ESMP. Based on the observed gaps, the proposed training program, course content and estimated costs for the proposed project are shown in Table 32. In Addition, the NPCU should organize refresher courses for the SPIU on general ESHS Guidelines, Code of Conduct and E&S Safeguard Standards. TABLE 32: CAPACITY BUILDING WORK PLAN S/No Training Participants Duration When Who to Budget (N) Modules Conduct Training 1 ESHS Guidelines, Environmental, Social, 2 days During Technical 910,000 Due Diligence Gender, GRM officers, project Consultant and Specifics of Procurement, preparatory Safeguard, ESS, Cost Component Lead 1.2 stage NPCU Management for ESMP Implementation, Sustainable Procurement and E&S Standards, Communication Management, GRM Implementation 2 Construction SBMC and their workers 1 day During Certified 410,000 HSE project OHS Introduction to preparatory, Consultant Construction twice during HSE rehabilitation Overview of stage Health and Safety Hazards in Construction Incidents: Causation, Investigation & Reporting Excavation Safety Site Specific OHS 94 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE S/No Training Participants Duration When Who to Budget (N) Modules Conduct Training Construction Site Inspection Personal Protective Equipment 3 Environment and SBMC and their workers 1 day During Technical 530,500 Social project Consultant Assessment: preparatory, Safeguard, including E & S twice during NPCU Process, E & S rehabilitation Considerations in stage project, E&S components affected during construction and operation stages; Stakeholder participation, GRM, E&S due diligence: ESMP/RAP Implementation, Monitoring, Evaluation and Reporting during construction. 4 Solid Waste E&S Team SPIU, SBMC 1 day During Technical 410,500 Management workers, Project End- project Consultant including users preparatory, Safeguard, Composting, twice during NPCU recycling and rehabilitation earth-based stage method of disposal 5 Gender E&S Team SPIU, SBMC 2 days During Technical 560,150 Considerations Workers, Project end- project Consultant (including GBV, users preparatory, Safeguard, Equity, twice during NPCU Environmental, rehabilitation Social and other stage project specific issues of concern affecting Women, Children and other Vulnerable groups) and Codes of Conducts Total N2,821,150 6.7 Cost of Implementing the ESMP The total estimated cost to effectively implement the mitigation and monitoring measures recommended in the ESMP Matrix above including Capacity Building and others is Twenty-four million, four hundred and ninety-four thousand, eight hundred and forty naira only. – 95 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE N24,494,840 as seen in Table 33 below. The cost of mitigation is N15,282,493 and should be included in the contract as part of the implementation cost by the SBMC. TABLE 33: HIGHLIGHT OF COST FOR THE IMPLEMENTATION OF THE ESMP Item Responsibility Cost Estimate in Cost Estimate in Naira (N) Dollars ($) Mitigation SBMC 15,282,493 35,790 Monitoring E&S Team SPIU, 4,391,197 10,284 Capacity SPIU/ NPCU 2,821,150 6,607 Building GRM SPIU, SBMC 2,000,000 4,684 Operation Total 24,494,840 57,365 CBN RATE 1$US=N427 as at August 2022) 96 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Chapter Seven: Grievance Redress Mechanism 7.1 Introduction This section provides a mechanism for the receipt, processing and resolution of complaints under the Kano State AGILE project. A grievance is a concern or complaint raised by an individual or a group within communities affected by project operations. Both concerns and complaints can result from either real or perceived impacts of a project. Based on the impacts identified in chapter 5 of this ESMP, there are potentials for conflicts and grievances to arise as a result of project activities, thus it is important to have a pathway for addressing such conflicts when they arise. The AGILE project has prepared a detailed GRM Manual which is being operationalized by the various states. Therefore, the following sections only provide a summary of key areas relevant to the rehabilitation subproject. 7.1.1 Objectives of the GRM The Grievance Redress Mechanisms was designed to achieve the following Objectives: ✓ Provide clear procedures for resolving grievances and disputes in the communities where the sub-projects will be implemented ✓ Resolve grievances when they occur, and mitigate their consequences, as well as preventing them from escalating ✓ Allow communities to express views, on project activities (for example, civil work quality and malpractices) ✓ Improve stakeholder participation and decision making through dialogues and registration of grievances and conflicts 7.1.2 Approach to Development of the GRM There are several steps which lead to the development of a concrete GRM, which includes the following: ✓ Appraising the nature of the rehabilitation/renovation component to consider areas of likely grievances or friction ✓ Field consultations to appraise the prevalent situation around the project areas of influence, as well as to get understanding of the operational environment of the project and the issues that may emerge. ✓ Reviewing the current situation of handling grievance in the project locations through consultations with stakeholders in the school and project communities ✓ Consulting already prepared policy documents for the Project, as well as laws, conventions and policies as they relate to development, especially World Bank projects. 7.1.3 Potential Areas for Grievances under the Rehabilitation Works ✓ Delay in execution of project leading to breakdown of trust ✓ Disturbance to communities and school activities due to noise, dust emission, movement of vehicles and equipment to site etc. ✓ Community health and safety issues such as accidents, parking vehicles in children play areas, pollution from poor waste management practices may lead to grievances ✓ Potential increase in STDs, sexual exploitation and abuse/sexual harassment (SEA/SH), unwanted behaviour due to labour influx ✓ Lack of employment of the community youths as unskilled labor may lead to lack of cooperation and also complaints from the communities ✓ Non-compliance of the SBMC to the agreement reached with AGILE or the community on project timelines, quality, and general expectations 97 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ✓ Competition for local resources such as water, health facilities, recreational facilities from SBMC workers may lead to grievances 7.2 Grievance Redress Process The following are the steps in the GRM i. Channelling and receiving the grievance ii. Recording the grievance iii. Screening of the grievance iv. Investigation of the grievance v. Resolving the conflict/ escalating the grievance to higher level vi. Conclusion and feedback process vii. Reporting, monitoring and evaluation 7.2.1 Channels for Receiving Complaints As explained in the AGILE GRM there are several channels for stakeholders to report their grievances to the project which includes the following: 1. Compliant boxes – which will be mounted in all the project impact locations including within the school and in the community (near the house of the village head as decided by stakeholders during consultations). The GRM focal persons will retrieve the contents of the complaint boxes periodically (at least every 48hrs) and channel to the Grievance Redress Committee (GRC) for investigation and resolution. 2. Grievance Redress Committee (GRC)- GRCs will be set up in the project locations which will have members from the school management, community leadership, women representative amongst others as described in the GRM manual. Stakeholders can channel their grievances to/through any member of the committee 3. Oral reports/meetings/consultations – grievances can be reported at meetings, consultations or to any leader or representatives in the community/school. In all cases, this should be escalated to the GRM focal person or any member of the GRC for proper handling. 4. GRM Phone lines – stakeholders can utilize the toll-free phone lines that will be provided to the GRCs by the SPIU. In all cases the grievance received will be channeled to the GRM focal person in the project location to be properly handled in line with the AGILE grievance redress procedures 7.2.2 Structure of Grievance Redress Committees The grievance redress committee is planned in three-levels: community level, SPIU level and National level First level GRC – Project Site/Community Level This GRC is easily accessible to complainants in the project area (school/community people), without any costs. Members of the 1st level GRC should include: ✓ A Representative of community leadership ✓ School Principal ✓ Guidance Counsellor of the school ✓ Gender Officer ✓ Community representative 98 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE With the support of the SPIU Social and GRM Officers, the GRC will sensitise student, staff, community members on how to channel complaints to the committee through any of its members or other available channels such as complaint boxes, phone lines etc. Second level GRC – SPIU Level This GRC is formed at the SPIU level and can receive complaints from the 1st level GRC or directly from complainants through phone calls or in-person during visit to the communities. Members of the 2nd level GRC include: ✓ Kano State Project Coordinator ✓ GRM Officer at the SPIU ✓ Social Development Officer at the SPIU ✓ Environmental Officer at the SPIU ✓ Communication Officer at the SPIU ✓ GBV Officer at the SPIU Third level GRC – NPCU Level This GRC is formed at the National office level and can receive complaints from the 2nd level GRC or directly from complainants. Members of the 3rd level GRC include: ✓ National Coordinator ✓ GRM Officer ✓ Social Development Officer ✓ Environmental Officer ✓ Communication Officer ✓ GBV Officer 7.3 Processing of Complaints Complaints received will pass through major processes as follows: 1. Registration of complaints 2. Verification and investigation of complaints 3. Escalation/ resolution and closure 4. Feedback 7.3.1 Registration of Complaints The secretary (GRM focal person) of the committee will register the compliant in the grievance logbook and acknowledge receipt of complaints grievance to the grievant within 1 day. The registration will capture the name of the complainant, date of the grievance, category of the grievance, persons involved, and impacts on complainant life, proofs, and witnesses. (Please note that for GBV related complaints it will follow a different process as stated in section 6.5, owing to the sensitive nature of the complaints) 7.3.2 Verification and investigation of complaints This involves the verification of grievance to determine among other things whether the matter is related with AGILE project activities, and whether the matter can be handled/resolved at the level where it is presented. The compliant will be investigated: this involves options and approach taken to resolve the case. This may involve site visit for physical inspection and determination of the claim, negotiation with the aggrieved PAP and feed back to the parties involved. Part of the investigations may also be to assess the cost of lost or risk involved in the grievance. Where the compliant is not related to AGILE, it will be referred to the appropriate authorities and the complainant informed. 99 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 7.3.3 Escalation/ resolution and closure Where the case is resolved and all parties are in agreement, the case will be closed and documented in the grievance logbook. However, where the case is unresolved it will be escalated to the next level GRC. All responses to the complainant in a grievance redress process that moves beyond a unit level must be communicated in writing and/or by verbal presentation to the complainant. This will include a follow up on the corresponding authority where cases are referred, to ascertain the status of reported cases. 7.3.4 Feedback Feedback on outcome of each case should get to the complainant through the secretary of committee or GRM officer as the case may be. It is expected that reported complaints are treated within the timelines stipulated in table 34 below 7.4 Time Frame for Processing Grievances Table 34 outlines the timeframe, process, task and responsibility for reporting grievances TABLE 34: TIMEFRAME FOR GRIEVANCE PROCESS PROCESS DESCRIPTION COMPLETION RESPONSIBLE TIME FRAME AGENCY/PERSON Receipt of complaint Document date of receipt, name of 1 day Secretary to GRC at complainant, location, nature of project level complaint etc. Acknowledgement By letter, email, phone 1 day Secretary to GRC at of grievance to the project level complainant Screen and Establish the Review the complaint/ Listen to the 2 days Project level GRC Merit of the Grievance complainant and assess the merit Secretary & the aggrieved PAP or his/her representative Refer unrelated project Where complaint is not related to 2 days Project level GRC grievances AGILE refer to appropriate Secretary & the authority and inform complainant aggrieved PAP or his/her representative Investigate the grievance Visit the site, conduct investigations 1 – 3 days Project level GRC and interviews members Implement a redressal Discuss and agree on the grievance 1 – 7 days Project level GRC action resolution members & the aggrieved PAP or his/her representative Escalate to SPIU for a Refer the complainant to the SPIU 3 – 10 days Project level GRC dissatisfied scenario GRC Chairman Receipt and record of Document date of receipt, name of 1 day SPIU GRM Officer complaint at SPIU GRC complainant, location, nature of complaint etc. Investigate/ Implement a Review the previous action by the 2 – 7 days SPIU GRC redressal action project level GRC/ conduct investigations and interviews. Recommend grievance resolution Escalate to NPCU for a Refer the complainant to the NPCU 3 – 10 days State Project dissatisfied scenario GRC Coordinator Receipt and record of Document date of receipt, name of 1 day NPCU GRM Officer complaint at NPCU GRC complainant, location, nature of complaint etc. 100 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE PROCESS DESCRIPTION COMPLETION RESPONSIBLE TIME FRAME AGENCY/PERSON Investigate/ Implement a Review the previous action by the 2 – 5 days NPCU GRC redressal action GRCs/ conduct investigations and interviews. Recommend grievance resolution Last resort - Advice Where resolution is not reached, 7days National Coordinator complainant of option to complainant is free to seek judicial seek judicial redress redress. NPCU to document the case 5days including all attempts at resolution and send a report to the TTL Close the case Follow up to obtain feedback and As required GRM officers document resolution in logbook 7.5 GBV-GRM The GBV GRM will have special procedures for responding to allegations of sexual exploitation and abuse (SEA) and sexual harassment (SH) that are made against a project actor. However, for any complaint that is reported to the GRM (including complaints involving other forms of GBV that are not related to the project), the GRM will also have procedures in place to refer the individual to GBV service providers. To fulfil the role of addressing GBV, all staff and volunteers at all levels of AGILE Project should be trained (and/or have previous knowledge and experience) on the GBV Guiding Principles and the specialized procedures for receiving and referring GBV-related complaints. This set of skills will help GRM staff and volunteers to support the quality of the complaint mechanism, while at the same time ensuring the adherence to these Guiding Principles and a survivor-centered approach, including right to safety, respect, and confidentiality, of the complaint intake and management. Hotline operators in particular should receive training on the handling of GBV-related complaints in line with the principles of confidentiality and the specialized procedures. When receiving a grievance/during the intake process, the person receiving the complaint shall respect the wishes, choices, rights and dignity of the complainant. In order for the survivor/complainant to make informed decisions about whether to seek services and whether to file a complaint with the project (where the complaint involves SEA or SH), she/he needs to be provided with clear and simple information on the functioning of the system, on the possible outcomes, likely timelines, and the types of support that can be provided. The survivor/complainant must also give their consent for the sharing of basic, anonymous, non- identifiable monitoring data about the incident with the SPCU/NPCU and with the World Bank. If a complainant chooses not to be referred to GBV service providers or have the project take further action, then the case will be closed. The officer or volunteer must seek the survivor/complainant’s consent to share basic monitoring data, and if no consent is given, no data will be recorded. For GBV cases, it is important to ensure that access to the complaints processes is as easy and as safe as possible for the complainant/survivor and that they clearly understand the referral process. 101 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 7.5.1 Process for Receiving GBV Complaint and Referral Receipt of Complaint Keep complainant/survivor information confidential and anonymous Complainant should be immediately referred to the GBV-GRM Refer Complaint to focal person at the School or Community without asking project site GBV-GRM further questions or details focal person in the GRC Complainant should be immediately referred to the GBV-GRM The GBV-GRM Focal Person needs to provide the survivor in focal person at the School or Community without asking information on services available and with their consent, move to Record Complaint in a further questions or details seperate GBV-GRM recording. The GBV-GRM FP will record the nature of the complaint logbook only with no identifiable information on the survivor. Refer the survivor should beto immediately Complainant the project’s immediately registered referred GBV service to the GBV-GRM providers focal person at the School or Community without asking further questions or details Refer the case to the The GBV-GRM officer to immediately refer the case to the GBV Service Provider servicebe relevant GBV should provider identified in the referral directory Complainant immediately referred to the GBV-GRM focal person at the School or Community without asking If the survivor wishes to take police or legal action, further questions or details information as contained in the referral directory is provided Report the incident to by the GBV Officer the SPIU and NPCU GBV Officer within 24hrs There may be need for the service provider to re-sensitize stakeholders at the project level on SEA/SH/GBV in collaboration with the SPIU and also develop strategies to prevent such re-occurrence. Report Incident to the TTL within 24hrs The If theGBV officer to survivor obtainto wishes feedback on resolution take police or legal action, of the caseas information from the GBV contained service in the provider referral and directory is provided record same including by the GBV Officer strategies to prevent re- Obtain feedback from occurrence. the service provider on There may be need for the service provider to re-sensitize the resolution stakeholders at the project level on SEA/SH/GBV in collaboration with the SPIU and also develop strategies to prevent such re-occurrence. 7.5.2 Documentation of GBV-GRM Cases GBV-related complaints would provide information only on the nature of the complaint (what the If the complainant says in her/his own words), and survivor operators wouldwishes tocomplaint link the take police or service to a GBV legal action, information as contained in the referral directory is provided provider for necessary attention and action. by the GBV Officer The GBV-GRM focal persons will be trained by the NPCU/SPIU GBV Officers in liaison with GBV service providers on how to receive GBV/SEA/SH There maycases bein a survivor need centric for the approach, service provider hinged on to re-sensitize confidentially and empathetically (with no judgement) stakeholders at the project level on SEA/SH/GBV in ✓ In recording the incident, the identitycollaboration of the survivorwith the be should SPIU and also protected, develop keeping strategies to survivor prevent such re-occurrence. information confidential and anonymous (no names in the record book). This information is limited to (a) the nature of the allegation or incident; (b) whether the incident is likely to be project related; (c) the age/sex of the survivor (if known); If the survivor to whether and (d) wishes the survivor take police or legalwasaction, referred for services. information as contained in the referral directory is provided by the GBV Officer 102 | P a g e D R A F T F I NThere AL R E Pbe may ORneed T Efor SM P service provider to re-sensitize the stakeholders at the project level on SEA/SH/GBV in collaboration with the SPIU and also develop strategies to prevent such re-occurrence. KANO STATE AGILE ✓ Ensure that no identifiable information on the survivor is stored in the GRM ✓ Document the exact complaint (no detailed information of the incident is expected), date, action taken and close the report ✓ As required, refer complaints to the GBV service provider 7.6 Awareness of the GRM The GRM should be given a wide publicity among stakeholder groups such as school management/staff/student, affected parties, interested groups, project MDAs etc. Effective awareness of GRM process makes people have better understanding about their options, depending on the types of complaints. However, measures should also be taken to encourage stakeholders not to submit false claims. Criteria for eligibility need to be communicated and also awareness campaigns should be launched to give publicity to the roles and functions of the GRM. Awareness should include the following components: • Scope of the project, planned construction phases, etc.; • The signed code of conducts to guide activities of skilled and unskilled workers • Types of GRCs available; purposes for which the different GRMs can be accessed, e.g., construction-related grievances, grievances related to physical and economic displacement. Members of the GRCs in that location and contact details • How to access the GRM • How complaints can be reported to those GRC and to whom, e.g., phone, postal and email addresses, as well as information that should be included in a complaint • Procedures and time frames for initiating and concluding the grievance redress process; boundaries and limits of GRM in handling grievances • The need for them to take part in GRC meetings and the steps of resolving process and timeline adopted in this mechanism • A variety of methods can be adopted for communicating information to the relevant stakeholders. These methods could include display of posters in school premises, project offices, community centers as stated by stakeholders during consultations. 7.7 Monitoring and Evaluation The Project GRM focal persons/ GRM officer will be responsible for: • Providing the grievance Committee with a weekly report detailing the number and status of complaints • any outstanding issues to be addressed • Monthly reports, including analysis of the type of complaints, levels of complaints, actions to reduce complaints and initiator of such action will be sent to the NPCU • Quarterly grievances reports will be sent to the Bank • Periodic feedback on the accessibility, fairness and efficiency will be obtained by the SPIU GRM officer through surveys/consultations in the project areas • Areas that are identified for improvement will be addressed and improved upon 103 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Chapter Eight: Stakeholders Engagement and Public Consultation 8.1 Introduction AGILE project has developed a Stakeholders Engagement Plan which identified the needs and process for stakeholder engagement throughout the lifecycle of the project. It further identified the various categories of stakeholders critical to the project either as direct beneficiaries, influence groups or interest groups. As part of the ESMP, substantial consultations were held with the SPIU, project communities, LGA representatives, Women group and vulnerable persons from 28th June –5th July, 2022. The consultations served as platforms to elicit information, questions and concerns relevant to the project. It also provided the opportunity for project beneficiaries to contribute to both the design and implementation of the project activities and further ameliorate the likelihood for conflicts. It also provides an avenue to intimate the PAPs of their choices and rights with regards to the project. Parts of the consultation process are to ensure all identified stakeholders are consulted. The stakeholders were provided with basic information’s about the project, and their significant contributions helped amplified the success of the project. The public consultation strategy for the ESMP activities evolved around the provision of a full opportunity for involvement for all stakeholders, especially the beneficiaries. Concerns raised by the stakeholders are documented and incorporated in this report and used to develop mitigation and/or enhancement measures for the Grievance Redress Mechanism (GRM). The following were taken into full account: 1. The project will have foreseeable environmental and social impacts, especially on the people and structures around the corridor of the drainage route. 2. The project aims at impacting more positively to the environment and social conditions, and will devise suitable, practicable mitigation measures through the ESMP to avoid, reduce or eliminate negative impacts. 3. That positive impact of sub-project activities will be enhanced. 4. The priority concerns raised by the beneficiaries and other relevant stakeholders will be put into account and incorporated in the project planning. 8.2 Stakeholder Identification Table 35 highlights the two major categories of stakeholders for this project TABLE 35: CATEGORIZATION OF STAKEHOLDERS Stakeholder Identification and Categorization Primary (Beneficiaries/Impacts) Secondary (Influence/Interest) Students – male & female students (JSS & SSS) Kano AGILE SPIU Teachers – male & female (permanent, others) Kano State Ministry of Education Out-of-school children (especially adolescent Kano State Ministry of Environment girls) within the community School management Federal Government of Nigeria through the Federal Ministry of Finance Kano State Government SBMC and community members School Management and SBMC 44 Local Government Areas Kano State Ministry of Women Affairs & Social Development 104 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 8.2.1 Vulnerable Groups The vulnerable groups specific to this project are: Students living with disabilities; Orphans; and Girls (see table 36 below). 8.3 Public Consultation Plan TABLE 36: PUBLIC CONSULTATION PLAN Project Phase Project Activities Target Group Method Pre- â–ª Disclosure of â–ª School Management â–ª Consultations with rehabilitation relevant project â–ª School Based school management, information Management communities, village â–ª Identification of Committee (SBMC) heads, youth leaders, proposed â–ª Affected/Benefitting women groups and project location communities representatives of and area of â–ª Traditional and various associations influence religious leaders â–ª Invitation through â–ª Scoping and â–ª Healthcare facilities school Heads screening â–ª Disclosure of ESMP at School level, LGAs, SME, SPIU, National & Local Dailies Rehabilitation â–ª Construction – â–ª SBMC â–ª Consultation with school Civil Works â–ª Traditional rulers management, â–ª ESMP â–ª School management communities, village heads, youth leaders, Implementation â–ª Religious leaders women groups, â–ª ESMP â–ª Affected/Benefitting vulnerable groups Monitoring communities Information via school â–ª Healthcare facilities Heads â–ª Distribution of fliers to the locals printed in English and Hausa languages â–ª Arrangement of monitoring responsibilities to stakeholder Agencies Operation â–ª De-mobilization â–ª Traditional rulers â–ª Consultation with school â–ª Audit/ Post â–ª School management management, construction â–ª Religious leaders communities, village heads, youth leaders, evaluation â–ª Affected/Benefitting women groups, â–ª School communities vulnerable persons. Maintenance â–ª Healthcare facilities â–ª Information via school Heads â–ª Distribution of fliers to the locals printed in English and Hausa languages 105 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Project Phase Project Activities Target Group Method â–ª Arrangement of monitoring responsibilities to stakeholder Agencies 8.4 Summary of Stakeholders Consultations Three phases of consultations were conducted separately with three groups namely: Benefitting Schools; Women Groups and People Living with Disabilities. These consultations were conducted in the various selected schools over a period of one week. 8.4.1 Consultation with Benefitting Schools (GSS KMC, GGSS Fagge, GJSS Garko, GSS Gwarzo) Overview Date: 28th June - 7th July 2022 Venue: Project Schools Participants: School management, Principal, staff (4) in GSS KMC, GGSS Fagge, GJSS Garko, GSS Gwarzo Consultations were held with the various stakeholders at the project sites. In attendance were School Principals, Vice Principals, SBMC Chairman and members, PTA Chairman, Student Representatives (Male and Female), representative(s) of the AGILE SPIU and the E&S Consultants. Following introductions, the representative of the AGILE project and the E&S Consultants introduced the project and ESMP process and objectives to the stakeholders present. The Consultant further highlighted potential environmental and social risks and impacts that may be caused by the project activities and emphasized the role that each stakeholder had to play to ensure that the impacts are, in collaboration with the SPIU adequately mitigated. The participants appreciated the team and expressed their concerns/questions which were addressed by the consultant. The summary of the key concerns/questions/issues raised during the consultations at the project sites are presented below, including the consultant’s responses/remarks. No. Agenda Concerns/Questions Consultant’s Response/Remark 1. Perception • The school management, staff The team responded that each of the and student complained about school was given the opportunity project deficient infrastructure to identify what they intend to especially schools in rural areas ( achieve under the School about 75% of the rural schools) Improvement Plan (SIP) and also which are currently not suitable the type of works they want within for learning, due to the the available funds. Those schools dilapidated floors, walls and that identified furniture’s and the absence of furniture’s, hence likes will be treated as priority, they were happy that AGILE will will be implemented help in bridging these gaps. • The management also appreciated AGILE for the extensive stakeholder consultations they have been holding with them. • They also enquired if schools lacking furniture’s will also be looked into 106 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 2. Potential • The end-user inquired if there • The consultant alleviated their Adverse would be any risks such as OHS fears of possible risks, as the impacts associated with the ESMP Matrix is well detailed rehabilitation works? with mitigation measures, • They are also sceptical about responsibilities and having strangers/foreigners monitoring principles to within the community. reduce such risks to the barest minimum. • Rehabilitation activities will be implemented during off school hours or weekends. • More so, the classrooms or project sites would likely be vacated during rehabilitation period, thus there will be less interference. • There will be adequate sensitization through the school management on ways to avoid been exposed to SEA/SH. RESPONSE OF SPIU The SPIU also stated that the project will conduct such sensitization in the schools and project communities; in addition, SBMCs will sign Code of Conducts against GBV/SEA/SH. The management also promised to coordinate the activities of the SBMCs and will be supported by the SBMC. 3. Concerns • In most schools’ availability of • The school was advised to list raised by water is an issue for the students their needs in terms of priority other and staff. • The consultants assured them stakeholders • Some other schools complained that all pressing issues will be of how dilapidated the efficiently documented and classrooms are, and how unfit it properly addressed through is for the female students as most the appropriate channels of them sit on bare floor, due to . insufficient furniture’s. They are really hoping the project will commence soon and such issues would be priotized. 107 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 8.4.2 Consultation with Women Group (GSS KMC, GGSS Fagge, GJSS Garko) Overview Venue: Project Schools Participants: Community Women, Female Teachers in GSS KMC, GGSS Fagge, GJSS Garko Consultations were held with some women from the community in several locations and in attendance were some female teachers as well. The women were enlightened on the AGILE project and went on to explain ESMP process and objectives. The consultant further stated the importance of consulting with women in order to ensure inclusiveness. Their concerns, suggestions and recommendations will aid decision making especially as regards project design. The Consultant further highlighted potential environmental and social risks and impacts that may be caused by the project activities and emphasized the role that each stakeholder especially women had to play to ensure that the impacts are adequately mitigated in collaboration with the SPIU adequately. The group appreciated the team and expressed their concerns/questions which were addressed by the E&S team. The summary of the key concerns/questions/issues raised during the consultations at the project sites are summarized below. Other participants present appreciated the team and expressed their concerns/questions which were addressed by the consultant. The summary of the key concerns/questions/issues raised during the consultations at the project sites are presented below, including the consultant’s responses/remarks. No. Agenda Concerns/Questions Consultant’s Response/Remark 1 Perception • The women expressed their joy The E&S team explained to them of the about the AGILE project as it will the importance of women project provide opportunity for their inclusion in the project, and their girls to further their education in concerns will be addressed as a conducive learning much as possible environment. Especially when they have to sit on the floor or in a dilapidated building, which has discouraged the girls from going to school. 2 Concerns • The women explained that they • The team explained to them raised by are involved in some major that the Ministry of Education stakeholders decision- making in the has presently initiated a plan community, and that they were to recruit 2,000 teachers to also given the freedom to make support the AGILE project their own decisions. Some of with high emphasis on female their concerns are the shortage teachers. Other strategies will of female teachers in the rural also be recommended in the area because everyone preferred ESMP including providing working in the urban area as a incentives for female teachers result of this, there isn’t a proper willing to teach in the rural gender balance in most schools, areas. given that the population of female students are usually • The E&S team brought them higher than that of the male up to speed with the plan of students in some of the schools. AGILE to provide financial aid to some girls whose parents • The women stated that female can't afford to send them to children are encouraged to go to school and to also provide 108 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE school, but due to financial them with incentives to help constraints, most of the parents, encourage them to focus on find it difficult sponsoring their their education. children to school, instead the boys were sent to farms, while the girls were either married off or sent to hawk, as means of survival. 3 Potential • The E&S team explained that • The women appreciated the Adverse some of the risks associated with honest explanation, and they Impact the proposed Rehabilitation are willing to participate works is the presence of foreign actively in GBV/SEA/SH workers which can increase risk sensitization programs and of SEA/SH/GBV, spread of STDs, also help in sensitizing their unwanted pregnancy amongst girls on prevention and safety others. These terminologies measures. were also explained to them. The women will play a critical role in sensitizing their girls to stay away from any relations with the SBMC, avoid going to their camps or being alone with them. They were also told that the SPIU will organize training and sensitization on prevention of SEA/SH/GB. 4. Conclusions • The E&S team explained that • The women were happy to women will have the opportunity hear this and urged that the to be part of the project, some project should commence as can work as unskilled labor soon as possible. (provided they are not exposed to hazardous situation), selling of food, water and petty trading 8.4.3 Consultation with Persons with Disabilities Overview Venue: Project Schools (GGSIS Madobi, GGSS Magwan, GTQSS Kibiya, GJSS Kokai Co - Exist, GSS Romo, GGASS G/Mallam, and GSS Shagogo, GJSS Jibawa) Participants: Persons with Disabilities The Consultants carried out private consultations with some of the student living with disabilities in the schools, and enlightened them on the importance of ESMP, and why it is critical to have their inputs in the project. Their concerns and remarks were noted, and below is a summary of the consultations held. No. Agenda Concerns/Questions Consultant’s Response/Remark 1 Challenges • The students stated that one of One of the objectives of this Faced the challenges they face is stigma exercise it to ensure inclusiveness. and social discrimination by The team reiterated that these fellow students which often make concerns will assist the them feel uninterested in engineering designs and aid furthering their education. decision making. • Another challenge most disabled students face is absence of ramps 109 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE and uneasy access to other school facilities, which hinders their daily school activities. 3 Potential • The student were informed that • They were happy about the Adverse the rehabilitation works may stated mitigation measures Impact disturb academic activities from and stated that the summer the civil works activities, holiday is usually long from however, the ESMP will July – September and can be recommend ways to mitigate this maximized. such as maximizing weekends, holidays etc. for major works. 8.4.4 Consultations with Students Overview Venue: Project Schools (Ado Bayero KMC; GSS Albasu; GGASS Kudu; GSS Bunkure) Date: 4-7/07/2022) Participants: Students (50) Consultations were held with some of the students; in attendance were the Head boy, the Head girl and few other students of the schools. They were briefed on the AGILE project and the significance of carrying out an ESMP, and as primary stakeholders in the project; their concerns were noted and documented for further actions. No. Agenda Concerns/Questions Consultant’s Response/Remark 1 Perception • They were excited about the The E&S team informed the of the AGILE project and stated that it students of some of the activities project will help provide additional such as rehabilitation of walls, facilities for them because their ceilings, windows, provision of classes were currently in a very furniture, WASH amongst others poor state, while others stated were included in the AGILE the inadequacy of school project. furniture to use in the classes. • For the girls they were excited about the WASH facilities to be rehabilitated because the conditions were un-fit for use. 3 Potential • The students were informed that • The students assured the team Adverse the rehabilitation works may of the most appropriate Impact disturb academic activities from behaviour the civil works activities, • In addition, adequate however, the ESMP will sensitization will be carried recommend ways to mitigate this out prior to civil works and such as maximizing weekends, during. holidays etc. for major works. • The team informed the students on the Child Act Right, which prohibits child labour. As such no students or underaged person will be allowed to work with SBMCs as this could lead to stoppage of the project. 110 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Chapter Nine: Conclusion and Recommendation 9.1 Conclusion The project is envisaged to have a largely positive impact on the benefitting schools, recipient communities, Kano state Ministry of Education and the state at large. The potential negative environmental and social impacts which were identified can be mitigated with strict compliance to the mitigation measures stated in the ESMP Matrix. The ESMP and the mitigation costs will need to be embedded in the SIP to ensure implementation costs are adequately budgeted for by the SBMC. 9.2 Recommendation The following recommendations are provided for the effective implementation of this ESMP: ✓ The TA of the SPIU should develop a School Mitigation Plan (an abridged version of the ESMP) and be embedded within the SIP, provided to the SBMC as most of the mitigation measures and specific annexes are to be implemented by them. ✓ The SPIU/SBMC/MDAs involved in monitoring of the ESMP implementation will need to be adequately trained in line with the capacity building plan in the report ✓ The SPIU should endeavour to establish the GRM in all project locations timely to enable stakeholders channel enquiries to the project. This includes installing complaint boxes, setting up GRCs amongst others ✓ The SPIU should sensitize the project schools and communities on the available grievance redress channels ✓ Considering the security situation across locations in the Country, it is advised that the SBMC workers and any other team engaged by the project make adequate security arrangements for site work. The SPIU should also keep abreast of the security situation in the various project LGAs and inform all relevant parties accordingly. ✓ With respect to GBV, it is important for the SPIU to conduct sensitization program for the school staff, SBMC, and community members especially women and girls on prevention strategies and the available reporting and response mechanisms, as well as the grievance redress mechanism in place for the AGILE project in Kano state. ✓ In addition, the state should conduct mapping of GBV service providers and make the inventory available to the GBV focal persons in each project location ✓ As earlier stated, in the course of rehabilitation works, there would be moderate to severe likelihood of the occurrence of workplace hazards. Personnel will be predisposed to hazards. “Unsafe behavioursâ€? and “unsafe conditionsâ€?. Occupational disasters happen more due to “unsafe behavioursâ€? compared to “unsafe conditionsâ€?. Hence, project/site workers should be trained on unsafe behaviours and be provided with necessary equipment to practice safe behaviours. Further, the necessary facilities to facilitate safe conditions and discourage unsafe behaviours should be made available to workers ✓ For effective waste management on site, the SBMC should sign an agreement with KSEPA. This would ensure control of proper collection and disposal of construction wastes Furthermore, the SBMC should implement the waste management plan (see Annex 6) during the period of project implementation ✓ Construction Safety signs and boards should be installed to protect workers and the public around the construction sites ✓ Priority should be given to local workers especially in the category of unskilled and semi- skilled workforce during project implementation to stimulate local socioeconomic activities, improve livelihood and poverty reduction in the affected communities. Ensure affected communities are assisted and have a voice in appropriation of mitigation measures. 111 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE References AGILE Environmental and Social Management Framework (2020) AGILE Resettlement Policy Framework (2020) COVID-19 Guidance for WBG/IMF SBMCs in Country Offices/Overseas Office (2020) Training Manual for SBMC, SIP, CPMC Kano State Project Implementation Unit (2021) World Bank Environmental and Social Framework (2017) World Bank Group Environmental, Health, and Safety Guidelines (2007) 112 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex Annex 1: Terms of Reference KANO STATE GOVERNMENT MINISTRY OF EDUCATION ADOLESCENT GIRL’S INITIATIVE FOR LEARNING AND EMPOWERMENT (AGILE) PROJECT TERMS OF REFERENCE FOR THE ENGAGEMENT OF CONSULTANT TO PREPARE ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN (ESMP) for rehabilitation of 1228 Schools 1. Introduction and Background The Federal Government of Nigeria has received a credit from International Development Association (IDA), acting as an administrator for the trust fund for the implementation of the Adolescent Girls Initiative for Learning and Empowerment (AGILE) Project, in selected seven (7) states of the Federation; namely: Borno, Kebbi, Kaduna, Kano, Katsina, and Plateau. The Project seeks to improve adolescent girls’ access to secondary education opportunities. The Project, however, specifically deals with constructing new schools and expanding or renovating existing ones through the State Ministry of Education. Another significant component will tackle the change of the negative social norms on girls’ education through advocacy, campaigns, and media engagements. The Project will also empower and prepare adolescent girls to successfully navigate the different stages of life by equipping them with critical digital and life skills (negotiation skills, conflict resolution, self-esteem, leadership skills, financial literacy, and adolescent health and nutrition), etc., while girls from the poorest households will benefit from scholarship grants to incentivize transition, retention, and completion of secondary education. The proposed Adolescent Girls Initiative for Learning and Empowerment (AGILE) Project aims to lay the foundation for a long-term engagement in adolescent girls’ education and empowerment. AGILE-supported interventions will reach about 44 Local Government Authorities (LGAs) of the Kano state, and all public and Junior Secondary Schools (JSC) and Senior Secondary Schools (SSSs), while prioritizing targeted areas that are poor and have the lowest secondary transition rates among girls in participating states. The AGILE project will benefit all adolescents (boys and girls) in public secondary schools. 2. PROJECT DEVELOPMENT OBJECTIVES The project development objectives is to secondary education opportunities among girls in the targeted areas of participating state. This approach comprise of intervention aimed at keeping girls in the school and provide opportunities to acquire critical life skills and market relevant skills not currently offered in the school. Other objectives include: i. Increasing enrolment of girls in the school ii. Reduce illiteracy among the girls iii. To enhance competition in educational attendance among girls iv. To reduce maternal mortality rate. v. Financial incentives to the poorest households vi. Digital literacy and remote learning platform. Life skills include self - determination, conflict resolution, confidence, negotiation, leadership, health and nutrition. Others include: 1. Gender based violence and sexual harassment (SEA/SH) 2. Waste management 3. Proper hygiene and nutrition 4. Remote learning platform and digital literacy 3. PROGRAM COMPONENTS The programme comprise three components aimed at keeping girls in schools and provide opportunities for them to acquire education and life skills Component1: Safe and Accessible Learning Spaces • Subcomponent 1.1.Creating new safe learning spaces in Secondary Schools • Subcomponent 1.2 rehabilitation of existing infrastructure in Secondary Schools i.e., School Improvement Grant(SIG) Component2: Fostering an enabling environment for Girls • Subcomponent 2.1: Promoting social and behavioral change through communications campaigns, engagement with traditional rulers, and advocacy; • Subcomponent 2.2a: Empowering girls with critical life skills and knowledge for navigating adulthood • Subcomponent 2.2b.Digital Literacy Skills and Remote Learning Platforms • Subcomponent 2.3: Provision of financial incentives to the poorest households Component 3: System Strengthening and Management • Sub component 3.1: System strengthening for sustainability and technical Assistance • Sub-component 3.2: Project Management, Monitoring and Evaluation (M&E). Coordination, procurement and financial management. 4. RATIONALLE FOR THE ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN (ESMP) The project expected to have moderate environmental and social risk which can be readily mitigated through appropriate measures. 113 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE The project need to assess environmental and social risk during rehabilitation and provide a technical guide for the management of the risk. The negative impact will be managed through appropriate mitigation measures. The ESMP prepared in line with international practices and World Bank environmental and social framework and national environmental legislation of Nigeria. The ESMF established process of addressing environmental and social standard issues throughout the different subproject implementation and effectiveness. Also to ensure both substantive concern of the required World Bank environmental and social framework and national environmental laws are satisfied and addressed. The potential environmental and social risks and impacts associated with the AGILE project, the following Environmental and Social Standards that are applicable to the project include: - ESS1: Assessment and Management of Environmental and Social Risks and Impacts; - ESS2: Labour and Working Conditions: Potential environmental, social risks and impacts relevant to the project could emerge from SBMC workers brought in for the construction of 90 junior and 60 senior secondary schools; - ESS3: Resource Efficiency and Pollution Prevention and Management; - ESS 4: Community Health and Safety; - ESS 6: Biodiversity and conservation of natural resources. - ESS10: Stakeholder Engagement and Information Disclosure. 5. OBJECTIVES OF THE TERM OF REFECENCE (TOR) The objectives of this assignment is preparation environmental and social management during rehabilitation which comprised documented risk and social impact or set for monitory action taken and mitigation measures before during and after sub project implementation to reduce and eliminate adverse effect. 6. BACKGROUND OF THE PROJECT AREA The project area is Kano state occupying about 499m2 with total population of 16,321,000 according to the NPC 2021. The Geo coordinate lat. 12.00000, long. 8.52100. The state comprise 44 local government areas. The Education sector is headed by state ministry of education, the state Secondary Education Board Is headed by (KSSSMB) and Science and Technical Board STSB which provide qualitative education. The challenge of girls’ education include: Drop out, poor enrolment, poverty, early marriage, cultural norms and religious misconception. 7. DESCRIPTION OF SCHOOLS’ FACILITIES FOR REHABILITATION The table 1 Annex 1 listed the proposed secondary schools for rehabilitation in the 44 local government areas of Kano state. The rehabilitations comprised renovation of class rooms which include roofing and its membrane, doors, windows, floors and walls. Rehabilitation of toilets and provision of sanitary materials to maintain its cleanliness. The total number of the schools to rehabilitate are 1,228 schools. 8. SCOPE FOR THE CONSULTANCY WORK The scope of the consultancy services is to develop environmental and social management plan and identify subproject. The consultant will take in the account of civil work and engineering design and other activities carried out in the project area with monitoring and supervision of state project implementation unit. The ESMP will be used by SBMC to address all occupational health and safety issues and community health safety associated with rehabilitation, also the SBMC will prepare SBMCs’ ESMP which will form the bases of the site specific management plan prior to the works commencing. The consultant will work together with Kano SPIU and environmental, social, GRM, GBV officers as well as engineering and other stakeholders. In that respect the technical and feasibility studies of ESMP will be critical, the consultant will receive the draft of technical and feasibility studies in order to take in to account the technical variant of the proposed activities. The major obstacle that may rise due to social and environmental situation of the proposed project. The consultant will visit the school to take design, land vegetation and other activities of the project and also apply management strategies to ensure environmental risk are appropriately mitigated. The specific work of consultant includes the following: i. Review the existing Project Appraisal Document (PAD), Environmental and Social Management Framework (ESMF), Environmental and Social Commitment Plan (ESCP) and Resettlement Policy Framework (RPF) prepared for the AGILE project. ii. Review Environmental and Social Standards that are applicable to the AGILE Project. iii. Review of preliminary engineering designs and technical /feasibility studies for the proposed project. iv. To explain the existing status of the schools include schematic diagrams, maps, figures, tables and pictures. v. Identify the physical, biological, and social conditions in the study areas before project implementation. This analysis shall include the interrelations between environmental and social components and the importance that the society and local populations attach to these components, in order to identify the environmental and social components of high value or presenting a particular interest. vi. Identify the policy, legal, administrative, institutional framework relevant to the subprojects. vii. To Describe and summarize all anticipated significant adverse environmental and social impacts from the proposed activities; including the impacts of the proposed civil works/labour influx and associated impacts such as Sexual exploitation and abuse/sexual harassment (SEA/SH); Occupational Health and Safety; Community Health and Safety; Displacement and conflict/fragility; other broader social issues such as risk of elite capture; social exclusion of the most marginalized/vulnerable (e.g. persons with disabilities, IDPs, survivors of sexual violence); etc. viii. To Identify and summarize all occupational health and safety/ public health and safety issues at the sites ix. To redefine each mitigation measure to prevent, minimize, mitigate or compensate for adverse impacts or to enhance the project environmental and social benefits, including responsibilities and associated costs. 114 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE x. To provide a method of monitoring and auditing environmental and social management practices during all phases of the activities inform the SBMC bidding documents for the implementation xi. Choose and measure appropriate baseline indicators xii. Establish a plan for mitigating environmental and social risks associated with construction and operation of the sub-projects in consultation with the relevant public and government agencies; xiii. Define details of feasible and cost-effective measures that may reduce potentially significant adverse environmental and social impacts to acceptable levels; xiv. Develop a time-bound plan for mitigating environmental and social risks associated with the scope of works in consultation with the relevant public and government agencies; xv. Identify monitoring objectives and specifies the type of monitoring, with linkages to the impacts assessed and the mitigation measures described above; xvi. Provide a specific description of institutional arrangements: the agencies responsible for carrying out the mitigation and monitoring measures (e.g. for operation, supervision, enforcement, monitoring of implementation, remedial action, financing, reporting, and training) and the contractual arrangements for assuring the performance of each implementation agency; xvii. Explain technical assistance programs that could strengthen environmental management capacity in the agencies responsible for implementation; xviii. Provide an implementation schedule for measures that must be carried out as part of the project, showing phasing and coordination with overall project implementation plans; and xix. Provide the expected capital and recurrent cost estimates and sources of funds for implementing the ESMP and inform accordingly the design consultants so that these costs are duly taken into consideration in the designs. xx. Some of socio-economic issues to be addressed in the ESMP include: • A summary of the impacted communities for the project: location, access, population (number, demographic and social characteristics); economy (employment rate, income distribution); services (types, capacity, and adequacy) and housing. Concern is the ability to provide work force, service new development and absorb and adjust to growth (worker/family). • A detail of the views of the principals, students, teachers and other population including vulnerable groups, determined through documented discussions with local communities. These meetings and discussions must be documented and should show how issues and problems raised are or will be resolved (note that an Abbreviated Resettlement Action Plan (ARAP) could be developed for the Site, and this is covered under separate TORs). • Cultural: Summarize the possible effects of the project on historical/archaeological sites, heritage/artefacts, native religious or harvest sites of the affected communities and identification or development of mechanisms for handling chance findings. xxi. To proceed consultations with primary and secondary stakeholders in order to obtain their views about the project. These consultations shall occur during the preparation of the ESMP to identify key environmental and social issues and impacts, and after completion of the draft ESMP to obtain comments from stakeholders on the proposed mitigation/enhancement measures. xxii. As appropriate, prepare an environmental hazard plan including an analysis of the risk of accident, the identification of appropriate security measures and the development of a preliminary contingency plan. xxiii. Develop a Labor Influx, Sexual Exploitation and Abuse, and Occupational Health and Safety Response Plan. xxiv. ESMPs to capture the socio-economic, cultural and risk context for women, they should consider: • Existing gender country diagnostics/country action plans; • Data on partner/non-partner physical violence against women; • Data and/or information on cultural practices vis-à-vis women (early marriage, physical practices); • Existing services available from GBV Services Providers; • Where health centres are located and what types of services are offered (e.g., whether they treat sexually transmitted diseases, provide reproductive health services, have supplies of rape kits including post-exposure prophylactics and emergency contraception, etc.); • Whether women have easy access to these services, and if they have mobility and/or economic constraints that may impede access; and, • Information obtained from consultations carried out in the preparation of the project. xxv. Prepare an Environmental and Social Management Plan (ESMP). The ESMP should capture: • The potential environmental and social impacts resulting from project activities • The proposed mitigation measures; • The institutional responsibilities for implementation; • The monitoring indicators; • The institutional responsibilities for monitoring and implementation of mitigation measures; • The costs of activities 115 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 9. CRITERIA FOR EXPERTISE QUALIFICATION The consultant required for ESMP preparation will have at least seven years of working experience in environmental management and should have advanced degree in relevant field but not limited to environmental sciences. The consultants must have own his team and should be baseline data specialist, also should have World Bank knowledge and working experience. The consultant should have five years working experience with communities and working on stakeholder’s engagement, management and practical project experience working with similar project in Nigeria and West Africa. The consultant should be well organized with writing skills 10. DELIVERABLE AND TIMING The consultant should work with SPIU project team and liaise with state ministry of education and other department during preparation of ESMP documents. The SPIU will provide the consultant all the available documents that will facilitate the completion of ESMP. The key output of services is an ESMP prepared based on scope of work under this consultancy. The following report should be submitted to SPIU for review and approval with the World Bank team as stated below: S/N REPORT DUE DATE AND COMMENCEMENT OF CONTRACT 1 Inception report N + 1 week The inception report should be submitted by the consultant work plan, the implementation schedule task and methodology should be submitted. This will comprise table of content of the final report and five hard copies one should be electronic copy. 2 Draft Report N + 4 weeks Five hard copies with electronic copy 3 Draft of final report N + 6 weeks 4 Final ESMP report N + 8 weeks 10 hard copies with electronic copy PAYMENT SCHEDULE i. 10% of contract submission of inception report ii. 40% of contract submission of draft report iii. 30% of contract submission of draft final report. iv. 20% of contract sum of submission and acceptance of final report 12. ENVIRONMENTAL AND SOCIAL ETHICAL REQUIREMENT The consultant before undertaking any activities will make sure that all ethical consideration related to GBV (sexual exploitation abuse in particular). The consultant should not collect any primary data and should not conduct interview or research using SEA/SH will only makes use of secondary data sources, the aim is to minimized harm to women and children. The environmental and social management plan (ESMP) report shall be design in a comprehensive and systematic format containing all studies, process, analysis, test and recommendations for the purpose of intervention. The report should focus on the findings, recommendations and conclusion shall be supported by summaries of the data collected and citation of any reference applied. The environmental and social management plan will comprise the following topic organized in a suggested outline. 13. OUTLINE AND SUBSTANCE OF ESMP REPORT The ESMP Report shall be presented in a concise format containing all studies, processes, analyses, tests and recommendations for the proposed intervention. The report shall focus on the findings, conclusions and any recommended actions, supported by summaries of the data collected and citations for any references used. The ESMP report will include the following topics, organized in a suggested outline that can be adjusted for local needs: i. Coverage ii. Table of contents iii. List of acronyms and their definitions iv. Executive Summary CHAPTERONE: INTRODUCTION • Description of the proposed intervention • Scope of the assignment 116 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Rationale for ESMP • Objectives of the ESMP CHAPTERTWO: ADMINISTRATIVE & REGULATORY FRAMEWORK • Discussion of the World Bank safe guard policies triggered by AGILE and the proposed activity • Summary of relevant local and federal policy, legal, regulatory, and administrative frameworks CHAPTER THREE: PROJECT DESCRIPTION Description of the Proposed Project, Project Component and Activities CHAPTER FOUR: DESCRIPTION OF PROJECT ENVIRONMENT • Description of the area of influence and environmental baseline conditions • Analysis of existing livelihoods opportunities, income, gender characteristics, age profile, health, transport access, existing community structures –at community, household, and individual levels CHAPTER FIVE: POTENTIAL IMPACTS AND MITIGATION • Methods and techniques used in assessing and analyzing the environmental and social impacts of the proposed project • Discussion of the potentially significant adverse environmental and social impacts of the proposed project • Labour influx • Description of the GBV risk (including a GBV Action Plan), and more broadly the ESH Sex expectations, and include appropriate mitigation measures. The basis of the GBV Action Plan should be provided as part of the ESMP. CHAPTER SIX: GRIEVANCEREDRESS MECHANISM CHAPTER SEVEN: ENVIRONMENTAL & SOCIAL MANAGEMENT PLAN • Discussion of the proposed mitigation measures • Institutional responsibilities and accountabilities • Capacity building plan • Public consultation plan • Description of grievance redress mechanism (in alignment with the ESMP and Project Implementation Manual) to address situations of conflicts or disagreements about some of the project activities • Monitoring and evaluation plan, including suitable indicators for the proposed project • Costs of implementing the ESMP CHAPTER EIGHT: PUBLIC CONSULTATION • Presentation of consultations with relevant stakeholders and affected persons CHAPTER NINE: CONCLUSION AND RECOMMENDATIONS REFERENCES ANNEX 1: TERMS OF REFERENCE ANNEX 2: SOCIO-ECONOMIC ASSESSMENT INSTRUMENT ANNEX 3: ATTENDANCE AT COMMUNITY CONSULTATIONS ANNEX 4: GENERAL ENVIRONMENTAL MANAGEMENT CONDITIONS FOR CONSTRUCTION CONTRACTS ANNEX 5: WASTE MANAGEMENT PLAN ANNEX 6: PROJECT OCCUPATIONAL HEALTH AND SAFETY (OHS) PLAN ANNEX 7: TRAFFIC MANAGEMENT PLAN ANNEX 8: SAMPLE CODES OF CONDUCT ANNEX 10: OHS/CHSCMANAGEMENT PLAN 17. ELIGIBILITY AND HOW TO APPLY i. Firm/Service provider meeting the criteria set above are eligible to apply ii. The selection method of consultants for this assignment will be by Firm/Service Provider Qualification. iii. All qualified Firms/Service Providers are hereby invited to submit their intentions to undertake this assignment to: The State Project Coordinator, AGILE Project, Kano State, Ministry of Education Gidan Murtala 3rd Floor. iv. The consultant will be selected based on qualification (CQS) and based on procurement regulations for IPF borrowers dated July, 2016 available and revised November, 2017 also revised August, 2018 on www.worldbank.org/procure The State Project Coordinator, AGILE Project, Kano State, State Project Implementation Unit, Ministry of Education, 3rd Floor Gidan Murtala, No; BUK Road. Oragilekanostate@gmail.comAttention: E&S team. 117 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 1b: List of Selected & Screened Schools S/No NAME GENDER STATUS ADDRESS LOCATI ON LGA 1. GGASS CHULA SSS CHULA TOWN RURAL AJINGI GIRLS 2. RURAL GGSS AJINGI GIRLS SSS AJINGI TOWN AJINGI 3. GGJASS BALARE GIRLS BALARE BY CEN PRI SCH RURAL AJINGI JSS 4. GSS DAHO DAHO KOFAR YAMMA RURAL BOYS SSS TAKAI 5. GSS DANGWANI BOYS DANGWANI VILLAGE DAHO ROAD RURAL ALBASU SSS 6. GSS PANDA PANDA TOWN ALONG MAI8DURI ROAD RURAL ALBASU BOYS SSS SSS RURAL 7. GGASS ALBASU GIRLS ALBASU TOWN ALBASU 8. GGSS PANDA PANDA BAUCHI ROAD RURAL ALBASU GIRLS SSS 9. GSS GADANYA GADANYA TOWN RURAL BAGWAI BOYS SSS 10. GSS BADODO BADODO VILLAGE ALONG KIYAWA TOFA RURAL BAGWAI BOYS SSS ROAD 11. GGASS GOGORI SSS GOGORI RURAL BAGWAI GIRLS 12. GTC GAYA BOYS ALONG DUTSE ROAD RURAL GAYA SSS 13. GSIS BEBEJI BOYS OPP KASCO STORE BEBEJI TOWN RURAL BEBEJI SSS 14. GSS RANTAN BOYS ALONG JOS ROAD RANTAN TOWN RURAL BEBEJI SSS 15. GGSS TIGA TIGA TOWN RURAL BEBEJI GIRLS SSS SSS RURAL 16. GGASS BEBEJI GIRLS BEHIND JUMMA'AT MOSQUE BEBEJI BEBEJI RURAL 17. GGSS GWARMAI GIRLS SSS GWARMAI BEBEJI 18. GJASS M. WADA BICHI BICHI ROAD RURAL BICHI BOYS JSS 19. GGASS BICHI SSS NEAR BICHI OLICE STATION RURAL BICHI GIRLS 20. GGASS SAYE GIRLS SSS SAYE TOWN RURAL BICHI 21 GJSS TINKI KWAMARAWA ROAD BOYS JSS RURAL BICHI 22. GSS DUNBULUN DUNBULUN TSANYAWA BOYS SSS RURAL SSS 23. GGASS DANZABUWA GIRLS DANZABUWA KATSINA ROAD RURAL BICHI 24. GSS BICHI BOYS SSS LOCATED OPPOSITE FCE BICHI RURAL BICHI RURAL 25. GGSS BUNKURE GIRLS SSS ALONG RANO ROAD, BUNKURE TOWN BUNKURE 26. GGSISS FAMMAR GIRLS FAMMAR TOWN RURAL BUNKURE SSS 27. GGSIS BUNKURE SSS YANTSABA BUNKURE RURAL BUNKURE GIRLS 28. GSIS KUMURYA ALONG RANO GARKO ROAD, RURAL BUNKURE BOYS SSS SSS RURAL 29. GGASS GURJIYA GIRLS GURJIYA TOWN BUNKURE 30. GGASS BARKUM GIRLS SSS ALONG RANO GARKO ROAD RURAL BUNKURE URBAN 31. GGSS DAWANAU GIRLS SSS DAWANAU TOWN DAWAKIN TOFA 32. GGSS UNGUWAR DABAI BESIDE YUSIF MAITAMA SULE UNIVERSITY URBAN DALA GIRLS SSS 33. GGC DALA SSS DALA ALONG KOFAR RUWA URBAN DALA GIRLS 34. GGSS DANDINSHE DANDINSHE YAMMATA OPP KOFAR URBAN DALA GIRLS SSS DAWANAU 35. GGSS GWAMMAJA GWAMMAJA HOUSING ESTATE URBAN DALA GIRLS SSS 36. GGSS YALWA MODEL GWAURON DUTSE URBAN DALA GIRLS SSS 118 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 37. GGSS KURNA SHINGE STREET KURNA ASABE URBAN DALA GIRLS SSS 38. GGSS YAMMATA RIJIYAR LEMO LAYIN BANKI URBAN DALA GIRLS SSS 39. GSS ZAGO CO-EXIST ZAGO, TOWN ALONG DAMBATTA GORON RURAL DAMBATTA B&G SSS MAJE 40. GGASS AJUMAWA GIRLS SSS DAMBATTA KAZAURE ROAD AJUMAWA RURAL DAMBATTA 41. GGASS FAGWALAWA SSS FAGWALAWA DAMBATA RURAL DAMBATTA GIRLS 42. GTC DAMBATTA II DAMBATTA YAMMA RURAL DAMBATTA BOYS SSS 43. GGASS DAMBATTA SSS NEAR TASHAR MAKODA DAMBATTA RURAL DAMBATTA GIRLS 44. GSS DAMBATTA BOYS DAURA ROAD DAMBATTA TOWN RURAL DAMBATTA SSS 45. GGSS DAMBATTA MAIMUNATU BEHIND UPPER SHARIA COURT ADMBATTA RURAL DAMBATTA GIRLS SSS 46. GISS JIDO JIDO TOWN DAWAKIN KUDU RURAL DAWAKIN KUDU BOYS SSS 47. SCIENCE COLLEGE BOYS DAWAKIN KUDU, TOWN RURAL DAWAKIN KUDU DAWAKIN KUDU SSS 48. GGJASS GURJIYA GIRLS GURJIYA RURAL DAWAKIN KUDU JSS 49. GGSS YARGAYA YARGAYA RURAL DAWAKIN KUDU GIRLS SSS 50. GGSS YANKATSARI YANKATSARI TOWN RURAL DAWAKIN KUDU GIRLS SSS 51. GSS MADACHI BOYS SSS D/TOFA RURAL DAWAKIN TOFA 52. GSS MARKEN DAWAKIN TOFA ALONG DAWAKIN TOFA KIYAWA ROAD RURAL DAWAKIN TOFA BOYS SSS 53. GAJSS YARRUTU BOYS JSS YARRUTU TOWN RURAL DAWAKIN TOFA 54. GASS DAWAKIN TOFA BOYS SSS DAWAKIN TOFA TOWN RURAL DAWAKIN TOFA 55. GSS TUMFAFI TUMFAFI DAMBATA RURAL DAWAKIN TOFA BOYS SSS 56. GSS KWA BOYS KWA DAMBATA RURAL DAWAKIN TOFA SSS 57. GGASS DAWAKIN TOFA GIRLS SSS DAWAKIN TOFA TOWN, RURAL DZWKIN TOFA 58. SCIENCE COLLEGE DAWAKIN BOYS COLLEGE TOWN RURAL DAWAKIN TOFA TOFA SSS 59. GSS DAWANAU BOYS 1 KLM DAWAKIN TOFA ROAD DAWANAU RURAL DAWAKIN TOFA SSS 60. GJASS DAWANAU DAWANAU TOWN URBAN DAWAKIN TOFA BOYS JSS 61. GGSS KWA DAWAKIN TOFA GIRLS SSS BICHI -KATSINA ROAD RURAL 62. GSS GANDUJE BOYS GANDUJE TOWN RURAL DAWAKIN TOFA SSS SSS RURAL 63. GGASS TUMFAFI GIRLS TUMFAFI TOWN DAWAKIN TOFA 65. GSS DAWAKIN TOFA BOYS DAWAKIN TOWN, RURAL DAWAKIN TOFA SSS 66. GGSS RIRUWAI RIRUWAI UNGUWAR KANAWA RURAL DOGUWA GIRLS SSS 67. GGSS DOGUWA DOGUWA TOWN RURAL DOGUWA GIRLS SSS 68. GGSS DADIN KOWA DADIN KOWA TOWN RURAL DOGUWA GIRLS SSS RIRUWAI UNGUWAR MAHAUTA BEHIND TOWN IMAM HOUSE RURAL 69. GGTQSS RIRUWAI GIRLS SSS DOGUWA 70. GSS MARAKU MARAKU TUDUN A RURAL DOGUWA BOYS SSS 71. GGASS TUDUN BOJUWA SSS TUDUN BOJUWA RIJIYAR LEMO URBAN FAGGE GIRLS 78. GGSS DANWAIRE GIRLS SSS DANWAIRE, BICHI RURAL BICHI 79. GGSS DANRIMI DANRIMI URBAN FAGGE GIRLS SSS 80. GASS KWACHIRI SSS KWACHIRI URBAN FAGGE BOYS 119 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 81. GGSS AISHA SHEHU AISHA TOWN URBAN FAGGE GIRLS SSS 82. GGSS MARYAM ABACHA MARYAM TOWN URBAN FAGGE GIRLS SSS RURAL 83. GGSS GARUN DANGA GIRLS SSS GARUN DANGA TOWN BY KAWO JUNCTION GABASAWA 84. GSS ZAKIRAI BOYS ZAKIRAI RURAL GABASAWA SSS 85. GGJSS JIJITAR GIRLS JIJITAR TOWN RURAL GABASAWA JSS 86. GGSS ZAKIRAI ZAKIRAI ALONG RINGIM ROAD RURAL GABASAWA GIRLS SSS 87. GJSS MEKIYA MEKIYA TOWN RURAL GABASAWA BOYS JSS RURAL 88. GGSS GABASAWA GIRLS SSS GABASAWA TOWN GABASAWA RURAL 89. GGASS GARKO GIRLS SSS GARKO K/GABAS EIDEL KABIR GROUND GARKO 90. GGASS DAL SSS DAL KOFAR AREWA ALONG RANO ROAD RURAL GARKO GIRLS RURAL 91. GSC GARKO GIRLS SSS GARKO TOWN GARKO 92. GJSS GARWAJI GARWAJI TOWN BAKIN GARI RURAL GARKO BOYS JSS 93. GSS KAFIN MALAMAI ALONG GARKO ROAD RURAL GARKO BOYS SSS 94. GGJASS DAKASOYE GIRLS DAKASOYE, TOWN RURAL GARUN MALAN JSS 95. GGSISS GARUN MALAN GARUN MALAM TOWN RURAL GARUN MALAN GIRLS SSS 96. GGJSS GARUN BABBA GARUN BABBA WARD RURAL GARUN MALAN GIRLS JSS 97. GSS MAKWARO AGALAWA MAKWARO AGALAWA RURAL GARUN MALAN BOYS SSS SSS RURAL 98. GGASS CHIROMAWA GIRLS CHIROMAWA GARUN MALAN 99. GTQSS GAYA GAYA TOWN OPP MAIDUGURI ROAD RURAL GAYA BOYS SSS 100. GGSS GAYA GAYA ROUND ABOUT ALONG MAIDUGURI RURAL GAYA GIRLS SSS 101. GJSS FAN'IDAU CO- EXIST TOWN RURAL GAYA EXIST B&G JSS 102. GSS SHAGOGO BOYS SHAGOGO TOWN RURAL GAYA SSS 103. GASS KADEMI SSS KADEMI SOSAI RURAL BOYS GAYA 104. GGJASS GIRLS KWASANGWAMI, VILLIAGE RURAL GEZAWA KWASANGWAMI JSS 105. GGSS JOGANA JOGANA TOWN RURAL GEZAWA GIRLS SSS 106. GJSS DANZAKI 10 KM HADEJA ROAD DANZAKI TOWN RURAL GEZAWA BOYS JSS 107. GJISS SABON GARIN GEZAWA GEZAWA TOWN RURAL GEZAWA BOYS JSS 108. GGC GEZAWA SSS GEZAWA TOWN RURAL GEZAWA GIRLS 109. GGASS WANGARA GIRLS SSS WANGARA RURAL GEZAWA 110. GGSS GWALE GWALE FILIN MUSHE RURAL GWALE GIRLS SSS 111. GJSS MS/MADAKIN GINI CO-EXIST B&G GOBURAWA DUKAWA URBAN DALA JSS 112. GGAC GORON DUTSE GIRLS SSS MOE,QUARTERS KABUGA ROAD URBAN DALA 113. GGC KANO GIRLS SSS KOFAR FAMFO DUKAWUYA URBAN DALA 114. GSS AISAMI AISAMI QUARTERS, RURAL GWALE BOYS SSS 115. GJSS M/M/GADON KAYA BOYS BEHIND ALHAJI MAI TANGARAN HOUSE RURAL GWALE JSS 116. GSS DORAYI BABBA BOYS DORAYI BABBA UNGUWAR LIMAN OPP GWARZO ROAD RURAL GWALE SSS 117. GJSS TUDUN YOLA CO- TUDUN YOLA RURAL GWALE B&G JSS 120 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE EXIST 118. GGSS DORAYI KARAMA OPPOSITE GIDAN SARKI RURAL GWALE GIRLS SSS 119. GGASS AMINA GETSO SSS GETSO TOWN RURAL GWARZO GIRLS 120. GGJISS MAINIKA GIRLS MAINIKA TASHAR GAJERE GWARZO DAYI ROAD RURAL GWARZO JSS 121. GSS RIJI BOYS RIJI ALONG SHANONO ROAD RURAL GWARZO SSS 122. GSTC SEN. BELLO GWARZO KOFAR YAMMA RURAL GWARZO HAYATU GWARZO GIRLS SSS 123. GSS GWARZO BOYS KOFAR YAMMA GWARZO RURAL GWARZO SSS 124. SIS GWARZO BOYS 2.5 KM ALONG SHANONO GWARZO GWARZO SSS RURAL 125. GSS DUGABAU DUGABO TOWN RURAL KABO BOYS SSS 126. GSS MASANAWA MASANAWA TOWN RURAL KABO BOYS SSS 127. GSS DURUN BOYS ALONG KANO TO KARAYE NEW RURAL KABO SSS 128. GGSS GUDE GUDE GWARZO RURAL KABO GIRLS SSS RURAL 129. GGSS GARO GIRLS SSS GARO TOWN KABO 130. GSS GODIYA BOYS GODIYA TOWN RURAL KABO SSS 131. GSS GARO BOYS GARO SARI GIRIN ROAD RURAL KABO SSS RURAL 132. GGSS KABO GIRLS SSS KABO TOWN KABO 133. GSS YOLA YOLA TOWN RURAL KARAYE BOYS SSS 134. GSS CHEDE BOYS KOFAR YAMMA RURAL KARAYE SSS 135. GGJSS YAMMEDI YAMMEDI TOWN RURAL KARAYE GIRLS JSS RURAL 136. GGSS KARAYE GIRLS SSS KARAYE KOFAR YAMMA KARAYE 137. GSTC KARAYE BOYS ALONG KARAYE ROAD TOWN RURAL KARAYE SSS 138. GSS KARAYE UNITY BOYS KARAYE TOWN RURAL KARAYE SSS 139. GGSS BURUM BURUM ALONG RANO SUMAILA ROAD RANO GIRLS SSS RURAL 140. GGJASS BACHA GIRLS BACHA TOWN RURAL KIBIYA JSS 141. GSS DURBA BOYS FAMMAR ROAD DURBA TOWN RURAL KIBIYA SSS 142. GTQSS KIBIYA KOFAR GABAS KIBIYA TOWN RURAL KIBIYA BOYS SSS SSS RURAL 143. GGASS KIBIYA GIRLS KIBIYA KOFAR FADA KIBIYA 144. GSIS KAFIN MAIYAKI UNGUWAR CABE EXPRESS ZARIA ROAD RURAL KIRU BOYS SSS 145. GJSS KOGO CO-EXIST CO-EXIST KOGO TOWN RURAL KIRU B&G JSS 146. GSS GALADIMAWA ALONG ZUWO YAKO KIRU ROAD RURAL KIRU BOYS SSS 147. GTQSS KIRU BOYS NEAR ALINKA VILLAGE KIRU TOWN RURAL KIRU SSS 148. GDSS KAFIN MAIYAKI SSS OLD KANO TO ZARIA ROAD KAFIN MAIYAKI RURAL KIRU BOYS 149. GJSS KYARANA KYARANA ALONG KAFIN MAIYAKI ROAD RURAL KIRU BOYS JSS 150. GJSS ZUWO ZUWO KARAYEA RURAL KIRU BOYS JSS 151. GGSS DANGORA DANGORA TOWN KIRU ROAD RURAL KIRU GIRLS SSS SSS RURAL 152. GGASS KAFIN MAIYAKI GIRLS ALONG KANO TO ZARIA ROAD K/DANGORA KIRU 153. GGSS KIRU HOSPITAL ROAD RURAL KIRU GIRLS SSS 154. GSS SAKARMA U/DODO SAKARMA BAAWA WARD KIRU RURAL KIRU BOYS SSS 121 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 155. GSS KIRU YAMMA BOYS KIRU KATSINAWA ADJECENT TO MOTOR PARK RURAL KIRU SSS ALONG KARAYE ROAD 156. GSS KAFIN MAIYAKI BOYS KAFIN MAIYAKI TOWN RURAL KIRU SSS 157. GGASS YAKO SSS ALONG MADOBI ROAD RURAL MADOBI GIRLS 158. GJSS TSAUDAWA CO- TSAUDAWA ALONG YAKO MADOBI ROAD RURAL MADOBI EXIST B&G JSS SSS RURAL 159. GGSS KIRU GIRLS KIRU GABAS TOWN KIRU 160. GJSS DASHI CO-EXIST ALONG YAKO MADOBI ROAD RURAL KIRU B&G JSS 161. GGSS CHIRANCI SHIEKH JAFAR MAHMUD ROAD URBAN KUMBOTSO GIRLS SSS 162. GGASS CHALAWA SSS CHALAWA TOWN URBAN KUMBOTSO GIRLS 163. GGSS ABDU MARIRI 14 KM MARIRI OPP MAIDUGURI ROAD URBAN KUMBOTSO GIRLS SSS 164. SES TUDUN MALIKI BOYS TUDUN MALIKI QUARTERS URBAN KUMBOTSO SSS 165. GGASS PANSHEKARA GIRLS SSS PANSHEKARA TOWN URBAN KUMBOTSO 166. GGSS MEDILE MEDILE ALONG SABUWAR GANDU D/MALIKI ROAD URBAN KUMBOTSO GIRLS SSS 167. GGASS LIMAN IDI GIRLS SSS LAYIN CHAIRMAN MAIKALWA URBAN KUMBOTSO MAIKALWA 168. GSS DANLADI NASIDI BOYS MAIDUGURI ROAD URBAN KUMBOTSO SSS 169. GGAJSS GWAIMAI ZALLI GIRLS JSS SAYE GWARMAI ZALLI RURAL KUNCHI 170. GSS KUNCHI BOYS KUNCHI TOWN RURAL KUNCHI SSS 171. GGASS UNGUWAR SSS UNGUWAR GYARTAI RURAL KUNCHI GYARTAI GIRLS 172. GSS SHUWAKI BOYS ALONG LAMBA KAZAURE ROAD,SHUWAKI RURAL KUNCHI SSS RURAL 173. GGSS SHUWAKI GIRLS SSS SHUWAKI TOWN ALONG KUNCHI ROAD KUNCHI 174. GGASS RIMIN DADDO SSS KOFAR GABAS RIMIN DADDO RURAL KURA GIRLS 175. GGASS YAKASAI KURA SSS YAKASAI KARFI RURAL KURA GIRLS 176. GSS RUGAR DUKA RUGAR DUKA VILLAGE KURA RURAL KURA BOYS SSS 177. GGSS KURA ALONG ZARIA ROAD RURAL KURA GIRLS SSS 178. GGASS TANAWA SSS 100 KANO ZARIA ROAD KURA RURAL KURA GIRLS 179. GSS FRENCH ACADEMY BOYS KWANKWASO, TOWN RURAL MADOBI SSS 180. GGASS DABURAU GIRLS SSS LOCATED AT KWANKWASO TOWN RURAL MADOBI 181. GGASS MADOBI IYA SSS MADOBI ALONG YAKO ROAD RURAL MADOBI GIRLS 182. GSS-CHINESE COLLEGE -BOYS BOYS MADOBI KWANKWASO TOWN RURAL MADOBI SSS 183. GSS KWANKWASO BOYS BURJI-KWANKWASO ROAD RURAL MADOBI SSS 184. GGASS GORA SSS ALONG MADOBI YAKO ROAD RURAL MADOBI GIRLS 185. GGSS MADOBI MADOBI RURAL MADOBI GIRLS SSS 186. GJSS TANGAJI CO-EXIST 15 KLM DANMARKE SAYE ROAD RURAL MAKODA B&G JSS 187. GJSS SABARU CO-EXIST SABARU TOWN RURAL MAKODA GIRLS JSS 188. GGJSS SATAME SATAME TOWN RURAL MAKODA GIRLS JSS 189. GASS KANTUDU BOYS SSS KANTUDU TOWN RURAL MAKODA 190. GGSS MAKODA MAKODA TOWN RURAL MAKODA GIRLS SSS 191. GSIS CHIDARI CHIDARI TOWN RURAL MAKODA BOYS SSS 122 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 192. GSS MINJIBIR MINJIBIR TOWN RURAL MINJIBIR BOYS SSS 193. GGASS YAJIN RANA GIRLS SSS YAJIN RANA TOWN RURAL MINJIBIR 194. GGASS DUMAWA SSS KWANAR DUMAWA ALONG DAMBATTA DAURA ROAD RURAL MINJIBIR GIRLS 195. GGJASS KANTAMA KANTAMA MINJIBA RURAL MINJIBIR GIRLS JSS 196. GGISS KUNYA SSS BEHIND KUNYA PETROLEUM RURAL MINJIBIR GIRLS 197. GGJASS YAKASAI S/UNGUWA BIHIND ALKALI HANZA STREET URBAN MUNICPAL GIRLS JSS 198. GSS ENGR.BASHIR KARAYE BOYS NNDC QUARTERS SHARADA PLANERS STREET URBAN MUNICPAL SSS 199. GSS JAKARA BOYS JAKARA YANGURASA BESIDE KURMI MARKET URBAN MUNICPAL SSS 200. GGASS HASIYA BAYERO SSS NO 1 DURUMIN IYA BEHIND EMIR PALACE URBAN MUNICPAL GIRLS KANO 201. GSTC KANO BOYS ABDULLAHI BAYERO WAY, KANO URBAN MUNICPAL SSS 202. GGSS MARYAM ALOMA EMIR PALACE KOFAR NASSARAWA ROAD URBAN MUNICPAL GIRLS SSS 203. GGSS SHEKARA RIMI MARKET ROAD URBAN MUNICPAL GIRLS SSS 204. GGASS MARYAM SHEKARAU GIRLS SSS KWALLI ALONG POLICE STATION ROAD URBAN MUNICPAL 205. GGSS SHARADA SHARADA PHASE 1 URBAN MUNICPAL GIRLS SSS 206. GSS KOFAR NASARAWA BOYS ADJECENT TO SANI ABACHA STADIUM K/MATA URBAN SSS MUNICPAL 207. GGASS HOTORO NORTH SSS HOTORO NORTH URBAN NASARAWA GIRLS 208. GGSS TOKARAWA HADEJIA ROAD URBAN NASARAWA GIRLS SSS 209. GGSS GIGINYU GIGINYU QTRS NEAR KAWO URBAN NASARAWA GIRLS SSS 210. GGSS BADAWA BADAWA TSAUNI URBAN NASARAWA GIRLS SSS 211. GGJSS TUDUN WADA (DANKADAI) ALONG KAREFA ROAD TUDUDN WADA DANKADAI URBAN NASARAWA GIRLS JSS 212. GGSS DABO FRANCE ROAD URBAN NASARAWA GIRLS SSS 213. GGASS GAMA GIRLS SSS SANI BELLO STREET GAMA QUARTERS URBAN NASARAWA 214. GGASS TUDUN MURTALA GIRLS SSS TUDUN MURTALA URBAN NASARAWA 215. GGSS HOTORO SOUTH MASJID BEHIND HOTORO J. MOSQUE URBAN NASARAWA GIRLS SSS 216. GGSS HOTORO HOTORO NASSARA URBAN NASARAWA GIRLS SSS 217. GGSIS RANO BEHIND RANO CENTRAL MOTOR PARK OLD GRAVE YARD RANO GIRLS SSS RURAL 218. GSS SAYA SAYA SAYA SAYA TOWN KIBIYA LGA KIBIYA BOYS SSS RURAL 219. GGSS KURGUM SABON GARIN LIFUR RANO GIRLS SSS RURAL 220. GSS-AGRIC ACADEMY BOYS AGRIC TOWN RANO YALWA BOYS SSS RURAL 221. GSS RANO KIBIYA ROAD RANO BOYS SSS RURAL 222. GSIS TARAI BOYS ALONG SAYA SAYA ROAD RANO SSS RURAL 223. GJSS ZANGO CO-EXIST ZANGON DAN ABDU 1, GWARZO ROAD RIMIN GADO B&G JSS RURAL BOYS 224. GSISS RIMIN GADO SSS RIMIN GADO TOWN RURAL RIMIN GADO 225. GGJSS MAIGARI GIRLS MAIGARI TOWN RIMIN GADO JSS RURAL 226. GSS DOKADAWA DOKADAWA TOWN RIMIN GADO BOYS SSS RURAL 227. GJSS BUTU BUTU BUTU BUTU TOWN RIMIN GADO BOYS JSS RURAL 123 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 228. GSS YALWAN DANZIYAL BOYS YALWAN DANZIYAL TOWN RIMIN GADO SSS RURAL 229. GSS GULU BOYS GULU TOWN RIMIN GADO RIMIN GADO SSS RURAL 230. GGSISS YALWAN DANZIYAL YALWAN DANZIYAL TOWN RIMIN GADO GIRLS SSS RURAL 231. GGJASS GULU GULU TOWN ALONG WANGARA ROAD RIMIN GADO BOYS JSS RURAL SSS 232. GGASS RIMIN GADO GIRLS RIMIN GADO TOWN, ALONG GWARZO ROAD RURAL RIMIN GADO 233. GSS RIMIN GADO BOYS RIMIN GADO RIMIN GADO SSS RURAL 234. GGJSS SUNDU GIRLS SUNDU RURAL KARAYE JSS 235. GGASS ZAREWA SSS ZAREWA TOWN RURAL RANO GIRLS 236. GJSS KUREN BARDE BARDE TOWN RURAL ROGO BOYS JSS 237. GGSS ZOZA GIRLS ZOZA UNGUWAR SARKI ROGO SSS RURAL 238. GGSS BELI BELI MAKARFI ROAD RURAL ROGO GIRLS SSS 239. GGJASS FARURUWA GIRLS FARURUWA TOWN SHANONO JSS RURAL 240. GJSS KADAMU JIGAWAR KADAMU TOWN ALONG F/ROWA WARD RURAL SHANONO BOYS JSS 241. GSS SHANONO BOYS KAROFI KOKIYA ROAD SHANINI SHANONO SSS RURAL SSS 242. GGASS SHANONO GIRLS SHANONO TOWN RURAL SHANONO 243. GGJSS DUTSEN BAKOSHI GIRLS DUTSEN TOWN SHANONO JSS RURAL 244. GGASS SUMAILA SSS SUMAILA TOWN SUMILA GIRLS RURAL 245. GGSS SITTI KOFAR SHAGO SITTI SUMAILA SUMILA GIRLS SSS RURAL 246. GSS RIMI RIMI GABAS NO 1 TAURI ROAD SUMAILA SUMILA BOYS SSS RURAL 247. GASS GANI SSS GANI TOWN BOYS RURAL SUMILA 248. GSS SUMAILA BOYS SUMAILA TOWN ALONG RIMI ROAD SUMILA SSS RURAL 249. GGSS GALA GALA TOWN SUMILA GIRLS SSS RURAL SSS 250. GGASS RIMI GIRLS RIMI GABAS ALONG TARAI ROAD RURAL SUMILA 251. SSS TAKAI TOWN TAKAI GGASS TAKAI GIRLS RURAL 252. GGASS FALALI SSS ALONG TAKAI SUMAILA ROAD TAKAI GIRLS RURAL 253. GGJASS BIRNIN BAKO BIRNIN BAKO TOWN TAKAI GIRLS JSS RURAL 254. GGSS HUGUMA HUGUMA GARI RURAL TAKAI GIRLS SSS 255. KACHAKO RURAL TAKAI GGUC KACHAKO GIRLS SSS 256. GGASS DURBUNDE SSS DURBUNDE GAA RURAL TAKAI GIRLS 257. SSS URBAN GASS BABBAN GIJI BOYS KARKASARA BEHIND AMINU KANO MUNICPAL 258. BOYS URBAN GSS WALAWAI SSS HOTORO WALAWAI RIMIN BIRJI KANO TARAUNI 259. GGSS-FIRST LADIES MARIRI, ALONG MAIDUGURI ROAD URBAN COLLEGE KANO GIRLS SSS KUMBOTSO 260. URBAN GGSS DARMANAWA GIRLS SSS DARMANAWA QUARTERS MUNICPAL 261. URBAN GGSS BABBAN GIJI GIRLS SSS KARKASARA TARAUNI TARAUNI 262. GGSS HOTORO MARADI MARADI TOWN URBAN GIRLS SSS TARAUNI 263. GGJSS WANGARA GIRLS WANGARA TOWN TOFA JSS RURAL 264. BOYS TOFA DAMBATA TOFA GSS TOFA SSS RURAL 265. TOFA GSS LANGEL BOYS SSS LANGEL TOWN RURAL 124 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE SSS DOKA ALONG TOFA ROAD NEAR JUMAT MOSQUE 266. GGSS DOKA GIRLS RURAL TOFA 267. GGSS TOFA GIRLS SSS LOCATED AT TOFA TOWN RURAL TOFA 268. TOFA GJSS UNGUWAR RIMI B&G JSS ABOUT 5KM FROM GWARZO ROAD RURAL 269. SSS LAMBU DAMBATA TOFA GGASS LAMBU GIRLS RURAL 270. TOFA GJSS GAJIDA CO-EXIST B&G JSS GAJIDA TOWN, ABOUT 5KM FROM TOFA LGA RURAL 271. BOYS LAMBU TOWN TOFA GSS LAMBU SSS RURAL 272. TSANYAWA GJSS KOKAI CO-EXIST BOYS JSS KOKAI TOWN RURAL 273. TSANYAWA TSANYAWA GGSS TSANYAWA GIRLS SSS RURAL 274. BOYS TSANYAWA GSS KWANDAWA SSS KWANDAWA RURAL 275. TSANYAWA GSS TSANYAWA BOYS SSS TSANYAWA ALONG KATSINA ROAD RURAL 276. TSANYAWA GGSS HARBAU GIRLS SSS HARBAU TSANYAWA LGA RURAL 277. BOYS RURAL TSANYAWA GSS YANGANAU SSS YANGANAU TSANYAWA LGA 278. SSS KOFAR FADA ROAD ADJECENT PRIMARY HEALTH CARE TUDUN WADA GC TUDUN WADA BOYS RURAL 279. SSS DOGUWA GGASS BURJI GIRLS JOS ROAD BURJI DOGUWA RURAL 280. TUDUN WADA GGSS YARYASA GIRLS SSS ALONG KWANAR DANGORA JOS ROAD RURAL 281. SSS ALONG KAREFA ROAD TUDUDN WADA DANKADAI TUDUN WADA GGASS TUDUN WADA GIRLS RURAL 282. TUDUN WADA GSS NATA'ALA BOYS SSS NATA'ALA RURAL 283. BOYS NO 1 IKARA JUNCTION TUDUN WADA TUDUN WADA GSS DIM TUDUN WADA SSS DANKADAI RURAL 284. SEMI UNGOGO GGSS RANGAZA GIRLS SSS RANGAZA URBAN 285. SSS PANISAU TOWN SEMI UNGOGO GGASS PANISAU GIRLS URBAN 286. SSS UNGOGO MINJIBA SEMI UNGOGO GGASS UNGOGO GIRLS URBAN 287. KADAWA MINJIBA SEMI UNGOGO GGSS KADAWA GIRLS SSS URBAN 288. JAMBAKI, ALONG BELA ROAD SEMI UNGOGO GGSS JAMBAKI GIRLS SSS URBAN 289. GAYAWA, TOWN SEMI UNGOGO GGSS GAYAWA GIRLS SSS URBAN 290. SEMI UNGOGO GTC UNGOGO II BOYS SSS UNGOGO TOWN URBAN 291. GGJASS JUMAR GALADIMA WARAWA GIRLS JSS JUMAR GALADIMA RURAL 292. WARAWA GGJASS TANAGAR GIRLS JSS TANAGAR VILLIAGE RURAL 293. GIRLS WARAWA GGJASS GOGEL JSS GOGEL TOWN RURAL 294. WARAWA TOWN WARAWA GGSS WARAWA GIRLS SSS RURAL 295. BOYS WARAWA GTC WARAWA SSS WARAWA TOWN OPP. LGA SECT RURAL 296. WUDIL GGSISS WUDIL GIRLS SSS BEIND IZALA MOSQUE D/YANNANA RURAL 297. WUDIL GGSISS INDABO GIRLS SSS INDABO WARD WUDIL LOCAL GOVERNMENT RURAL 298. WUDIL GJSS ACHIKA BOYS JSS ACHIKA DARKI, MAIDUGURI RURAL 299. BOYS WUDIL GSCS WUDIL SSS ALONG GAYA ROAD INSIDE KUST RURAL 300. GSISS JUMAR DANFADAL WUDIL GIRLS SSS SABO GARI WUDIL INDABO RURAL 125 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 313. GIRLS BICHI GGJASS TSAURE JSS TSAURE ALONG SAYE BADUME ROAD BICHI RURAL 314. RURAL KUNCHI GGSS YANDADI GIRLS SSS ALONG LAMBA KAZAURE ROAD 315. RURAL TSANYAWA GGJSS YARGWANDA GIRLS JSS YARGWANDA 316. RURAL BICHI GGSS BICHI GIRLS SSS BICHI ALONG BAGWAI ROAD 317. RURAL BICHI GGSS CHIRANCI BICHI GIRLS SSS BICHI, TOWN 318. KUNCHI TOWN, RURAL KUNCHI GGSS KUNCHI GIRLS SSS 319. GJASS MALIKAWA GARU RURAL BICHI BOYS JSS LAMBA KUNCHI ROAD 320. TSANYAWA GJISS DUMBULUN BOYS JSS DUMBULUN TOWN RURAL 321. RURAL BAGWAI GJISS KIYAWA BOYS JSS KIYAWA TOWN, 322. GJSS DADDAUDA BOYS JSS LOCATED AT DADDAUDA RURAL BAGWAI 323. GJSS DUTSEN KARYA BOYS JSS LOCATED AT DUTSEN KARYA RURAL BICHI 324. RURAL KUNCHI GJSS GWADAMA BOYS JSS GWADAMA KUNCHI 325. GSS BURUN BURUN BOYS SSS BURUN BURUN, TOWN RURAL TUDUN WADA 326. RURAL KUNCHI GSS GWARMAI ZALLI BOYS JSS GWARMAI ZALLI TOWN 327. GJSS MALAMAWA RURAL SARARI BOYS JSS MALAMAWA SARARI TOWN BICHI 328. RURAL BICHI GJSS MUNTSIRA BOYS JSS ALONG GWARZO ROAD 329. SURFAN TOWN RURAL GJSS SURFAN BOYS JSS BAGWAI 330. TSANYAWA GJSS TATSAN BOYS JSS TATSAN GABAS RURAL 331. GJSS UNGUWAR GYARTAI RURAL KUNCHI BOYS JSS OFF LAMBA KAZAURE ROAD 332. RURAL BICHI GJSS WAIRE BOYS JSS ALONG KATSINA ROAD WAIRE TOWN 333. GJSS WURO BAGGA (BAGWAI) RURAL BAGWAI BOYS JSS WURO BAGGA 334. ALONG IDI CENTRAL MOSQUE RURAL BICHI GJSS YANDUTSE BOYS JSS 335. YANKAMAYE TSOHON GARI RURAL BICHI GJSS YANKAMAYE BOYS JSS 336. RURAL BAGWAI GJSS YANMAMMAN BOYS JSS YAMMAMMAN 337. RURAL BICHI GJSS YOLA BOYS JSS YOLA TOWN OPPOSITE JUMAAT MOSQUE 338. RURAL BICHI GJSS YOLA BOYS JSS YOLA TOWN OPPOSITE JUMAAT MOSQUE 339. GSS BADUME BOYS SSS ALONG KATSINA ROAD, RURAL BICHI 340. BICHI, ALONG KATSIAN ROAD RURAL BICHI GSS BUDE BOYS SSS 341. BICHI, LGA RURAL BICHI GSS CHIROMAWA BICHI BOYS SSS 342. DADDARAWA TOWN RURAL TSANYAWA GSS DADDARAWA BOYS SSS 343. DAMARGU TOWN RURAL BICHI GSS DAMARGU BOYS SSS 344. DANGADA RURAL BAGWAI GSS DANGADA BOYS SSS 345. ALONG KATSINA ROAD RURAL BICHI GSS DANZABUWA BOYS SSS 346. GOGORI RURAL BICHI GSS GOGORI BOYS SSS 347. RURAL BICHI GSS HARBAU BOYS SSS HARBAU TOWN TSANYAWA 348. BOYS RURAL BAGWAI GSS ROMO SSS ROMO 349. RURAL BICHI GSS SAYE BOYS SSS SAYE, TOWN 350. BOYS RURAL KUNCHI GSS YANDADI SSS ALONG LAMBA KAZAURE ROAD 126 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 351. RURAL DAWAKIN KUDU GASS DAWAKIN KUDU BOYS SSS DAWAKIN KUDU, LGA 365. GIRLS RURAL DAWAKIN KUDU GGJASS MATAGE JSS DAWAKIN KUDU TAMBURAWA 366. GIRLS RURAL KUNBOTSO GGJISS UNGUWAR RIMI JSS LOCATED ATA U/RIMI 367. GIRLS RURAL DAWAKIN KUDU GGJASS DAGINAWA JSS FEGIN DAGINAWA D/KUDU 368. URBAN KUMBOTSO GGJSS JAOJI GIRLS JSS LOCATED AT JAOJI QUARTER, KANO 369. GGJSS MA'AJI TAMBURAWA URBAN DAWAKIN KUDU GIRLS JSS LOCATED AT TAMBURAWA ZAARIA ROAD 370. URBAN KUMBOTSO GGS DAWAKIJI GIRLS SSS LAOCATED AT DAWAKIJI QAURTRES 371. URBAN KUMBOTSO GGSS CHALAWA (AWS) GIRLS SSS SITED AT CHALAWA QUARTERS 372. URBAN KUMBOTSO GGSS GURIN GAWA GIRLS SSS GURIN GAWA QUARTERS 373. URBAN DAWAKIN KUDU GGSS JIDO GIRLS SSS ALONG MAIDUGURI, ROAD 374. URBAN KUMBOTSO GGSS KUMBOTSO GIRLS SSS KUMBOTSO QTRS 375. URBAN KUMBOTSO GGSS WAILARI GIRLS SSS WAILARI QTRS 376. RURAL GJASS ZOGARAWA BOYS JSS ZOGARAWA, TOWN DAWAKIN KUDU 377. URBAN GJSIS KUMBOTSO BOYS JSS KUMBOTSO TOWN KUMBOTSO 378. GJSS KUYAN TAINNA BOYS JSS KUYAN TAINNA MADOBI ROAD URBAN KUMBOTSO 379. WAILARI PRIMARY SCHOOL OPPOSITE GJSS WAILARI BOYS JSS SAADATU RIMI COLLAGE OF EDUCATION URBAN KUMBOTSO 380. SABUWAR ZARA ALONG DAWAKIN KUDU GJSS ZARA BOYS JSS MARIRI YAN ITACE URBAN KUMBOTSO 381. GSS CHALAWA BOYS SSS MADOBI ROAD KANO URBAN KUMBOTSO 382. GSS DANBARE BOYS SSS DANBARE URBAN KUMBOTSO 383. GSS DANMALIKI BOYS SSS DANMALIKI TOWN ALONG OLD KBT ROAD URBAN KUMBOTSO 384. GSS GANO BOYS SSS 32 KLM ALONG MAIDUGURI ROAD GANO RURAL DAWAKIN KUDU 385. GSS GOGEL BOYS SSS GOGEL TOWN RURAL WARAWA 386. GSS JAOJI BOYS SSS KUMBOTSO LGA SHAGARI QUARTERS URBAN KUMBOTSO 387. GSS PANSHEKARA BOYS SSS ZAWACIKI ALONG PANSHEKARA ROAD URBAN KUMBOTSO 388. GSS SHEKA BOYS SSS SHEKA BUS STOP OPPSITE POLICE STATIONM URBAN KUMBOTSO 389. GSS TANAGAR BOYS SSS TANAGAR VILLIAGE, DORAWAR NAABBA RURAL WARAWA 390. BOYS GSS WARAWA SSS WARAWA LGA RURAL WARAWA 391. GSS YANKATSARI BOYS SSS YAKATSARI, TOWN RURAL DAWAKIN KUDU 392. GSS YARGAYA BOYS SSS LOCATEDA AT YARGAYA OFF MAIDUGUR RD RURAL DAWAKIN KUDU 393. KOFAR GABAS ALONG MAKOLE ROAD RURAL DAWAKIN KUDU GTC DAWAKIN KUDU BOYS SSS 394. SABON SAR QTRS, KANO URBAN GWALE BGGASS SABON SARA GIRLS SSS 395. GWALE QTRS, KANO URBAN GWALE GAC GWALE BOYS SSS 396. BOYS SSS GORON DUTSE YALWA URBAN DALA GASS YALWA 397. GIRLS SSS BEHIND DALA LOCAL GOVERNMENT URBAN DALA GGASS GWAMMAJA 398. GIRLS SSS K/NAISA, QTRS URBAN DALA GGASS KOFAR NAISA 399. ADAKAWA LINE BALA MAIYAFE URBAN DALA GGJSS ADAKAWA GIRLS JSS 400. YELWA DALA HILL URBAN DALA GGJSS ANWARU GIRLS JSS 401. LOCATED NEAR DUTSEN DALA URBAN DALA GGJSS BADA'IU GIRLS JSS 127 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 402. GGJASS UNGUWAR GIRLS JAKADA DISO JSS DISO QUARTERS, KANO URBAN GWALE 403. URBAN GGJSS FILIN DURIMI GIRLS JSS KURNAR ASABE NO. 652 DALA 404. URBAN GGJSS IMAMU MAGILI GIRLS JSS HAUSA SARARIN AWAISU KANO GWALE 405. MAITASA S PRIMASRY SCHOOL SANI MAINAGGE A URBAN GGJSS MAZAUNA GIRLS JSS GWALE 406. URBAN GGSS AISAMI GIRLS SSS AISAMI QUARTERS GWALE 407. URBAN GGSS BULUKIYA GIRLS SSS ALON AMINU KANO WAY DALA 408. GGSS DUKAWUYA GIRLS SSS ALONG FCE ROAD KOFAR FAMFO URBAN GWALE 409. GGSS JAEN SABON GIDA JAEN SABON GIDA BEHIND SHARADA POLICE STATION GIRLS SSS URBAN GWALE 410. 127 GARBAN GORA AVENUE GWAMMAJA GGSS KOFAR MAZUGAL GIRLS SSS YAN KOSAI URBAN DALA 411. GGSS SANI MAINAGGE GIRLS SSS MAINAGGE URBAN GWALE 412. GGSS TURAKI HASHIM GIRLS SSS DANDAGO QTRS URBAN GWALE 413. GJSS KURNA GIDAN KARA BOYS JSS GIDAN KARA URBAN DALA 414. GJASS KANSAKALI BOYS JSS NO 787 KABUGA AISAMI QUARTERS URBAN GWALE 415. GJSS CO-EXIST JAEN B&G JSS SHARADA JAEN ROAD URBAN GWALE 416. URBAN GJSS JILAWA CO-EXIST B&G JSS SHARADA INDUSTRIAL AREA GWALE 417. GJSS CO-EXIST KOFAR WAIKA URBAN B&G JSS UNGUWAR DABAI GWALE 418. URBAN GJSS GWAMMAJA BOYS JSS GWAMMAJA QTRS DALA 419. URBAN GJSS KUKA BULUKIYA BOYS JSS KUKA BULIKIYA QTRS DALA 420. KABUGA MINISTRY OF EDUCATION QUARTERS FCE URBAN GJTQ YAKUBU ADAMU BOYS JSS GWALE 421. URBAN GSS ABDU NALITI BOYS SSS KOFAR WAIKA ALONG KOFAR RUWA ROAD GWALE 422. URBAN GSS DALA BOYS SSS GWAMMAJA ALONG KOFAR RUWA DALA 423. URBAN GSS DORAYI KARAMA BOYS SSS DORAYI QTRS GWALE 424. GSS GORON DUTSE BOYS SSS URBAN GWALE 425. URBAN GSS GWALE BOYS SSS OPPOSITE GWALE POLICE STATION GWALE 426. URBAN GSS GWAMMAJA BOYS SSS GWAMMAJA ALONG DALA LGA DALA 427. URBAN GSS KOFAR DAWANAU BOYS SSS ALONG KWANAR TAYA, KOFAR DAWANAU, DALA 428. ARMY DAY SEC URBAN SCHOOL JANGUZA BOYS SSS LOCATED AT ALONG GWARO RD DALA 429. SSS DUNGURAWA TOWN RURAL GASS DUNGURAWA BOYS DAWAKIN TOFA 430. SSS FAGWALAWA DAMBATA, RURAL GASS FAGWALAWA BOYS DAMBATTA 431. JSS DAMBATTA, TOWN RURAL GDJSS BATTA BOYS DAMBATTA 432. JSS DAMBATTA TOWN, RURAL GDJSS DAMBATTA BOYS DAMBATTA 433. GDJSS KANTI DAMBATTA JSS SHAISKAWA AREA DAMBATTA BEHIND DANYA ROAD RURAL BOYS DAMBATTA 434. SSS ALONG SABON RUWA KOGUNA TOWN RURAL GGASS KOGUNA GIRLS MAKODA 435. GIRLS SSS KORE, VILLIAGE RURAL GGASS KORE DAMBATTA 436. GIRLS KUNNAWA TOWN RURAL GGJASS KUNNAWA JSS DAMBATTA 437. YARIMAWA, VILLIAGE RURAL GGJSS YARIMAWA GIRLS JSS TOFA 128 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 438. JANGUZA OFF GWARZO ROAD RURAL GGSIS JANGUZA GIRLS SSS TOFA RURAL 439. GGSS MAITSIDAU GIRLS SSS MAITSIDAU TOWN MAKODA RURAL 440. GISS DAMBATTA GIRLS SSS DAMBATTA DAMBATTA 441. RURAL GJASS KORE GIRLS JSS KORE VILLIAGE DAMBATTA 442. GJISS DANSUDU GIRLS JSS DANSUDU TOWN ALONG GWARZO ROAD RURAL TOFA 443. GJSIS MAKODA BOYS JSS MAKODA TOWN RURAL MAKODA 444. RURAL GJSS BARE BARI BOYS JSS ALONG KAZAURE ROAD BARE BARI MAKODA 445. RURAL GJSS DAN ITACE GIRLS JSS DAN ITACE VILLIAGE DAWAKIN TOFA 446. DAMFAMIN TOFA DAWAKIN TOFA RURAL GJSS DANFAMIN TOFA BOYS JSS DAWAKIN TOFA 447. GORON MAJE VILLEGE ALONG FAYAN FAYAN ROAD RURAL GJSS GORON MAJE BOYS JSS DAMBATTA 448. 18 KLM ALONG BICHI KATSINAWA ROAD RURAL GJSS GWAMAI BOYS JSS DAWAKIN TOFA 449. JIBGA, VILLIAGE RURAL GJSS JIBGA GIRLS JSS MAKODA 450. JOBE, VILLIAGE RURAL GJSS JOBE GIRLS JSS TOFA 451. RURAL GJSS RUWANTSA GIRLS JSS RUWANTSA VILLIAGE DAMBATTA 452. RURAL GJSS SARAUNIYA BOYS JSS SARAUNIYA DAWAKIN TOFA 453. GJSS YANOKO GIRLS JSS YANOKO VILLIAGE RURAL TOFA 454. GSIS LAMBU BOYS SSS LAMBU ALONG GWARZO ROAD RURAL TOFA 455. TOFA BEHIND TOFA LG SEC GSIS TOFA BOYS SSS RURAL TOFA 456. DAMBATTA KAZAURE ROAD SOUTHERN AJUMAWA GSS AJUMAWA BOYS SSS RURAL DAMBATTA 457. GSS CHEDI INGAWA GIRLS SSS ALONG BICHI ROAD DAWAKIN TOFA RURAL DAWAKIN TOFA 458. GSS DANDALAMA GIRLS SSS ALONG DAURA ROAD RURAL DAWAKIN TOFA 459. GSS DANGUGUWA GIRLS SSS OFF DAWAKIN TOFA ROAD RURAL DAWAKIN TOFA 460. BOYS DOKA TOWN GSS DOKA SSS RURAL TOFA 461. GSS GWANDA GIRLS SSS GWANDA VILLIAGE RURAL DAMBATTA 462. GSS GWARABJAWA GIRLS SSS DAMBATTA ROAD GWARABJAWA RURAL DAMBATTA 463. GSS JALLI GIRLS SSS JALLI VILLIAGE RURAL DAMBATTA SSS RURAL 473. GGASS FARAGAI GIRLS FARAGAI TOWN ALBASU 474. GGASS KACHAKO GIRLS SSS FILIN WRECA KACHAKO RURAL TAKAI 475. GIRLS SSS GGASS KADEMI GUNDA QUARTERS KADEMI RURAL GAYA 476. GIRLS SSS GGASS RINDA TOZO GAYA SOUTH RURAL GAYA 477. SSS RURAL GGASS SHAGOGO GIRLS SHAGOGO TOWN GAYA GAYA 478. GGASS TSANGAYA GIRLS SSS TSANGAYA TOWN ALBASU LGA RURAL ALBASU 479. ALBASU TOWN, RURAL GGJASS ALBASU GIRLS JSS ALBASU 480. GIRLS RURAL GGJASS DIRIBO JSS DURBUNDE ROAD DIRIBO TAKAI 481. GIRLS GGJASS FAJEWA JSS FAJEWA TOWN RURAL TAKAI 482. GIRLS RURAL GGJASS HUNGU JSS HUNGU TOWN GAYA 483. GIRLS JIBAWA CIKIN GARI ALONG MATSAWAR ROAD GGJASS JIBAWA JSS RURAL GAYA 484. GIRLS GGJASS KAFIN SIDDA JSS KAFIN SIDDA TOWN RURAL TAKAI 129 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 485. RURAL GGSS KARAN MAKAMA GIRLS SSS KARA MAKAMA AJINGI 486. GIRLS RURAL GGJASS ZUGA JSS ZUGA GIDAN DABINO AJINGI 487. GIRLS RURAL GGJISS SAYA SAYA JSS SAYA SAYA YAMMA ALBASU ALBASU 488. GIRLS RURAL GGJASS DAHO JSS DAHO ALBASU 489. GIRLS GGSS FARURUWA SSS ALONG KACHAKO DAMBAZAU ROAD RURAL TAKAI 490. GIRLS GGJSS HNM GAYA JSS SAYYADI ROAD LAWAN SALE ESTATE RURAL GAYA 491. GIRLS RURAL GGJSS KUNKURAWA JSS KUMNKURAWA VILLIAGE GAYA 492. GIRLS RURAL GGJSS TAKAI JSS TAKAI TOWN TAKAI 493. RURAL GASS AJINGI BOYS SSS AJINGI TOWN AJINGI 494. RURAL GJASS AMARAWA BOYS JSS AMARAWA TOWN GAYA ROAD GAYA 495. GIRLS SSS GAMARYA TOWN RURAL GGASS GAMARYA GAYA 496. GJASS HAMDULLAHI BOYS JSS HAMDULLAHI ALBASU LGA RURAL ALBASU 497. RURAL GJASS SAKWAYA BOYS JSS SAKWAYA TAKAI 498. RURAL GJASS ZANGON GULYA BOYS JSS ZANGON GULYA AJINGI 499. RURAL GJSS BALAN CO-EXIST BOYS JSS BALAN TOWN GAYA 500. BATAIYA TOWN RURAL GSS BATAIYA BOYS SSS ALBASU 501. GJSS GAMOJI BOYS JSS GAMOJI SHUWARIN ROAD RURAL GAYA 502. RURAL GJSS KWACHIYAWA BOYS JSS ALONG BIRNIN BAKO TAKAI TAKAI 503. RURAL GJSS KAYARDA BOYS JSS KAYARDA, VILLIAGE GAYA 504. GJTQS TORANKE BOYS JSS TORANKE TOWN ALONG JAHUN ROAD RURAL AJINGI 505. RURAL GSS BALARE BOYS SSS BALARE TOWN GAYA 515. BOYS RURAL GSS TORANKE SSS TORANKE TOWN ALONG JAHUN ROAD AJINGI 516. RURAL GSS ZUGA BOYS SSS ZUGA TOWN TAKAI 517. MAITAMA SULE SCIENCE COLLEGE GAYA BOYS SSS GAYA TOWN RURAL GAYA 518. SIS GAYA BOYS SSS BANGASHE ALONG AJINGI ROAD RURAL GAYA 519. GGJASS DUGURAWA GIRLS JSS DUGURAWA VILLIAGE RURAL RIMIN GADO 520. GGJASS YARBAGARUWA GIRLS JSS ALONG KAWO ROAD RURAL GWARZO 521. RURAL GJSS JUJI BOYS JSS SABON FEGIN JUJI RIMIN GADO 522. GJSS SABON LAYIN KARA RURAL BOYS JSS SABON LAYIN KARA GWARZO GWARZO 523. ALONG GWARZO ROAD GUDE,TOWN RURAL GTC GUDE, KABO BOYS SSS KABO GIRLS SSS RURAL 524. GGASS GWARZO SABUWAR UNGUWA GWARZO GWARZO 525. GGASS KUTAMA GIRLS SSS KUTAMA TOWN RURAL GWARZO 526. GIRLS RURAL GGJASS DANNAFADA JSS SABON GIDAN SARKIN DAWAKI ABUBAKAR GWARZO 527. GIRLS GGJASS DOKA-DAWA JSS DOKA DAWA OFF GWARZO ROAD RURAL RIMIN GADO 528. GIRLS DURUN TOWN KABO ALONG KARAYE JANGUZA RURAL GGJASS DURUN JSS KABO GIRLS SSS RURAL 529. GGASS GARO ALON GWARZO ROAD KABO 530. GIRLS GODIYA TOWN RURAL GGJASS GODIYA JSS KABO 130 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 531. GIRLS GGJASS INDABO JSS INDABO VILLAGE ALONG GWARZO ROAD RURAL RIMIN GADO 532. GIRLS SSS OLD SDP SECRETARIAT ALONG KABO KARAYE ROAD GGASS KABO RURAL KABO 533. BOYS GSS KUTAMA SSS KUTAMA RURAL GWARZO 534. GIRLS GGJASS LAKWAYA JSS LAKKWAYA TOWN RURAL GWARZO 535. GIRLS GGJASS MADADI JSS ALONG DAN AMALE ROAD RURAL GWARZO 536. GIRLS GGJASS MASANAWA JSS MASANAWA TOWN ALONG KABO RULU ROAD RURAL KABO 537. GGJASS SABON LAYIN KARA RURAL GIRLS JSS SABON LAYIN KARA TOWN GWARZO 538. GIRLS GGJASS TSAURE JSS TSAURE RURAL SHANONO 539. GIRLS GGSS RIJI SSS RIJI TSAUNI, ALONG KANO-GWARZO ROAD RURAL GWARZO 540. GIRLS GGJTQSS GWARZO SSS SABUWAR UGUWA BEHIND NITEL RURAL GWARZO 541. GIRLS GGSISS RUGOJI SSS RUGOJI VILLIAGE RURAL GWARZO 542. GIRLS GGSS GWARZO SSS KOFAR YAMMA RURAL GWARZO 543. GIRLS GGTQSS SALIHAWA SSS ALONG SHANONO ROAD RURAL GWARZO 544. GJASS CO-EXIST BASKORE BOYS JSS BASKORE TOWN RURAL KABO 545. GJSS DAKWARA BOYS JSS RIGA ALONG KARAYE ROAD RURAL GWARZO 546. GSS DANYA BOYS SSS TSOHON GARU, GWARZO RURAL Gwarzo 547. GJSS GUDE BOYS JSS GUDE TOWN RURAL KABO 548. GJSS JANBIRJI BOYS JSS ALONG GWARZO TSAURE ROAD RURAL BAGWAI 549. GJSS KANYE BOYS JSS KANYE TOWN KABO ROAD JUNCTION N RURAL KABO 550. GJSS SABON BIRNI CO- EXIST B&G JSS SABON BIRNI, GWARZO RURAL KABO 551. GJSS YAGWAMAWA BOYS JSS ALONG GWARZO -KARAYE ROAD RURAL GWARZO 552. GJTQSS KARKARI BOYS JSS KARKARI, ALONG GETSO ROAD RURAL GWARZO 561. GIRLS GGISS KOFAR FADA SSS KOFAR FADA RURAL ROGO 562. GIRLS GGJASS HORE JSS HORE TOWN ALONG ROGO BARI ROAD RURAL ROGO 563. GIRLS GGJASS KALEKU JSS DAMAGARI TOWN RURAL ROGO 564. GGJASS TUDUN KAYA GIRLS JSS TUDUN KAYA TOWN RURAL KARAYE 565. GGJASS ZANGO GIRLS JSS ALONG UNGUWAR FARI ROAD KARAYE RURAL KARAYE 566. GIRLS GGJISS HAGO JSS ALONG ROGO MAKARFI ROAD RURAL ROGO 567. GIRLS GGISS ROGO TASHA SSS ROGO TOWN RURAL ROGO 568. GIRLS GGJSS DEDERI JSS DEDRI TOWN KARAYE LGA RURAL KARAYE 569. GIRLS GGSS FULATAN SSS ALONG ZAREWA ROAD FULATAN RURAL ROGO 570. GIRLS ALONG ROGO ROAD GWANGWAN GGJSS GWANGWAN JSS UNGUWAR RIMI RURAL ROGO 571. GIRLS GGJSS KADANA JSS ALONG MAKARFI ROGO ROAD RURAL ROGO 572. GIRLS GGSS NASARAWA KUKI SSS NASSARAWAN KUKI RURAL BEBEJI 573. GIRLS GGJSS YANOKO JSS YANOKO TOWN ROGO RURAL ROGO 574. GIRLS GGJSS YOLA JSS YOLA TOWN KARAYE LGA RURAL KARAYE 575. GIRLS GGJSS ZAMFARAWA JSS ZAMFARAWA TOWN RURAL ROGO 131 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 576. GGSIS ROGO GIRLS SSS KOFAR YAMMA ROGO RURAL ROGO 577. GIRLS GGSS BARI SSS KADAFA BARI ROAD RURAL ROGO 578. GGSS FALGORE GIRLS SSS GFALGORE RURAL ROGO 579. GIRLS GGSS ROGO SSS FILIN KWALLO RURAL ROGO 580. GJASS ISA WAZIRI RAWUN BOYS JSS UNGUWAR MADAKI RAHAMA RWUN RURAL KIRU 581. ZAREWA BUS STOP ALONG ZAREWA DANGUZURI ROAD GASS ZAREWA BOYS SSS RURAL ROGO 582. GJSS BARBAJI BOYS JSS 18KLM AWAY FROM FULATAN EAST EWARD RURAL ROGO 583. GSS BARI BOYS SSS BARI TOWN ALONG ROGO RURAL ROGO 584. GJSS CO-EXIST BARGONI B&G JSS KIRU KARAYE ROAD RURAL KIRU 585. GSS DEDERI BOYS SSS DEDERI TOWN KARAYE RURAL KARAYE 586. GJSS FALGORE BOYS JSS KOFAR KUDU FALGORE ROGO RURAL ROGO 587. GJSS JAJAYE BOYS JSS JAJAYE SABON GARI RURAL ROGO 588. GSS KWANYAWA BOYS SSS ALONG DANKANJIBA ROAD KWANYAWA RURAL KARAYE 589. GJSS LIMANCHI BOYS JSS LIMANCHI QUARTERS GATE KARAYE RURAL KARAYE 590. GJSS TURAWA BOYS JSS TURAWA KARAYE RURAL KARAYE 591. GSS YAMMEDI BOYS SSS ALONG KARAYE KABO ROAD RURAL KARAYE 592. GJSS YARGANJI BOYS JSS YARGANJI ALONG TUDUN WADA JOS ROAD RURAL KIRU 593. GSS BELI BOYS SSS ALONG MAKARFI ROAD RURAL ROGO 594. GSS DANGORA BOYS SSS DANGORA ALONG KWANAR DANGORA RURAL KIRU 595. GSS FALGORE BOYS SSS KOFAR KUDU QUARTERS FALGORE RURAL ROGO 596. BOYS GSS FULATAN SSS ALONG MAKARFI ROAD RURAL ROGO 597. BOYS GSS GWANGWAN SSS ALONG SUNDU ROAD GWANGWAN RURAL ROGO 598. GSS ROGO BOYS SSS KAUYEN LIMAN ROGO RURAL ROGO 599. GSS SUNDU BOYS SSS SUNDU BAKIN KASUWA RURAL ROGO 600. GSS YAKO BOYS SSS MADOBI KIRU ROAD RURAL KIRU 601. GASS GUNDUTSE BOYS SSS GUNDUTSE KURA LGA RURAL KURA 602. GASS IRSHAD KURA BOYS SSS GWANJAWA QUARTER S KURA RURAL KURA 603. GGASS GARUN MALAM GIRLS SSS GARUN MALAM OPPOSITE LEA RURAL GARUN MALAM 604. GIRLS SSS GGASS KWANKWASO KWANKWASO, TOWN RURAL MADOBI 605. GGASS YADAKWARI GIRLS SSS YADAKWARI BYPASS GARUN MALAM RURAL GARUN MALAM 606. GIRLS GGISS MADOBI SSS ALONG KIRU ROAD RURAL MADOBI 607. GIRLS KURA IRSHAD KOFAR YAMMA ALONG ZARIA ROAD GGISS SANI MARSHAL SSS RURAL KURA 608. GIRLS GGJASS GUNDUTSE JSS GUNDUTSE TOWN RURAL KURA 609. GIRLS GGJASS KIRYA JSS KIRYA RIGAR DUKA RURAL KURA 610. GIRLS GGJASS KAURAN MATA JSS KAURAN MATA TOWN RURAL MADOBI 611. GIRLS GGJASS RIKADAWA JSS UNGUWAR SAKO RIKADAWA TOWN RURAL MADOBI 612. GGJSS MAKWARO AGALAWA GIRLS JSS AGALAWA TOWN ALONG KWIWA ROAD RURAL GARUN MALAM 132 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 613. GIRLS DANHASSAN TOWN ALONG RANO KANO ROAD GGSISS DAN HASSAN SSS RURAL KURA 614. GIRLS DANHASSAN TOWN ALONG RANO KANO ROAD GGSISS DAN HASSAN SSS RURAL KURA 615. GIRLS GGTQSSS KUBARACHI SSS KUBARACHI RURAL MADOBI 616. GIRLS GGTQSSS KUBARACHI SSS KUBARACHI RURAL MADOBI 617. DANHASSAN TOWN ALONG RANO KANO ROAD GJSIS DAN HASSAN BOYS JSS RURAL KURA 618. GJSS CHINKOSO BOYS JSS CHINKOSO KWARI MADOBI LGA RURAL MADOBI 619. GJSS DALILI BOYS JSS FEGIN DAN DA DALILI RURAL KURA 620. GJSS DORAWAR SALLAU BOYS JSS DORAWAR SALLAU RURAL GARUN MALAM 621. GJSS GAWO KURA BOYS JSS GAWO WARD KURA LGA RURAL KURA 622. GJSS IMAWA KURA BOYS JSS IMAWA VILLAGE RURAL KURA 623. GJSS KADAWA BOYS JSS KADAWA CIKIN GARI RURAL GARUN MALAM 624. GJSS KAFIN AGUR BOYS JSS 12KLM MADOBI ALONG MADOBI ROAD RURAL MADOBI 625. GJSS KOSAWA BOYS JSS KOSAWA VILLAGE KURA RURAL KURA 626. GJSS MAKWARO CHIKI BOYS JSS MAKWARO CIKIN GARI ZARIA ROAD RURAL GARUN MALAM 627. GJSS MARAYA BOYS JSS MARAYA MADOBI RURAL MADOBI 628. BICHI CHIROMAWA TOWN ALONG KATSINA GSS CHIROMAWA BOYS SSS ROAD RURAL BICHI 629. GSS DAKASOYE BOYS SSS DAKASOYE TOWN ALONG ZARIA ROAD RURAL GARUN MALAM 630. GSS DANHASSAN BOYS SSS DAN HASSAN TOWN ALONG RANO ROAD RURAL KURA 631. GSS DUKAWA BOYS SSS DUKAWA RURAL KURA 632. BOYS GSS GARUN BABBA SSS GARUN BABBA KUDUD RURAL GARUN MALAM 650. GGISS ZAURA DANBABA GIRLS SSS ZAUEA BELLA ROAD URBAN UNGOGO 651. GIRLS GGJASS GANDIRWAWA JSS GANDIRWAWA TOWN URBAN UNGOGO 652. GIRLS GGJASS JAJIRA JSS SIRE JAJIRA RURAL UNGOGO 653. GGJASS KANKARAWA GIRLS JSS KANKARAWA VILLAGE MINJIBIR RURAL MINJIBIR 654. GGJSS SABON GARIN RANGAZA GIRLS JSS SABON GARIN RANGAZA BELA ROAD URBAN UNGOGO 655. GGJASS URAN GIRLS JSS URAN TOWN RURAL GEZAWA 656. GGJASS ZUGACHI GIRLS JSS ALONG RIGIM ROAD RURAL MINJIBIR 657. GGJSS BABAWA GIRLS JSS KWANAR KARA OFF HADEJIA ROAD RURAL GEZAWA 658. GIRLS GGJSS GURUMA JSS GURUMA TOWN RURAL GEZAWA 659. GIRLS GGJSS JOGANA JSS JOGANA YAMMA YANDANKALI URBAN GEZAWA 660. GGJSS ZANGON BARE- GIRLS ZANGON BARE BARI TOWN KWANAR MADUGU GABAS BARI JSS URBAN UNGOGO 661. GIRLS GGSISS MINJIBIR SSS MINJIBIR RURAL MINJIBIR 662. GGSS BACHIRAWA TUKWANE GIRLS SSS TITIN JAJIRA KARSHEN KWALTA BACHIRAWA URBAN UNGOGO RURAL 663. GGSS MINJIBIR GIRLS SSS MIJIBIR TOWN MINJIBIR 664. GGSS SABON GARIN GADAN GIRLS SSS SABION GARIN GADAN RURAL UNGOGO 665. GIRLS OLICE STATION ZANGON DAKATA BELA HOSPITAL GGSS ZANGON GABAS SSS URBAN UNGOGO 133 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 666. GJASS ABASAWA BOYS JSS ABASAWA RURAL GEZAWA 667. GJASS GURJIYA BOYS JSS GURJIYA RURAL MINJIBIR 668. GJISS ABUZARRIL GAFFARI BOYS JSS GAFFARI RURAL MINJIBIR 669. GJISS GASGAINU MINJIBIR BOYS JSS ALONG BABURA ROAD BY PRP JUNCTION RURAL MINJIBIR 670. GJISS KAUKAI BOYS JSS KAUKAI RURAL MINJIBIR 671. GJISS KUNYA BOYS JSS KUNYA RURAL MINJIBIR 672. GJISS SARARIN GEZAWA BOYS JSS GEZAWA RURAL GEZAWA 673. GJSS BADAWA MJB BOYS JSS MINJIBIR,TOWN RURAL MINJIBIR 674. GJSS CO-EXIST SARBI B&G JSS ALONG BABURA ROAD KWANGO LINK RURAL MINJIBIR 675. GJSS YAUTAR KUDU BOYS JSS YAUTAR KUDU TOWN GABASAWA RURAL GABASAWA 676. GJSS YAUTAR KUDU BOYS JSS YAUTAR KUDU TOWN GABASAWA RURAL GABASAWA 677. GSISS U/JAMA'A BOYS SSS JAMA'A RURAL MINJIBIR 678. GSS BACHIRAWA BOYS SSS BACHIRAWA URBAN UNGOGO 679. GSS DANJA BOYS SSS DANJA TOWN RURAL GEZAWA 680. BOYS GSS GABASAWA SSS GUMEL ROAD GABASAWA RURAL GABASAWA 681. GSS GEZAWA BOYS SSS GEZAWA LGA RURAL GEZAWA 682. BOYS GSS GUNDUWAWA SSS 9KLM HADEJIA ROAD URBAN GEZAWA 683. GSS PANISAU BOYS SSS PANISAU URBAN UNGOGO 684. BOYS GSS TSAMIYA BABBA SSS TSAMIYA BABBA URBAN MINJIBIR 685. GSS UNGOGO BOYS SSS ALONG PANISAU ROAD URBAN UNGOGO 686. GSS YOLA WANGARA BOYS SSS WANGARA RURAL UNGOGO 687. GSS ZANGON GABAS BOYS SSS ZANGON RIMI BEHIND WAEC OFFICE URBAN UNGOGO 688. GSS ZAURA BABBA BOYS SSS ZAURA BABBA RURAL UNGOGO 689. GTC ZAKIRAI BOYS SSS GABASAWA RURAL GABASAWA 690. ADO BAYERO COLL OF QURANIC STUDIES BOYS SSS EMIR PALACE ROAD OPP SAS URBAN MUNICIPAL 691. BOYS ZOO ROAD OPPOSITE UNION BANK BRANCH KANO GSS ADO GWARAM SSS URBAN TARAUNI 692. GGJSS AISHA ABABULE GIRLS JSS NO 252 SHARADA FEGIN SUNUSI URBAN MUNICIPAL 693. GASS ALIYU SAIDU BEBEJI BEHIND ALIKO OILS AND GAS NIG OFF MAIDUGURI ROAD BOYS SSS TARAUNI URBAN TARAUNI 694. GASS HAUSAWA BOYS SSS 29 LINK BAWO ROAD HAUSAWA KANO URBAN TARAUNI 695. GASS KUNDILA BOYS SSS KUNDILA PHASE I MAIDUGURI ROAD URBAN TARAUNI 696. GIRLS SSS GGASS KOKI KOKI, QTRS URBAN MUNICIPAL 697. GIRLS SSS NO 113 KURMAWA QUARTERS ALONG DANAGUNDI GGASS MARYAM MUSA URBAN MUNICIPAL 698. GIRLS SSS NO 113 KURMAWA QUARTERS ALONG DANAGUNDI GGASS MARYAM MUSA URBAN MUNICIPAL 699. GGASS NAMAITUWO GIRLS SSS HOTORO DANMARKE TARAUNI LG URBAN TARAUNI 700. GGASS SAUDAT GIRLS SSS DAURAWA TARAUNI URBAN TARAUNI 701. GIRLS SSS GGASS TAHIR HARUNA TAHIR STREET GYADI GYADI URBAN TARAUNI 134 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 702. GIRLS SSS GGASS ZOO ROAD GANDUN ALBASA, QTRS URBAN MUNICIPAL 703. GGJASS KURNA DURUMIN ZUNGURA MASALLACHIN JALLI DURUMIN ZUNGURA GIRLS JSS STREET URBAN MUNICIPAL 704. GGJSS RIMI CITY GIRLS JSS YAKASAI, KANO CITY URBAN MUNICIPAL 705. GGSS SALLARI GIRLS SSS MAL. MAGAJI STREET SALLARI URBAN TARAUNI 706. GGJSS UNGUWAR GANO GIRLS JSS YAR AKWA BALA GAYA STREET URBAN TARAUNI 707. GGJSS YAKASAI D/Z GIRLS JSS YAKASAI B ALONG RIMI MARKET URBAN MUNICIPAL 708. GGSS FATIMA MUHD GIRLS SSS GYADI GYADI QUARTERS URBAN TARAUNI 709. GGSS FESTIVAL GIRLS SSS KOFAR YAMMOTA STREET URBAN MUNICIPAL 710. GGSS GADUN ALBASA GIRLS SSS ATIKU ABUBAKAR ROAD GANDUN ALBASA URBAN MUNICIPAL 711. GGSS GADUN ALBASA GIRLS SSS ATIKU ABUBAKAR ROAD GANDUN ALBASA URBAN MUNICIPAL 712. GGSS GIDAN MAKAMA GIRLS SSS EMIR PALACE ROAD BEHID MAKAMA MESIUM URBAN MUNICIPAL 713. GGSS HAUSAWA GIRLS SSS BAWO ROAD URBAN TARAUNI 714. GGSS KOFAR KUDU GIRLS SSS KOFAR KUDU EMIR PALACE KANO URBAN MUNICIPAL 715. GGSS KUNDILA GIRLS SSS KUNDILA URBAN TARAUNI 716. GGSS MARMARA GIRLS SSS MARMARA URBAN MUNICIPAL 717. ZARIA ROAD ADJECENT TO TARUNI LG SECRETARIAT GGSS UNGUWA UKU GIRLS SSS URBAN TARAUNI 718. GGSS YAKASAI GIRLS SSS YAKASAI BEHIND RIMI MARKET URBAN MUNICIPAL 719. GJASS ABUBAKAR SADIK BOYS JSS KWALWA/SHESHE URBAN MUNICIPAL 720. GJSS ADO YOLA BOYS JSS YOLA URBAN MUNICIPAL 721. GJSS KURMAWA BOYS JSS KURMAWA URBAN MUNICIPAL 722. GJSS KWALLI BOYS JSS SABUWAR KOFA URBAN MUNICIPAL 723. GJSS RUMFA BOYS JSS BUK ROAD BY SABUWAR KOFA URBAN MUNICIPAL 724. NO 144 TUKUNTAWA SPECIAL PRIMARY SCHOOL BEHIND ZOO GJSS TUKUNTAWA BOYS JSS ROAD URBAN MUNICIPAL 725. GSS-GOVERNORS COLLEGE KANO BOYS JSS NO 1 IBRAIM TAIWO ROAD URBAN FAGGE 726. GSS DAURAWA BOYS SSS BEHIND TARAUNI MARKET KANO URBAN TARAUNI 727. GSS GYADI-GYADI BOYS SSS GYADI GYADI SCHOOL STREET URBAN TARAUNI 728. GIRLS NO 321 ZANGO QUARTERS BEHIND KOFAR MATA GGASS HAFSAT DELU SSS URBAN MUNICIPAL 729. SABUWAR KOFA ALONG BUK -GIDAN MURTALA GSS SABUWAR KOFA BOYS SSS URBAN MUNICIPAL 730. UNGUWA UKU ALONG TARAUNI LG GSS UNGUWA UKU BOYS SSS SECRETARIAT URBAN TARAUNI 731. GSS UNGUWAR GANO BOYS SSS YAR AKWA BALA GAYA STREET URBAN TARAUNI 732. GGSS HASSANA SUFI GIRLS SSS KOFAR NASARAWA NEAR EMIR PALACE URBAN MUNICIPAL 733. GSTC KANO (NEW) GIRLS SSS DALAWA TOWN TUDUN WADA RANO URBAN DALA 734. ARMY DAY SEC SCHOOL BUKAVU BOYS SSS BUKAVU BRACKS, KATSINA ROAD URBAN NASARAWA 735. SSS GGADSS BUKAVU GIRLS GIRLS BUKAVU BRACKS, KATSINA ROAD URBAN DALA 736. AMINU GORO MODEL COLLEGE RIJIYAR LEMO BEHIND AZMAN FILLING STATION KANO STATE BOYS SSS URBAN FAGGE 135 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 737. GJASS ABDULLAHI SANI M/LUNGU BOYS JSS FAGGE, QUARTERS URBAN FAGGE 738. SSS GASS GIGINYU BOYS GIGINYU QUARTERS URBAN NASARAWA 739. SSS GASS LIMAN DATTI BOYS NASARAWA LGA URBAN NASARAWA 740. GIRLS SSS GGASS KAWAJI KAWAJI URBAN NASARAWA 741. GGASS MASALLACI FAGGE GIRLS SSS FAGGE URBAN NASARAWA 742. GIRLS SSS GGASS YANKABA UMAR ADAMU STREET YANKABA URBAN NASARAWA 743. GGJSS AL-AMIN GIRLS JSS IN NASARAWA QTRS URBAN NASARAWA 744. GIRLS GGJSS RIMIN KEBE JSS RIMIN KEBE FAKO INSIDE R/KEBE URBAN UNGOGO 745. GGJSS SALE MAI LEMO GIRLS JSS LEMO URBAN NSARAWA 746. GGSISS GWAGWARWA GIRLS SSS GWAGWARWA RURAL NASARAWA 747. GGSS DAKATA GIRLS SSS DAKATA URBAN NASARAWA 748. URBAN GGSS DANGANA GIRLS SSS DANGANA NASARAWA 749. GGSS MAGWAN GIRLS SSS MAGWAN URBAN NASARAWA 750. GGSS MAIKWATASHI GIRLS SSS MAIKWATASHI URBAN NASARAWA 751. GGSS TARAUNI GIRLS SSS TARAUNI URBAN NASARAWA 752. GJASS SHABABUL ISLAM BOYS JSS HADEJA RD YANKABA JIGIRYA URBAN NASSARAWA 753. GJASS URBAN BOYS JSS URBAN RURAL DAWAKIN 754. GJSIS JIGIRYA BOYS JSS JIGIRYA URBAN NASARAWA 755. GJSS BADAWA NASS BOYS JSS BADAWA URBA NASSARAWA 756. GJSS GAWUNA CE B&G JSS GAWUNA URBAN NASARAWA 757. GJSS GETSI BOYS JSS GETSI RURAL NASARAWA 758. GJSS KAWAJI YANKABA BOYS JSS YANKABA URBAN NASARAWA 759. GJSS KAWO CIKIN GARI BOYS JSS KAWO QTRS URBAN NASARAWA 760. GJSS KAWO SABON FEGI BOYS JSS SABON FEGIN JUJI URBAN WUDIL 761. GJSS KWACIRIN JOBE BOYS JSS JOBE URBAN FAGGE 762. GJSS LADANAI BOYS JSS LADANAI URBAN GWALE 763. GJSS NATSUGUNE BOYS JSS NATSUGUNE URBAN MUNICIPAL 764. GJSS NOMANS LAND BOYS JSS SABON GARI URBAN FAGGE 765. GJSS RABIU ZAKARIYYA BOYS JSS ZAKARIYYA URBAN DALA 766. GJSS RACE COURSE BOYS JSS RASE COURSE URBAN DALA 767. GJSS SAUNA KAWAJI BOYS JSS KAWAJI RURAL NASARAWA 768. GJSS TOKARAWA BOYS JSS TOKARAWA RURAL NASARAWA 769. GSCS AIRPORT ROAD BOYS SSS AAIRPORTROAD RURAL NASARAWA 770. GSS DABO BOYS SSS DABO URBAN NASARAWA 771. GSS DARERAWA BOYS SSS DARERAWA URBAN NASARAWA 772. GSS HOTORO BOYS SSS HOTORO URBAN NASARAWA 773. GSS KWAKWACHI BOYS SSS KWAKWACHI URBAN FAGGE 774. GSS MVA KUKA BOYS SSS OPPOSITE MASALLACI FAGGE URBN FAGGE 136 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 775. GSS STADIUM BOYS SSS STADIUM URBAN NASARAWA 776. GSS SUNTULMA GAMA BOYS SSS GAMA URBAN NASARAWA 777. BEHIND GIDAN GONA CEMETRY TARAUNI KANO GSS TARAUNIN KUDU BOYS SSS URBAN TARAUNI 778. GSS- MUKHTARI ADNAN DAY SCIENCE COLLEGE KANO BOYS SSS ALONG STATE ROAD RURAL MUNICIPAL 779. GGASS AA RANO LAUSU GIRLS SSS LAUSU TOWN KIBIYA ROAD RURAL RANO 780. GASS GWANERI BOYS SSS GWANERI TOWN RURAL BUNKURE 781. GASS K/GARBA BOYS SSS KAURAR GARBA TSOHON GARI RURUM RANO RURAL RANO 782. GIRLS SSS GGASS DASHERE RURUM TUDUN WADA TIGA ROAD RURAL RANO 783. GGJASS DALAWA GIRLS JSS DALAWA TOWN TUDUN WADA RANO RURAL TUDUN WADA 784. GGJASS GWAMMA GIRLS JSS SABON GARIN GWAMMA ALONG BUNKURE RURAL BUNKURE 785. GGJASS RUWAN KANYA GIRLS JSS ALONG RURUM ROAD RUWAN KANYA RURAL RANO 786. GIRLS GGJASS SAYA-SAYA JSS SAYA SAYA TOWN KIBIYA LGA RURAL KIBIYA 787. GGSIS KUMURYA GIRLS SSS KUMURYA BATSANGAYE ROAD RURAL BUNKURE 788. TARAI MAIN RODA NEAR TARAI CLINIC GGSIS TARAI GIRLS SSS OPPOSITE TARAI CENTRAL PRIMARY SCHOIOL RURAL KIBIYA RANO DAWAKI BEHIND RANO REHABILITATION CENTARE 789. GGSS RANO DAWAKI GIRLS SSS RURAL RANO 790. GGTQSS RANO GIRLS SSS SHAGARI QUARTERS RURAL RANO 791. GGTQSS RURUM GIRLS SSS ALONG RURUM TIGA ROAD RURAL RANO 792. GJISS BURUM BURUM BOYS JSS BURUM BURUM RURAL RANO 793. GJISS TSORO BOYS JSS TSORO FAMMAR WARD KIBIYA RURAL KIBIYA 794. GJSIS RURUM BOYS JSS RURUM RURAL RANO 795. GJSS BABURI BOYS JSS BABURI KOFAR FADA RURAL TUDUN WADA 796. GJSS CO-EXIST JIGAWAR SANDA B&G JSS 26 KLM OFF RANO TO GARKO ROAD RURAL BUNKURE 797. GJSS CO-EXIST SANDA B&G JSS SANDA RURAL BEBEJI 798. GJSS DALAWA BOYS JSS ALONG DARIYA ROAD RURAL TUDUN WADA 799. GJSS MAKUNTIRI CE B&G JSS KOFAR YAMMA MAKUNTURI RURAL BUNKURE 800. GJSS SAJI BOYS JSS SAJI WARD OPPOSITE SAJI JUMAA MOSQUE RURAL RANO 801. GJSS YALWA RANO (CO-EXIST) B&G JSS YALWA RANO RURAL RANO 802. GSIS JALABI BOYS SSS ZANGON JALABI RURAL BUNKURE 803. GSIS RANO BOYS SSS RURUM ROAD RANO RURAL RANO 804. ALONG KIBIOYA ROAD OPPOSITE SALBAS GSS AUTAN BAWO BOYS SSS FILLING STATION RURAL RANO 805. GSS BACHA BOYS SSS NARIYA TO BACHA ROAD RURAL KIBIYA 806. GSS BARKUM BOYS SSS ALONG RANO GARKO ROAD RURAL BUNKURE 807. GSS BARNAWA BOYS SSS BARNAWA TOWN RURAL BUNKURE 808. GSS BUNKURE BOYS SSS BUNKURE TOWN ALONG RANO ROAD RURAL BUNKURE 809. BOYS GWAMMA TOWN ALONG BUNKURE BONO ROAD GSS GWAMMA SSS RURAL BUNKURE 137 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 810. GSS RURUM BOYS SSS RURUM ROAD RANO RURAL RANO 825. GGSS WAK GIRLS SSS WAK WARD BEBEJI LGA RURAL BEBEJI 826. GGTQSS DOGUWA GIRLS SSS ALONG DOGUWA ROAD RURAL DOGUWA 827. GGTQSS TUDUN WADA GIRLS SSS ALONG TUDUN WADA -FASKA ROAD RURAL TUDUN WADA 828. GJASS CO-EXIST DAMAU B&G JSS EASTERN DIRECTION FROM BEBEJI TOWN RURAL BEBEJI 829. ALONG KANO JOS ROAD BAGAUDA PRIMARY SCHOOL GJASS GARGAI BOYS JSS RURAL BEBEJI 830. GJSS CO-EXIST ANADARIYA B&G JSS ANADARIYA RURAL KIRU 831. GJSS CO-EXIST DARIYA SHERE B&G JSS DARIYA SHERE RURAL KIRU 843. GSS DOGUWA BOYS SSS ALONG DOGUWA TO YAMMATA ROAD RURAL DOGUWA 844. GSS FASKAR MA'AJI BOYS SSS FASKAR MAAJI RUGU RUGU RURAL TUDUN WADA 845. GSS FASKAR WAMBAI BOYS SSS FASKAR WAMBAI RURAL BEBEJI 846. GSS GWARMAI BOYS SSS ALONG KANO-ZARIA EXPRESS WAY GWARMAI RURAL BEBEJI 847. BOYS GSS RIRUWAI SSS RIRUWAI BEHIND INEC OFFICE RIRUWAI RURAL DOGUWA 873. GJISS JIGAWARE BOYS JSS JIGAWARE RURAL SUMAILA 874. GJSS BUDA BOYS JSS BUDA GARKO ALONG KIBIYA ROAD RURAL GARKO 875. GJSS DAGORA BOYS JSS DAGORA KOFAR KUDU SUMAILA RURAL SUMAILA 876. GJSS DAGUMAWA BOYS JSS DAGUMAWA WUDIL RURAL WUDIL 877. GUNABUS VILLIAGE GJSS GUNNABUS BOYS JSS RURAL SUMAILA 878. ALONG SUMAILA ROAD GJSS KANAWA BOYS JSS RURAL SUMAILA 879. ALONG GARKO ROAD GJSS KARFAU BOYS JSS RURAL GARKO 880. GJSS KATAI BOYS JSS ALONG WUDIL ROAD RURAL WUDIL 881. ALONG SUMAILA ROAD GJSS MAGAMI BOYS JSS RURAL SUMAILA 882. ALONG SUMAILA ROAD GSS MASSU BOYS SSS RURAL SUMAILA 883. GSS GARKO DAUSAI BOYS SSS GARKO TOWN RURAL GARKO 884. GSISS MA'AJI SUMAILA BOYS SSS KOFAR KUDU MANDAWARI QUARTERS RURAL SUMAILA 885. GSISS DAKARE BOYS SSS DAKARE VILLAGE RURAL GARKO 886. BOYS GSS DAL SSS KOFAR GABAS DAL RURAL GARKO 887. GSS DARKI BOYS SSS DARKI TOWN ALONG KARI MAIDUGURI ROAD RURAL WUDIL 888. GSS GALA BOYS SSS GALA TOWN RURAL SUMAILA 889. GSS GARKO BOYS SSS ALONG GARKO CENTRAL MOTOR PARK RURAL GARKO 890. GSS INDABO BOYS SSS INDABO WUDIL RURAL WUDIL 891. GSS KAFIN CHIRI BOYS SSS ALONG GARIN ALI ROAD RURAL GARKO 892. BOYS GSS SARINA SSS SARINA TOWN GARKO RURAL GARKO 893. GSS UTAI BOYS SSS UTAI TOWN RURAL WUDIL 894. GSS WUDIL BOYS SSS OFF KUST GAYA ROAD URBAN WUDIL 895. GSS MAKODA BOYS SSS DAMBATTA KAZAURE ROAD RURAL DAMBATTA 896. SIS HABU DAMBATTA BOYS SSS DAURA ROD DAMBATTA RURAL DAMBATTA 138 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 897. GSS MAITSIDAU BOYS SSS MAITSIDAU TOWN KOGUNA ROAD RURAL MAKODA 913. GJSIS YAHAYA HAMMA CE B&G JSS GURJIYA GARKO RURAL GARKO 914. GSS GARKO SAWA BOYS SSS SAWA OPPOSITE GARKO MARKET RURAL GARKO 915. GJSS LAMIRE BOYS JSS LAMIRE TOWN RURAL GARKO 916. RIMI TOWN KOFAR FADA NEAR CENTRAL MOSQUE GSISS ABUBAKAR RIMI BOYS SSS RURAL SUMAILA 917. GJASS MAGAMI BOYS JSS MAGAMI RURAL SUMAILA 918. GJSS KULA BOYS JSS KULA TOWN SUMAILA LGA RURAL SUMAILA 919. GSS GARUN ALI BOYS SSS GARIN ALI TOWN RURAL GARKO 920. GSS TUDUN KAYA BOYS SSS KOFAR FADA TUDUN KAYA TOWN KARAYE RURAL KARAYE 921. DAURA VILLAGE OPPOSITE DAURA CENTRAL PRIMA SCHOLL GJSS DAURA CE B&G JSS RURAL KARAYE 922. GJSS UNGUWAR TOFA CE B&G JSS KARAYE UNGUWAR TOFA RURAL KARAYE 923. GSISS KARAYE BOYS SSS ALONG KOFAR FADA BAURAWA STREET RURAL KARAYE 924. GJSS UNGUWAR MANI BOYS JSS KIRU KARAYE RURAL KARAYE 925. GJSS ZUNGURAU BOYS JSS ZUNGURAU VILLAGE KARAYE - KABO ROAD RURAL KARAYE 926. GJSS TORANKAWA BOYS JSS ALONG KIRU ROAD BY MARKET SITE KARAYE RURAL KARAYE 927. GJSS TINKIS KARAYE BOYS JSS TINKIS VILLAGE RURAL KARAYE 928. GJSS YALWAN PAKI CE B&G JSS ALONG YAKO KAFIN MAIYAKI RTOAD RURAL KARAYE 929. GJSS DANSOSHIYA CE B&G JSS ALONG GABARI ROAD KIRU LGA RURAL KIRU GIRLS SSS 930. GGASS KARA KARA QTRS RURAL GWARZO 931. GJSS GABARI BOYS JSS ALONG DANSOSHIYA ROAD RURAL KIRU 932. GJSS BAUDA CE B&G JSS BAUDA, TOWN RURAL KIRU 933. GJASS KIRU BOYS JSS KIRU RURAL KIRU 934. GSS YANOKO BOYS SSS ALONG BEBEJI ROAD RURAL ROGO 935. GSS ZOZA BOYS SSS ZOZA CIKIN GARI RURAL ROGO 936. GSS ZAREWA BOYS SSS ALONG BELI ROAD RURAL ROGO 937. GJSS RAFIN DADI ROGO BOYS JSS RAFIN DADI ROGO TOWN RURAL ROGO 938. GJSS U/MAKERA BOYS JSS UNGUWAR MAKERA ALONG KIRU YAKO ROAD RURAL KIRU 939. GGJSS DUTSEN AMARE GIRLS JSS DUTSEN AMARE RURAL ROGO 940. GJISS HUNGU BOYS JSS HUNGU ALBASU LGA RURAL ALBASU 941. GGSS BATAIYA GIRLS SSS ALONG FARAGAI TO GWANGWARANDAN RURAL ALBASU 942. GSS HUNGU BOYS SSS HUNGU ALONG MAIDUGURI ROAD ALBASU RURAL ALBASU 954. GSS MUNTURE BOYS SSS MUNTURE TOWN RURAL RANO 955. GSS MUNTURE BOYS SSS MUNTURE TOWN RURAL RANO 956. HGJSS SHANGU CE B&G JSS RANO SHANGU LAUSU WARD RURAL RANO 957. GJASS RURUM CE B&G JSS RURUM TO TIGA ROAD RANO RURAL RANO 958. GSIS BUNKURE BOYS SSS GIDAN KAJI BUNKURE ALONG RANO ROAD RURAL BUNKURE 959. GSS JALLORAWA BOYS SSS ALONG GURJIYA TOWN JALLORAWA RURAL BUNKURE 139 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 960. GSIS BARKUM BOYS SSS KOFAR YAMMA BARKUM RURAL BUNKURE 961. GSS KULLUWA BOYS SSS KULLUWA ALONG RANO TO KARFI ROAD RURAL BUNKURE 962. GSS KUMURYA BOYS SSS KUMURYA TOWN RURAL BUNKURE 963. GJSS J/DUNDU BOYS JSS DUNDU SABON GARI RURAL BUNKURE 964. GSS KIBIYA BOYS SSS ALONG KIBIYA SAYA SAYA ROAD RURAL KIBIYA 965. GIRLS SSS GGASS UNGUWAR GAI UNGUWAR GAI ALONG GARKO FROM KIBIYA RURAL KIBIYA 966. GGJISS BURUM -BURUM BOYS JSS BURUM, BURUN RURAL KIBIYA 967. GSS BM GETSO BOYS SSS GETSO RURAL GWARZO 968. GSIS GWARZO BOYS SSS GWARZO RURAL GWARZO 969. SIS RIJI GANGARE BOYS SSS SANTAR KISHI, TSAURE ROAD RURAL GWARZO 970. HCQ GWARZO BOYS SSS KOFAR YAMMA, GWARZO RURAL GWARZO 971. GJSS KOYA BOYS JSS KOYA VILLIAGE RURAL GWARZO 972. 8KLM ALONG KANO ROAD NEAR YANKIFI GJSS JANBARDE BOYS JSS BESIDE GUDE DAM RURAL GWARZO 973. GJSS RUGOJI BOYS JSS LAKWAYA TOWN RURAL GWARZO 985. GSS TIGA BOYS SSS ALONG JOS ROAD TIGA RURAL BEBEJI 986. GSS NASARAWAN KUKI BOYS SSS KUKI TOWN RURAL BEBEJI 987. GSS KARA BOYS SSS KARA RURAL GWARZO 988. GSS RAHAMA BOYS SSS ALONG RAHAMA TIGA ROAD RURAL BEBEJI 989. GJSS KASUWAR DOGO BOYS JSS BESIDE ZARIA ROAD NEAREST TO DAKATSALLE RURAL BEBEJI 990. GJSS KOFA BOYS JSS ALONG BEBEJI ROAD KOFA BEBEJI LGA RURAL BEBEJI 991. WAK DAKATSALLE ALONG KANO -KADUNA EXPRESS WAY GSS WAK BOYS SSS RURAL BEBEJI 992. GGSS TUDUN WADA GIRLS SSS TUDUN WADA` RURAL TUDUN WADA` 993. GSS YARMARAYA BOYS SSS YARMARAYA TOWN ALONG JOS ROAD RURAL TUDUN WADA 994. GSS KAREFA BOYS SSS KAREFA TOWN TUDUN WADA RURAL TUDUN WADA 995. GJSS TUDUN WADA BOYS JSS TUDUN WADA RURAL TUDUN WADA 996. GSS YARKAWO BOYS SSS YARKAWO ALONG JOS ROAD RURAL TUDUN WADA 997. GSS KABO BOYS SSS ALONG KABO ROAD RURAL KABO 998. GJSS RUGU-RUGU CE B&G JSS RUGU RUGU RURAL TUDUN WADA 999. GJSS JAMMAJE BOYS JSS JAMMAJE RURAL TUDUN WADA 1000. GSS DADIN KOWA BOYS SSS ALONG KANO-JOS ROAD , DADIN KOWA RURAL DOGUWA 1001. GSS BURJI BOYS SSS BURJI TOWN ALONG KANO-JOS ROAD RURAL DOGUWA 1002. GSS TAGWAYE BOYS SSS ALONG KANO JOS ROAD RURAL DOGUWA 1003. ALONG KANO-JOS ROAD CLOSE TO AGAJI TOWN GJSS RUFA'I BOYS JSS RURAL DOGUWA 1004. GJSS BAHAWA BOYS JSS BAHAWA, TOWN RURAL DOGUWA 1005. GJSS ZAINABAWA CE B&G JSS ZAINABI DOGUWA RURAL DOGUWA 1006. GSS KOKI BOYS SSS NO 27 GWANI NA DUDU STREET KOKI URBAN MUNICIPAL 1007. GSS SHARADA BOYS SSS SHARADA URBAN MUNICIPAL 1008. EMIR PALACE ROAD BEHIND UNITY BANK CITY BRANCH HIS SHAHUCHI BOYS SSS URBAN MUNICIPAL 140 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 1009. RUMFA COLLEGE BOYS SSS BUK ROAD URBAN MUNICIPAL 1010. NO 306 EMIR PALACE ROAD NEAR KWALLI POLICE STATTION SAS KANO BOYS SSS URBAN MUNICIPAL 1011. GSS DARMANAWA BOYS SSS DARMANAWA RINJI URBAN TARAUNI 1012. GSS HAUSAWA MODEL BOYS SSS HAUSAWA URBAN TARAUNI 1013. GSS KUNDILA BOYS SSS KUNDILA HAUSING PHASE III ZARIA ROAD URBAN TARAUNI 1014. GGSS UMMA ZARIA GIRLS SSS NO 721 KOKI URBAN MUNICIPAL 1015. GIRLS SSS TARAUNIN KUDU BESIDE GRAVEYARD BEHIND MARKET GGASS TARAUNIN KUDU URBAN TARAUNI 1016. GJSS DAN'AGUNDI BOYS JSS DAN'AGUNDI URBAN MUNICIPAL 1017. GJSS JAKARA BOYS JSS JAKARA URBAN MUNICIPAL 1018. GJSS KOFAR NASARAWA YANBITA BOYS JSS KOFAR NASAARAWA YANBITA URBAN MUNICIPAL 1019. BOYS SSS GC KANO (KTC) TUDUN WADA ROAD SABON GARI URBAN FAGGE 1020. GJSS KOFAR WAMBAI BOYS JSS KOFAR WAMBAI URBAN MUNICIPAL 1021. GJSS KARFI BOYS JSS KARFI RURAL BEBEJI 1022. GJSS SALANTA BOYS JSS SALANTA SHARADA URBAN MUNICIPAL 1023. GJSS SHAHUCHI BOYS JSS KASUWAR RIMI URBAN MUNICIPAL 1024. GJSS AUDU MANAGER DINYAR MADUGU BOYS JSS MADUGU RURAL BEBEJI 1025. GGJASS HASIYA BAYERO GIRLS JSS OPP CITY CENTRA MOSQUE URBAN MUNICIPAL 1026. GGJASS MAIGARI SHESHE GIRLS JSS SHESHE QUARTERS ALONG NAGODA STREET URBAN MUNICIPAL 1027. GGJASS SULE USMAN GIRLS JSS SHARADA GIDAN GARI URBAN MUNICIPAL 1028. GGJASS DAMBAZAU GIRLS JSS DAMBAZAU URBAN MUNICIPAL 1029. GGJSS KACHAKO GIRLS JSS KACHAKO TOWN RURAL TAKAI 1030. SIS BICHI BOYS SSS BICHI TOWN RURAL BICHI 1031. GGSS BADUME GIRLS SSS BADUME TOWN RURAL BICHI 1032. GJSS HAGAWA BOYS JSS HADAWA VILLAGE ALONG KTSINA ROAD RURAL BICHI 1033. GJSS D/DORAWA BOYS JSS DORAWA RURAL BAGWAI 1034. GJSS GARIN BATURE BOYS JSS BATURE RURAL BAGWAI 1035. GSS KIYAWA BOYS SSS KIYAWA TOWN RURAL BAGWAI 1036. GSS RIMIN DAKO BOYS SSS RIMIN DAKO RURAL BAGWAI 1037. GSISS MOJI BOYS SSS MOJI TOWN RURAL BAGWAI 1038. GSS JAJIRA BOYS SSS JAJIRA URBAN UNGOGO 1039. GJIS ROMO BOYS SSS ROMO RURAL BAGWAI 1040. GGJSS DANGADA GIRLS JSS DANGADA TOWN BEHIND GSS DANGADA RURAL BAGWAI 1041. GJSS SARE-SARE BOYS JSS SARE SARE ALONG UNGUWAR TOFA ROAD RURAL BAGWAI 1042. GJASS BAGWAI BOYS JSS BAGWAI TOWN ALONG GWARZO ROAD RURAL BAGWAI 1043. GGSS KASUWAR KUKA GIRLS SSS KASUWAR KURA RURAL KUNCHI 1044. GJSS KUNYA BOYS SSS ALONG BABURA ROAD RURAL MINJIBIR 1045. GSS KABAGIWA BOYS SSS 72 KLM KWASKI ALONG KATSINAWA ROAD RURAL TSANYAWA 141 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 1046. GSS GURUN BOYS SSS GURUN TOWN 6KLM FROM TSANYAWA RURAL TSANYAWA 1047. GGJSS B/TSANYAWA GIRLS JSS TSANYAWA TOWN RURAL TSANYAWA 1048. GJSS KOKAI BOYS JSS KOKAI TOWN RURAL TSANYAWA 1049. GJASS JIGILAWA BOYS JSS JAMAA JIGILAWA RURAL TSANYAWA 1050. GJSS FARSA BOYS JSS DADIN ZAMA FARSA RURAL TSANYAWA 1051. GJSS GURUN BOYS JSS GURUN TSANYAWA RURAL TSANYAWA 1052. KOFAR DAWANAU ROAD ALONG BUK CONTINUE EDUC GSS KOFAR RUWA BOYS SSS URBAN DALA 1053. GJSS DUTSEN DALA BOYS JSS BALA DPO LINE URBAN DALA 1054. GSS TUDUN BOJUWA BOYS SSS BOJUWA URBAN DALA 1055. GJSS SPECIAL EDUCATION GAWUNA BOYS JSS GAWUNA URBAN NASARAWA 1056. GJSS KOFAR KABUGA BOYS JSS KABUGA SPECIAL PRIMARY SCHOOL URBAN GWALE 1057. GJSS PROFESSOR IYY BOYS JSS GWAMMAJA ALONG DALA URBAN DALA 1058. GGSS JANBULO GIRLS SSS KABUGA HOUSING ESTATE URBAN GWALE 1059. GGSS DORAYI BABBA GIRLS SSS ADJACENT TO DANSARARI URBAN GWALE 1060. GSS KURNA BOYS SSS ALONG KURNA LAYIN SHATA URBAN DALA 1061. SPORT ACADEMY KANO BOYS SSS LOKON MAKERA KOFAR NAISA BUK ROAD URBAN GWALE 1062. GSS WARURE D/AHMAD BOYS SSS NEAR GWALE LG SECRETARIAT URBAN GWALE 1063. GJSS ABDULLAHI ABBAS K/NAISA BOYS JSS KOFAR NAISA URBAN GWALE 1064. GJSS MAYANKA BOYS JSS YANAWAKI KANO URBAN MUNICIPAL 1065. GSS YARKWADI BOYS SSS KAIGAMA QUARTERS DALA URBAN DALA 1066. GSS KARAR MAKAMA BOYS SSS MAKAMA URBAN AJINGI 1067. SIS LOKON MAKERA BOYS SSS LOKON MAKERA GWLAE URBAN GWALE 1068. GTC DADIN KOWA BOYS SSS SABON GARIN DADIN KOWA RURAL DOGUWA 1069. GTC SUMAILA BOYS SSS SUMAILA KANO ROAD RURAL SUMAILA 1070. GTC DAMBATTA 1 BOYS SSS KOFAR GABAS DAMBATTA RURAL DAMBATTA 1071. GTC GEZAWA BOYS SSS MINJIBIR ROAD GEZAWA URBAN GEZAWA 1072. GTC RANO BOYS SSS ZAMBUR ALONG KARFI ROAD RANO RURAL RANO 1073. GTC GANI BOYS SSS GANI TOWN RURAL SUMAILA 1074. GTC BICHI BOYS SSS BICHI TOWN RURAL BICHI 1075. GTC ROGO BOYS SSS ROGO TOWN RURAL ROGO 1076. GTC WUDIL BOYS SSS ALONG GARKO ROAD RURAL WUDIL 1077. GTC BAGWAI BOYS SSS ALONG BICHI GWARZO ROAD BAGWAI RURAL BAGWAI 1078. GTC DAWAKIN TOFA BOYS SSS YARKANYA VILLAGE ALONG DAWAKI ROAD URBAN DAWAKIN TOFA 1079. GTC SANI ABACHA BOYS SSS SANI ABACHA YOUTH CENTER MADOBI ROAD URBAN KUMBOTSO 1080. GTC UNGOGO 1 BOYS SSS UNGOGO TOWN URBAN UNGOGO 1095. GSS KURU BOYS SSS KURU TOWN ALONG KANO ROAD RURAL MINJIBIR 1096. GGJSS TARDA GIRLS JSS TARDA VILLAGE ALONG MINJIBIR ROAD RURAL UNGOGO 1097. GJSS ZAKIRAI BOYS JSS CHIKAWA GABASAWA RURAL GABASAWA 142 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 1098. GSS ZUGACHI BOYS SSS ZUGACHI GABASAWA LGA RURAL GABASAWA 1099. GJSS DADIN DUNIYA BOYS JSS GUIMEL ROAD GABASAWA RURAL GABASAWA 1100. GJSS JODA BOYS JSS JODA VILLAGE GABASAWA RURAL GABASAWA 1101. SIS ZALIHA BOYS SSS MINJIBIR TOWN RURAL MINJIBIR 1102. GJSS KWARKIYA BOYS JSS KWARKIYA VILLAGE ALONG BABURA ROAD RURAL MINJIBIR 1103. GSS KANTAMA BOYS SSS KANTAMA RURAL MINJIBIR 1104. GJSS KARMAMI BOYS JSS KARMAMI RURAL GABASAWA 1105. GSS RIMIN GATA BOYS SSS RIMIN GATA COMMUNITY URBAN UNGOGO 1106. GGJASS GURJIYA BOYS JSS GURJIYA TOWN RURAL DAWAKIN KUDU 1107. GJSS TSAKUWA BOYS JSS TSAKUWA RURAL DAWAKIN KUDU 1108. GSS DANKUNKURU BOYS SSS DANKUNKURU RURAL UNGOGO 1109. GSS KUNYA BOYS SSS KUNYA TOWN ALONG MINJIBIR ROAD RURAL MINJIBIR 1110. GSS GURJIYA BOYS SSS GURJIYA VILLIAGE RURAL DAWAKIN NUDU 1111. GJSS MINJIBIR BOYS JSS ALONG MINJIBIR GEZAWA RURAL MINJIBIR 1112. KADAWA MILITARY ZANGON KAYA ROAD UNGOGO GSS KADAWA BOYS SSS RURAL UNGOGO 1113. UNGOGO TOWN OPPOSITE UNGOGO GJSS WAKILI BABA BOYS JSS SPECIAL PRIMARY SCHOOL URBAN UNGOGO 1114. GJSS GANDURWAWA BOYS JSS ALONG MINJIBIR UNGOGO BEHIND KASCO RURAL MINJIBIR GSS SABON GARIN GADAN 1115. BOYS SSS SABON GARIN GADAN RURAL UNGOGO 1116. GSS GARUN DANGA BOYS SSS GARUN DANGA TOWN GABASAWA LGA RURAL GABASAWA 1117. GJSS TSAKIYA BOYS JSS ALONG MINJIBIR TO UNGOGO ROAD RURAL MINJIBIR 1118. MINKYAU TOWN BY ADUWA JUNCTION ALONG UNGOGO TO GJSS MINKYAU BOYS JSS SANGARU URBAN UNGOGO 1119. GGJASS ZAKIRAI GIRLS JSS ZAKIRAI RURAL GABASAWA 1120. GGJASS SAMBAUNA BOYS JSS NEAR SAMBAUNA CENTRAL MOSQUE RURAL MINJIBIR 1121. GJSS KAROFI BOYS SSS KAROFI SHANONO RURAL SHANONO 1122. GSS SABON GARIN DOKA 1KLM ALONG DAMBATTA ROAD SABON BOYS SSS GARIN DOKA URBAN UNGOGO 1123. GGJASS GUMAWA BOYS JSS GUMAWA TOWN RURAL UNGOGO 1124. GJSS RAFIN MALAM BOYS JSS RAFIN MALAM URBAN UNGOGO 1125. GJSS WASAI BOYS JSS WASAI ALOMNG MINJIBIR GEZAWA ROAD RURAL MINJIBIR 1126. GSS SAMBAUNA BOYS SSS SAMBAUNA VILLAGE RURAL MINJIBIR 1127. GSS DAN MADAHO BOYS SSS DANMADANHO TWON GEZAWA LGA RURAL GEZAWA 1128. GIRLS SSS GGASS TUDUN FULANI KAN MAYANKA TUDUN FULANI URBAN UNGOGO 1129. GJSS DANLADIN GEZAWA BOYS JSS ALONG GUMEL ROAD RURAL GEZAWA 1130. GJSS MESAR TUDU BOYS JSS MESAR TUDU RURAL GEZAWA 1131. GSS TSALLE BOYS SSS TSALLE TOWN RURAL GEZAWA 1132. GSS ZABAIAWA INUSAWA BOYS SSS ZABAINAWAR INUSA RURAL MINJIBIR 1133. GJSS GAWO BOYS JSS GAWO GEZAWA LGA RURAL GEZAWA 1134. GGSDS GEZAWA GIRLS SSS MINJIBIR ROAD GEZAWA RURAL GEZAWA 143 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 1135. GJASS J/KWAGWAR BOYS JSS KWAGWAR RURAL GEZAWA 1136. GSS JIJITAR BOYS SSS JIJITAR RURAL GEZAWA 1137. GGSS CHIROMAWA GIRLS SSS CHIROMAWA CIKIN GARI RURAL MINJIBIR 1147. SIS ALITINI BOYS SSS WARAWA, ALITININ RURAL WARAWA 1148. GJSS YAR TOFA BOYS JSS TOFA RURAL TOFA 1149. GSS YANDAUDU BOYS SSS YANDAUDU RURAL DAWAKIN KUDU 1150. GJSS SABUWAR JUMA BOYS JSS SABUWAR JUMA RURAL DAWAKIN KUDU 1151. GGJASS YANDALLA GIRLS JSS YANDALLA RURAL DAWAKIN KUDU 1152. GGJASS DANFARI GIRLS JSS DANFARI RURAL DAWAKIN KUDU 1153. GSS UNGUWAR RIMI BOYS SSS UNGUWAR RIMI TOWN WESTERN BYPASS URBAN KUMBOTSO 1154. GGTQSS KABO GIRLS SSS ALONG KABO ROAD RURAL KABO 1155. GSS LIMAWA BOYS SSS ALIONG MARIRI AND DAWAKIN KUDU ROAD URBAN KUMBOTSO 1156. GSS KAYI PANSHEKARA BOYS SSS OPPOSITE PANSHEKARA POLICE STATION URBAN KUMBOTSO 1157. KUMBOTSO TOWN ALONG TAMBURAWA ROAD GSS KUMBOTSO BOYS SSS URBAN KUMBOTSO 1158. GSS MARIRI BOYS SSS 12 KLM MAIDUGURI ROAD URBAN KUMBOTSO 1159. GSS NAIBAWA BOYS SSS INSIDE SAADATU RIMI COLLAGE OF EDUC URBAN KUMBOTSO 1160. BATAKAYE VILLAGE ALONG WESTERN BYE PASS GSS BATAKAYE BOYS SSS URBAN KUMBOTSO 1161. GIRLS SSS GGASS DANBARE ALONG BUK NEW SITE GWARZO ROAD URBAN KUMBOTSO 1162. GJSS NATA'ALA BOYS JSS NATA'ALA RURAL KUMBOTSO 1163. GJSS ZAWACHIKI BOYS JSS ZAWACHIKI TOWN PANSHEKARA URBAN KUMBOTSO 1164. GJSS CHIRANCHI BOYS JSS CHIRANCHI SHIEKH JAAFAR ROAD URBAN KUMBOTSO 1165. SABUWAR GANDU BEHIND SHIEKH JAFAR JUMAAT GJSS SABUWAR GANDU BOYS JSS URBAN KUMBOTSO 1166. GJSS KUREGEN SANI BOYS JSS ALONG KUREKEN SANI STREET URBAN KUMBOTSO 1167. GJSS YANKUSA BOYS JSS YANKUSA TOWN ALONG KUMBOTSO ROAD URBAN KUMBOTSO 1168. KUMBOTSO LGA ALONG KUMBOTSO TO SABUWAR GANDU ROAD GJSS RUGA FADA BOYS JSS URBAN KUMBOTSO 1169. GSS TSAKUWA BOYS SSS TSAKUWA RURAL DAWAKIN KUDU 1170. OPPOSITE SANI BELLO SCIENCE COLLAGE TAMBURAWA GSS DAWAKIN KUDU BOYS SSS RURAL DAWKIN KUDU 1171. GSS TAMBURAWA BOYS SSS TAMBURAWA RURAL DAWKIN KUDU 1176. GASS KODE BOYS SSS KODE, VILLIAGE RURAL DAWAKI KUDU 1177. GGSS DAWAKIN KUDU GIRLS SSS KOFAR KUDU MASAKA RURAL DAWKIN KUDU 1178. GGSS GANO GIRLS SSS 32 KLM ALONG MAIDUGURI, ROAD GANO RURAL DAWKIN KUDU 1179. GIRLS SSS GGASS KOFAR AREWA KOFAR YAMMA, UNGUWAR MAHUTA RURAL DAWKIN KUDU 1180. GJASS KOFAR KUDU BOYS JSS KUDU RURAL DAWKIN KUDU 1181. GJISS GANO BOYS JSS GANO RURAL DAWKIN KUDU 1182. GJSS NASIRU IBRAHIM MATAGE BOYS JSS MATAGE RURAL DAWKIN KUDU 1183. GJSS DANBAGINA BOYS JSS DANBAGINA RURAL DAWKIN KUDU 1184. GJISS YANKATSARI BOYS JSS YANKATSARI RURAL DAWKIN KUDU 144 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 1185. GGJASS DOSAN BOYS JSS DOSAN TOWN ALONG TSAKUWA OAD RURAL DAWKIN KUDU 1186. GIRLS SSS GGASS YARGAYA 17 KLM ALONG MAIDUGURI ROAD RURAL DAWKIN KUDU 1187. SHADAI VIALLAGE ALONG TSAKUWA FANCHAN GGJASS SHADAI BOYS JSS RURAL DAWKIN KUDU 1188. GJASS U/DUNIYA BOYS JSS DUNIYA RURAL DAWKIN KUDU 1189. GJSS KAMATAGA BOYS JSS KAMATAGA RURAL DAWKIN KUDU 1194. GSS LAKWAYA BOYS SSS LAKWAYA TOWN RURAL GWARZO 1195. GSS YADAKWARI BOYS SSS YADAKWARI KOFAR GABAS RURAL GARUN MALAM 1196. GJSS JOBAWA BOYS JSS YAULE JOBAWA GARUN MALAM LGA RURAL GARUN MALAM 1197. SIS GARUN MALAN BOYS SSS FANKURUN GARIN MALAM RURAL GARUN MALAM 1198. GSS MADOBI BOYS SSS TUDUN WADA MADOBI RURAL MADOBI 1199. SIS MADOBI BOYS SSS KANO MADOBI KIRU RURAL MADOBI 1200. GJASS BURJI BOYS JSS BURJI IN MADOBI LGA RURAL MADOBI 1201. GGJSS KAURA GOJE GIRLS JSS GOJE URBAN NASARAWA 1202. GJISS GAMA KWARI BOYS JSS GAMA KWARI URBAN NASARAWA 1203. GJISS SUNTULMA BOYS JSS SUNTULMA URBAN NASARAWA 1204. GJSS KUWAIT BOYS JSS KUWAIT URBAN NASARAWA 1205. GJSS TUDUN BOJUWA BOYS JSS BOJUWA URBAN DALA 1206. GJSS TUDUN MURTALA BOYS JSS MURTALA URBAN NASARAWA 1207. GJSS ZAWA'I BOYS JSS ZAWA'I URBAN DALA 1208. GSISS DAKATA BOYS SSS DAKATA URBAN DALA 1209. GSS GOGAU BOYS SSS GOGAU, TOWN URBAN FAGGE 1210. GSS GWAGWARWA BOYS SSS GWAGWARWA QUARTER URBAN GWALE 1211. GSS KAURA GOJE BOYS SSS GOJE URBAN NASARAWA 1212. GSS KAWAJI BOYS SSS KAWAJI URBAN NASARAWA 1213. GSS MAGWAN BOYS SSS MAGWAN QTRS URBAN NASARAWA 1214. GSS MAIKWATASHI BOYS SSS MAIKWATASHI URBAN NASARAWA 1215. GSS WAPA BOYS SSS WAPA QTRS URBAN NASARAWA 1216. GJSS IBRAHIM ZUBAIR DAKATA BOYS JSS DAKATA QTRS URBAN NASARAWA 1217. GSS KORE BOYS SSS KORE TOWN ALONG BABURA ROAD RURAL DAWAKIN KUDU 1218. GJSS MAHUTA BOYS SSS MAHUTA TOWN RURAL DAWAKIN KUDU GGJSS KHADIJA DAKWARA 1219. GIRLS JSS EASTERN PART OF GWARZO RURAL GWARZO 1220. GJSS DANNA FADA BOYS JSS UNGUWAR TUDU RURAL GWARZO 1221. GJSS JAMA'A BOYS JSS JAMAA GAWARZO RURAL GWARZO 1222. GJSS MAINIKA BOYS JSS YARMURADI MAINIKA, GWARZO RURAL GWARZO GSTS GWARMAI BOYS 1223. SSS GWARMAI TOWN, ALONG BICHI LGA RURAL BICHI 1224. GGSS KUNYA GIRLS SSS KUNYA TOWN, MINJIBIR LG RURAL MINJIBIR 1225. GSS JOGANA BOYS SSS ALONG GEZAWA-JOGANA ROAD RURAL MINJIBIR 1226. GSIS KABO BOYS SSS ALONG KABO ROAD RURAL KABO 145 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE AUDU BAKO COLLEGE OF AGRICULTURE STAFF 1227. SCHOOL BOYS SSS ALONG DAMBATTA ROAD RURAL DAMBATTA GSS TAKAI 1228. BOYS SSS ALONG TAKAI ROAD RURAL TAKAI 146 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 2: Socio-Economic Assessment Instrument SPECIMEN QUESTIONNAIRE ON SOCIO ECONOMIC CHARACTERISTICS SECTION A: 1. Project Name…………………………………………………………………. 2. Date…………………………………………………………………………………. 3. Name of community…………………………………………………………….. 4. Name of local government Area……………………………………………… 5. State……………………………………………………………………………….. 6. Name of major community Association…………………………………….. 7. Names of Executive members of the Association……………………………… 8. Functions of Association………………………………………………………….. SECTION B: HISTORY, TRADITIONAL AND ADMINISTRATIVE STRUCTURE OF COMMUNITY/GROUPS OF COMMUNITIES 9. Is the village part of a clan? Yes/No. Name of clan, if yes…………………………………………………… 10. Name the ethnic group(s) that founded the village………………………….. 11. When was the village founded?.............................................. 12. Who is the overall/highest traditional and administrative ruler of the community……………………………………………………………………… 13. Where does he reside?............................................ 14. Traditional chiefs of the village/group of villages in order of hierarchy. Provide titles, names and ranks. 15. Is there a council of chiefs? Yes /No. 16. State functions of the council of chiefs 17. Is there an executive council? Yes /No 18. Is there a village head? Yes/No Name……………………………………………………… Title……………………………………………………….. SECTION C: CULTURE, RELIGION AND ARCHAEOLOGY 20. Name of shrine/deity Worshipped in the community…………………………………………. 21. Name of sacred forest and their locations. …………………………………………………….. 22. Religious and social festivals celebrated by the community. ……………………………………… 23. Name the forest reserve(s) within or near the community………………… 24. Name lakes………………………………………………………… 25. Name rivers………………………………………………………………………….. 26. Name sites of archaeological interest e.g for digging ground to study culture of the area…………………………………………………………………. 27. Name social clubs in community…………………………….. 28. Name community based improvement schemes/organizations including community bank or monthly contributions paid per household…………………………………… 29. Give estimate of religious worshippers in community. SECTION D: DEMOGRAPHY 30. Give estimate of: a. village population males…………….females……………children………..total……… b. Ethnic population of the community…………………………………………… 31. major crops farmed in community…………………………….. 32. Major livestock bred in community……………………………. 33. List the different occupation/employment profile of community and income. What is the percentage/ number of the unemployed in community?............................................. SECTION E: INDUSTRIES PRESENT 34. Name companies/industries present in the area. …………………………………………… 35. Names and location/addresses of estates present in the area……………………………………. 147 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 36. Names and addresses/location of hotels and guest houses present within or near the community.………………………………………………………. 37. Name of bank(s) in or near the community………………………………. SECTION F: EDUCATION 38. Names, addresses and ownership of educational institutions in the area. 39. Give estimate of literacy level in the community for primary, secondary and tertiary levels………………………………………. SECTION G: INFRASTRUCTURE PROVISION 40. Names and ownership of health facilities in the community………………………………………………. 41. What are the main health problems? Give % of total population. E.g Aids/HIV, chicken pox, diarrhea, Malaria, leprosy, meningitis, diabetes, pneumonia, skin infection, asthma, pregnancy related, hepatitis, guinea worm infection, round worm infection etc 42. give approximate % of toilet facilities used in community: viz a. pit toilet ………………… b. bush …………… c. water closet (wc) d. river. ………………………………………………………………………… 43. What is the general form of houses for people to live in. * ownership of dwelling: give % of total i. owned by occupier……………………………… ii. Rented……………………………………………. iii. Supplied free by employer…………………………………………………. 44. What is the method of disposal of solid wastes/ garbage?................................... 45. Water supply sources………………………………………………… 46. Roads and drainage…………………………………………………. 47. Electricity supply…………………………………………………….. 48. Fuel used by households…………………………………………. SECTION H: ENVIRONMENTAL IMPACT 49. State how the project will affect your community…………………………………….. 50. State major environmental problems of the area…………………………………………… 148 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 3: Screening Checklist ENVIRONMENTAL AND SOCIAL SCREENING CHECKLIST 1. State: ………………………………………………………………………… 2. Local Government Area:……………………………………………………. 3. Nature of the activity: ……………………………………………………….. 4. Brief Description of the Project:……………………………………………… 5. Environmental Category of the Main Project A) GENERAL ELIGIBILITY 6. Plate 4; enumerators, staff and community members at GSS Gwarzo State: ………………………………………………………………………… Does the activity… Yes No an impact Have 7. which the World Bank Environmental and Social Standards have on areas for Area:……………………………………………………. Local Government Nature of the 8. applied?In not been activity: ……………………………………………………….. particular: 9. Brief Description of the Project:……………………………………………… • Disrespect for human dignity, human rights, economicsystems and cultures of indigenous 10. Environmental Category peoples (underESS7: Indigenous of the Main Peoples )?Project • Impact on forest health and quality? • Involve construction of dams? PLATE 5; ENUMERATORS, STAFF AND COMMUNITY MEMBERS AT GSS GWARZO • Serious consequences resulting in malfunctioning or stopping a dam • Effects on waters of two or more states (underOP 7.50 International waterways)? • Is the project highly contentious and likely to attract the attention of NGOs or civil society 11. Plate or nationally 6: internationally CONSULTATION AT GGAC GORON DUTSEPlate 7; enumerators, staff and community If the answer is YES to one members of these at GSS Gwarzo State: general ………………………………………………………………………… eligibility questions: the sub-project is not eligible under the Project. 12. Local Government Area:……………………………………………………. B)13. Nature of the activity: ENVIRONMENTAL ……………………………………………………….. AND SOCIAL IMPACTS SCREENING 14. Brief Description of the Project:……………………………………………… N Will the activity … Yes No If yes give the extent (in 15. Environmental Category of the Main Project ha/number) 1 Include clearing of forests? 16. Plate 8; enumerators, staff and community members at GSS GwarzoState: 2 Include removal ………………………………………………………………………… and/or cutting of a 17. Local Government Area:……………………………………………………. considerable number 18. Nature of the activity: ……………………………………………………….. of trees? 19. Brief Description of the Project:……………………………………………… 3 Involve reclamation 20. Environmental Category of the Main Project of wetland, land? 4 Potentially affect the ecology of a protected area (e.g interference on mammalian or bird migration routes)? 5 Potentially affect geological or soil instability (e.g, erosion, landslides and subsidence)? 6 Be located in an area threatened by silting? 7 Be located in any flood protection area? 8 Be located in any flood pronearea? 149 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 9 Be located60 meters from the bank of a public stream 10 Lead to increase in waste generation 11 Be located in an area where thereis no household waste management system? 12 Generate non- hazardous waste that will be stored on the projectsite? 13 Use of hazardous or toxic materials and generation of hazardous wastes 14 Involve the use of an already over- exploited groundwater? 15 Contribute to reducing the amount of water available to other local users? 16 Be located in an area where there is no sanitation network/lines? 17 Occur in old establishments that may contain asbestos cement? 18 Include large deep excavations? 19 Soil excavation during subproject's construction so as to cause soil Erosion 20 Have important potential accidental soil erosion, groundwater pollution and contamination? 21 Greatly increase air pollution and dust generation? 22 Long-term impacts on air quality 23 Greatly increase noise pollution and vibrations? 150 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 24 Finance any pesticides or procurement of pesticide equipment 25 Minimum land area required for the proposed development (ha) 26 Available total land area within the identified location (ha) 27 Expected construction period 28 Source of fresh Surface Water 29 Surface Water Use Agriculture Domestic Animal other 30 Change of surface Yes No water quality or water flows (e.g. Increase water turbidity due to run- off, waste water from camp sites and erosion, and construction waste) or longterm. 31 Separation or Yes No fragmentation of habitats of flora and fauna? 32 Are there any ProtectedAreas/MigratoryPathways/Archaeologicalsites/Wetlands/Mangroves environmentally and sands culturally sensitive areas within 250m? 33 Any historic, Yes No archaeological reserve, ancient or protected monument, graveyards, temples 34 Need to open new, temporary or permanent, access roads? 35 Acquisition (temporarily or permanently) of land (public or private) for its development 36 Is there any potential If yes, refer to Resettlement Policy Framework for land dispute, assets and livelihoods displacement? 151 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 37 Involuntary restriction of access by people to legally designated parks and protected areas 38 Risk of disease Yes No dissemination from construction workers to the local peoples (and vice versa)? 39 Are asbestos materials locatedin the Project site? 40 Will asbestos waste be generated during renovation works? Additional Social Aspects 41 Are there squatters within plot line (Tick the relevant) (a) Present [ ] (b) Not present [ ] (c) Give details (if any) ………………………………………………………………………………………….. 42 Will there likely be acquisition (temporarily or permanently) of land (public or private) for the school improvement/construction? (a) Yes [ ] (b) No [ ] (c) Give details (if any) ………………………………………………………………………………………….. 43 Potential for land dispute, assets and livelihoods displacement? (a) Yes [ ] (b) No [ ] (c) Give details (if any)………………………………………………………………………………………….. 44 Are there social issues associated with the community such as Gender Based Violence, Labour Influx, social conflicts, security issues etc. (a) Yes [ ] (b) No [ ] (c) Give details (if any)………………………………………………………………………………………….. 45 Are there localized channels for receiving and addressing grievances and conflicts in the communities? (a) Yes [ ] (b) No [ ] (c) Give details (if any)………………………………………………………………………………………….. 46 Potential for children in the project area to be used for child labor (a) Yes [ ] (b) No [ ] (c) Give details (if any)………………………………………………………………………………………….. 47 Are there students with disabilities in the school? (a) Yes [ ] (b) No [ ] (c) Give details (if any)………………………………………………………………………………………….. 48 Are there potential students with disabilities in the communities who are unable to attend school? (a) Yes [ ] (b) No [ ] (c) Give details (if any)………………………………………………………………………………………….. Direct observation and analytical notes about the community and site if any. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 152 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE If the answer is YES to one of these questions: An Environmental Review (ER)/Environmental Audit/ESMP/ ESIA/ Asbestos Management Plan (AMP)will be prepared in line with World Bank requirements – even if, because of the nature of the works, national procedures do not require the preparation of an Environmental Review (ER) or of an EIA. If the answer is NO to all questions: According to national regulations, an ER or an EIA will not be mandatory. However, in compliance with WB ESF the preparation of a fully-fledged ESMP, will be considered as necessary. The appropriate instrument to be prepared will depend on the risk rating of the sub-project based on the screening Additional checklists may be developed as required based on the complexity of the projects Note: Attach geo-tagged photographs from different angles of the schools and the area. Photos should cover four sides of the schools exposed to risks. Spend some time roaming around in the community and public places near the school and observing their management for natural disaster risk management. Required E&S instrument(s) to be prepared: ESMP [ ] ARAP [ ] RAP [ ] Environmental Officer: ________________________Signature___________________________ Social Officer: _______________________________Signature___________________________ LGA officer’s name: __________________________Signature___________________________ SUBEB officer’s name:________________________ Signature___________________________ 153 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 4: Attendance at Community Consultations S/NO ATTENDANCE 1. GGJASS FARURUWA GGASS SHANONO GSS FARURUWA 2. GGJASS JAULERE GJSS KADAMU GGJSS BAKOSHI GGJISS ROGO TASHA / GGSS FULATAN 3. GJSS JAJAYE/ GSS BARI/ GGSSGWAGWA GGJASS HORE 4. 154 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 5: Pictures of Consultation with Project End-Users PLATE 18: ENUMERATORS AND STAFF AT GGSS, FAGGE PLATE 9; ENUMERATORS, STAFF AND COMMUNITY MEMBERS AT GSS GWARZO PLATE 10: CONSULTATION AT GGAC GORON DUTSEPLATE 11; ENUMERATORS, STAFF AND COMMUNITY MEMBERS AT GSS GWARZO PLATE 12: CONSULTATION AT GGAC GORON DUTSE PLATE 13: ENUMERATORS AND STAFF, GGSS GARKOPLATE 14: CONSULTATION AT GGAC GORON DUTSEPLATE 15; ENUMERATORS, STAFF AND COMMUNITY MEMBERS AT GSS GWARZO PLATE 28: ENUMERATORS AND STAFF, GGSS GARKO PLATE 19: CONSULTATION AT GGAC GORON DUTSE PLATE 16: CONSULTATION AT GGAC GORON DUTSEPLATE 17; ENUMERATORS, STAFF AND COMMUNITY MEMBERS AT GSS GWARZO PLATE 29: CONSULATION WITH SOME STUDENTS LIVING WITH PLATE 20: ENUMERATORS AND STAFF, GGSS DISABILITIESPLATE 30: ENUMERATORS AND STAFF, GARKOPLATE 21: CONSULTATION AT GGAC GORON GGSS GARKO DUTSE PLATE 31: CONSULATION WITH SOME STUDENTS LIVING WITH PLATE 22: ENUMERATORS AND STAFF, GGSS GARKO DISABILITIES PLATE 23: CONSULATION WITH SOME STUDENTS LIVING WITH PLATE 32: CONSULTATION WITH COMMUNITY MEMBERS, GASS ZAREWA, DISABILITIESPLATE 24: ENUMERATORS AND STAFF, GGSS ROGOP 33: GARKOPLATE 25: CONSULTATION AT GGAC GORON 155 | Pa LATE g CONSULATION e WITH D SOME RAF STUDENT T F I SN LIVING AL REPO RT ESMP DUTSE WITH DISABILITIESPLATE 34: ENUMERATORS AND STAFF, GGSS GARKO PLATE 26: ENUMERATORS AND STAFF, GGSS KANO STATE AGILE PLATE 46: CONSULTATION WITH FEMALE STUDENTS, GASS KACHAKO, TAKAI PLATE 37: CONSULATION WITH SOME STUDENTS LIVING WITH DISABILITIES PLATE 38: CONSULTATION WITH COMMUNITY MEMBERS, GASS ZAREWA, ROGOPLATE 39: CONSULATION WITH SOME STUDENTS LIVING WITH DISABILITIES PLATE 40: CONSULTATION WITH COMMUNITY MEMBERS, GASS ZAREWA, ROGO PLATE 41: TRAINING SESSION WITH PLATE 47: CONSULTATION WITH COMMUNITY MEMBERS, GASS ENUMERATORS PLATE LATE 42: CONSULTATION WITH COMMUNITY 48: TRAININGPSESSION WITH ENUMERATORS MEMBERS, GASS ZAREWA, ROGOPLATE 43: CONSULATION ZAREWA, ROGO WITH SOME STUDENTS LIVING WITH DISABILITIES PLATE 49: CONSULTATION WITH KANO PIUPLATE 50: PLATE 44:SESSION TRAINING WITH CONSULTATION ENUMERATORS WITH COMMUNITY MEMBERS , GASS ZAREWA, ROGOPLATE 45: CONSULATION WITH SOME STUDENTS LIVING WITH DISABILITIES PLATE 51: CONSULTATION WITH KANO PIU PLATE 52: CONSULTATION WITH WOMEN GROUP, GGJASS DALAWA, TUDUN WADAPLATE 53: CONSULTATION WITH KANO PIUPLATE 54: TRAINING SESSION WITH ENUMERATORS PLATE 75: CROSS SECTION OF ENUMERATORS AT PP LATE LATE 57: 55: CONSULTATION CONSULTATION WITH WITH KANO KANO PIU LATE 56: PIUP TRAINING WORKSHOP TRAINING SESSION WITH ENUMERATORS PLATE 76: CROSS SECTION OF ENUMERATORS AT TRAINING WORKSHOP PLATE 77: CROSS SECTION OF ENUMERATORS AT TRAINING WORKSHOP PLATE 78: CROSS SECTION OF ENUMERATORS AT TRAINING WORKSHOP 156 | P a g e DRAFT FINAL REPORT ESMP PLATE 58: CONSULTATION WITH WOMEN GROUP, PLATE 67: CONSULATION WITH SOME STUDENTS GGJASS DALAWA, TUDUN WADA LIVING WITH DISABILITIES KANO STATE AGILE Annex 6: Summary of School Description & Assessment No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 1. • Rehabilitation of 21 classrooms Girls only school (day) The proposed project sites have a number of tree • Rehabilitation of 24 pit toilets No. of students: 218 cover, which need not to be removed, but pruning Permanent Staff: may be carried out only. Volunteers: Female Staff: 2. • Rehabilitation of 6 classrooms Boys only school (day) The school has inadequate classroom, no • No existing sanitary structures (toilets) No. of students: 290 toilet within school, open defecation is very common. within the school 3. • Rehabilitation of 8 classrooms Boys only school (day) Dilapidated classrooms (failing structures) • Rehabilitation of 6 toilets No. of students: 255 No perimeter fencing 4. • Rehabilitation of 16 classrooms Girls Only school (Day) The number of students and staff are more than the • Rehabilitation of 17 pit toilets No. of Students: 926 number of available learning and sanitary facilities within the school. Presence of PwDs among students 5. • Rehabilitation of 18 classrooms Boys only school (day) Presence of PwDs among students • Rehabilitation of 21 pit toilets No. of Students: 886 No perimeter fencing and this leaves the school with considerable security porosity. 6. • Rehabilitation of 23 classrooms Girls Only school (day) Presence of PwDs among students • Rehabilitation of 12 pit toilets No. of Students: 938 No perimeter fencing which this leaves the school with considerable security porosity Erosion spots were observed 7. • Rehabilitation of 6 classrooms Boys Only (day) Presence of PwDs among students • Rehabilitation of 8 pit toilets No. of Students: 251 No perimeter fencing which this leaves the school with considerable security porosity Access route through Audiga town is currently cut by erosion 8. • Rehabilitation of 6 classrooms Girls Only (day0 School premises used also by Buda Primary School. • Rehabilitation of 6 pit toilets No. of Students: 133 A section of the school fence is collapsed 9. • Rehabilitation of 3 classrooms Boys only (day) Open defecation due to lack of toilet and sanitary • No existing toilet No. of Students: 45 facilities 10. • Rehabilitation of 4 classrooms Boys only (day) Open defecation was observed No. of Students: 43 No perimeter fencing 157 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation • Rehabilitation of 2 pit toilets Un-reclaimed community borrow pit less than 200m from proposed site 11. • Rehabilitation of 7 classrooms Boys only (day) School population of students and teachers far out • Rehabilitation of 4 pit toilets No. of Students: 476 way the available classrooms and sanitary facilities. 12. • Rehabilitation of 4 classrooms Girls only (day) School premises are being shared with Lamire • Rehabilitation of 6 pit toilets No. of Students: 139 Primary School. There are no water source within the school 13. • Rehabilitation of 4 classrooms Boys only (day) • Rehabilitation of 6 pit toilets No. of Students: 151 14. • Rehabilitation of 2 classrooms Girls Only 9day) School population of students and teachers far out • Rehabilitation of 6 pit toilets No. of Students: 493 way the available classrooms and sanitary facilities. 15. • Rehabilitation of 6 classrooms Girls only (day) Presence of PwDs among students • Rehabilitation of 4 pit toilets No. of Students: 535 No perimeter fencing which this leaves the school with considerable security porosity No water source within the school School population of students and teachers far out way the available classrooms and sanitary facilities Open defecation was observed 16. • Rehabilitation of 3 classrooms Boys only (day) School population of students and teachers far out • Rehabilitation of 5 pit toilets No. of Students: 466 way the available classrooms and sanitary facilities No water source within the school 17. • Rehabilitation of 2 classrooms Boys only (day) • Rehabilitation of 4 pit toilets No. of Students: 18. • Rehabilitation of 5 classrooms Girls only (day) No perimeter fencing which this leaves the school • Rehabilitation of 6 pit toilets No. of Students: 810 with considerable security porosity School population of students and teachers far out way the available classrooms and sanitary facilities 19. • Rehabilitation of 1 Block 3 Classrooms. Girls only • Rehabilitation of store No. of Students: 972 Permanent Staff: 15 • Rehabilitation of principal office Volunteers: 4 Female Staff:2 20. • Rehabilitation of 1 block of 2 classrooms Girls only No. of Students: 182 158 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation Permanent Staff: 25 Volunteers: 5 No female teachers 21. • Rehabilitation of 2 blocks Girls only The school does not have toilet but using temporary • Rehabilitation of principal’s office No. of Students: 220 site Permanent Staff: 2 • Rehabilitation of toilet Volunteers: 5 Female Staff: 1 22. • Rehabilitation of 1 block of 3 classrooms Boys only Poor and inadequate toilets/sanitary facilities No. of Students: 928 Permanent Staff: 15 Volunteers: 4 No female teachers 23. • Rehabilitation of classrooms and toilets Girls only Poor and inadequate toilets/sanitary facilities No. of Students: 185 Permanent Staff: 4 Volunteers: 1 No female teachers 24. • Rehabilitation of classrooms and toilets Girls only No. of Students: 182 Permanent Staff: 4 Volunteers: 1 No female teachers 25. • Renovation of 2 blocks 5 classroom Mixed school No administrative block • Rehabilitation of toilet No. of Students: 1,368 School population currently outweigh the available Permanent teachers: 24 facilities and resources within the school Volunteers: 3 No source of electricity to the school 26. • Rehabilitation of 2 blocks of 4 classroom No. of Students:1,084 No source of water to the school currently • Rehabilitation of Toilets Permanent teachers: 24 The school population far outweighs the number of Volunteers: 1 sanitary facilities within the school N – power: 1 27. • Rehabilitation of 1 block of classrooms No. of Students: 474 Considerations for PwDs • Rehabilitation of administrative block Permanent teachers: 27 No power supply to the school Teaching Practice: 1 • Rehabilitation of ICT center 28. • Rehabilitation of 2 blocks of two Considerations for PwDs classrooms No. of Students: 1350 Permanent teachers: 57 • Rehabilitation of toilets Disable: 5 d • Construction of Lab 159 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation • Purchase of furniture 29. • Rehabilitation of 2 blocks of 4 No source of water to the school currently classrooms No. of Students:737 The school population far outweighs the number of Permanent teachers: 21 sanitary facilities within the school • Toilet Volunteer: 2 No perimeter fencing which this leaves the school • Teachers room with considerable security porosity. 30. • Rehabilitation of 2 blocks 4 classrooms No perimeter fencing which this leaves the school • Rehabilitation toilets No. of Students: 787 with considerable security porosity. Permanent teachers: 11 Considerations for PwDs Volunteers: 8 No power supply to the school Disable: 1 No source of water to the school currently 31. • Rehabilitation of 1 block of 2 classrooms Provision of borehole • Purchase of furniture No. of Students: 308 Additional block Permanent Teachers: 4 Toilet Volunteer: 3 Plantation N-power: 1 Disable: 3 32. • Rehabilitation of 1 block of 2 classrooms No. of Students: 577 Additional toilets needed • Rehabilitation of toilets Permanent Teachers: 8 Exam officer room needed N-power: 2 Staff room needed • Purchase of furniture Volunteer: 2 No Source of water Subeb: 3 33. • Rehabilitation of 1 block of 2 classrooms Both teachers room • Rehabilitation of toilets No. of Students: 308 Source of water Permanent Teachers: 4 Drainage • Purchase of furniture Volunteers: 3 School gate N-power:1 34. • Rehabilitation of 2 blocks of 4 No. of Students: No perimeter fencing classrooms Permanent Teachers: 6 Additional toilets needed Volunteer: 2 • Rehabilitation of pit toilets N-power: 2 35. • Rehabilitation of 1 block of 2 classrooms No. of Students: 119 No drainage system within the school • Rehabilitation of toilets Permanent Teachers: 9 No perimeter fencing N-power: 1 No water source within the school 160 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 36. • Rehabilitation of 1 block of 2 classrooms No. of Students: 1,500 • Rehabilitation of toilets Permanent Teachers: 18 Volunteer: 3 N-power: 2 37. • Rehabilitation of classrooms No. of Students: 565 Administrative room needed • Rehabilitation of toilets Permanent Teachers: 7 Volunteer: 18 N-power: 1 38. • Rehabilitation of 4 classrooms No. of Students: 1,748 Rehabilitation of school fence needed • Rehabilitation of 6 pit toilets Permanent Teachers: 7 No water source in the school Volunteer: 13 No power source in the school N-power: 1 39. • Rehabilitation of 2 blocks of 4 Boarding/Day school Additional teachers’ toilets needed classrooms No. of Students: 1,430 Student hostel toilets needed Permanent Teachers: 28 • Rehabilitation of toilets Volunteer: 2 Contract: 2 40. • Rehabilitation of 3 classrooms No. of Students: 50 More teachers needed • Rehabilitation of toilets Permanent Teachers: 2 Volunteer: 6 41. • Rehabilitation of 1 block of 2 classrooms No. of Students: 634 No water source in the school • Rehabilitation of toilets Permanent Teachers: 16 No power source in the school 42. • Rehabilitation of 1 block of 2 classrooms No. of Students: 1,430 • Rehabilitation of toilets Permanent Teachers: 28 Volunteer: 2 Contract: 2 43. • Rehabilitation of 1 block 3 classrooms No. of Students: 181 Considerations for PwDs • Rehabilitation of toilets Permanent Teachers: 6 Volunteer: 1 N-power: 1 44. • Rehabilitation of 2 blocks of 6 No. of Students: 380 No source of water classrooms Permanent Teachers: 12 No administrative block N-power: 1 • Rehabilitation of toilets 45. • Rehabilitation of 1 block of 2 classrooms No. of Students: 487 No water source in the school • Rehabilitation of toilets Permanent Teachers: 12 No power source in the school Volunteer: 6 161 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 46. • Rehabilitation of 1 block of 2 classrooms No. of Students: 724 Considerations for PwDs • Rehabilitation of toilets Permanent Teachers: 11 Volunteer: 12 • Rehabilitation of borehole N-power: 2 47. Procurement of student’s furniture. Girls only school (day) Additional Science Laboratory equipments Rehabilitation of the one collapse block No. of students: 722 Rehabilitation of library Rehabilitation of the roofing and floor Permanent Staff: 17 Rehabilitation of roofing, ceiling, floor and Rehabilitation of student’s toilets. Volunteers: 10 furniture’s Rehabilitation of laboratory Giving extra care to the epileptic patient in the school Providing of water sources 48. Rehabilitation of 1 block of 2 classes. Girls only (day) Perimeter is recommended to curb insecurity issues Procurement female students: 682 Rehabilitation of roofing section and flooring of Rehabilitation of windows and doors. permanent staff: 10 some classes. Rehabilitation of ceiling and floor volunteers: 5 female staff:1 49. Rehabilitation of 2 blocks of 4 classes. All boys school Rehabilitation of students and staff toilets Procurement male students: 85 Rehabilitation of floor and ceiling of classes permanent staff:5 50. Rehabilitation of 4 blocks of 8 classes. Female students:353 Renovation of school laboratory Rehabilitation of flooring and ceilings of Permanent staff: 10 Renovation of school library. some classes. female staff:3 162 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 51. Procurement Female students: 205 Nil Rehabilitation of 2 blocks of 4 classes. permanent staff:4 Rehabilitation of windows and doors volunteers:2 Rehabilitation of administrative blocks Female staff:1 52. Rehabilitation of 3 blocks of 6 classes. Male students :309 Nil Rehabilitation of doors, windows and permanent staff:8 ceilings of some classes. Procurement Rehabilitation of staff and students toilets 53. Rehabilitation of 1 block of 2 classes. Male students: 270 Additional care is recommended for PLWD Procurement permanent staff:9 Rehabilitation of toilets Rehabilitation of windows, doors and volunteers:1 ceilings. Rehabilitation of toilets 54. Rehabilitation of blocks and classes. femalestudents:427 There is need for school fence. Rehabilitation of windows, doors and permanent staff:9 Additional care of handicaps ceilings. volunteers:3 Additional of students Procurement female staff:2 Rehabilitation of student’s toilets. 55. Procurement female students:56 Additional of classes because the school is a mixing Rehabilitation of 2 blocks of 4 classes. male students:75 of male and female students Rehabilitation of windows, doors and permanent staff:4 Rehabilitation of toilets ceilings of some of classes. volunteers: 8 Rehabilitation of toilets 163 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 56. Procurement of classroom furniture female students:697 Repairing of water source Rehabilitation of 1 block of 2 classes. male students: nil Rehabilitation of doors, windows and permanent staff:7 ceilings volunteers:2 57. Rehabilitation of 2 blocks 4 classes. Rehabilitation of student’s toilets. Rehabilitation of windows, doors and Additional care of Handicaps in the school floorings of some classes. Rehabilitation of classes Rehabilitation of toilet Rehabilitation of furniture’s 58. Procurement female students: 306 Poor condition of access road Rehabilitation of 2 blocks of 4 classes permanent staff: 1 Rehabilitation of windows, doors and ceilings. Rehabilitation of school road Toilets rehabilitation is highly recommended Completion of uncompleted blocks of 2 Need for additional staff classes 59. • Rehabilitation of classrooms Boyss only school (day) Procurement of science laboratory equipment. • Rehabilitation of pit toilets No. of students: 1200 Permanent Staff: 46 • Rehabilitation of 1 computer Volunteers: Nil laboratory/ e-library Female Staff: Nil 60. • Rehabilitation of classrooms Girls only school (day) Construction of drainage system around the school No. of students: 1000 premises and procurement of classrooms furniture. Permanent Staff: 27 Volunteers: 2 Female Staff: 9 61. • Rehabilitation of 26 classrooms Boys only school (day) Procurement of classrooms furniture • Rehabilitation of science laboratory No. of students: 3215 Permanent Staff: 58 Volunteers: 7 Female Staff: 23 62. • Rehabilitation of classrooms Girls only school (day) Completion of abandon building project. No. of students: 500 164 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation • Rehabilitation of school library Permanent Staff: 36 Volunteers: 4 Female Staff: 17 63. • Rehabilitation of 8 classrooms Boys only school (day) Procurement of classrooms furniture and • Rehabilitation of school gate No. of students: 100 construction of bornhole water. Permanent Staff: 11 Volunteers: Nil Female Staff: 3 64. • Rehabilitation of 18 classrooms Girls only school (day) Construction of drainage system around the school • Rehabilitation of science laboratory No. of students: 915 premises and procurement of classroom furniture. Permanent Staff: 27 Volunteers: Nil Female Staff: 13 65. • Rehabilitation of 2 classrooms Boys only school (day) • Rehabilitation of toilets No. of students: 250 Permanent Staff: 8 Volunteers: Nil Female Staff: 3 66. • Rehabilitation of 24 classrooms Girls only school (day) Construction of school perimeter fencing • Rehabilitation of toilets No. of students: 1008 Permanent Staff: 22 Volunteers: 2 Female Staff: 7 67. • Rehabilitation of 8 classrooms Girls only school (day) Procurement of science laboratory equipment • Rehabilitation of toilets No. of students: 3618 Permanent Staff: 30 Volunteers: 8 Female Staff: 14 68. • Rehabilitation of 2 classrooms Boys only school (day) Procurement of classrooms furniture • Rehabilitation of toilets No. of students: 2775 Permanent Staff: 29 Volunteers:7 Female Staff: 7 69. • Rehabilitation of 8 classrooms Mixed school (day) • Rehabilitation of toilets No. of students Female: 240 Male: 233 Permanent Staff: 7 Volunteers: 5 Female Staff: 2 165 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 70. • Rehabilitation of 8 classrooms Girls only school (day) There is no any water source around the school • Rehabilitation of 4 toilets No. of students: 355 premises, the school gets water from the community Permanent Staff: 3 well. Volunteers: 3 Others (N-Power): 2 Female Staff: 1 71. • Rehabilitation of 12 classrooms Boys only school (day) • Rehabilitation of 2 toilets No. of students: 937 Permanent Staff: 7 • Rehabilitation of administrative block Volunteers: 3 Female Staff: Nil 72. • Rehabilitation of 8 classrooms Mixed school (day) The school co-exist with another school, there is • Rehabilitation of 2 toilets No. of students noise distraction from passing vehicles due to lack Male: 117 of proper fencing of the school. Female: 201 Procurement of classrooms furniture Permanent Staff: 4 Volunteers: 4 Female Staff: Nil 73. • Rehabilitation of 16 classrooms Mixed school (day) Procurement of classroom furniture and • Rehabilitation of 12 toilets No. of students administrative block furniture Male: 123 Female:201 Permanent Staff: 3 Volunteers: 2 Others (N-Power): 3 Female Staff: Nil 74. • Rehabilitation of 24 classrooms Boys only school (day) There is no proper fencing in the school. • Rehabilitation of 4 toilets No. of students: 995 Permanent Staff: 7 Volunteers: 3 Other (NYSC):4 Female Staff: Nil 75. • Rehabilitation of 8 classrooms Girls only school (day) • Rehabilitation of 2 toilets No. of students: 1482 Permanent Staff: 8 Volunteers: 12 Female Staff: 4 76. • Rehabilitation of 4 classrooms Mixed school (day) Procurement of classroom furniture, and the school • Rehabilitation of administrative block No. of students doesn’t have any source of water within. Female: 87 The school is also co-existing with another school. Male: 67 166 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation Permanent Staff: 3 Volunteers: 1 Female Staff: Nil 77. • Rehabilitation of 2 classrooms Girls only school (day) There is no enough access road to the premises and • Rehabilitation of 4 toilets No. of students: 1039 there is no source water in the school. Permanent Staff: 5 Volunteers: 4 Female Staff: 2 78. • Rehabilitation of 2 classrooms Boys only school (day) The school doesn’t have source of water. • Rehabilitation of 4 toilets No. of students: 301 Permanent Staff: 6 Volunteers: 2 Female Staff: Nil 79. • Rehabilitation of 4 classrooms Boys only school (day) Procurement of classrooms furniture and first aid • Rehabilitation of 4 toilets No. of students: 200 box Permanent Staff: 3 Volunteers: 6 Female Staff: Nil 80. • Rehabilitation of 14 classrooms Girls only school (day) Procurement of classroom furniture and • Rehabilitation of 4 toilets No. of students: 937 administrative furniture. There are two physically Permanent Staff: 8 challenged students in the school. Volunteers: 6 Others: 14 Female Staff: Nil 81. • Rehabilitation of 6 classrooms Boys only school (day) Procurement of classroom and administrative • Rehabilitation of 5 toilets No. of students: 1,279 furniture. And the school has two physically Permanent Staff: 9 challenged students Volunteers: 4 Female Staff: Nil 82. • Rehabilitation of 4 classrooms Girls only school (day) There are physically challenged students (1 blind, • Rehabilitation of No. of students: 1,401 14 cripple) Permanent Staff: 14 Volunteers: 2 Others: 7 Female Staff: Nil 83. • Rehabilitation of 2 classrooms Girls only school (day) The school needs to be fenced to avoid exposure of • Rehabilitation of 2 administrative block No. of students: 1129 the students (girls) to potential risk and insecurity Permanent Staff: 3 issues. Volunteers: 18 84. • Rehabilitation of 18 classrooms Girls only school (day) No. of students: 1470 167 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation • Rehabilitation of 2 administrative block Permanent Staff: 6 Volunteers: 6 Others: 4 85. • Rehabilitation of 2 classrooms Girls only school (day) There are limited access roads to the school. • Rehabilitation of administrative blocks No. of students: 156 Permanent Staff: 4 Others: 3 86. • Rehabilitation of 2 classrooms Girls only school (day) Procurement of classrooms furniture and science No. of students: 965 laboratory equipment. Permanent Staff: 8 Volunteers: 9 Others: 2 87. • Rehabilitation of 2 classrooms Boys only school (day) There is need for proper drainage system at the • No. of students: 860 school entrance to avoid and reduce the impact of Permanent Staff: 10 flooding. Volunteers: 3 Others: 4 88. • Rehabilitation of 2 classrooms. Boys only school (day) No. of students: 274 Permanent Staff: 3 Volunteers:6 Others: 1 89. • Rehabilitation of one block of two Students: 540 No water sources classrooms Permanent Staff: 1 Additional teachers needed Volunteers: 5 • Rehabilitation of toilets Others: 5 Female Staff:1 90. • Rehabilitation of one block of two Female Students: 440 No source of water classrooms. Permanent Staff:7 Volunteers:5 • Rehabilitation of dilapidated students’ Others:4 toilet 91. • Renovation of one Block of two Students: 417 classrooms. Permanent Staff: 5 • Renovation Of Toilet Other Staff: 2 168 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 92. Renovation of one block of two class rooms. Students: 516 Renovation of ceiling for 4 classes Permanent staffs: 7 Others: 3 93. • Rehabilitation of 2 classrooms. (Girls Only day School) Though a girls-only school, there are no female • Rehabilitation of students furnitures. Female students: 109 teachers Permanent Staff: 2 • Rehabilitation of Administrative block Volunteers: 4 94. • Rehabilitation of 4 classrooms. (Girls Only day School) No source of water within the school • Rehabilitation of Administrative block Female students: 1,286 Permanent Staff: 6 Volunteers: 6 Others: 1 Female Staff: 1 95. • Rehabilitation of 4 classrooms. (Girls Only day School) Though a girls-only school, there are no female • Rehabilitation of principal office. Female students: 315 teachers Permanent Staff: 3 Furniture for principal office needed • Rehabilitation of 3 toilets Volunteers: 3 96. • Rehabilitation of 2 classrooms. Female students: 126 Male students: 147 Permanent Staff: 1 Volunteers: 7 97. • Rehabilitation of 3 classrooms. Female students: 123 No female staff • Rehabilitation of administrative block Male students: 80 Permanent Staff: 2 Volunteers: 4 98. Rehabilitation of 3 classrooms. (Girls Only day School) Though a girls-only school, there are no female Rehabilitation of administrative block Female students: 360 teachers Permanent Staff: 1 Volunteers: 7 Others: 2 99. Rehabilitation of 2 classrooms. (Girls Only day School) Though a girls-only school, there are no female Rehabilitation of administrative block Female students: 1,343 teachers Rehabilitation of School Gate Permanent Staff: 2 Volunteers: 19 Others: 4 100. Rehabilitation of classrooms and toilets (Boys only school) Rehabilitation of administrative block Male students: 843 Permanent Staff: 4 Volunteers: 6 169 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation Others: 4 101. Rehabilitation of students chairs of classes. (Girls Only day School) School is powered by solar Rehabilitation of blackboard. Female students: 528 Permanent Staff: 4 Volunteers: 1 Others: 4 102. Rehabilitation of all classes (Girls Only day School) Procurement of furniture for classroom and Renovation of staffs room Female students: 1,320 administrative block Renovation of Vice Principal Office Permanent Staff: 8 Volunteers: 1 Others: 4 Female Staff: 3 103. Rehabilitation of 2 classrooms. (Girls Only day School) Though a girls-only school, there are no female Rehabilitation of 1 Administrative office. Female students: 637 teachers Permanent Staff: 2 Volunteers: 12 104. Renovation of 2 classrooms. (Boys only school) Procurement of furniture for classroom and Male students: 669 administrative block Permanent Staff: 7 Volunteers: 3 105. Rehabilitation of 2 classrooms. (Boys only school) Provision of laboratory equipment Rehabilitation of 4 toilets Male students: 1100 Permanent Staff: 4 Volunteers: 5 106. Rehabilitation of 3 classrooms. (Boys only school) Borehole needed Rehabilitation of 4 toilets Male students: 285 Permanent Staff: 1 Volunteers: 8 107. Rehabilitation of 4 classrooms. (Girls Only day School) Though a girls-only school, there are no female Rehabilitation of 6 toilets Female students: 343 teachers Permanent Staff: 1 Volunteers: 3 108. Rehabilitation of 2 classrooms. (Boys only school) No female staff Rehabilitation of 4 toilets Male students: 269 Rehabilitation of 1 office. Permanent Staff: 1 Volunteers: 4 109. Rehabilitation of 2 classrooms. (Boys only school) No female staff Rehabilitation of 2 toilets Male students: 117 Permanent Staff: 1 Volunteers: 7 170 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 110. Renovation of 1 block of two classroom and (Boys only school) No female staff toilet Male students: 836 Permanent Staff: 11 111. Renovation of 1 block of two classroom with (Girls Only day School) More staff needed furniture and teachers/ student toilets Female students: 204 No female staff Permanent Staff: 5 112. • Renovation of 1 blocks of 3 classroom, 2 Female students: 18 office and 3 toilets. 113. • Renovation of 1 block of 2 class room, 1 (Girls Only day School) No female staff office and furniture procurement. Female students:86 Male students: 139 Permanent Staff: 4 male 114. • Renovation of 1 block of 2 class room (Girls Only day School) with furniture Female students: 70 Permanent Staff: 3 male only 115. • 1 block 3class rooms with store& (Girls Only day School) principal office Female students: 972 Permanent Staff: 15 Volunteers: 4 Female Staff: 2 116. Rehabilitation of 2 blocks, of 4 class rooms. Number Female students: Only 1 toilet in the school Rehabilitation of administrative office 269 Consideration for PwDs Permanent Staff: 2 Volunteers: 5 Female Staff:1 117. Renovation of 2 class rooms of different Female students : 1591 Consideration for PwDs blocks. Permanent staff : 16 Female teachers: 6 Volunteers : 6 118. Renovation of 1 block of 2 class rooms. Female students: 511 Consideration for PwDs Permanent Staff: 5 Volunteers: 5 Female Staff:1 119. Renovation of 1 block of 2 class rooms Female students: 1950 Consideration for PwDs Permanent Staff: 18 Volunteers: 15 S.power:5 Female Staff: 4 171 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation 120. Renovation of 1 block of 2 classrooms. Female students: 392 Consideration for PwDs Permanent Staff: 7 Volunteers: 7 Female Staff: 1 121. • Renovation of 1 block of 2 classrooms Male students: 129 and administrative office. 122. Renovation of 1 block of 2 classrooms Female students: 1575 Consideration for PwD Permanent Staff: 11 Volunteers: 9 Female Staff:4 123. Renovation of 2 blocks of 4 class rooms. Female students: 786 Consideration for PwDs Renovation of 1 administrative block. Permanent Staff: 22 Volunteers: 4 S-power: 8 Female Staff:2 124. Renovation of 1 block of 2 class rooms. Female students: Consideration for PwDs Permanent Staff: 19 Volunteers: 2 Female Staff:2 125. Rehabilitation of 4 Male students: 486 Classrooms of 1 block Permanent Staff: 12 Including roofing, ceiling Volunteers: 2 Flooring, plastering and Painting Procurement of 21 Furnitures 126. Rehabilitation of 3 Female students: 1162 Students learn sitting on the floor as there are no Classrooms of 1 block Permanent Staff: 17 furniture in the classrooms Including roofing, flooring, Volunteers: 6 Furnitures, doors and Others: 1 N-POWER Windows, plastering and Painting 127. • Rehabilitation of 2 Female students: Open defecation observed • Classrooms of 1 block 1674 Permanent Staff: 18 • Including roofing, flooring, Volunteers: 5 • Plastering and painting rehabilitation of 2 172 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation • Laboratory of 1 block rehabilitation of 14 toilets of 3 blocks 128. • Rehabilitation of 2 Male students: 917 Toilets are not in usable conditions • Classrooms of 1 block Permanent Staff: 15 • Including roofing, flooring, plastering Volunteers: 3 and painting Female Staff: 2 • Rehabilitation of 3 toilets • Of one block 129. Rehabilitation of 3 Male students: 550 The school currently uses nearby community toilet Classrooms of 1 blocks including Considerations for PwDs Including roofing, flooring, plastering and 2 cripples No proper drainage system within the school painting Permanent Staff: 5 Volunteers: 3 130. Rehabilitation of 4 Female students: 118 No proper drainage within the school, and this leads Classrooms of 2 blocks Male students: 6 to water logging in some places Including roofing, flooring, Permanent Staff: 10 Plastering and painting 131. • Rehabilitation of Female students: 370 No perimeter fencing • Administrative block Permanent Staff: 12 Volunteers: 5 • Rehabilitation of 2 • Classrooms of 1 block which include roofing, ceiling, painting and plastering. 132. • Rehabilitation of 2 Male students: 487 No portable source of water • Classrooms of 1 block Permanent Staff: 5 Volunteers: 3 • Procurement of doors, • Windows • Rehabilitation of roofing • And ceiling • Rehabilitation of 2 toilets of 1 block 133. Rehabilitation of 2 Female students: 535 The school currently uses nearby community toilet Classrooms of 1 block which include (Including 2 cripples replacement of doors and windows. And 1 deaf) Procurement of furniture Permanent Staff: 16 173 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation Including 60 for students and 17 for teachers Volunteers: 4 Others: 1 Female Staff: 5 134. Rehabilitation of 2 Male students: 2648 Classrooms of 1 block (Including 7 cripples) Including flooring with Permanent Staff: 32 Terrazzo, roofing, plastering Volunteers: 9 And painting 135. Renovation of 3 classrooms Female students: 808 Poor condition of the toilets forces students to open Of 1 block including Permanent Staff: 15 defecation Procurement of furnitures Volunteers: 7 Rehabiltaion of roof, ceiling Female Staff: 4 And flooring Renovation of 4 toilets of 2 Blocks 136. Renovation of 3 classes and 4 toilets which Male students: 535 Considerations for PwDs includes replacement of doors, Windows, Permanent Staff: 8 Roofs, painting, floor and ceiling. Volunteers: 4 Plastering of the classrooms and toilets is also required 137. Renovation of 2 classes and 2 toilets which Female students: 435 Considerations for PwDs includes replacement of doors, Windows, Male students: 350 Roofs, painting, floor and ceiling. Permanent Staff: 7 Plastering of the classrooms and toilets is Volunteers: 3 also required Others: 1 138. Renovation of 4 classes which includes Female students: 263 Considerations for PwDs replacement of doors, Windows, Roofs, Male students: 280 painting, floor and ceiling. Permanent Staff: 11 Volunteers: 2 Others: 1 139. • Rehabilitation of 2 classrooms. Boys only school (day) Procurement of classroom furniture and No. of students: 100 administrative furniture. Rehabilitation of administrative block Permanent Staff:3 There is no good source of water and the school Volunteers: 3 water is drainage is poor. Others: Nil 140. • Rehabilitation of 2 classrooms. Girls only school (day) There is 1. Rehabilitation of 1 administrative block No. of students: 175 Permanent Staff: 7 174 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation Volunteers:3 141. • Rehabilitation of 7 classrooms. Girls only school (day) Procurement of classroom furniture, and there is 2. Rehabilitation of school Library No. of students: 1769 poor water drainage. There are 25 students Permanent Staff: 7 physically challenged (visually and hearing Volunteers: 4 impaired, and lame disability ) Female Staff: 1 142. • Rehabilitation of 3 classrooms. Girls only school (day) There is poor water drainage in the school, and four 3. Rehabilitation of ICT laboratory No. of students: 542 (4) physical challenged students. Permanent Staff: 8 Request for computers (Laptop and Desktop) Volunteers:2 Others: 2 Female staff: 143. • Rehabilitation of classrooms with an Girls only school (day) There are 25 physically and 1 mentally challenged attached staff office. No. of students: 1531 students. Permanent Staff:16 4. Rehabilitation of 1 borehole Volunteers: 3 Others: 8 Female staff: 1 144. 5. Rehabilitation of 3 classrooms. Boys only school (day) Request for sport facilities, Computers and Solar No. of students: 110 panels. Permanent Staff: 3 There is no source of water in the source. Volunteers: Nil Others: 3 145. • Rehabilitation of 4 classrooms. Boys only school (day) The school doesn’t have toilets facilities. 6. Rehabilitation of 1 administrative block No. of students: 902 Permanent Staff: 10 Volunteers: 3 Others: 0 146. • Rehabilitation of 8 classrooms. Boys only school (day) There is need for water source. • Rehabilitation of administrative block No. of students: 480 Permanent Staff: 12 • Rehabilitation of 5 toilets Volunteers: Nil 7. Rehabilitation of 2 hand pump borehole Others: 6 147. • Rehabilitation of 6 classrooms. Boys only school (day) Procurement of classrooms furniture. 8. Rehabilitation of toilets No. of students: 413 There is no water drainage. Permanent Staff: 18 Volunteers: 2 175 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE No. Name of School Proposed Rehabilitation Works School Information Additional Information from Consultation Others: 0 148. • Rehabilitation of 4 classrooms. Girls only school (day) There is poor road access to the school. 9. Rehabilitation of 4 toilets No. of students: 773 Procurement of classrooms furniture. Permanent Staff: 13 There are some physically challenged students in Volunteers: 4 the school. Others: 1 149. • Rehabilitation of 2 classrooms. Mixed school (day) Procurement of classroom furniture. 10. Rehabilitation of 4 toilets No. of students Female:48 Male: 57 Permanent Staff:2 Volunteers:4 Others: 150. • Rehabilitation of 4 classrooms. Girls only school (day) The school has 2 physically challenge students 11. Rehabilitation of 5 toilets No. of students: 594 Permanent Staff: 9 Volunteers: 10 Others: 2 176 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 7: General Environmental Management Conditions for Construction Contracts General 1. In addition to these general conditions, the SBMC shall comply with any specific Environmental Management Plan (EMP) or Environmental and Social Management Plan (ESMP) for the works he is responsible for. The SBMC shall inform himself about such an EMP, and prepare his work strategy and plan to fully take into account relevant provisions of that EMP. If the SBMC fails to implement the approved EMP after written instruction by the Supervising Engineer (SE) to fulfil his obligation within the requested time, the Owner reserves the right to arrange through the SE for execution of the missing action by a third party on account of the SBMC. 2. Notwithstanding the SBMC’s obligation under the above clause, the SBMC shall implement all measures necessary to avoid undesirable adverse environmental and social impacts wherever possible, restore work sites to acceptable standards, and abide by any environmental performance requirements specified in an EMP. In general these measures shall include but not be limited to: (a) Minimize the effect of dust on the surrounding environment resulting from earth mixing sites, asphalt mixing sites, dispersing coal ashes, vibrating equipment, temporary access roads, etc. to ensure safety, health and the protection of workers and communities living in the vicinity dust producing activities. (b) Ensure that noise levels emanating from machinery, vehicles and noisy construction activities (e.g. excavation, blasting) are kept at a minimum for the safety, health and protection of workers within the vicinity of high noise levels and nearby communities. (c) Ensure that existing water flow regimes in rivers, streams and other natural or irrigation channels is maintained and/or re-established where they are disrupted due to works being carried out. (d) Prevent bitumen, oils, lubricants and wastewater used or produced during the execution of works from entering into rivers, streams, irrigation channels and other natural water bodies/reservoirs, and also ensure that stagnant water in uncovered borrow pits is treated in the best way to avoid creating possible breeding grounds for mosquitoes. (e) Prevent and minimize the impacts of quarrying, earth borrowing, piling and building of temporary construction camps and access roads on the biophysical environment including protected areas and arable lands; local communities and their settlements. In as much as possible restore/rehabilitate all sites to acceptable standards. (f) Upon discovery of ancient heritage, relics or anything that might or believed to be of archaeological or historical importance during the execution of works, immediately report such findings to the SE so that the appropriate authorities may be expeditiously contacted for fulfilment of the measures aimed at protecting such historical or archaeological resources. (g) Discourage construction workers from engaging in the exploitation of natural resources such as hunting, fishing, collection of forest products or any other activity that might have a negative impact on the social and economic welfare of the local communities. (h) Implement soil erosion control measures in order to avoid surface run off and prevents siltation, etc.(i) Ensure that garbage, sanitation and drinking water facilities are provided in construction workers camps. (j) Ensure that, in as much as possible, local materials are used to avoid importation of foreign material and long distance transportation. (k) Ensure public safety and meet traffic safety requirements for the operation of work to avoid accidents. 3. The SBMC shall indicate the period within which he/she shall maintain status on site after completion of civil works to ensure that significant adverse impacts arising from such works have been appropriately addressed. 4. The SBMC shall adhere to the proposed activity implementation schedule and the monitoring plan / strategy to ensure effective feedback of monitoring information to project management so that impact management can be implemented properly, and if necessary, adapt to changing and unforeseen conditions. 5. Besides the regular inspection of the sites by the SE for adherence to the contract conditions and specifications, the Owner may appoint an Inspector to oversee the compliance with these environmental conditions and any proposed mitigation measures. State environmental authorities may carry out similar inspection duties. In all cases, as directed by the SE, the SBMC shall comply with directives from such inspectors to implement measures required to ensure the adequacy rehabilitation measures carried out on the bio-physical environment and compensation for socio-economic disruption resulting from implementation of any works. Worksite/Campsite Waste Management 6. All vessels (drums, containers, bags, etc.) containing oil/fuel/surfacing materials and other hazardous chemicals shall be bunded in order to contain spillage. All waste containers, litter and any other waste generated during the construction shall be collected and disposed of at designated disposal sites in line with applicable government waste management regulations. 7. All drainage and effluent from storage areas, workshops and camp sites shall be captured and treated before being discharged into the drainage system in line with applicable government water pollution control regulations. 8. Used oil from maintenance shall be collected and disposed of appropriately at designated sites or be re-used or sold for re-use locally. 9. Entry of runoff to the site shall be restricted by constructing diversion channels or holding structures such as banks, drains, dams, etc. to reduce the potential of soil erosion and water pollution. 10. Construction waste shall not be left in stockpiles along the road but removed and reused or disposed of on a daily basis. 11. If disposal sites for clean spoil are necessary, they shall be located in areas, approved by the SE, of low land use value and where they will not result in material being easily washed into drainage channels. Whenever possible, spoil 177 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE materials should be placed in low-lying areas and should be compacted and planted with species indigenous to the locality. Material Excavation and Deposit 12. The SBMC shall obtain appropriate licenses/permits from relevant authorities to operate quarries or borrow areas. 13. The location of quarries and borrow areas shall be subject to approval by relevant local and national authorities, including traditional authorities if the land on which the quarry or borrow areas fall in traditional land. 14. New extraction sites: a) Shall not be located in the vicinity of settlement areas, cultural sites, wetlands or any other valued ecosystem component, or on on high or steep ground or in areas of high scenic value and shall not be located less than 1km from such areas. b) Shall not be located adjacent to stream channels wherever possible to avoid siltation of river channels. Where they are located near water sources, borrow pits and perimeter drains shall surround quarry sites. c) Shall not be located in archaeological areas. Excavations in the vicinity of such areas shall proceed with great care and shall be done in the presence of government authorities having a mandate for their protection. d) Shall not be located in forest reserves. However, where there are no other alternatives, permission shall be obtained from the appropriate authorities and an environmental impact study shall be conducted. e) Shall be easily rehabilitated. Areas with minimal vegetation cover such as flat and bare ground, or areas covered with grass only or covered with shrubs less than 1.5m in height, are preferred. f) Shall have clearly demarcated and marked boundaries to minimize vegetation clearing. 15. Vegetation clearing shall be restricted to the area required for safe operation of construction work. Vegetation clearing shall not be done more than two months in advance of operations. 16. Stockpile areas shall be located in areas where trees can act as buffers to prevent dust pollution. Perimeter drains shall be built around stockpile areas. Sediment and other pollutant traps shall be located at drainage exits from workings. 17. The SBMC shall deposit any excess material in accordance with the principles of the general conditions, and any applicable EMP, in areas approved by local authorities and/or the SE. 18. Areas for depositing hazardous materials such as contaminated liquid and solid materials shall be approved by the SE and appropriate local and/or national authorities before the commencement of work. Use of existing, approved sites shall be preferred over the establishment of new sites. Rehabilitation and Soil Erosion Prevention 19. To the extent practicable, the SBMC shall rehabilitate the site progressively so that the rate of rehabilitation is similar to the rate of construction. 20. Always remove and retain topsoil for subsequent rehabilitation. Soils shall not be stripped when they are wet as this can lead to soil compaction and loss of structure. 21. Topsoil shall not be stored in large heaps. Low mounds of no more than 1 to 2m high are recommended. 22. Re-vegetate stockpiles to protect the soil from erosion, discourage weeds and maintain an active population of beneficial soil microbes. 23. Locate stockpiles where they will not be disturbed by future construction activities. 24. To the extent practicable, reinstate natural drainage patterns where they have been altered or impaired. 25. Remove toxic materials and dispose of them in designated sites. Backfill excavated areas with soils or overburden that is free of foreign material that could pollute groundwater and soil. 26. Identify potentially toxic overburden and screen with suitable material to prevent mobilization of toxins. 27. Ensure reshaped land is formed so as to be inherently stable, adequately drained and suitable for the desired long- term land use, and allow natural regeneration of vegetation. 28. Minimize the long-term visual impact by creating landforms that are compatible with the adjacent landscape. 29. Minimize erosion by wind and water both during and after the process of reinstatement. 30. Compacted surfaces shall be deep ripped to relieve compaction unless subsurface conditions dictate otherwise. 31. Revegetate with plant species that will control erosion, provide vegetative diversity and, through succession, contribute to a resilient ecosystem. The choice of plant species for rehabilitation shall be done in consultation with local research institutions, forest department and the local people. Water Resources Management 32. The SBMC shall at all costs avoid conflicting with water demands of local communities. 33. Abstraction of both surface and underground water shall only be done with the consultation of the local community and after obtaining a permit from the relevant Water Authority. 34. Abstraction of water from wetlands shall be avoided. Where necessary, authority has to be obtained from relevant authorities. 35. Temporary damming of streams and rivers shall be done in such a way avoids disrupting water supplies to communities downstream and maintains the ecological balance of the river system. 36. No construction water containing spoils or site effluent, especially cement and oil, shall be allowed to flow into natural water drainage courses. 37. Wash water from washing out of equipment shall not be discharged into water courses or road drains. 38. Site spoils and temporary stockpiles shall be located away from the drainage system, and surface run off shall be directed away from stockpiles to prevent erosion. Traffic Management 178 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 39. Location of access roads/detours shall be done in consultation with the local community especially in important or sensitive environments. Access roads shall not traverse wetland areas. 40. Upon the completion of civil works, all access roads shall be ripped and rehabilitated. 41. Access roads shall be sprinkled with water at least five times a day in settled areas, and three times in unsettled areas, to suppress dust emissions. Blasting 42. Blasting activities shall not take place less than 2km from settlement areas, cultural sites, or wetlands without the permission of the SE. 43. Blasting activities shall be done during working hours, and local communities shall be consulted on the proposed blasting times. 44. Noise levels reaching the communities from blasting activities shall not exceed 90 decibels. Disposal of Unusable Elements 45. Unusable materials and construction elements such as electro-mechanical equipment, pipes, accessories and demolished structures will be disposed of in a manner approved by the SE. The SBMC has to agree with the SE which elements are to be surrendered to the Client’s premises, which will be recycled or reused, and which will be disposed of at approved landfill sites. 46. As far as possible, abandoned pipelines shall remain in place. Where for any reason no alternative alignment for the new pipeline is possible, the old pipes shall be safely removed and stored at a safe place to be agreed upon with the SE and the local authorities concerned. 47. AC-pipes as well as broken parts thereof have to be treated as hazardous material and disposed of as specified above. 48. Unsuitable and demolished elements shall be dismantled to a size fitting on ordinary trucks for transport. Health and Safety 49. In advance of the construction work, the SBMC shall mount an awareness and hygiene campaign. Workers and local residents shall be sensitized on health risks particularly of AIDS. 50. Adequate road signs to warn pedestrians and motorists of construction activities, diversions, etc. shall be provided at appropriate points. 51. Construction vehicles shall not exceed maximum speed limit of 40km per hour. Repair of Private Property 52. Should the SBMC, deliberately or accidentally, damage private property, he shall repair the property to the owner’s satisfaction and at his own cost. For each repair, the SBMC shall obtain from the owner a certificate that the damage has been made good satisfactorily in order to indemnify the Client from subsequent claims. 53. In cases where compensation for inconveniences, damage of crops etc. are claimed by the owner, the Client has to be informed by the SBMC through the SE. This compensation is in general settled under the responsibility of the Client before signing the Contract. In unforeseeable cases, the respective administrative entities of the Client will take care of compensation. SBMC’s Environment, Health and Safety Management Plan (EHS-MP) 54. Within 6 weeks of signing the Contract, the SBMC shall prepare an EHS-MP to ensure the adequate management of the health, safety, environmental and social aspects of the works, including implementation of the requirements of these general conditions and any specific requirements of an EMP for the works. The SBMC’s EHS-MP will serve two main purposes: • For the SBMC, for internal purposes, to ensure that all measures are in place for adequate EHS management, and as an operational manual for his staff. • For the Client, supported where necessary by a SE, to ensure that the SBMC is fully prepared for the adequate management of the EHS aspects of the project, and as a basis for monitoring of the SBMC’s EHS performance. 55. The SBMC’s EHS-MP shall provide at least: • a description of procedures and methods for complying with these general environmental management conditions, and any specific conditions specified in an EMP; • a description of specific mitigation measures that will be implemented in order to minimize adverse impacts; • a description of all planned monitoring activities (e.g. sediment discharges from borrow areas) and the reporting thereof; and • the internal organizational, management and reporting mechanisms put in place for such. 56. The SBMC’s EHS-MP will be reviewed and approved by the Client before start of the works. This review should demonstrate if the SBMC’s EHS-MP covers all of the identified impacts and has defined appropriate measures to counteract any potential impacts. EHS Reporting 57. The SBMC shall prepare bi-weekly progress reports to the SE on compliance with these general conditions, the project EMP if any, and his own EHS-MP. An example format for a SBMC EHS report is portrayed below. It is expected that the SBMC’s reports will include information on: • EHS management actions/measures taken, including approvals sought from local or national authorities; • Problems encountered in relation to EHS aspects (incidents, including delays, cost consequences, etc. as a result thereof); 179 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Lack of compliance with contract requirements on the part of the SBMC; • Changes of assumptions, conditions, measures, designs and actual works in relation to EHS aspects; and • Observations, concerns raised and/or decisions taken with regard to EHS management during site meetings. 58. It is advisable that reporting of significant EHS incidents be done “as soon as practicableâ€?. Such incident reporting shall therefore be done individually. Also, it is advisable that the SBMC keep his own records on health, safety and welfare of persons, and damage to property. It is advisable to include such records, as well as copies of incident reports, as appendixes to the bi-weekly reports. A sample format for an incident notification is shown below. Details of EHS performance will be reported to the Client through the SE’s reports to the Client. Training of SBMC’s Personnel 59. The SBMC shall provide sufficient training to his own personnel to ensure that they are all aware of the relevant aspects of these general conditions, any project EMP, and his own EHS-MP, and are able to fulfil their expected roles and functions. Specific training should be provided to those employees that have particular responsibilities associated with the implementation of the EHS-MP. General topics should be: • EHS in general (working procedures); • emergency procedures; and • social and cultural aspects (awareness raising on social issues). Cost of Compliance 60. It is expected that compliance with these conditions is already part of standard good workmanship and state of art as generally required under this Contract. The item “Compliance with Environmental Management Conditionsâ€? in the Bill of Quantities covers this cost. No other payments will be made to the SBMC for compliance with any request to avoid and/or mitigate an avoidable EHS impact. 3. Example Format: EHS Report Contract: Period of reporting: EHS management actions/measures: Summarize EHS management actions/measures taken during period of reporting, including planning and management activities (e.g. risk and impact assessments), EHS training, specific design and work measures taken, etc. EHS incidents: Report on any problems encountered in relation to EHS aspects, including its consequences (delays, costs) and corrective measures taken. Include relevant incident reports. EHS compliance: Report on compliance with Contract EHS conditions, including any cases of non-compliance. Changes: Report on any changes of assumptions, conditions, measures, designs and actual works in relation to EHS aspects. Concerns and observations: Report on any observations, concerns raised and/or decisions taken with regard to EHS management during site meetings and visits. Signature (Name, Title Date): SBMC Representative 4. Example Format: EHS Incident Notification EHS Incident Notification Provide within 24 hrs to the Supervising Engineer Originators Reference No:......................................................................................................... Date of Incident:................................................................. Time:........................ Location of incident:................................................................................................................... Name of Person(s) involved:....................................................................................................... Employing Company:.................................................................................................................... Type of Incident:............................................................................................................................ Description of Incident: Where, when, what, how, who, operation in progress at the time (only factual) Immediate Action: Immediate remedial action and actions taken to prevent reoccurrence or escalation Signature (Name, Title, Date):..................................................................................................... SBMC Representative 180 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 181 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 8 – Waste Management Plan The categories of waste envisaged under the sub-project are as follows: Vegetal waste – This will be vegetation clearance during site preparation and mobilization of equipment to the site. However, vegetal waste is expected to be minimal considering most of the schools are already in existence. Construction waste – This will include Cement, sands, Paints, Zincs, Metal Scraps, Woods etc. Particulates Matter & Gases – from movement of vehicles, machine operations, site clearing activities, mixing of materials and chemicals such as paints Liquid waste - Leakages from vehicles, oil containers, chemicals, adhesives, etc. Sanitary waste – Waste generated by workers onsite, campsite. Such as, domestic sewage, faeces, urine, wastewater, food remnant, food packaging etc. The table below shows how this waste generated will be managed. S/N Potential Source Waste Type Waste Streams Management A PREREHABILITATION 1 Movement of vehicles Emission COx, SOx, NOx, CO, Dust • Use water suppression to prevent dust emission on unpaved surface and • Maintain vehicles and machineries to reduce engine exhaust emission • Maintain low speed to reduce dust and gaseous emission 2 Site Clearing and Non-Hazardous • Vegetal Waste • Vegetal waste shall be supplied to farmers for use Installation of • Industrial Waste: as compost. temporary workers Metal scraps, • Woody vegetal shall be supplied to host camp and offices and packaging waste communities for domestic uses including as fuel workshops wood for cooking. • Segregated and stored on site to be collected at least once a week for reuse or recycle through the Kano State Environmental Planning and Protection Agency (KASEPPA)or licensed third party facilities. 3 Workers’ camp Domestic and • Food remnant, kitchen • To be transferred to locals for use as compost and Sanitary wastes. Food packaging animal feed. etc • Plastic and other packaging to be recycled • Domestic Sewage through licensed recycling third parties or collected by refuse management and sanitation board (REMASAB} • Sewage will be collected in a properly closed constructed septic tank and will be evacuated in conjunction with (REMASAB) at least twice during the 18month period or as required. B REHABILITATION 1 Movement of vehicles Emission COx, SOx, NOx, CO, Dust • Use water suppression to prevent dust emission on unpaved surface and • Maintain vehicles and machineries to reduce engine exhaust emission • Maintain low speed to reduce dust and gaseous emission • Use of cleaner technologies and modern equipment 2 Civil works Non-Hazardous • Spoils • Segregated and kept securely in closed containers /Industrial • Waste Packaging and on site. To be evacuated by (KASEPPA) or Dunnage such as scrap transferred to approved recycling third parties for wood, scrap metal, reuse/recycling. steel, glass, plastic, • Non-recyclables to be removed by (KASEPPA) or paper and cardboard, other approved waste SBMC by the state Workers’ camp/offices empty metal • To be transferred to locals for use as compost and containers, excess animal feed. concrete, broken • Plastic and other packaging to be evacuated by equipment, or (KASEPPA) or recycled through licensed recycling components third parties. • Domestic-type waste: wastepaper and food scraps, metal cans 3 Civil Works Hazardous Waste Solid Wastes: used Store on site in closed and labelled containers with batteries, chemical secondary containment to be evacuated by containers, concrete etc (KASEPPA) or registered waste SBMC with off-site Liquid Waste: spent permitted hazardous waste treatment, storage, or lubricating oils, hydraulic disposal facilities in accordance with (KASEPPA) fluids, brake fluids, policies battery electrolyte, and dielectric fluids, chemical cleaning agents, paints, primers, thinners, and corrosion control coatings; sealants and adhesives etc 182 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Civil works Waste Water Wastewater from Discharged to the ground as only very small equipment washing and quantity is envisaged at this stage. concrete production Civil works Electrical and Electrical wirings, cables, This will be sent to Material Recovery Facilities/ electronic waste damaged computers etc. recycling facilities in the state for proper (e-waste) management C OPERATION 1 Movement of vehicles Emission COx, SOx, NOx, CO, Dust See A1 2 Operations Solid waste Maintenance of buildings, Segregated and kept securely in closed containers Chemical waste roofing sheets, iron on site to be collected by (KASEPPA). Non-recyclable Sewage sheets, paint. solid waste to be sent to approved (KASEPPA) E-waste dumpsites. Recyclable waste to be sent to MRF facilities and recycling facilities, this will be done in Sewage evacuation from liaison with (KASEPPA). constructed toilets Liaise with WASH departments at the LGA and other WASH projects like SURWASH ON Sewage management and WASH facilities Cost (Also captured the relevant section of ESMP Matrix Table) 183 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 9 – Occupational Health and Safety Plan Every project poses its own HSE risks. This plan is developed to meet up with OHS standards and to achieve the objectives set for the project. The project team shall undertake to ensure high performance standards and conformity with contract requirements by managing the works in a systematic and thorough manner. • Competency All personnel required to operate or work with any equipment or machine must be competent, be tested for each equipment that he/she shall be operating. All personnel who as part of their profession require licensing or certification must obtain the necessary certification before he/she shall be allowed to work on the site. • Fitness All personnel working on site shall be required to be certified medically fit to do so by an approved medical facility or Medical Doctor (pre-employment medical examination) • HSE Training o Induction/Orientation Every new or rehired employee and SubSBMCs employees must undergo mandatory OHS orientation / induction. The purpose of the Induction is to educate workers and make them aware of the major potential hazards he or she shall come into contact with while working on the site; also, it is one more opportunity to stress the importance of HSE being the first priority in the operations. The content of the HSE orientation / induction shall cover the following subjects: • Site safety rules. • Personnel protective equipment requirements (PPE). • Environmental sensitivity and protection. • Preparation and planning of the job (Daily Pre-task talk). • Emergency plan and muster points. • SEA/SH and GBV prevention strategies • COVID-19 prevention strategies o Project Specific HSE Training In addition to the HSE orientation /induction, there shall be specific site HSE trainings which shall cover the following topics: • Manual handling. • Electrical Safety • Emergency Prevention, Preparedness and Response • Work at height training • First Aid training ( for site First Aiders) • Lifting and Rigging • Safe Driving techniques (for drivers) EMERGENCY PREPAREDNESS AND RESPONSE Emergency procedures and evacuation plan shall be developed by the HSE Department and displayed on the notice board. These procedures shall be communicated to all staff. Also each section/department shall have at least a trained first aider at all times. • HSE IMPLEMENTATION AND PERFORMANCE MONITORING o HSE Meetings HSE management meetings shall be held once a month. The meeting is to help identify safety problems, develop solutions, review incident reports, provide training and evaluate the effectiveness of our safety program. Some of the meetings shall be: • Project/Site Management HSE Meeting for management and supervision (Monthly). • Tool box talk meetings for all workforce (Weekly). • Pre-task briefing for all workforces (Daily). • Special situation meeting (As required). o HSE Reporting All incidents and illnesses must be reported to site supervisor after which investigation shall commence and recorded so that appropriate corrective actions shall be implemented to prevent any re-occurrence and report findings shall be forwarded to management for review. Reporting requirements shall include notification of incident, investigation report, and monthly report. Notification of Incident form shall be developed which shall be filled and submitted to HSE department for investigation. • HSE Inspection and Audits For continual improvement of HSE management system, HSE inspection and audit shall be conducted. An inspection checklist shall be developed. This is to ensure that the HSE management system is being adhered to. The inspection shall be conducted by the HSE department together with site management. Corrective and Preventive Actions and Non Conformities During the cause of inspections, concerns raised shall be addressed and closed out. It is expected that in a period of two weeks, a close out inspection shall take place to verify that the corrective actions have been closed. Project HSE Rules The project HSE rules shall be developed and supervision shall develop specific rules and procedures when necessary. 184 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE The following site rules shall be implemented at all times. The Site Manager shall draw these rules to the attention of their own workmen or staff. All sub-SBMCs must ensure that these rules are drawn to the attention of their workmen and staff. The Principal SBMC may implement additional site rules during the contract programme. Any such additional rules shall be notified to all personnel engaged on the project prior to their implementation. The HSE rules shall include but not limited to: 1. Personal Protective Equipment must be worn at all times. 2. All instructions issued by the Site Manager regarding the storage, handling or cleaning of materials, plant and equipment must be followed. 3. All vehicles must be parked in the designated areas. 4. Any workman suffering from a medical condition that might affect his work and/or that could require specific Medical treatment must inform the supervisor before commencing work. 5. All site tools shall either be battery operated or 110 volts. 6. No one shall be permitted on site if it is believed that they are under the influence of alcohol or drugs. 7. Vehicles must not reverse without a banksman in attendance. 8. All visitors to site must undergo a site-specific induction and operative Identity badges must be worn at all times. 9. All excavations must be secured. 10. Smoking and eating shall only be permitted in the designated area. This area shall be identified during induction. 11. No hot works operations are permitted without a hot work permit in place. 12. There shall be no radios or other music playing devices on site. 13. Good housekeeping practices to be adopted. 14. Compliance with all Ethical Power Permit to Work systems 15. The site keyed access procedure must be strictly adhered to. 16. All SBMCs must comply with Site Health & Safety Guidelines / Site Safety Method Statement 17. No untrained worker shall be permitted to operate heavy machineries. 18. COVID-19 protocols to be adhered to including frequent handwashing, use of nose masks when in crowded spaces, timely reporting of any symptoms to HSE officer and immediate isolation • Safe Work Practices/Personal Protective Equipment (PPE) The basic PPE required for the project shall be Safety Glasses, Safety Boots, Hand Gloves, Hard Hat, ear plugs and Coverall. Any other PPE shall be used as applicable. Management is responsible for the provision of PPE and usage shall be enforced at all time. PPE shall be provided in circumstances where exposure to hazards cannot be avoided by other means or to supplement existing control measures identified by a risk assessment. An assessment shall be made to ensure that the PPE is suitable for purpose and is appropriate to the risk involved. Information, instruction & training shall be given to all employees on safe use, maintenance and storage of PPE. Employees shall, in accordance with instructions given, make full use of all PPE provided and maintain it in a serviceable condition and report its loss or defect immediately to the maintenance department where it shall be replaced. PPE shall be replaced when it is no longer serviceable and returned on a new for old basis. Employees shall sign to state that they have received PPE when issued. • Welfare Facilities The provision of welfare facilities on the site shall be communicated to all operatives at site induction. A cleaning regime shall be implemented and maintained for the duration of the construction phase to ensure the site welfare facilities remain in a clean and tidy condition. If mains drinking water becomes unavailable during the construction phase bottled water shall be brought to site for all operatives for the necessary period. • Signage Adequate provision for warning and directional signs shall be made. 185 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 10 – Traffic Management Plan (TMP) The main objective of this TMP is to provide safe passage for community members, pedestrians, motorcyclist, cyclists and vehicular traffic in the project areas during the construction. The SBMC should designate a TMP Supervisor who will oversee traffic management along major roads within the project corridors. The following are the minimum requirements for traffic management on the project: a) Design and layout of Road Systems The SBMC in conjunction with the community, SPIU and FRSC must: - a) Plan traffic routes to give the safest route between places within the project route b) Make traffic routes wide enough for safe movement of the largest vehicle using them. c) Ensure all drops and falls are adequately protected. d) Avoid traffic routes passing close to vulnerable areas such as fuel tanks. e) Ensure there are designated safe areas for loading, unloading and plant maintenance. f) Avoid sharp corners or blind bends, if these cannot be avoided install mirrors. g) Road crossings and junctions, should be clearly signed and marked. h) Make entrances and gates wide enough. i) Set speed limits and clearly mark on traffic routes; (5mph). j) Give prominent warning of limited headroom and overhead cables. b) Liaisons with Government Traffic Agencies The TMP will ensure liaisons with the FRSC at the State level. In situations where heavy traffic impacts are envisaged, the SBMC will liaise with the FRSC to ensure traffic coordination and mitigate adverse traffic impacts. c) Pedestrians a) Provide separate routes for pedestrians and where needed provide suitable barriers. b) If traffic routes are used by both pedestrians and vehicles they should be wide enough. c) Provide suitable well marked crossing points. S/N Aspects Descriptions Responsible Party 1 Traffic/Safety â–ª Safety signage should be put at strategic locations to warn road users SBMC Signage of the ongoing construction activities. â–ª Signages should also be located along borrow pits, engineering yards and workers’ camp. 2 Movement of â–ª Mobilization of equipment and materials should be done at off-peak SBMC Vehicles and period (10am – 4pm), mainly on weekends, holidays Equipment â–ª Enforce speed limit. â–ª Ensure vehicles and equipment are parked at Camp site and designated areas ONLY. â–ª Untarred access roads shall be sprinkled with water frequently to suppress dust emissions. â–ª The SBMC must ensure that trucks carrying sand/soil to and from the sites are well covered in order not to cause injury to the public. â–ª Station flagmen at junctions, diversion points, near public crossings such as schools and speed bumps will be installed in built up areas and near public facilities such as schools, mosques, churches to reduce speed and dust â–ª During peak periods, such as market days FRSC will also be involved in assisting traffic and road safety management. Furthermore, the SBMC will engage the services of FRSC to train all project drivers. 3 Training â–ª Hire drivers with appropriate driver’s license. SBMC â–ª Liaise with FRSC to train drivers â–ª As part of refresher course for construction workers, train drivers on defensive driving and enforce speed limits 4 Communication â–ª All Traffic and Safety signages should be boldly written in English & SBMC local languages. â–ª Any incident/ accidents should be reported immediately to the SPIU SPIU within 24hrs. The SPIU will also report to the NPCU/WB within 48hrs including immediate action taken SBMC Cost All actions and costs have been embedded in the ESMP Matrix Table 186 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 11 – Sample Code of Conducts Individual Code of Conduct Preventing Gender Based Violence and Violence Against Children Definitions: Gender Based Violence (GBV) - is an umbrella term for any harmful act that is perpetrated against a person’s will, and that is based on socially ascribed (gender) differences between males and females. It can be sexual, physical, psychological and economic in nature, and includes acts, attempted or threatened, committed with force, manipulation, or coercion and without the informed consent of the survivor. A SURVIVOR is a person who has experienced GBV. Sexual Exploitation and Abuse (SEA) is the actual or attempted abuse of a position of vulnerability, power, or trust for sexual purposes including but not limited to profiting monetarily or socially from sexually exploitation of another Sexual harassment (SH) is the unwanted behavior of a sexual nature Violence Against Children (VAC) is both physical and non-physical forms including neglect, maltreatment, exploitation and sexual abuse I, ______________________________, acknowledge that preventing gender-based violence (GBV) and violence against children (VAC) is important. The company considers that GBV or VAC activities constitute acts of gross misconduct and are therefore grounds for sanctions, penalties or potential termination of employment. All forms of GBV or VAC are unacceptable be it on the work site, the work site surroundings, or at worker’s camps. Prosecution of those who commit GBV or VAC may be pursued if appropriate. I agree that while working on the project I will: • Consent to police background check. • Treat women, children (persons under the age of 18), and men with respect regardless of race, colour, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status. • Not use language or behaviour towards women, children or men that is inappropriate, harassing, abusive, sexually provocative, demeaning or culturally inappropriate. • Not participate in sexual contact or activity with children—including grooming or contact through digital media. Mistaken belief regarding the age of a child is not a defence. Consent from the child is also not a defence or excuse. • Not engage in sexual favours—for instance, making promises or favourable treatment dependent on sexual acts—or other forms of humiliating, degrading or exploitative behaviour. • Unless there is the full consent8 by all parties involved, I will not have sexual interactions with members of the surrounding communities. This includes relationships involving the withholding or promise of actual provision of benefit (monetary or non-monetary) to community members in exchange for sex—such sexual activity is considered “non-consensualâ€? within the scope of this Code. • Attend and actively partake in training courses related to HIV/AIDS, GBV and VAC as requested by my employer. • Consider reporting through the GRM or to my manager any suspected or actual GBV or VAC by a fellow worker, whether employed by my company or not, or any breaches of this Code of Conduct. With regard to children under the age of 18: • Wherever possible, ensure that another adult is present when working in the proximity of children. • Not invite unaccompanied children unrelated to my family into my home unless they are at immediate risk of injury or in physical danger. • Not sleep close to unsupervised children unless absolutely necessary, in which case I must obtain my supervisor's permission, and ensure that another adult is present if possible. • Use any computers, mobile phones, or video and digital cameras appropriately, and never to exploit or harass children or to access child pornography through any medium (see also “Use of children's images for work related purposesâ€? below). • Refrain from physical punishment or discipline of children. • Refrain from hiring children for domestic or other labour which is inappropriate given their age or developmental stage, which interferes with their time available for education and recreational activities, or which places them at significant risk of injury. • Comply with all relevant local legislation, including labour laws in relation to child labour. Use of children's images for work related purposes When photographing or filming a child for work related purposes, I must: 8Consent is defined as the informed choice underlying an individual’s free and voluntary intention, acceptance or agreement to do something. No consent can be found when such acceptance or agreement is obtained through the use of threats, force or other forms of coercion, abduction, fraud, deception, or misrepresentation. In accordance with the United Nations Convention on the Rights of the Child, the World Bank considers that consent cannot be given by children under the age of 18, even in the event that national legislation of the country into which the Code of Conduct is introduced has a lower age. Mistaken belief regarding the age of the child and consent from the child is not a defense. 187 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Before photographing or filming a child, assess and endeavour to comply with local traditions or restrictions for reproducing personal images. • Before photographing or filming a child, obtain informed consent from the child and a parent or guardian of the child. As part of this I must explain how the photograph or film will be used. • Ensure photographs, films, videos and DVDs present children in a dignified and respectful manner and not in a vulnerable or submissive manner. Children should be adequately clothed and not in poses that could be seen as sexually suggestive. • Ensure images are honest representations of the context and the facts. • Ensure file labels do not reveal identifying information about a child when sending images electronically. Sanctions I understand that if I breach this Individual Code of Conduct, my employer will take disciplinary action which could include: • Informal warning. • Formal warning. • Additional Training. • Loss of up to one week’s salary. • Suspension of employment (without payment of salary), for a minimum period of 1 month up to a maximum of 6 months. • Termination of employment. • Report to the police if warranted. I understand that it is my responsibility to avoid actions or behaviors that could be construed as GBV or VAC or breach this Individual Code of Conduct. I do hereby acknowledge that I have read the foregoing Individual Code of Conduct, do agree to comply with the standards contained therein and understand my roles and responsibilities to prevent and respond to GBV and VAC. I understand that any action inconsistent with this Individual Code of Conduct or failure to take action mandated by this Individual Code of Conduct may result in disciplinary action and may affect my ongoing employment. Signature: _________________________ Printed Name: _________________________ Title: _________________________ Date: _________________________ SBMC’s Code of Conduct Preventing Gender Based Violence (GBV) and Sexual Exploitation & Abuse (SEA) Definitions: Gender Based Violence (GBV) - is an umbrella term for any harmful act that is perpetrated against a person’s will, and that is based on socially ascribed (gender) differences between males and females. It can be sexual, physical, psychological and economic in nature, and includes acts, attempted or threatened, committed with force, manipulation, or coercion and without the informed consent of the survivor. A SURVIVOR is a person who has experienced GBV. Sexual Exploitation and Abuse (SEA) is the actual or attempted abuse of a position of vulnerability, power, or trust for sexual purposes including but not limited to profiting monetarily or socially from sexually exploitation of another Sexual harassment (SH) is the unwanted behavior of a sexual nature Violence Against Children (VAC) is both physical and non-physical forms including neglect, maltreatment, exploitation and sexual abuse 1. The company is obliged to create and maintain an environment which prevents Gender Based Violence (GBV) and Sexual Exploitation & Abuse (SEA) issues. The company is also required to maintain an environment where the unacceptability of GBV and actions against children are clearly communicated to all those involved in the project. In order to prevent GBV and SEA, the following core principles and minimum standards of behaviour will apply to all employees without exception: 2. GBV/SEA constitutes acts of gross misconduct and are therefore grounds for sanctions, penalties and/or termination of employment. All forms of GBV/SEA including grooming are unacceptable, be it on the work site, the work site surroundings, project neighbourhoods or at worker’s camps. Prosecution of those who commit GBV or SEA will be followed. 3. Treat women, children (persons under the age of 18), and men with respect regardless of race, colour, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status. 4. Do not use inappropriate language or behaviour towards women, children and men. This includes harassing, abusive, sexually provocative, derogatory, demeaning or culturally inappropriate words, gestures or actions. 5. Sexual activity with children under 18—including through digital media—is prohibited. Mistaken belief regarding the age of a child and consent from the child is not a defence. 6. Sexual favours or other forms of humiliating, degrading or exploitative behaviour are prohibited. 7. Sexual interactions between SBMC’s and consultant’s employees at any level and member of the communities surrounding the work place that are not agreed to with full consent by all parties involved in the sexual act are prohibited. This includes relationships involving the withholding/promise of actual provision of benefit (monetary 188 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE or non-monetary) to community members in exchange for sex – such sexual activity is considered “non- consensualâ€? within the scope of this Code. 8. All employees are required to attend an induction training course prior to commencing work on site to ensure they are familiar with the GBV/SEA Code of Conduct. 9. All employees must attend a mandatory training course once a month for the duration of the contract starting from the first induction training prior to commencement of work to reinforce the understanding of the institutional GBV and SEA Code of Conduct. 10. All employees will be required to sign an individual Code of Conduct confirming their agreement to support GBV and SEA activities. I do hereby acknowledge that I have read the foregoing Code of Conduct, do agree to comply with the standards contained therein and understand my roles and responsibilities to prevent and respond to GBV and SEA. I understand that any action inconsistent with this Code of Conduct or failure to take action mandated by this Code of Conduct may result in disciplinary action. FOR THE COMPANY Signed by ____________________ Title: _________________________ Date: _________________________ Manager’s Code of Conduct Preventing Gender Based Violence (GBV) and Sexual Exploitation & Abuse (SEA) Definitions: Gender Based Violence (GBV) - is an umbrella term for any harmful act that is perpetrated against a person’s will, and that is based on socially ascribed (gender) differences between males and females. It can be sexual, physical, psychological and economic in nature, and includes acts, attempted or threatened, committed with force, manipulation, or coercion and without the informed consent of the survivor. A SURVIVOR is a person who has experienced GBV. Sexual Exploitation and Abuse (SEA) is the actual or attempted abuse of a position of vulnerability, power, or trust for sexual purposes including but not limited to profiting monetarily or socially from sexually exploitation of another Sexual harassment (SH) is the unwanted behaviour of a sexual nature Violence Against Children (VAC) is both physical and non-physical forms including neglect, maltreatment, exploitation and sexual abuse Managers at all levels have particular responsibilities to create and maintain an environment that prevents GBV and SEA. They need to support and promote the implementation of the Company Codes of Conduct. To that end, Project Managers are required to sign up to Codes of Conduct applicable to their managerial duties within the context and also sign the Individual Codes of Conduct. This commits them to support and develop systems that facilitate the implementation of this action plan and maintain a GBV-free, child-safe and conflict-free work environment. These responsibilities include but are not limited to: Mobilization 1. Establish a GBV/SEA Compliance Team from the SBMC’s and consultant’s staff to write an Action Plan that will implement the GBV and SEA Codes of Conduct. 2. The Action Plan shall, as a minimum, include the i. Standard Reporting Procedure to report GBV and SEA issues through the project Grievance Redress Mechanism (GRM); ii. Accountability Measures to protect confidentiality of all involved; and, iii. Response Protocol applicable to GBV survivors/survivors (including access to support coping and post- trauma management strategies) and perpetrators. iv. Engagement of the services of social service providers (NGOs) with requisite skill in the prevention and management of GBV and SEA. 3. Coordinate and monitor the development of the Action Plan and submit for review to the RAMP-PIU safeguards teams, as well as the World Bank prior to mobilization. 4. Update the Action Plan to reflect feedback and ensure the Action Plan is carried out in its entirety. 5. Provide appropriate resources and training opportunities for capacity building so members of the compliance team will feel confident in performing their duties. Participation in the Compliance tame will be recognized in employee’s scope of work and performance evaluations. 6. Ensure that SBMC, consultant and client staff are familiar with the AGILE GRM and that they can use it to anonymously report concerns over GBV and SEA. 7. Hold quarterly update meetings with the compliance team to discuss ways to strengthen resources and GBV/SEA support for employees and community members. 8. In compliance with applicable laws and to the best of your abilities, prevent perpetrators of sexual exploitation and abuse from being hired, re-hired or deployed. Use background and criminal reference checks for all employees. 9. Ensure that when engaging in partnership, sub-grant or sub-recipient agreements, these agreements a) Incorporate this Code of Conduct as an attachment; b) Include the appropriate language requiring such contracting entities and individuals, and their employees and volunteers to comply with this Code of Conduct; and c) expressly state that the failure of those entities or individuals, as appropriate, to take preventive measures against GBV and SEA, to investigate allegations thereof, or to take corrective actions when GBV/SEA has occurred, shall constitute grounds for sanctions and penalties. 189 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Training 1. All managers are required to attend an induction manager training course prior to commencing work on site to ensure that they are familiar with their roles and responsibilities in upholding the GBV/SEA Codes of Conduct. 2. Provide time during work hours to ensure that direct recruits attend the mandatory induction training which covers GBV/SEA training required of all employees prior to commencing work on site. 3. Managers are required to attend and assist with the NGO-facilitated monthly training courses for all employees. Managers will be required to introduce the trainings and announce results of consequential evaluations. 4. Collect satisfaction surveys to evaluate training experiences and provide advice on improving the effectiveness of training. 5. Prevention 6. All managers and employees shall receive a clear written statement of the company’s requirements with regards to preventing GBV/SEA in addition to the training. 7. Managers must verbally and in writing explain the company and individual codes of conduct to all direct recruits. 8. All managers and employees must sign the individual ‘Code of Conduct for GBV and SEA, including acknowledgment that they have read and agree with the code of conduct. 9. To ensure maximum effectiveness of the Codes of Conduct, managers are required to prominently display the Company and Individual Codes of Conduct in clear view in public areas of the work space. Examples of areas include waiting, rest and lobby areas of sites, canteen areas, health clinics. 10. Managers will explain the GRM process to all employees and encourage them to report suspected or actual GBV/SEA 11. Mangers should also promote internal sensitization initiatives (e.g. workshops, campaigns, on-site demonstrations etc.) throughout the entire duration of their appointment in collaboration with the compliance team, service providers and in accordance to the Action Plan. 12. Managers must provide support and resources to the compliance tea and service provider NGOs to create and disseminate the internal sensitization initiatives through the Awareness-raising strategy under the Action Plan. Response 1. Managers will be required to provide input, final decisions and sign off on the Standard Reporting Procedures and Response Protocol developed by the compliance team as part of the Action Plan. 2. Once signed off, managers will uphold the Accountability Measures set forth in the Action Plan to maintain the confidentiality of all employees who report or (allegedly) perpetrate incidences of GBV/SEA (unless a breach of confidentiality is required to protect persons or property from serious harm or where required by law). 3. Once a sanction has been determined, the relevant manager(s) is/are expected to be personally responsible for ensuring that the measure is effectively enforced, within a maximum timeframe of 14 days from the date on which the decision was made. 4. Managers failing to comply with such provision can be in turn subject to disciplinary measures, to be determined and enacted by the company’s CEO, Managing Director or equivalent highest-ranking manager. Those measures may include: i. Informal warning ii. Formal warning iii. Additional Training iv. Loss of up to one week’s salary. v. Suspension of employment (without payment of salary), for a minimum period of 1 month up to a maximum of 6 months. vi. Termination of employment. I do hereby acknowledge that I have read the foregoing Code of Conduct, do agree to comply with the standards contained therein and understand my roles and responsibilities to prevent and respond to GBV and SEA. I understand that any action inconsistent with this Code of Conduct or failure to take action mandated by this Code of Conduct may result in disciplinary action. FOR THE EMPLOYER Signed by ____________________ Title: _________________________ Date: _________________________ 190 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 12 – Campsite Management Plan (CMP) The objectives of the Camp Management Plan are: • Avoid or reduce negative impacts on the community and maintain constructive relationships between local communities and workers’ camps; and • Establish standards on worker welfare and living conditions at the camps that provide a healthy, safe and comfortable environment. Legal Requirements and Grievances The SBMC is required to operate within the parameters of the Nigeria Labour Law and the International Labour Organization guidelines. The World Bank Performance Standards are applicable to AGILE and its sub projects. Furthermore, the Grievance Redress Mechanism contained in this ESMF is required to be adhered to by the SBMC. SBMC personnel shall conduct regular safety walks and an HSE committee will track performance against requirements stipulated in this plan. The SBMC will also have its grievance mechanism developed for the project. Additionally, SBMC would be required to sign and acknowledge the Code of Conduct and agree to abide by its provisions. Management and Monitoring Figure below presents a flow chart summarising key management step associated with implementation and review of this Plan, including steps to allow for continued improvement. Table 1 presents a summary of the potential impacts related to camp activities, together with mitigation and management measures to avoid or reduce these impacts, and the monitoring required to assess the performance of these measures. The SBMC shall develop a SBMC Plan which shall, as a minimum, incorporate the camp management measures described in the Table below. The SBMC shall not be limited to these measures. Monitoring to be undertaken as part of this Plan is described in the table below. .TheSBMC is responsible for developing area or site-specific procedures for the monitoring program (where necessary) based upon the final design details of the infrastructure. 191 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Management and Monitoring of SBMCs Campsite Aspect Potential impact Mitigation & Management Monitoring Frequency Responsibility Community Unauthorized movements of 1. SBMC shall enforce a Monitoring Continuous SBMC, Relations construction workers (during and 'closed' camp policy unless and Supervising after working hours) could result in otherwise agreed and Verification Consultant and trespassing, damage to local land approved by Company. Every 3 SPIU and property and create amongst Workers will comply with local residents a sense of their the agreed camp closure months privacy being invaded. hours. Residents may feel vulnerable and 2. SBMC shall implement CBMC there may be increasing incidents suitable measures to of crime and or violence (GBV etc) maintain the closed camp and threats to the safety of policy which may include community members. perimeter security fences, Every 6 Disparity of pay, increase in security controls and guard months disposable income and potential houses, monitoring transfer availability of illegal substances, of goods into and out of illicit or culturally inappropriate camps for contraband and lifestyle choices, leading to stolen goods. SBMC should increased tension between local refer to the Project Security Continuous communities and the workers at Management Plan. camps. 3. SBMC, as appropriate, shall provide adequate recreation facilities for Continuous workers to reduce incentive for leaving camps during leisure time. 4. SBMC shall limit workers interaction with the community when outside the camp e.g., by organising Continuous transport directly to and from the worksite. 5. If community members or local businesses express grievances in relation to Every 3 camp related months activities/operations, the Project shall respond to the grievance in accordance with the Grievance Redress Continuous Mechanism contained in the ESMF. 6. NPCU/SPIU may request that camp related activities/operations be amended to address Every 3 community grievances. months SBMC shall comply with these requests. 7. Workers shall abide by camp rules which include a disciplinary process to be developed by the SBMC once appointed. 8. The Project shall, be cognisant of the environment in which it works and shall, where practicable, respect local cultural events such as religious events, funerals and the like. 9. The Project shall provide training to all workers on camp management including: a. A briefing on camp rules, including closed camp policy, behaviour between fellow workers and the community; 192 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Aspect Potential impact Mitigation & Management Monitoring Frequency Responsibility b. Procedures for dealing with camp related complaints, worker issues and community issues and c. Community relations orientation. The objective of this orientation will be to increase awareness about the local area and cultural sensitivities. Health Potential interaction between 1. SBMC shall comply with the Verification Every three SBMC workers, persons engaged in illicit Minimum Health months activities and the community Requirements for Project Supervising increases the risk of spreading Execution and the Consultant communicable diseases, Community Health and particularly in more remote Safety Management Plan communities. which set out requirements Continuous SPIU E&S Team Camp operations have the potential and management measures to develop favourable conditions for on controlling communicable pests and disease, which could diseases within camps and to impact the health of workers and outside communities Every three the community, as well as affect 2. SBMC shall enforce the months community livelihoods closed camp policy to limit interaction with community 3. Posters and informational sessions will be conducted to raise awareness among the workforce and communities locally around the worker camps. Waste Camp has the potential to have off 1. SBMC shall exercise all Verification Continuous SBMC management, site pollution impacts from waste reasonable due diligence to & pollution and disposal, emissions and spills. Camp conduct its operations in a Notification Supervising environmental operations may also cause manner that will minimize Consultant impacts environmental issues including pollution. deteriorating water quality, erosion, 2. SBMC shall comply with the sedimentation, noise and air quality Waste Management Plan and SPIU issues. These factors have the Hazardous Materials potential to affect the community if Management Plan which not adequately managed. define requirements to contain, transport, handle and dispose of camp wastes and hazardous materials to avoid impacts to human health and the environment. 3. SBMC shall also apply appropriate mitigation measures as contained in this ESMF. Community • Any infrastructure, services or 1. SBMC shall utilise water Verification Prior to SBMC resources resources used by camps (e.g. sources for camp use in a and On-going establishing water abstraction) that result manner that minimises the camps Supervising in reductions/ impacts on local supply and Consultant shortage/interruptions for the use. Where necessary, water local community will have a supply should be sought negative impact. outside of the community Every 3 SPIU • There is potential for social source(s). months envy and increased 2. The Project shall routinely Annual resentment from the monitor quality and supply of community towards the water source used by camp Project and project team if through quarterly sampling camp facilities are perceived exercises. to be superior to those in the 3. SBMCs shall be encouraged community. Services of note to extend Corporate Social include camp health facilities, Responsibility projects to power supply, clean running host communities. water. Restricted ability to access these services may increase frustration at the 193 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Aspect Potential impact Mitigation & Management Monitoring Frequency Responsibility level of the services available to them. Camp location • Construction camps may 1. Potential camp locations will Prior to SBMC and/or result in a noticeable increase be selected in consultation establishing Company in traffic, noise, air emissions with SPIU and affected the camp and light intrusion which communities. Necessary Community could negatively affect the permits will be obtained amenity and lifestyle of nearby from the relevant Local communities and pose a Authorities for the approved SPIU potential safety issue. camp location. Continuous 2. The Project shall refer to those Environmental & Social Management Plan's (ESMP) that include mitigation/avoidance measures that relate to the local community, including: • Noise and Vibration Management Plan; • Air Emissions Management Plan; and • Waste Management Plan. Labour Influx There is a likelihood of influx of non • SBMC shall enforce a ‘closed’ Verification Continuous SBMC and local labour into areas around the camp policy. This is intended SPIU construction camps. However, to deter individuals setting people from outside of the local up near camp. area may migrate into existing • SBMC shall develop a Labour settlements or develop new Influx Management Plan. settlements in proximity to camps • SBMC is to coordinate with and the Project area. Labour Influx Local government to ensure can result in disputes and that no illegal and unsafe sometimes violence between the settlements develop. new settlers and the resident • SBMC shall review and ensure community. Migrants moving into adherence to labour influx existing settlements may increase management plan. demand and inflate prices for housing, goods and services. Increased population and development of new and uncontrolled settlements increase pressure on infrastructure, services and resources. Major labour influx related risks include workers’ sexual relations with minors and resulting pregnancies, presence of sex workers in the community, the spread of HIV/AIDS, sexual harassment of female employees, child labour and abuse, increased drop out rates from school, poor labour practice and lack of road safety. Worker welfare Construction workers living in SBMC shall comply with minimum Verification Continuous SBMC, and living camps may encounter stresses and standards for camp buildings, conditions discomforts that negatively impact facilities and services in line with Supervising their health and welfare. These the Bank standard or as contained Consultant and stressors or discomforts may be in the Project Invitation to Tender caused by Poor living conditions (ITT) requirements. This will (accommodation, ablution and include separate sleeping spaces SPIU sanitary, health, recreation catering and toilets for male and female and laundry). workers with ability to lock from inside, WASH facilities should comply with WHO standards including portable water with well-placed overhead tanks, wash basins and concrete and covered septic tanks Sleeping matrasses should be provided for all workers to avoid them sleeping on the floor 194 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Aspect Potential impact Mitigation & Management Monitoring Frequency Responsibility First aid kits should be provided in the Camp sites and the HSE officers should receive training on first aid The area should be secured and security arrangements should be made to ensure workers safety Cultural issues (nationality, religion, • SBMC shall ensure that Verification Continuous SBMC discrimination, GBV and applicable ESMF mitigation harassment, etc.). measures for specific issues are applied. • SBMC may provide prayer rooms and other facilities, as necessary and to the extent practicable, to satisfy the religious needs and customs of its workforce. • SBMC’s personnel shall not engage in any discrimination, GBV, SEA or harassing behaviour. SBMC shall establish an Equal Opportunity Policy to promote non-discrimination in accordance with Labour and Worker Conditions Management Plan. • SBMC shall implement a worker grievance procedure to address grievances between workers. . Mental health issues (morale, 1. Camps will be treated as Verification Continuous SBMC isolation, family attachments, closed camps. Camp rules in boredom). relation to alcohol consumption and drug Every 6 prohibition will be complied with. months 2. SBMC shall provide recreational facilities where practicable. 3. SBMC will provide counselling for all workers, with no discrimination by race, sex or religion. Personal security (crime, and • Camps will be controlled by Verification Prior to SBMC emergencies). security to avoid intrusions establishing from outside community. camp • Work Site Security Plan to be developed by SBMC shall include security measures to be provided at the camps which may include fencing, locks, alarms, pass card systems, badge and pass system, access points, safe transport of personnel as appropriate. • SBMC shall develop an Emergency Response Plan that meets requirements set out in ITT package Environmental stress (climate, SBMC shall comply with Minimum Verification Continuous SBMC noise etc.). Health requirements for Project Execution including the following: • Accommodation will be designed to suit climatic conditions; • Accommodation and surroundings shall be constructed so that noise does not interfere with 195 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Aspect Potential impact Mitigation & Management Monitoring Frequency Responsibility sleep to the extent that is reasonably practicable; and • Health and hygiene inspections shall be carried out. Decommissioni Decommissioning of camps has • SBMC is to follow Verification Continuous SBMC ng several potential impacts: retrenchment procedure • Local employment and provision contained in Labour and SPIU of local goods and services at camps Worker Conditions will no longer be required; Management Plan (if • Locals employed and previously available) accommodated in camps will no • Where Community requests, longer have access to services and some infrastructure and benefits available at camps (e.g. services may be retained as health services, recreation advised by the NPCU and the facilities); and World Bank: • Infrastructure which provides o Disturbed areas benefits to communities may no will be reinstated; longer be maintained (e.g. roads, o Where practicable, camp boreholes ) and may be SBMC will return decommissioned and removed. camp areas to former landforms; o No facilities will be maintained in or near especially environmentally or socially sensitive areas; and o Where there are negative consequences of induced access, the facility will also be decommissioned and the area reinstated. 196 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 13 – Labour Influx Plan This plan identifies labor requirements and sets out the procedures for addressing labor conditions and risks associated with the proposed project, which is aimed at helping Kano AGILE to determine the resources necessary to address project labor issues. SUB- WORKER PROJECT MITIGATION MEASURES MONITORING MONITORING RESPONS- CATEGORY IMPACTS\RISKS IMPACTS\RISKS FREQUENCY IBILITY Employment Influx of many Competition on Unskilled labour shall be Verify Onset of SBMC foreigners into livelihood and from the project Project and project job opportunity communities. bi-weekly Monitoring: communities with locals Where possible qualified Supervision skilled workers on Consultant contract shall also be sourced within the SPIU E&S community team Housekeeping. The general The overall Ensure that camp Verify Monthly SBMC appearance of camp experience grounds and common the camp is compromised areas are routinely Monitoring: deteriorates which in turn cleaned and organised Supervision making camp life leaves workers with appropriate Consultant unpleasant. demoralised and signage in place, and unproductive. that grounds are SPIU E&S maintained (e.g., grassed team areas are regularly mown). Establish easily accessible, designated smoking areas which are clearly highlighted and regularly cleaned. Recreation. Workers spend Tensions arise Provide appropriate Assessment Quarterly SBMC most of their from the local recreational facilities time in the communities as and activities, that are Monitoring: camps and could workers impact suitable to the workers Supervision become their activities in interests, while also Consultant disenchanted search of been mindful of the and bored. They recreation. An community’s cultural SPIU E&S may want to increase in norms. These should be team leave the camps alcohol discussed with the camp and go into the consumption residents committee. local towns and and prostitution villages in could result due search of to the influx of recreation. workers into local communities. Spiritual Workers will Tensions arise Provide appropriate Assessment Quarterly SBMC /Religion. want access to from the local places of worship where places of communities as residents express a need Monitoring: worship for their workers impact for this in accordance Supervision chosen religion. their activities. with cultural Consultant They may leave sensitivities, and assess the camps and transport arrangements SPIU E&S go into the local on a case-by-case basis. team towns and villages in Ensure that equipment search of an and facilities are kept appropriate clean and well place of worship. maintained. SUB- WORKER PROJECT MITIGATION MONITORING MONITORING RESPONS- CATEGORY IMPACTS\RISKS IMPACTS\RISKS MEASURES FREQUENCY IBILITY Security. Workers may be Workers are Security management to Assessment Continuous SBMC exposed to kidnapped and be prepared by the SPIU, security risks stop work is SBMCs, supervision Monitoring: such as banditry issued until the consultant in Supervision and kidnapping issue is resolved conjunction with the Consultant State Government and security agencies. Areas SPIU -E&S that have high security Team 197 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE threats should be avoided Community Communities are Workers are Implement control Assessment Quarterly SBMC relations. negatively stopped from measures to avoid and impacted by going to work, minimise the impacts of Monitoring: camp activities: which affects camp and living Supervision noise, waste, productivity. conditions on Consultant traffic, lighting communities. and so forth. SPIU E&S This may result Limit foreign worker TEAM in negative interaction with actions towards communities and camp operations provide cultural such as road sensitivity awareness closures and the training to facilitate prevention of appropriate interaction workers or with communities. suppliers from entering the worksite. 198 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 14: DISTRIBUTION OF SCHOOLS SAMPLED IN SELECTED LGAs 199 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE 200 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 15: Sampling Location 201 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 16: General Security Assessment -North West (Kano) Kano falls under northwest of the country and the city is predominantly Muslim and an important centre of Islamic learning in Nigeria. Hoodlum attacks and banditry are major security challenges in the state. First responders to security incidents within the local communities are vigilantes. Government Security Agencies’ (GSA) interaction within the rural communities is largely insignificant. The complexity of the terrain poses significant accessibility constraints as most communities in the hinterlands are only accessible using motorcycles and in rare cases can they be reached by vehicles. On a general note, activities of armed bandits associated with physical assault and kidnapping is the most impacting threat in the state. Kano is currently assessed as a MEDIUM to HIGH Risk State. Some majr risks are ✓ TERRORISM: The possibility of terror attack in the future, particularly in the eastern part of the state, remains LIKELY with the risk rating MEDIUM. ✓ CRIME: Crimes such as robbery, theft, fraud, mugging, carjacking are considered medium across the state. However, physical attack, sexual attack, robbery and community invasions perpetrated by OCGs have increased significantly over the past 3 years in the state. While the likely exposure of staff to other related crimes is medium, risk of exposure to banditry is currently rated HIGH due to presence of armed OCGs. Without significant reduction in the threat level, the activities of OCGs will have a significant impact on the programme’s access to a number of LGAs and continuity of delivery. ✓ CIVIL UNREST: Compared to other states in the region, Kano has historically experienced low levels of civil unrest. Although there is occasional religious protest, such as when statements credited to a popular Christian cleric in the state were alleged to be ‘anti-Islamic’, causing tension in some quarters of the state. The risk that civil unrest impedes access remains likely, thereby rating it as MEDIUM ✓ TRAVEL RISK: The frequency of road traffic accidents in Kano is considered Low according to available data from the National Bureau of Statistics. However, road travel risk needs to be judged against the country’s record of fatal RTAs. Data by the FRSC and the National Bureau of Statistics put Nigeria’s road casualty average at 33.7 per 100,000 people annually. So, reported incidents of road traffic accidents at least compared to other states in the region is rated MEDIUM. This can largely be attributed to the good road condition connecting LGAs in the state ✓ KIDNAP: Kidnap has become a major threat to operations in Kano State and region at large. Activities of armed OCGs have been associated with kidnapping of local residents including farmers, school children and businessmen. In many instances, homes are raided and family members taken away by bandits' groups until ransoms are paid. Some isolated cases have seen the victims being killed, even after the paying of a ransom by the family of the victim(s). This threat is rated as HIGH ✓ MEDICAL EMERGENCY.: Although, endemic diseases such as cholera and cerebral meningitis have been common in the state in past years. The major medical safety concern for the state is the ongoing Covid-19 pandemic and the recent Monkey Pox. This threat is rated as MEDIUM. ✓ FIRE EVENT: There have been many reported cases of fire incidents in the state. In the past, major markets and private homes have been reportedly exposed to major fire incidents, largely fueled by the extreme hot weather in the state and dryness. This can be considered a MEDIUM threat that can be reduced to LOW with adequate mitigative measures ✓ ENVIRONMENT (WEATHER): Flooding, Erosion in Kano can be a major hazard at the peak of rainy season due to inadequate water channels and whenever there is a release of water from dams. A major seasonal threat and is rated as MEDIUM. ✓ POLITICAL: The risk associated with influence of political class, traditional institutions as well as activities of armed opposition groups having the capability to contest control of certain areas. This is considered MEDIUM. 202 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE SECURITY RISK ASSESSMENT. TERRORISM. RISK SCENARIOS: Risk name Description of risk Estimation (VBIED) Vehicle An attack using a parked or moving vehicle Although this is a recognized method of Borne Improvised (including lorry, car, motorized rickshaw or terrorist attack, there is no history of the use of Explosive Device moped) to deliver an explosive charge against this method of attack against any medical the entrances or adjacent areas around the facilities or vaccination programmes and no programme storage or vaccination delivery intelligence that suggests such targeting points. presently, but it remains a possibility. (PBIED) Person An attack using a person(s) to deliver an Common method of delivery and extremely Borne IED explosive charge(s) to deliver an explosive effective if access can be gained to the interior charge against the entrances or adjacent areas of a target location. This TTP was commonly around the programme storage or vaccination used in NE Nigeria and places like Kano and delivery points. Kaduna by Boko Haram, often causing injury and death in specific areas: markets, mosques, SF checkpoints, IDP camps. Secondary attacks can often follow primary attacks. No records of similar attacks have been reported in Kano Armed attack An attack by single or teams of people using This method was commonly used in the NE and guns, IED’s and grenades to injure or kill people Kano. Handheld grenades or RPGs are initially at close quarters, either during the attack or by used which sets confusion amongst civil a delayed hostage scenario, using the media to population or SF formations, before teams maximum effect. using guns directly attack their victims. This is a common TTP of OCGs and, since government proscription, such attacks can be classified as terrorism. OVERALL RISK RATING: Risk name Likelihood Severity Score 1 - Terrorism 2 4 MEDIUM CRIME. RISK SCENARIOS: Risk name Description of risk Estimation Armed Attack An attack by single or teams of people, Directed attack on civil population and/or including OCGs, using guns to injure or kill government security forces using small arms people at close quarters. This is often fire. Significantly common in eastern Kano, associated with community invasion for looting Gudu and Kebbe LGAs and has the capability of rustling and kidnap. constituting risk to staff at vaccination centres. Sexual Attack Programme member of staff falling victim to a As is common with OCGs, sexual assault is sexual assault resulting in harassment, sexual associated with their MO. Staff who walk on disease, injury or death. lonely roads that are unlit and/or which are under the control of armed OCGs are susceptible to such incidents Organised crime Infiltration of an organised criminal group into Local groups, mostly youths whose leadership the running of the vaccination programme is not carried along or who have a perceived itself, resulting in fraud, theft, loss of reservations about a program are more likely assets/funds, employment malpractice or to negatively impact the programme. In some adverse publicity for NCDC and State Health instances, even when involved they find a Ministry if exposed. means of short-changing the process causing disrepute to the implementing body (NCDC) Theft Programme member of staff falls victim to a This risk can impact on vaccine availability or criminal act, either losing valuables or money, staff being exposed to mugging where criminal by mugging or pickpocketing, or some other groups capitalize on vulnerability of staff. Staff form of theft from their person or the items are will be vulnerable if they set patterns or taken whilst unattended in common areas, demonstrate wealth in poor areas. There will also be a risk of theft of project equipment in 203 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE programme storage or delivery sites, or from the event of poor logistic accounting and staff accommodation. controls. Drug taking or Instance of drug taking within program Illicit drug consumption is reported in Kano smuggling premises for individual use, or the taking place state particularly in DangeShuni and Ilella of drug dealing either retail, i.e., to users, or general area. This is however not reported in wholesale, to other drug dealers. Use of the immediate vicinity of programme methanol to enhance low grade alcohol resulting in death or injury of the imbiber Staff dishonesty A member of staff engaging in dishonest Findings have revealed frauds of this nature conduct, such as fraud or embezzlement of occur in other routine immunization funds, equipment or vaccines from the programmes, particularly at the vaccination programme itself. point. The possibility of insider fraud or theft on the COVID-19 vaccination exercise cannot be overruled OVERALL RISK RATING: Risk name Likelihood Severity Score 2 - Crime 4 3 HIGH CIVIL UNREST. RISK SCENARIOS: Risk name Description of risk Estimation Community clash/ Incidence of a member of staff or a programme Occasional protests/riots are organized against Riot delivery site being caught in a localised civilian government policies, based on perceived clash or riot failures of government. In Goronyo and Tureta LGAs, similar threats were reported. The tendency fo security forces to intervene to disperse formal protest is likely. SF response can be overly robust. Demonstration/ Incidence of a member of staff or a programme Occasional protests/riots are organized against Protest delivery site being caught in a protest or government policies based on perceived demonstration either directed towards the failures of government. In Goronyo and Tureta programme or a local but unconnected issue. LGAs, similar threats were reported Political violence Incidence of a member of staff or a programme The political froth leading to next year’s delivery site being affected or injured by elections is likely to generate regular and political violence associated by an election or sometimes violent protests. This could lead to local political issue that is associated with the the escalation of security measures with the area or specifically in relation to the associated application of lock-down measures vaccination programme in tempo with the rise in threat. OVERALL RISK RATING: Risk name Likelihood Severity Score 3 - Civil Unrest 3 3 MEDIUM TRAVEL RISK. RISK SCENARIOS: Risk name Description of risk Estimation RTA Incidence of a programme vehicle being Over speeding, non-usage of seat belt, involved in a road traffic accident whilst dangerous overtaking, use of phones while effecting delivery of personnel or vaccine driving and bad road condition all lead to road supplies to programme sites. traffic accidents. In comparison to other states in the northwest, available date reveals this risk is average in Kano with frequent incidents reported along Kano-Ilella road Vehicle Theft or Incidence of a programme vehicle being stolen For communities with a local presence of OCGs, Hijack whilst parked and unattended, or actively this is a common risk. Usually, the MO is to hijacked from programme personnel following dispossess residents of their vehicles and, in and encounter with an IVCP. some instances, kidnap the victims. 204 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Boat Accident Incidence of a boat accident where programme This is more common in those LGAs with large activities require the movement of personnel water bodies or where rivers pass through. and stores by water. This risk is present in Goronyo, Wurno, Wamakko and Silame OVERALL RISK RATING: Risk name Likelihood Severity Score 4 - Travel Risk 2 4 MEDIUM KIDNAP SCOPE OF RISK:A programme member of staff is kidnapped either during work or out of hours, resulting in disruption to programme delivery. RISK SCENARIOS: Risk name Description of risk Estimation Kidnap for Ransom The kidnap and detention of a programme Kidnap for ransom remains an enduring risk member of staff until a cash ransom is paid. across the state. In the past 18 months, every Kano resident and visitor has become a possible target for kidnap, from wealthy individuals to the poorest subsistence farmer. Express Kidnap (One The short term kidnap of a programme Although Express kidnap is particularly Chance) member of staff in order to force the removal of prevalent where there is wealth and a high available cash from ATMs. frequency of ATMs, the incidence of this type of kidnap is not common to northern states. Major towns like Ilella and Kano town are likely to be more susceptible to this kind of threat. Ideological kidnap The kidnap and detention of a programme Health workers have in the past been abducted member of staff in order to achieve political by organized criminal groups based on their aims. experience to render medical care to injured victims of organized criminal groups (OCGs). Many of such incidents have been reported in eastern Kano and western Zamfara where local pharmacy owners or PHC staff are targeted OVERALL RISK RATING: Risk name Likelihood Severity Score 5 - Kidnap 3 4 HIGH MEDICAL EMERGENCY. RISK SCENARIOS: Risk name Description of risk Estimation Disease Incidence of a member of staff contracting an Diseases present a documented health hazard endemic disease as a result of their programme in Kano, although they can be anticipated and delivery and/or interaction with target treated with specific medication, hygiene and stakeholders, causing them to be unable to personal health and wellness care. Records of work or requiring their Malaria, Diarrhoea, Cholera and Meningitis hospitalisation/isolation. have been reported Sickness Incidence of sickness due to personal Even though the work force of this project are physiology or due to the ingestion of a sick bug, local staff, the likelihood of ingesting food items causing them to be unable to work. that upsets the system is likely. Accident Incidence of a work-related accident during Accidents regularly occur in work programme delivery which is of such severity environments and particularly where there are that they are temporarily or permanently high numbers of people. The risk of serious unable to continue their duties. accident will be reduced by proper planning, rehearsals, and the strict adherence to safety SOPs. 205 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE OVERALL RISK RATING: Risk name Likelihood Severity Score 7 – Medical 3 3 MEDIUM Emergency FIRE EVENT. RISK SCENARIOS: Risk name Description of risk Estimation Arson The malicious use of fire to cause the damage The risk that ex-staff, disgruntled staff as well or destruction of programme facilities, as persons with reservations against the equipment or personnel. programme set stores and vaccination centres on fire remains possible, even though no reports of such were reported in the state Fire outbreak The collateral involvement in a fire event Uncontrolled fires at bins, power surge and lack causing damage or destruction of programme of adequate fire safety equipment presents a facilities, equipment or personnel due to the real threat of fire incidents. Cold chain dense and chaotic nature of the urban management requires connection to power landscape. which forms a risk of fire outbreak where there is poor, shoddy workmanship in premises or loosely connected power cables. Poor electrical workmanship and the chance of power fluctuation means that the risk of a fire outbreak remains likely. OVERALL RISK RATING: Risk name Likelihood Severity Score 8 - Fire Event 3 3 MEDIUM ENVIRONMENTAL - NATURAL CATASTROPHES. RISK SCENARIOS: Risk name Description of risk Estimation Flood Incidence of a programme member of staff Poor drainage system within Kano town has in being killed or injured by drowning or crush the past led to flooding, in most instances injuries created by the force of water during the peak of rainy season (July- September), as well as when there is excessive release of water from Goronyo and Lugu dams High wind Incidence of a programme member of staff This occurs majorly during rainy season (June being killed or injured, or the damage or to October) and has the capability to carry destruction of programme assets, due to very objects with it causing harm and discomfort, as high wind gusts. well as potential interruption of power supply. Lightening Incidence of a progrmme member of staff being Usually associated with storms that occur killed or injured as a result of lightening. shortly before rainfalls. This has the capability to strike individuals as well as cause serious havoc to buildings, trees etc. Excessive Heat Employee, SBMC, member of the vaccination This can affect staff or cooling systems. This team adversely affected by high heat. Impact to may cause heat-related injuries, like supplies or facilities due to elevated heatstroke; if untreated, can lead to staff death. temperatures (e.g., lack of refrigeration to Excessive heat can also and affect functionality vaccine etc.). of cooling systems, particularly when transporting vaccines with ice packs (Most likely to occur between March-May). OVERALL RISK RATING: Risk name Likelihood Severity Score 8 - Environmental 3 3 MEDIUM 206 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE POLITICAL RISK SCENARIOS: Risk name Description of risk Estimation Elections Concurrent political campaigns causing Electoral news will take more and more news dilution to programme communications or time as the election nears. Communication of directly impacting the effectiveness of the vaccine roll out risks being squeezed out of vaccine delivery programme. airtime and print space. Political activists could use the vaccine programme as a vehicle to attack the political opposition. This is very likely in Kano Traditional Rulers Failure to apply the correct notification Current COVID-19 emergency response team protocols in the lead up to vaccine delivery has traditional institutions inculcated even causing a snub to the traditional ruler in that though their knowledge of protocols could not area. A withdrawal of royal or religious be ascertained. approval could result in a loss of buy in by the local community. Contested Areas Incidence of restricted access. Programme The presence of armed OCGs in eastern Kano delivery might not be possible in certain parts has seen the appointment of OCG affiliated of the country where the legitimate village heads in some communities, as well as government’s authority is being challenged. the collections of a levy or ‘tax’ from local farmers before they are allowed to access their farms. This and other similar contestation constitutes risk to programming Discrimination Incidence of an employee, SBMC, or member of Likelihood of administering vaccine based on the vaccination team not being impartial politics, religion, race, tribe and gender during vaccine administration remains very unlikely in Kano OVERALL RISK RATING: Risk name Likelihood Severity Score 11 - Political 3 3 MEDIUM OVERALL MITIGATION MEASURES • Ensure timely engagement of the project security adviser in conjunction with the state Government and security apparatus like the police, Army, Nigerian Security and Civil Defence Corps (NSCDC) • The security adviser is expected to conduct a robust risk assessment and develop security protocols for prevention and response. • The security management plan will be treated confidentially as not to fall in the wrong hands or public consumption. • Some of the designs for the schools should include security lights in areas highly volatile to kidnapping, in and around the school vicinity as way of protection of the structures/properties and movement in and around the school premises (recommend solar powered flood lights) and CCTV camera to capture the vicinity • There should be a monthly security briefing from the security adviser to the state project coordinator Prevention Strategies • For high-risk areas and as may be identified subsequently, it is recommended to use local existing labour for civil works, and existing school structures (principal and school management) for monitoring in those areas to avoid exposing new entrants to kidnapping and banditry attacks ` • The PIU should ensure all workers engaged by the project and implementing parties such as SPIU/NPCU staff receive security training/ briefing coordinated by the security adviser before any site visits • Visiting teams to any site should ensure they liaise with the school management to inform them of their visit ahead of time Response Strategies 207 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE • Contact number of key personnel of security infrastructure in the state and LGA respectively should be made available to all workers/consultants and project personnel. Contact number of whom to contact in the event of any incident should also be provided to project workers • The security response protocol for the project should be developed by the security adviser in conjunction with the state Government and the Project Coordinator should be aware of it. Reporting of Incidents • The security management plan should have a detailed reporting protocol which should include the following minimum requirements: • All security incidents emanating from the project locations/SBMC / consultants/PIU etc. should be reported to the Project Security Adviser and the State Project Coordinator immediately/ within an hour of the incident • The response protocol as will be defined by the project security adviser/state Government should be triggered, including reporting to the Commissioner of Education and the Nigerian Police Force for due action • The Project Coordinator to inform the National Project Coordinator and the World Bank within 24hrs of the incident including an incident report and what actions have been taken. ✓ In terms of analysing the impact and likelihood of the highlighted threats, the two headline threats are crime and kidnapping which constitutes High risk levels amongst other risks. Aside from crime and kidnap, threats like terrorism, civil unrest, travel, medical emergency, fire event, weather, deployment, political, corruption and communication all have significant impacts (a minimum of moderate). ✓ Like other north-western states where concerns of terror groups continually grow, activities of organised criminal groups categorised under ‘Crime’ remain the major security threat in the Kano as it is reported to have impacted on economic and social lives of people in the eastern part of the state. Consistently, high levels of banditry and kidnapping exists in Kano, notably within communities that share borders with Zamfara State. The major security issues identified include kidnap for ransom, banditry, sexual assault and armed robbery. 208 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ✓ Attention must also be given to other risks like civil unrest, travel, fire, environmental as well as other internal risks like deployment and communication as they will also impact on vaccine roll out and administration. An element of these risks can be addressed by security design, but equal importance must be placed on security procedures, training and management of staff to reduce them to the lowest level possible. ✓ The remainder of the risks, some of which can have a significant impact, are also unlikely in the context of the current situation in Kano state. Although the tolerance for the risk is unlikely to be any higher, they should become accepted as reasonable norms of operating in such an environment. This does not reduce the requirement to manage them to the lowest level possible and management should consider the introduction of all reasonable precautions as part of its longer-term planning 209 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE Annex 17: General Environment Challenges in School Environment General key information on prevailing situational description gathered from field visitations to schools located in some rural and urban9 are highlighted below. ✓ Inadequacy of facilities - Dilapidated classrooms, pot holes, damaged roofs with leaking ceilings, lack of sufficient classrooms and laboratories and workshop spaces. Abandoned buildings are also a major challenge in many schools, absence of chairs and tables for students to receive lectures, hence they sit on the floor. Staff rooms and staff quarters are also grossly inadequate, quite a number of schools do not have perimeter fence thus exposing the school to unauthorized access, physical danger and encroachment with only few having perimeter fence. Electricity is almost not available in the school and even if available it is often sporadic. Absence of schools do not have sick-bays/clinics. Other available infrastructures and facilities are overstretched, in poor condition and unable to meet the demands of students. ✓ Hygiene and sanitation facilities - Toilets are inadequate in number and type; traditional pit latrines are still being used in many schools with limited access to water supply and has discouraged a lot of adolescent girls from going to school, especially during their monthly menstrual cycle. Absence of sick-bays/clinics in most schools denies these girls the opportunity for proper medical attention which also keeps them out of school. ✓ Physical Environment: Poor learning environment including untidy environment with uncut grasses especially in Girls only schools and poor waste management techniques including open dumping (A- GSS RiminGado), open burning of waste (B - GGSS Maryam Musa Kurmawa) and local incinerator (C – GSS Kofar Nasarawa) as shown in Plate 3 below. A B C A B C A B C A B PLATE 79: WASTE MANAGEMENT CARKO, PRACTICE IN BEBEJI, G While most schools seem to have a defined/planned layout, there are dilapidated and abandoned buildings that may require demolition, in addition to those in dire need of rehabilitation. Some school facilities are located in areas prone to erosion which could lead to building collapse and future hazards ✓ School Materials: Lack of sufficient textbooks for students to use and absence of well- furnished libraries to cater for the needs of students and teachers; use of obsolete and environmentally unfriendly equipment; ICT classrooms, science laboratories, and skills training workshops are often nonexistent, or grossly inadequate and/or without any functional equipment. 9 Kano Municipal Council, Garko, Bebeji, Albasu, RiminGado, Kibiya, Karaye, Dawakin Tofa, Dawakin Kudu, Kunchi, Gezawa LGA 210 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ✓ Funding and Poverty - Poor funding of the sector leading to low quality of education. Unfortunately, due to poverty some parents in the rural areas are not able to send their children to school; even when school fees are free, provision of uniforms, books, bags, transportation, food is a problem. Thus, these parents opt for using their children to hawk and make some money for the family upkeep. In Kano, some girls are put into hawking early, so they begin to save up for their marriage. Across the country, where financial resources are limited parents prioritize boy child education over Girls. ✓ Access to secondary schools- There is also a huge deficit in the number of secondary schools available for these primary school leavers to transit to, and in most cases, students need to travel a distance to access the available secondary schools. ✓ Insecurity: Adolescent girls are more at-risk of molestation, Gender Based Violence (GBV) and Sexual Exploitation and Abuse (SEA). The rate of kidnapping in girls’ school has also become alarming in the northern part of the country, which has further discouraged parents from enrolling their girl child in school. ✓ Availability and Quality of teachers - Inadequate number and lack of qualified teachers; teacher to student ratio is very low about 1:32 and grossly inadequate to deliver quality learning. More-so, GBV issues can be exacerbated as there are only very few female teachers in Girls schools as most parents are not comfortable leaving their girls in the hands of male teachers especially in the rural areas. ✓ Access Road: the access road to the proposed sites are mostly uneven earth roads. During the rainy seasons, some of the access roads become meshy (see A - GGASS Rogo Sabon- Gari) below). Although the SBMCs may easily gain access to the sites, the earth roads may worsen from mobilization of heavy-duty equipment and construction materials to site. SBMCs should make use of alternative routes to gain access the site. However, where there are no alternative routes, measures should be taken to restore the access road upon completion and decommissioning of SBMC’s equipment and machinery from the site. In some project sites, the access road is lined on one side with electric poles as in (C - GGSS Sharadda) Some access roads have culverts across (B- GGSS kutama) below. Culvert Culvert B C A Culvert PLATE 80; ACCESS ROADS TO SOME SCHOOLS B C A ✓ Socio-cultural norms: Early marriage and childbearing, Culvert high fertility, gender inequality, large family size, less importance placed on Girl child development as opposed to their male counterpart. A Age of marriageB in the North 13 – 15C years, conversely, in the south early pregnancy is a major impediment to adolescent girl education. B C A 211 | P a g e DRAFT FINAL REPORT ESMP KANO STATE AGILE ✓ Vulnerability: Girls with disabilities are usually disadvantaged in accessing education facilities as most schools do not have disable-friendly structures. Girls who have also become internally displaced (IDPs)due to insurgency are also at a disadvantage from limited/lack of access to education. ✓ Erosion Issues: typically, kano state constitutes of lateritic, clayey, and loamy closely- packed soil type, and comprises of flat and rolling terrains. The project sites are mostly lacking proper drainages which predispose some areas with slight uneven topography to minor to medium sized environmental issues such as erosion as shown in the figure below. Since the state experiences a considerable amount of rainfall during the rainy season, areas with less compact (loose) soil formations may experience washing off of topsoil along some sections. Although this is not prevalent in the proposed project area, issues of minor-medium erosion were identified. PLATE 81: ACCESS ROAD TO GSS GARKO PLATE 82: ACCESS ROAD TO GSS GARKO PLATE 83: ACCESS ROAD TO GSS GARKO PLATE 84: ACCESS ROAD TO GSS GARKO 89: 85: PLATE PLATE SOME ROADR ACCESS OAD TO WITHIN GSS G& GGASS ARKO GSS BEBEJI 90: 86: PLATE PLATE SOME ROADR ACCESS OAD TO WITHIN GSS G& GGASS ARKO GSS BEBEJI 91: 87: PLATE PLATE SOME ROADR ACCESS OAD TO WITHIN GSS G& GGASS ARKO GSS BEBEJI 92: 88: PLATE PLATE SOME ROADR ACCESS OAD TO WITHIN GSS G& GGASS ARKO GSS BEBEJI PLATE 93: SOME ROAD WITHIN GGASS & GSS BEBEJI 212 | P a g e DRAFT FINAL REPORT ESMP PLATE 94: SOME ROAD WITHIN GGASS & GSS BEBEJI