GOVERNMENT OF MALAWI
EQUITY WITH QUALITY AND LEARNING AT
SECONDARY (EQUALS) PROJECT
ENVIRONMENTAL AND SOCIAL MANAGEMENT
AND MONITORING PLAN
FOR
WORKS FOR LOW-COST CLASSROOM BLOCKS IN
MACHINGA DISTRICT
IMPLEMENTING AGENCY:
The Secretary
Ministry of Education
Private Bag 328
Lilongwe 3
Phone : +265 1(0) 789 422
Facsimile: +265 1(0) 789 064
May 2022
EXECUTIVE SUMMARY
Malawi Government with funding from the International Development Agency (IDA – World
Bank Group) is implementing the Equity with Quality and Learning at Secondary (EQUALS)
Project. The project consists of three components which are 1) improving the quality of science
and mathematics instruction; 2) enhancing equitable access to secondary education in target
areas; and 3) project Coordination, Learning, Monitoring and Evaluation.
The project aims at expanding some selected district secondary schools and Community Day
Secondary Schools (CDSSs) in the country in order to improve the quality of mathematics and
science instruction and increase access to secondary education. The Project also aims at
contributing to improved learning in district secondary schools and CDSSs and reduce
congestion of learners in classrooms. In pursuit of the various policy objectives in the
Education Sector COVID-19 Preparedness and Response Plan regarding access to secondary
education in the country, Malawi Government has secured funds in Additional Financing (AF)
of US$5 million from the World Bank to implement various interventions in support of
COVID-19 Emergency Response. The COVID-19 Response Emergency Additional Financing
will be implemented as part of the EQUALS Project to mitigate the impacts of the pandemic
in achieving the goals of the Project in the short term to medium term by constructing 125 twin
low-cost classroom blocks in thirty-three (33) Education Districts, which will include
Machinga District. One (1) twin low-cost classroom block will be constructed at each of the
selected school in the district.
Considering that construction of the twin low-cost classroom blocks will generate some
environmental and social impacts in the project areas and beyond, an Environmental and Social
Management and Monitoring Plan was prepared for the project to identify potential
environmental and social impacts that the project will generate and to come up with mitigation
measures for the negative impacts and enhancing measures for the positive impacts.
Some of the positive impacts will include creation of employment opportunities, skills transfer
to local community, creation of market for goods and services in the project area, increase in
business activities within the project area, decongestion of over populated classrooms and
improved teaching and learning at the secondary schools. Some of the negative impacts will
include Gender Based Violence (GBV), Sexual Harassment and Sexual Exploitation Abuse
(SEA), defilement and early marriages, domestic violence and marriage breakdown, child and
forced labour, conflicts between migrant construction workers and local people, increased risk
of traffic and other construction site accidents for learners and staff, increased risk of workers
to accidents and exposure to hazardous material, risk of communicable diseases especially
sexually transmitted diseases (STDs), HIV and AIDS; increased risk of COVID-19 disease
among teachers, learners and construction workers, disruption of teaching and learning
activities, noise and vibrations, erosion and sedimentation, loss of trees and other biodiversity,
pressure on local water sources due to water abstraction for construction; increased demand for
sanitary facilities; and increased generation of infectious waste from disposable masks and
burning disposed masks in metal tins and dumping the ash in pit latrines.
Among the mitigation measures to be used to address these negative impacts are: developing
an induction program for all workers; signing a code of conduct by all workers; developing a
child safety management plan; performing initial community awareness programs in all project
affected villages before construction activities; including in the Contract with Contractors a
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binding clause spelling out prohibition of child labour; employing most of the unskilled
workforce from the local communities; conducting road safety sensitisation meetings with
learners and staff; developing an Occupational Health and Safety approach, which aims to
avoid, minimize and mitigate the risk of work place accidents; identifying potential risks;
promoting safe working practices; providing necessary personal protective equipment (PPE);
instituting HIV & AIDS and Covid-19 prevention programs; screening off the construction
sites; notifying school management, nearby residents and businesses at least 24 hours in
advance if particularly noisy activities are anticipated; limiting vehicle speeds to 10 km/hr
within the school premises and 20 km/hr on community access roads regardless of type of
vehicle; providing adequate on-site waste receptors for temporary waste storage. protecting all
areas susceptible to erosion by construction of storm water drains; redirecting storm water to
reduce run–off water on stripped soils; confining land clearing to worksites only; facilitating
planting of 100 trees around schools and the homesteads; scheduling water usage for
construction works; providing adequate sanitary facilities for workers; providing for Schools
will provide for site specific receptables, which will be labelled infectious waste from
disposable masks.
Through the Additional Financing, one (1) twin low-cost classroom block will be constructed
at Machinga district. The cost of implementing the ESMP in these project sites is estimated
around MK 2,000,000 and with a total of 4 schools in for Machinga district, the total is coming
up to MK8, 000, 000. 00. On average, 50 people will be employed during construction phase
at each school who will include 40% women and 60% men.
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TABLE OF CONTENTS
EXECUTIVE SUMMARY ........................................................................................................ i
TABLE OF CONTENTS ......................................................................................................... iii
LIST OF TABLES ..................................................................................................................... v
LIST OF FIGURES .................................................................................................................. vi
LIST OF ACRONYMS ...........................................................................................................vii
CHAPTER 1 INTRODUCTION ........................................................................................... 1
1.1 Project overview .............................................................................................................. 1
1.2 Project background .................................................................................................... 1
1.3 Project Components ................................................................................................... 2
1.4 Project Location ............................................................................................................... 3
1.5 Current Status of the Project ...................................................................................... 6
1.6 Project Development Objective ................................................................................. 6
1.7 Objectives of the Environmental and Social Management and Monitoring Plan ............ 6
1.8 Scope of the ESMMP................................................................................................. 6
1.9 Potential Users of the ESMMP .................................................................................. 6
1.10 Methodology for Preparing the ESMMP ....................................................................... 7
1.10.2 Field visits ............................................................................................................... 7
1.10.3 Public Consultations ............................................................................................... 7
1.11 Environmental and Social Screening for the Project ............................................... 11
1.12 Grievance Redress Mechanism ................................................................................ 12
CHAPTER 2 PROJECT DESCRIPTION ............................................................................ 13
2.1 Scope of the Project ....................................................................................................... 13
2.2 Estimated Cost of the Project ......................................................................................... 14
2.3 Main Activities of the Project ........................................................................................ 14
2.4 Construction materials and their sources ................................................................. 14
2.5 Review of relevant policies, legal and institutional framework for construction works15
2.6 Summary of approvals and licences which the proponent has to obtain ................. 16
CHAPTER 3 ENVIRONMENTAL AND SOCIAL SETTING ....................................... 17
CHAPTER 4 ASSESSMENT OF ENVIRONMENTAL AND SOCIAL IMPACTS ......... 37
4.1 Introduction .................................................................................................................... 37
iii
4.2 Description of generic environmental and social impacts ............................................. 37
4.2.1 Positive impacts of the proposed project ................................................................ 37
4.2.2 Generic negative social impact during construction phase ..................................... 39
4.2.3 Generic negative environmental impacts during construction phase ..................... 44
4.2.4 Generic negative impacts during operation phase .................................................. 47
4.3 Site Specific Environmental and Social Impacts ........................................................... 47
4.4 Environmental and Social Management and Monitoring Plan (ESMMP) .................... 48
4.5 Implementation cost for Environmental and Social Management and Monitoring
plan 59
CHAPTER 5 CONCLUSION AND RECOMMENDATION ............................................. 60
5.1 Conclusion ............................................................................................................... 60
5.2 Overall recommendation .......................................................................................... 60
REFERENCES ........................................................................................................................ 62
ANNEXES ............................................................................................................................... 63
Annex 1: Terms of Reference .............................................................................................. 63
Annex 2: Grievance Redress Mechanism ............................................................................ 72
Annex 3: GBV Management Plan ....................................................................................... 73
Annex 4: Code of Conduct for Contractors in Relation to Child Protection ....................... 75
Annex 5: Child Safety Management Plan ............................................................................ 76
Annex 6: Labour Influx Management Plan ......................................................................... 77
Annex 7: Screening Forms................................................................................................... 78
Annex 8: Issues raised during Focus Group Discussions and Key Informant Interviews ... 86
Annex 9: List of Stakeholders Consulted ............................................................................ 94
Annex 10: Details of the EQUALS project Covod-19 response - low-cost classroom blocks
.............................................................................................................................................. 98
Annex 11: Environmental and Social Rules for Contractors ............................................... 99
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LIST OF TABLES
Table 1. 1: Details of the location of the schools and their coordinates .................................... 4
Table 1. 2: Key issues raised during Community FGDs ........................................................... 8
Table 2. 1: Description of rooms and their sizes ..................................................................... 13
Table 2. 2: Sources of construction materials such as water, sand and quarry stone .............. 14
Table 2. 3: Summary of policies and legislation relevant to the project .............................. 15
Table 2. 4: List of statutory approvals and licences required .............................................. 16
Table 3. 1: Summary of biophysical and socio-economic environment of the project sites ... 18
Table 4. 1: Environmental and Social Management and Monitoring Plan .............................. 49
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LIST OF FIGURES
Figure 1. 1: A map of Machinga District showing the location of the schools where the twin
classroom blocks will be constructed ........................................................................................ 5
Figure 1. 2: Pictures of some of the consultation meetings which were held.................... 11
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LIST OF ACRONYMS
ADC Area Development Committee
AIDS Acquired Immune Deficiency Syndrome
CDSS Community Day Secondary School
CGRC Community Grievance Redress Committee
DC District Council
DEC District Executive Committee
DEM District Education Manager
DESC District Environmental Sub-committee
DGRC District Grievance Redress Committee
DHO District Health Office
DPD Director of Planning and Development
DPW Director of Public Works
EAD Environmental Affairs Department
EDO Environmental District Officer
EHS Environmental Health Safety
EMA Environment Management Act
EQUALS Equity with Quality and Learning at Secondary
ESCOM Electricity Supply Corporation of Malawi
ESMF Environmental and Social Management Framework
ESMP Environmental and Social Management Plan
ESS Environmental and Social Standards
GBV Gender Based Violence
GRM Grievance Redress Mechanism
HIV Human Immune Deficiency Syndrome Virus
ICT Information Communication Technology
MoH Ministry of Health
MPS Malawi Police Service
MTL Malawi Telecommunications Limited
NEAP National Environmental Action Plan
NEP National Environmental Policy
NGOs Non-Governmental Organizations
NSO National Statistics Office
OSHWA Occupational Safety Health and Welfare Act
PPE Personal Protective Equipment
PTA Parents Teachers Association
SEP Socio-economic profile
SSB Stabilized Soil Blocks
STI Sexually transmitted infections
TNM Telekom Networks Malawi
ToR Terms of Reference
vii
CHAPTER 1 INTRODUCTION
1.1 Project overview
Malawi Government with funding from the International Development Agency (IDA – World Bank
Group) is implementing the Equity with Quality and Learning at Secondary (EQUALS) Project. The
project aims at expanding some selected district secondary schools and Community Day Secondary
Schools (CDSSs) in the country in order to improve the quality of mathematics and science instruction
and increase access to secondary education. The Project also aims at contributing to improved learning
in district secondary schools and CDSSs and reduce congestion of learners in classrooms. Considering
that construction and operation activities for the project will generate various environmental and social
impacts in the project areas and beyond, environmental and social assessments were conducted and
Environmental and Social Management and Monitoring Plans (ESMMPs) were prepared for the project
to identify potential environmental and social impacts that the project will generate and to come up with
mitigation measures for the negative impacts and enhancing measures for the positive impacts.
1.2 Project background
Government of Malawi (GoM) declared a national disaster and a state of health emergency on 20 th
March 2020 and ordered closure of all schools and educational institutions in the country from 23 rd
March 2020 due to the COVID-19 pandemic. This had an immediate impact on learners with the loss
of learning as schools closed two weeks earlier than it was scheduled on 3rd April 2020 and for a period
of six months. This had immediate implications particularly for rural public schools. The closure had
greater impact on marginalized children including those with disabilities, struggling learners, learners
especially girls from hard-to-reach and poorest communities inclusive of refugees, asylum seekers and
their host communities who already face challenges in accessing learning opportunities without school
closure. Girls’ vulnerabilities have been exacerbated during this health emergency as they may be more
susceptible to gender-based violence in their communities and increased risk of pregnancies.
The Malawi Education Cluster has been active and effective in responding to the cyclic emergencies in
Malawi such as floods, drought and cyclone Idai. The Cluster met on 30th March 2020 and endorsed a
COVID-19 Preparedness and Response Plan. The Education Cluster proposed to ensure that teaching
and learning continues through innovative solutions and creating an enabling environment in
communities with special attention given to vulnerable groups. Therefore, in pursuit of the various
policy objectives in the Education Sector COVID-19 Preparedness and Response Plan regarding access
to secondary education in the country, GoM has secured funds in Additional Financing (AF) of US$5
million from the World Bank to implement various interventions in support of COVID-19 Emergency
Response. The COVID-19 Response Emergency Additional Financing will be implemented as part of
the EQUALS Project. The primary objective of the COVID-19 Response Emergency Financing is to
mitigate the impacts of the pandemic in achieving the goals of the Project in the short term to medium
term.
Under the Additional Financing, support will be provided for construction of 125 twin low-cost
classroom blocks in thirty-three (33) Education Districts, which will include schools in Machinga
District. Thus one (1) or two (2) twin low-cost classroom blocks will be constructed at each of the
selected schools in the district.
Through the Additional Financing, one (1) twin low-cost classroom block will be constructed at
Chilimba CDSS, Machinga CDSS, Mbenjere CDSS and Nankuyu CDSS in Machinga district. On
average, 50 people will be employed during construction phase at each school who will include 40%
women and 60% men.
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1.3 Project Components
The proposed activities of the additional funding for EQUALS were provided to enable the scaling up
of the current project activities to include the purchase of personal protective equipment (masks,
handwashing gels and associated facilities) for students and staff in secondary schools; procurement of
COVID-19 information, education and communication materials for the school community; provision
of low-cost classrooms in schools with large enrolments yet few or dilapidated classrooms; provision of
auxiliary teachers to meet the demand created in splitting classrooms in conformity to recommended
social distancing norms in schools; provision of online materials for distance education to enhance
access for students who cannot access in-person learning; and provision for continuous sensitization and
education of school communities on COVID-19. The project consists of three components which are as
follows:
1.3.1 Component 1. Improving the quality of science and mathematics instruction:
In this component, the project seeks to improve the effectiveness of mathematics and science teachers
through better grounding in subject content mastery and pedagogy while also enhancing availability of
teaching and learning materials to students and teachers. The component also has two subcomponents
as follows:
a) Sub-component 1.1: Minimum standards to quality instruction of mathematics and sciences
Building on the design of this subcomponent, which focuses on provision of textbooks to students and
guidebooks to teachers; orientation of science and mathematics teachers to the revised curriculum; and
training school heads and deputies in school management and instructional leadership, this
subcomponent will support (a) improving health security of the school environment to facilitate learning
under the Government’s COVID-19 recommended operations standards. This intervention will include:
(i) provision of personal protective equipment to 415,000 students in all secondary schools, and more
5,120 teachers in public and private boarding schools as well as day non-cost centres schools, (ii)
orientation of teaching and non-teaching staff in public and private boarding secondary schools on the
handling the COVID-19 in partnership with the Ministry of Health, these schools having been identified
as hotspots in the spread of the virus, and (iii) recruitment of auxiliary teachers in public secondary
schools to not only ease the pressure of workload to teachers whose classes will have been split in
compliance with social distancing norms but to also provide remediation for students who lost a year of
learning due to COVID-19 related school closure. In the provision of face masks to students, the
additional funding will facilitate mother groups to scale up the production of reusable/rewashable masks,
which are more sustainable and in line with the initial response provided by the Government to primary
schools.
b) Sub-component 1.2: Development and implementation of student learning enhancement
strategies
This sub-component provides (i) structured teacher support program - pilot. The in-service teacher
preparation program is complemented by piloting a structured continuous teacher support program
drawing lessons and practice from the existing national Strengthening Math and Science for Secondary
Education program coordinated by the Department of Teacher Education and Development. (ii)
Development and implementation of a continuous assessment (CA) system in the secondary education
examinations (summative system). Introduction of a Continuous Assessment System (CA) to Malawian
education is part of the ongoing curriculum reform process.
1.3.2 Component 2 - Enhancing equitable access to secondary education in target areas
This component supports interventions aimed to expand secondary education opportunities especially
for the poor and disadvantaged students, in line with Government’s strategy of increasing access to, and
equity of secondary education. The component also has three subcomponents as follows:
a) Sub-component 2.1: System strengthening for efficient expansion at the secondary level
The project extends support towards the development of efficiency and governance enhancing
2
interventions for the secondary education sub-sector. The subcomponent aims to achieve this through
(i) Increasing the number of qualified science and mathematics teachers based on projected teacher
needs. (ii) Development and implementation of a sustainable secondary education expansion investment
plan with an equitable financing structure for public schools.
b) Sub-component 2.2: Increasing equitable opportunities for secondary education.
The attainment of the subcomponent is based on (i) Reform the secondary schools’ selecti on and
placement process. This will involve ICT enabled examinations systems development (e-registration, e-
processing, e-payment and e-archival) with linkages to students’ selection for secondary schools. (ii)
Extension of bursaries to the poor and vulnerable students. In addition to expanding facilities in schools,
the project will facilitate access to school for poor and vulnerable students who are locked out of learning
due to household related constraints. (iii) Citizen engagement to mitigate school related gender-based
violence (SRGBV). Citizen engagement is fertile ground for reforming secondary education because
parents have usually not attended secondary education themselves but need to understand the importance
of their children doing so and how they can support their children’s success. (iv) The project will support
secondary education promotional activities through the various communication channels for increased
uptake of secondary education.
c) Sub-component 2.3: Upgrading and expanding remote day schools: Under the leadership of
the Education Management Infrastructure Unit, the project will upgrade and expand capacity of at least
80 existing remote public secondary schools based on community and school needs as defined by student
to classroom ratio (SCR), number of primary feeder schools per CDSS, number of existing CDSSs
within the catchment area, and potential to provide double-shift instruction based on school location.
The upgrading and expansion works will be undertaken in 13 Education Districts (Kasungu, Salima,
Lilongwe Rural East, Mchinji, Zomba Rural, Balaka, Mwanza, Neno, Mulanje, Chitipa, Karonga,
Chikwawa and Phalombe).
1.3.3 Component 3. Project Coordination, Learning, Monitoring and Evaluation
Funding to this component will follow the input-based project funding approach to facilitate project
operations. This component has three subcomponents to facilitate project implementation and these
include:
a) Sub-component 3.1. Capacity enhancement for project implementation support. Project
implementation team established and operationalized. Other proposed interventions under this sub-
component will address already identified system wide capacity challenges through tailor-made national
and international certificated training programs and regional peer learning events.
b) Sub-component 3.2. Review and update data collection, reporting and process monitoring
for secondary education. The project will support acquisition of requisite technical assistance to
enhance the MoE’s capacity.
c) Sub Component 3.3 Development and implement an M&E system for the project
activities/interventions Project monitoring and evaluation systems development, data collection and
reporting. The project embraces opportunities for learning. The project will support the baseline, mid-
line and end-term evaluations.
1.4 Project Location
One low-cost twin classroom block will be constructed each at Chilimba CDSS, Machinga CDSS,
Mbenjere CDSS and Nankuyu CDSS in Machinga district. The land on which the proposed classroom
blocks will be constructed belongs to the schools hence issues of additional land requirements,
compensation and resettlement will not arise. Table 1.1 provides details of the location of the schools
3
and their coordinates while Figure 1.1 provides a map of Machinga District showing the location of the
schools where the twin classroom blocks will be constructed.
Table 1. 1: Details of the location of the schools and their coordinates
Name of the Coordinates Brief description of the schools
school Latitude Longitude
Chilimba 767392 8321879 The school is located in Gumbala Village in
CDSS Traditional Authority Mposa in Machinga
District.
Machinga 747137 8320682 The school is located in Lipongo Village in
CDSS Traditional Authority Nkulu in machinga
District.
Mbenjere 770987 8354440 The school is located in Nkhona Village in
CDSS Traditional Authority Liwande in Machinga
District.
Nankuyu 804697 8344157 The school is located in Naputu Village in
CDSS Traditional Authority Chinguza in Machinga
District.
4
Figure 1. 1: A map of Machinga District showing the location of the schools where the twin classroom blocks will be constructed
5
1.5 Current Status of the Project
The EQUALS Project is currently at implementation stage. However, the low-cost classroom
block construction works are currently at planning and design stage.
1.6 Project Development Objective
The Project Development Objective (PDO) of the Equity with Quality and Learning at
Secondary (EQUALS) Project is to improve the quality of mathematics and science instruction
and increase access to secondary education in Community Day Secondary Schools (CDSSs).
The Project also aims at contributing to improved learning for students in Community Day
Secondary School (CDSS) as well as increasing access to secondary education for the remote
districts of Malawi.
1.7 Objectives of the Environmental and Social Management and Monitoring Plan
This Environmental and Social Management and Monitoring Plan (ESMMP) has been
prepared for the construction of low-cost classroom blocks in Machinga District under the
EQUALS project in accordance with the requirements of the Environmental Management Act
of 2017. Specifically, the ESMMP was prepared in order to:
a) Comply with necessary statutory and regulatory approvals and licenses obtained from
government licensing agencies to ensure that the project is in line with sound
environmental and social management and monitoring practices;
b) Assess the physical, biological and socio-economic conditions of the project impact
areas;
c) Identify and assess significant/beneficial potential environmental and social impacts of
the project; and
d) Identify and recommend measures to manage the negative and positive environmental
and social impacts.
Considering that the schools will procure masks for learners, which are likely going to cause
increased pressure on their management after they are used and are in need of disposal, the
ESMMP will also outline measures for on site management of the used masks.
1.8 Scope of the ESMMP
The ESMMP was prepared as per the guidelines provided under the Environmental Impact
Assessment Guidelines of 1997 and World Bank Safeguards guidelines. The ESMMP contains
Introduction in Chapter 1, Project Description in Chapter 2, Environmental and Social Setting
in Chapter 3, Assessment of Environmental and Social Impacts in Chapter 4, and Conclusion
and Recommendations in Chapter 5.
1.9 Potential Users of the ESMMP
The ESMMP has been prepared for use by different stakeholders to be involved in the planning,
implementation, management and monitoring of the proposed project activities. Some of the
users will include the Developer; Contractor; Machinga District Council; Malawi
Environmental Protection Authority; Ministry of Education; Ministry of Lands, Housing and
Urban Development; and community members. The ESMMP contains useful information on
policies and procedures to be adhered to, implementation modalities, analysis of potential
environmental and social impacts and suggested mitigation measures at various stages of the
project activities.
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1.10 Methodology for Preparing the ESMMP
The ESMMP was prepared using information that was collected using desk study, field visits
and public consultation, Focus Group Discussions (FGDs) Key Informant Interviews, which
were conducted from December 2021 - January 2022 in accordance with the Terms of
Reference presented in Annex 1.
1.10.1 Desk study
Desk study reviewed different documents, which included Environmental and Social
Framework for the project, District Education Plans, District Social Economic Profiles,
Environmental and Social Screening reports for the project sites, Environment Management
Act (EMA), 2017 and World Bank Environmental and Social Framework of 2018 and the
World Bank Safeguard policies such as the Operational Policy 4:01 (Environmental
Assessment).
1.10.2 Field visits
Field visits were conducted in December 2021 to collect baseline data in the project impact
areas. Field visits also provided an opportunity for site observations and concentrated on
biophysical and social economic environment of the project areas. The study on the physical
environment determined topography, soils and hydrology of the proposed project sites. The
study on the biological environment determined the existing flora and fauna in the project areas
that will be affected by the establishment and operation of the project. The study further looked
at the potential impacts the proposed project will have on the existing physical environment
(topography, soils, and climate) and biological environment (flora and fauna) within the project
areas.
1.10.3 Public Consultations
Stakeholder participation involved engaging institutions within the project impact area, and
selected public institutions who expressed their views on the proposed projects. The
stakeholder participation process ensured that due consideration will be given to stakeholder
values, concerns and preferences when decisions regarding the project are made. The purpose
of stakeholder involvement was to inform the stakeholders about the project and its likely
effects; solicit their inputs, views and concerns about the project; and take account of the
information and views of the public in the environmental and social assessment and decision-
making. The study used two methods to ensure adequate input to the environmental and social
impact assessment process, which included focus group discussion (FGDs) and key informant
interviews (KIIs).
1.10.3.1 Focus Group Discussions (FGDs)
FGDs was used to groups composed of between 5 – 14 selected participants. The FGDs groups
were those of School Management Committees, learners and community members living
within 500 m radius from school boundary. The key issues raised during the KIIs are
summarised in Table 1.3 while pictures of the different stakeholders’ meetings are presented
in Figure 1.2 as evidence of their participation at the meetings.
7
Table 1. 2: Key issues raised during Community FGDs
SN COMMENT RAISED RESPONSE GIVEN
1 Skills sharing among community members: The The project will advocate for employment of the unskilled workers from the
community members emphasised that most project areas project areas. Furthermore, the construction works will have a deliberate setup
do not have skilled construction workers and hoped the where the skilled workers will be paired with unskilled local workers to gain
project will help training some of the locals through construction skills.
employment. In turn the communities would benefit
from having skilled construction workers and hence
build better houses for themselves
2 Creation of job opportunities for the people in the During construction, the contractor will employ about 10 unskilled workers
project areas. In all the proposed project sites the from the project areas at each site and provide equal employment opportunity
community members were looking forward to getting to both men and women by employing a minimum of 40 percent of females in
employment especially for the youth that were staying the work force at each site.
idle in their communities.
3 Noise pollution will affect learners at each school during The project will sensitise construction workers to avoid making noise. The
construction phase as vehicles ferrying construction project will also schedule noisy activities when classes are not in session,
materials and workers will be making noise which shall include transportation of construction materials and other vehicles
coming to the construction sites.
4 The community should be involved in project The school management committee (SMC) is a structure that comprises of
supervision to ensure all materials are being utilised community members and is available and functional in all schools. The role of
as intended: This concern was because they the SMC is to oversee such projects, and the proposed Project will utilise the
communities had experienced from previous public SMC with responsible to monitor daily implementation of the Project.
projects that the works were shoddy and left a lot to be
desired.
5 Theft of building materials: The community members The School Management Committee (SMC) will work in close collaboration
informed the consultants that theft of building materials with the existing community security structures and the Police to ensure
had been experienced in previous similar public projects construction materials are protected.
and were concerned that similar incidents could occur
with the proposed project.
8
SN COMMENT RAISED RESPONSE GIVEN
6 Loss of vegetation within the project site: The The construction will confine land clearing to worksite by clearly marking out
community members expressed concern that the project the extent of clearing with pegs at 10 metre intervals or less. The project will
will destroy the remaining trees in the area from also facilitate planting of 1oo trees withing the schools and the surrounding
construction activities as experienced with previous homesteads
construction works.
7 Risk of accidents to workers and the community The project will develop an Occupational Health and Safety approach, which
members: The community at all sites expressed concern will aim to avoid, minimize, and mitigate the risk of workplace accidents. This
that when people get injured at the construction sites, would include training construction workers on safety, using safe machinery
they are left to seek treatment on their own and don’t get and equipment, and providing necessary personal protective equipment (PPE).
any support from the contractors.
It was also mentioned that it is a requirement that all contractors have
insurance to cover for injuries according to the laws of the country.
Furthermore, the project will set up a GRM so that people can raise any
complaints such as these.
The project will put in place signs to prohibit the community members from
entering the construction site. The community members will also be sensitized
of the possible hazards to be associated with the construction sites.
8 Unplanned pregnancies and child marriages among The project will develop an induction program including a code of conduct for
female learners: The community members expressed all workers which the workers will be required to sign prior to starting work.
concern that due to high poverty levels in the project The code of conduct will address issues which will include (i) zero tolerance
areas, female learners will easily be enticed by of illegal activities such as child labour, sexual exploitation, defilement, child
construction workers into marriage because of their high prostitution, harassment of women, gender-based violence, purchase or use of
incomes. illegal drugs, fighting;(ii) Disciplinary measures and sanctions (e.g., dismissal)
9 Sexual relationships between workers and female for infringement of the code of conduct and/or company rules; and
learners (iii) Commitment / policy to cooperate with law enforcement agencies
investigating perpetrators of SEA, defilement, GBV and others.
10 Spreading of infectious diseases such as HIV and The project will encourage employment of workers from the project areas and
AIDS, STIs and COVID19: The community members will also sensitise the workers and learners about dangers of engaging in sexual
observed that with some previous projects, construction relationships carelessly.
workers were coming to their areas without their
9
SN COMMENT RAISED RESPONSE GIVEN
families which resulted in them engaging in sexual
relationships with the locals.
10
1.10.3.2 Key Informant Interviews (KIIs)
KIIs were used in data collection. Key informants were selected based on their knowledge of,
participation, and role in the education and rural development in general. The total number of
KIIs varied from one site to the other because of availability of these informants. The key
informants included officers from the following sectors at the District Council: Education
Division Manager; Director of Planning and Development (DPD); District Education Manager
(DEM); Environmental District Officers (EDO); District Social Welfare Office (DSWO);
District Water Development Officer (DWDO); District Lands Officer; District Environmental
Health Officer; District Disaster Management Officer; and Members of the Civil Society. The
key issues raised during the KIIs are summarised in Annex 8.
A meeting with staff and community in A meeting with staff and community
Machinga members in Machinga
A meeting with staff and community A meeting with staff and community
members members
Figure 1. 2: Pictures of some of the consultation meetings which were held
1.11 Environmental and Social Screening for the Project
Environmental and social screening (Annex 7) of the project was conducted to evaluate planned
construction of low-cost classroom blocks at different schools to determine requirements for
further environmental and social work such as preparation of an ESMMP for the project.
Screening established that construction of low-cost classroom blocks at different schools will
be done within the existing school premises. The schools have enough land to accommodate
the type of construction works that is required for the project and will not require extra land
from the surrounding areas. Screening further showed that the scale of environmental and
11
social impacts that the project will generate will be minor and confined to school premises
only. The impacts are those with well-known mitigation measures typically encountered in
construction works of this nature by contractors and include, construction related accidents,
risk of social conflict, increased risk of illicit behaviour and crime, increased risk of
communicable diseases and burden on local health services, increased emission of dust,
increased soil erosion, increased noise levels, visual intrusion, risk of safety of buildings,
potential labour influx impacts, and increased risk of Gender Based Violence.
Screening carried out at the schools confirmed that environmental and social assessments
should be carried out for the construction works of the low-cost classroom blocks and an
ESMMP should be prepared for the project in Machinga district.
1.12 Grievance Redress Mechanism
The project will adopt a Grievance Redress Mechanism (GRM). That was already approved
for the main Project. Details of Grievance Redress Mechanisms are provided in Annex 2. The
grievance procedure will have five major stages. These stages include: (I) complaint or
grievance uptake (ii) assessment, analysis and response (iii) resolution and closure (iv) registry
and monitoring (v) GRM Evaluation.
12
CHAPTER 2 PROJECT DESCRIPTION
2.1 Scope of the Project
The proposed project will comprise construction of single floor twin low-cost classroom
blocks, one at each selected school. Construction will be of plain concrete strip footing, load
bearing cement block walls in foundations, load bearing cement block walls, reinforced
concrete ground slab, steel roof structure, steel door frames and windows, timber doors, lime
putty plaster and paint to the rest of the walls internally, fair face pointed externally, joinery
fittings and electrical services. Details of the size and capacity of the classroom block is
provided in Error! Reference source not found. and the proposed design of the classroom
block is presented in Annex 10.
Table 2. 1: Description of rooms and their sizes
Room Floor Capacity
Purpose measurements
Classroom 7 x 18.4 m 40 learners per classroom
Block
Construction activities will be done by a Contractor who will be hired by the Ministry of
Education and will include site preparation (clearing and levelling), double classroom block 7
x 18.4 m, surface water drains and ramps, cut off drains large drains to divert rain water from
surrounding areas off site for safety of the new construction); retaining walls and stone pitching
where the land is sloping. Considerable construction activities are expected to start in May
2022 and will take 3 months to be finalized. Contractors under the EQUALS Project will be
required to prepare Environmental and Social Rules that they shall be following when
undertaking construction works. These rules shall be made to be part of the assessment criteria
when selecting the contractors.
The rules will be used to prevent and or mitigate the environmental and social risks within the
context of infrastructure development interventions for the EQUALS. The rules will present
details on how the major environmental and social risks shall be taken care of as presented in
Annex 11. EQUALS will promote adoption of environmentally friendly technologies when
constructing the classroom blocks. One of the technologies will include use of cement blocks
as opposed to traditional burnt bricks. Each project site is expected to employ not less than 30
workers during the construction phase who will comprise 10 skilled workers and about 20
unskilled workforce. The proposed project will offer employment to Malawians. The project
will aim at employing at least 40% women and 60% men; however, the most desirable target
will be an achievement of a ratio of 50:50 in terms of employment. The workers will include
engineers, architects, quantity surveyors, builders, carpenters, electricians and support staff all
of whom shall be Malawians. However, it is expected that there will be an influx of people into
the project area, and a Labour influx management plan has been prepared as can be seen in
(Annex 6). Further to this the ESMP encourages the contractor to tap labour from the local
workforce.
13
2.2 Estimated Cost of the Project
The estimated cost of the EQUALS Additional Financing (AF) is US$5 million, which was
obtained from the World Bank to implement various interventions in support of COVID-19
Emergency Response project at national level in the education sector.
2.3 Main Activities of the Project
Activities for the project will be implemented in four phases namely planning, construction,
demobilization, and operation and maintenance phases. Activities under planning and design
phase will include land surveying, technical feasibility and environmental and social
assessment studies, preparation of technical drawings, resource mobilization and tendering of
the works. This also includes preparation of construction designs, processing of applicable
authorizations and approvals from relevant authorities, preliminary consultations and land use
planning.
Activities under construction phase shall include site establishment; mobilization of workers;
transportation of construction equipment; transportation of construction materials; establishing
a workers’ camp; clearing of access roads and diversions; excavation and stockpiling of
excavated materials (gravel and aggregate stone); cordoning; fencing the construction area
within which access will be limited to construction workers and people working at the campus;
and construction of different infrastructure.
2.4 Construction materials and their sources
Different raw materials will be required during construction phase. Such materials will include
cement blocks, cement, sand, quarry stones, timber, paints and water. A number of sites have
been identified as sources of different construction materials in the district. Such materials
include quarry stone and sand. However, contractors who would like to buy the materials from
the different sites are expected to get authorization from the district council. Error! Reference
source not found. outlines the sources of water, sand and quarry stone in the different project
sites.
Table 2. 2: Sources of construction materials such as water, sand and quarry stone
Name of School Sources Sand Sources Quarry Stone
Chilimba CDSS Lingoni and Domasi rivers and
Domasi quarry
Waile area
Machinga CDSS
Naliso and Domasi Rivers Nsomba and Njuli areas
Mbenjere CDSS Umbwe TC and Machinga
Namadanje River
TC
Nankuyu CDSS
Naputu River Chinyasa Dam
Activities under demobilization phase will include laying off workforce employed during
construction phase; removal of construction wastes; and re-vegetating areas that were cleared
by the Contractor on the site.
Activities during operation and maintenance phase will include commissioning the use and
regular maintenance of the constructed classroom blocks for their intended purpose.
14
2.5 Review of relevant policies, legal and institutional framework for construction works
Malawi has over the years, developed a number of policies and legislation to guide
environmentally and socially sustainable development in various sectors of the economy
through mainstreaming of environmental and social issues in project planning and
implementation. Besides, Malawi also uses different international procedures, policies and
guidelines where national laws, policies, procedures, guidelines and legislation are falling short
to guide sustainable development. Table 2.3 provides details of some policies and legislation
which are relevant to the project.
Table 2. 3: Summary of policies and legislation relevant to the project
Legislation Key Points
Constitution of the The constitution of the Republic of Malawi is supreme over any legal
Republic of Malawi policy or Act in Malawi. The constitution accords full recognition to
(1995) the rights of future generations by advocating environmental
protection and sustainable development of natural resources. It also
calls for the prevention of environmental degradation.
Environment The Act enacted outlines the ESIA process to be followed in Malawi
Management Act and requires that all project developers in both the public and private
(2017) sectors comply with the process. The proposed sub projects are small
in nature and do not fall under the list of prescribed projects as such
ESMP was develop for mitigating potential impacts.
Land Act (2016) The Act makes provision for land in Malawi and for all matters
incidental or connected thereto. The proposed project sites are within
existing school land that is considered as government land hence has
no land ownership issues.
Forestry Act (1997) The Act recognizes the need to promote participatory social forestry
and empowerment of communities for conservation and management
of trees within the country. In this regard the act encourages
community involvement woodlot establishment and in management
of forest reserves through co-management approaches.
The Occupation The Act makes provision for the regulation of the conditions of
Safety Health and employment in workplaces as regards the safety, health and welfare
Welfare Act (1997) of persons employed therein. It stipulates provisions on the duties and
responsibilities of the contractors. It is imperative for the contractors
to ensure that OSH requirements are adhered to all times.
Gender Equality Act, The Act takes action and addresses the inequalities that exist between
2013 men and women in many aspects of daily life in Malawi. The Act
seeks to promote gender equality, equal integration, influence,
empowerment, dignity and opportunities for men and women in all
functions of society; to prohibit and provide redress for sex
discrimination, harmful practices and sexual harassment; to provide
public awareness on promotion of gender equality. The Act calls for
a work place policy to ensure that sexual harassment is avoided.
HIV and AIDS The Act makes provision for the prevention and management of HIV
(Prevention and and AIDS; and provisions for the rights and obligations of persons
Management) Act, living with HIV or affected by HIV and AIDS. The Act prohibits
2018 discrimination on a basis related to HIV or AIDS accords a person
living with HIV the right to privacy and confidentiality with regard
15
to information concerning their status. The Act also gives provisions
to employers by stipulating requirements in several sections.
World Bank Considering the type and nature of these activities, and the
Safeguard Policies requirements of the Bank’s safeguard policies, the EQUALS project
triggered OP/BP 4.01 (Environmental Assessment) and was
classified as a category B project. This means that the proposed
projects are likely to have impacts that are site-specific and easy to
deal with; few if any of them are irreversible; and in most cases the
mitigation measures can be designed more readily.
2.6 Summary of approvals and licences which the proponent has to obtain
There are a number of statutory and regulatory approvals or licences that developer need to get
in the courses of project implementation to ensure that the project is in line with sound
environmental management practices and is in compliance with other relevant pieces of
legislations. These have been summarised in Table 2.4.
Table 2. 4: List of statutory approvals and licences required
List of statutory Legal and regulatory Responsible institution
approvals or licences to be framework for processing approval
obtained or licence
Environmental Impact Environment Management Malawi Environmental
Assessment Certificate Act (2017) Protection Authority
Planning Permission Country and Town Planning Machinga District Council
Act /The Physical Planning
Act No 17 of 2016
Permission to Develop Country and Town Planning
Act /The Physical Planning Machinga District Council
Act No 17 of 2016
Machinga District Council
Approval to dispose of waste Local Government Act (1998)
Environmental Affairs
Waste Management Licence Department
Registration Certificate for Energy Regulatory Act No. 20 MERA
generation of electricity on a (2004)
heavy-duty generator
Work Place Registration Occupational Health, Safety Ministry of Labour, Youth
Certificate. and Welfare Act (Cap 55:01) and Manpower
Development
Approval for water Water Resources Act, 2013 National Water Resources
abstraction from under the Authority (NWRA),
ground or stream
16
CHAPTER 3 ENVIRONMENTAL AND SOCIAL SETTING
A baseline study was carried out on the biophysical and socio-economic environment of the
project areas. The construction siting and structure designs have been assessed and approved
by Buildings Department. To that effect we respect their opinion as experts in the sector. The
study has provided a measure of the existing state of the environment against which future
changes imposed by the project could be measured and monitored. Table 31 provides details
of the biophysical and socio-economic environment of the project sites.
17
Table 3. 1: Summary of biophysical and socio-economic environment of the project sites
Name of Biophysical Characteristics Social Characteristics
Site
Chilimba Topography: The project area is upland and hilly in some places Social – economic profile: The proposed project site is in Gumbala village
CDSS with gentle to steep slopes. in Traditional Authority Mposa in Machinga District. The school is
surrounded by a number of villages which include Songolo, Tandauko,
Geology: The area is underlain by rocks of the Malawi basement Sani Mtumbuka, Mposa, Mipunga, Kaugule, Chodothi, Mphando,
complex in some cases blanketed by drift and colluvium. Soils in Chilombo, Manja, Mpheta, Chipile, Mtamira, Mkwiganga and Matache.
the project area range from clay, clay loam, loam, sandy loam and
sandy and are generally fertile, and suitable for most arable crops. Demographic and settlement pattern: The project site is surrounded by
Proposed project area is underlain mainly by metamorphic rocks a community of about 25000+ people. The majority of the households live
which form part of the Precambrian Basement Complex (Lower in traditional dwelling houses.
Paleozoic ages, about 500 million years). Gneisses and granulites
underlie most of the South Lilongwe plain, where they are covered Proposed siting of the construction. The proposed project site for the
by thick superficial deposits. The basement complex rocks are construction activities is in public land and all rights of the land are under
granulite and paragneiss (gneiss with sedimentary origin), school management. The school area has no issues of community
including granitic varieties, with subordinate granulites, schists, encroachment.
quartzites, phyllonites and other cataclasites. Gneisses and
granulites are believed to be derived from a sequence of sediments Construction designs assessment. Assessment of the designs for the
including greywackes, sandstones, limestone and other types of proposed structures showed that the floor and foundation are raised
sedimentary rocks. Variations in types of gneisses and granulites in adequately for the structures to withstand floods which have become a
the area are frequent due to differences in metamorphic grades phenomenon in recent years.
rather than sedimentary origin.
Land administration and ownership: Land tenure in the project area is
Soil: Soils in the project area range from clay, clay loam, loam, customary under the leadership of traditional leaders. Land is inherited
sandy loam and sandy and are generally fertile, and suitable for most through patrilineal system, in which son inherit land ownership through
arable crops. their fathers. Main land uses are farming, human settlements, livestock
grazing and afforestation.
Climate Characteristics: The area experiences normal rainfall of
about 632mm, The district generally experiences warm to hot
18
Name of Biophysical Characteristics Social Characteristics
Site
temperature with a range of 14oC to 22oC and sometimes up to about Farming households in the project area have an average land holding size
40oC. of more than 2.0 ha. The land holding size per household is therefore above
the national average land holding size of 0.6 ha.
Water Resources: Water sources in the project area are comprised The land on which the low-cost classroom blocks will be constructed
of surface as well as groundwater. Surface water in the area includes belongs to the school hence issues of extra land requirements,
Namphambe river. compensation and resettlement will not arise.
Flora: Vegetation of the area comprise Eucalyptus trees. Most parts Agriculture services: Smallholder subsistence farmers constitute the
in the project area have lost their natural vegetation and are in the majority of the farming community in the project site. The crops grown in
regeneration stage except for a few large standing trees located on the area include maize and rice.
graveyards and the hills. Most of the trees have been cut down
primarily for clearing land for agriculture and meeting firewood and Marketing and agro-processing
brick making requirements. Marketing of agricultural produce is a problem in the area. Agricultural
produce are sold through traders who usually buy the produce at the farm
Vegetation of the area is made up of shrubs, short grass and small gate or at small markets within the vicinity of the project area. The most
woodlots. Some trees, which still exist in the area include important players in the produce marketing chain for the project area are
Pterocarpus angolensis, Pericorpsis angolensis, Albizzia lebbeck, the smallholder farmers and the vendors who always offer low prices to
Brachystegia, Bauhimia thonningii, Adina microcephala, farm produce. ADMARC is always late to respond to the farmers needs
Terminalia serecea, Burkea africana, Khaya anthotheca, mango, though they offer better prices and are also far away from the farmers
Mwimbi, Syzygium. However, there are also exotic tree species sometimes.
found in the protected areas such as Pinus species, Senna siamea,
Sena spectabilis and eucalyptus. Main local economic activities
Like many parts of the country, the economy of the project area is agro-
Trees: For Chilimba CDSS, about 3 trees will be cut down. The based. The project area is predominantly rural area, and the people are
project will facilitate planting of 100 trees around the school engaged in farming activities. People earn their living by selling farm
boundaries and in the surrounding homesteads. produce, selling of livestock, doing small scale businesses.
Fauna: Due to loss of natural vegetation in the area, the area has
lost a number of different wild animals, which lived in the area
19
Name of Biophysical Characteristics Social Characteristics
Site
before. Some wild animals that still exist in the area include rabbits, Education services: Education facilities around Chilimba include
hyenas, monkeys, mice and snakes. Matanda CDSS and Puteya CDSS.
There are no endangered or wild animal species found within the Feeder Schools: Chilimba, Mchilima, Chikala 2, Nabankhwi and
projects area of impact. However, present livestock include cattle, Namazengeza FP schools.
ducks, pigeons, goats and poultry and some birds however still exist
such as; eagles, scimitarbill and owls. The school has 11 teachers; 2 females and 9 males; and has about 162
students, representing teacher ratio of 1: 14 with the following breakdown;
Form 1: 26 boys, 26 girls
Form 2: 25 boys, 20 girls
Form 3: 28 boys, 10 girls
Form 4: 12 boys, 15 girls
Form 1 intake at Chilimba is 52 learners per year against primary schools
in the district.
Health services: The area is surrounded by Mposa Health Centre, Malosa
Health Centre and Chamba Health Centre and most cases reported are
those of malaria and diarrhoea as main ailments. Health situation in the
area is characterized by high incidences of sicknesses of under-five
children. Common ailments in the area are malaria, respiratory infection
(such as coughing) and diarrhea HIV and AIDS and Covid 19 are other
prevalent diseases in the area.
Gender and socio welfare services: There is low participation of women,
girls and boys and the vulnerable in socio-economic activities in the area.
There is also an increased teen age pregnancies and early marriages and
high illiteracy rate. Gender-based violence was also reported but it is
managed by victim support units which are components of community
20
Name of Biophysical Characteristics Social Characteristics
Site
policing. The component also handles property grabbing, child abuse, and
domestic violence. Young people in this community are encouraged to
report any cases of abuse or anything need to be reported to police station.
Waste management and Sanitation
The villages in the project area do not have designated sites for managing
different types wastes generated in the area. Indiscriminate open dumping,
burning or burying in open areas are common practices. These practices
can create hazardous and unsanitary environmental and health conditions.
Dumping sites and standing water can provide breeding sites for insects
and vermin, and burning waste can produce smoke and noxious fumes,
affecting people with respiratory problems. Livestock, such as pigs and
goats, which regularly scavenge at dumping sites, can come in contact with
microbial pathogens, further increasing the risk of transferring infections
and disease to those handling the livestock.
Sanitation levels are very high; each household in the area has access to a
latrine facility. The latrines in the area are without slabs but are well
covered and protected. However, efforts are being made by some
organizations to provide improved.
Sanitary facilities in the rural community through various approaches,
such as Community Led Total Sanitation, and formation of sanitary clubs.
Transportation and communication
Common modes of transport in the project area include motor vehicles,
oxcarts, motor cycles and bicycles. However, a large percentage of the
population walks from their respective villages to access markets, health
services and other social services.
21
Name of Biophysical Characteristics Social Characteristics
Site
The area experiences networks from the following service providers: TNM
and Airtel though in some places the network is weak.
Water supply
Source of water for domestic use in the area includes rivers, shallow wells
and boreholes.
Cultural Environment
Records have it that there is mixing of cultures in the project with the Yaos
being the major tribe.
Religion
The people in the area are Muslims and Christians.
Commercial activities of the area
Mpita, Mbando and Mposa trading centers are the main trading centers in
the project area. Micro, small and medium enterprises are prominent as the
commercial and industrial businesses at these trading centers. Retail
trading of several merchandises such as groceries, clothes, food items, and
agricultural produce are major business occupations at the trading centers.
Most people are engaged in petty trading because of limited working
capital as well as business and credit management skills.
Some of the organizations that are working around the project area include
Farmers world, Kulima Gold, and other private agro-dealers. These
companies contribute to the livelihood of the people within the
communities as some of them are employed by these institutions.
Machinga Topography: The project area is upland and hilly in some places Social – economic profile: The proposed project site is in Lipongo village
CDSS with gentle to steep slopes. in Traditional Authority Nkula in Machinga District. The school is
22
Name of Biophysical Characteristics Social Characteristics
Site
surrounded by a number of villages which include Chingoli, Ndaje,
Geology: The area is underlain by rocks of the Malawi basement Malajiya, Nkula, Kalanje and Ulawe.
complex in some cases blanketed by drift and colluvium. Soils in
the project area range from clay, clay loam, loam, sandy loam and Demographic and settlement pattern: The project site is surrounded by
sandy and are generally fertile, and suitable for most arable crops. a community of about 25000+ people. The majority of the households live
Proposed project area is underlain mainly by metamorphic rocks in traditional dwelling houses.
which form part of the Precambrian Basement Complex (Lower
Paleozoic ages, about 500 million years). Gneisses and granulites Proposed siting of the construction. The proposed project site for the
underlie most of the South Lilongwe plain, where they are covered construction activities is in public land and all rights of the land are under
by thick superficial deposits. The basement complex rocks are school management. The school area has no issues of community
granulite and paragneiss (gneiss with sedimentary origin), encroachment.
including granitic varieties, with subordinate granulites, schists,
quartzites, phyllonites and other cataclasites. Gneisses and Construction designs assessment. Assessment of the designs for the
granulites are believed to be derived from a sequence of sediments proposed structures showed that the floor and foundation are raised
including greywackes, sandstones, limestone and other types of adequately for the structures to withstand floods which have become a
sedimentary rocks. Variations in types of gneisses and granulites in phenomenon in recent years.
the area are frequent due to differences in metamorphic grades
rather than sedimentary origin.
Land administration and ownership: Land tenure in the project area is
Soil: Soils in the project area range from clay, clay loam, loam, customary under the leadership of traditional leaders. Land is inherited
sandy loam and sandy and are generally fertile, and suitable for most through patrilineal system, in which son inherit land ownership through
arable crops. their fathers. Main land uses are farming, human settlements, livestock
grazing and afforestation.
Climate Characteristics: The area experiences normal rainfall of
about 632mm. The district generally experiences warm to hot Farming households in the project area have an average land holding size
temperature with a range of 14oC to 22oC and sometimes up to about of more than 2.0 ha. The land holding size per household is therefore above
38oC. the national average land holding size of 0.6 ha.
23
Name of Biophysical Characteristics Social Characteristics
Site
Water Resources: Water sources in the project area are comprised The land on which the low-cost classroom blocks will be constructed
of surface as well as groundwater. Surface water in the area includes belongs to the school hence issues of extra land requirements,
Naliso river as the main source. compensation and resettlement will not arise.
Flora: Vegetation of the area comprise Eucalyptus trees. Most parts Agriculture services: Smallholder subsistence farmers constitute the
in the project area have lost their natural vegetation and are in the majority of the farming community in the project site. The crops grown in
regeneration stage except for a few large standing trees located on the area include maize, rice, cassava and potatoes.
graveyards and the hills. Most of the trees have been cut down
primarily for clearing land for agriculture and meeting firewood and Marketing and agro-processing
brick making requirements. Marketing of agricultural produce is a problem in the area. Agricultural
produce are sold through traders who usually buy the produce at the farm
Vegetation of the area is made up of shrubs, short grass and small gate or at small markets within the vicinity of the project area. The most
woodlots. Some trees, which still exist in the area include important players in the produce marketing chain for the project area are
Pterocarpus angolensis, Pericorpsis angolensis, Albizzia lebbeck, the smallholder farmers and the vendors who always offer low prices to
Brachystegia, Bauhimia thonningii, Adina microcephala, farm produce. ADMARC is always late to respond to the farmers needs
Terminalia serecea, Burkea africana, Khaya anthotheca, mango, though they offer better prices and are also far away from the farmers
Mwimbi, Syzygium. However, there are also exotic tree species sometimes.
found in the protected areas such as Pinus species, Senna siamea,
Sena spectabilis and eucalyptus. Main local economic activities
Like many parts of the country, the economy of the project area is agro-
Trees: For Machinga CDSS, no trees will be cut down however, the based. The project area is predominantly rural area, and the people are
project will facilitate planting of 100 trees around the school engaged in farming activities. People earn their living by selling farm
boundaries and in the surrounding homesteads. produce, selling of livestock, doing small scale businesses.
Fauna: Due to loss of natural vegetation in the area, the area has
Education services: Education facilities around Machinga CDSS include
lost a number of different wild animals, which lived in the area
Chinkhwetula and Likwenu CDSS’s.
before. Some wild animals that still exist in the area include rabbits,
hyenas, monkeys, mice and snakes.
Feeder Schools: Machinga LEA and Biga Primary school.
24
Name of Biophysical Characteristics Social Characteristics
Site
There are no endangered or wild animal species found within the The school has 13 teachers; 3 females and 10 males; and has about 209
projects area of impact. However, present livestock include cattle, students, representing teacher ratio of 1: 16 with the following breakdown;
ducks, pigeons, goats and poultry and some birds however still exist Form 1: 26 boys, 22 girls
such as; eagles, scimitarbill and owls. Form 2: 33 boys, 29 girls
Form 3: 27 boys, 21 girls
Form 4: 27 boys, 24 girls
Form 1 intake at Machinga CDSS is 52 learners per year against primary
schools in the district.
Health services: The area is surrounded Machinga Health Centre and most
cases reported are those of malaria and diarrhoea as main ailments. Health
situation in the area is characterized by high incidences of sicknesses of
under-five children. Common ailments in the area are malaria, respiratory
infection (such as coughing) and diarrhea HIV and AIDS and Covid 19 are
other prevalent diseases in the area.
Gender and socio welfare services: There is low participation of women,
girls and boys and the vulnerable in socio-economic activities in the area.
There is also an increased teen age pregnancies and early marriages and
high illiteracy rate. Gender-based violence was also reported but it is
managed by victim support units which are components of community
policing. The component also handles property grabbing, child abuse, and
domestic violence.
Waste management and Sanitation
The villages in the project area do not have designated sites for managing
different types wastes generated in the area. Indiscriminate open dumping,
burning or burying in open areas are common practices. These practices
25
Name of Biophysical Characteristics Social Characteristics
Site
can create hazardous and unsanitary environmental and health conditions.
Dumping sites and standing water can provide breeding sites for insects
and vermin, and burning waste can produce smoke and noxious fumes,
affecting people with respiratory problems. Livestock, such as pigs and
goats, which regularly scavenge at dumping sites, can come in contact with
microbial pathogens, further increasing the risk of transferring infections
and disease to those handling the livestock.
Sanitation levels are very high; each household in the area has access to a
latrine facility. The latrines in the area are without slabs but are well
covered and protected. However, efforts are being made by some
organizations to provide improved.
Sanitary facilities in the rural community through various approaches,
such as Community Led Total Sanitation, and formation of sanitary clubs.
Transportation and communication
Common modes of transport in the project area include motor vehicles,
oxcarts, motor cycles and bicycles. However, a large percentage of the
population walks from their respective villages to access markets, health
services and other social services.
The area experiences networks from the following service providers: TNM
and Airtel though in some places the network is weak.
Water supply
Source of water for domestic use in the area includes rivers, shallow wells,
piped water and boreholes.
Cultural Environment
26
Name of Biophysical Characteristics Social Characteristics
Site
Records have it that there is mixing of cultures in the project with the Yaos
being the major tribe.
Religion
The people in the area are Muslims and Christians.
Commercial activities of the area
Namwera and Liwonde trading centers are the main trading centers in the
project area. Micro, small and medium enterprises are prominent as the
commercial and industrial businesses at these trading centers. Retail
trading of several merchandises such as groceries, clothes, food items, and
agricultural produce are major business occupations at the trading centers.
Most people are engaged in petty trading because of limited working
capital as well as business and credit management skills.
Some of the organizations that are working around the project area include
Farmers world, Kulima Gold, and other private agro-dealers. These
companies contribute to the livelihood of the people within the
communities as some of them are employed by these institutions.
Mbenjere Topography: The project area is upland and hilly in some places Social – economic profile: The proposed project site is in Nkhuna village
CDSS with gentle to steep slopes. in Traditional Authority Liwonde in Machinga District.
Geology: The area is underlain by rocks of the Malawi basement Demographic and settlement pattern: The project site is surrounded by
complex in some cases blanketed by drift and colluvium. Soils in a community of about 18000 people. The majority of the households live
the project area range from clay, clay loam, loam, sandy loam and in traditional dwelling houses.
sandy and are generally fertile, and suitable for most arable crops.
Proposed project area is underlain mainly by metamorphic rocks Proposed siting of the construction. The proposed project site for the
which form part of the Precambrian Basement Complex (Lower construction activities is in public land and all rights of the land are under
Paleozoic ages, about 500 million years). The basement complex school management. The school area has no issues of community
rocks are granulite and paragneiss (gneiss with sedimentary encroachment.
27
Name of Biophysical Characteristics Social Characteristics
Site
origin), including granitic varieties, with subordinate granulites,
schists, quartzites, phyllonites and other cataclasites. Gneisses and Construction designs assessment. Assessment of the designs for the
granulites are believed to be derived from a sequence of sediments proposed structures showed that the floor and foundation are raised
including greywackes, sandstones, limestone and other types of adequately for the structures to withstand floods which have become a
sedimentary rocks. Variations in types of gneisses and granulites in phenomenon in recent years.
the area are frequent due to differences in metamorphic grades
rather than sedimentary origin.
Land administration and ownership: Land tenure in the project area is
Soil: Soils in the project area range from clay, clay loam, loam, customary under the leadership of traditional leaders. Land is inherited
sandy loam and sandy and are generally fertile, and suitable for most through patrilineal system, in which son inherit land ownership through
arable crops their fathers. Main land uses are farming, human settlements, livestock
grazing and afforestation.
Climate Characteristics: The area experiences normal rainfall of
about 632mm. The district generally experiences warm to hot Farming households in the project area have an average land holding size
temperature with a range of 14oC to 22oC and sometimes up to about of more than 2.0 ha. The land holding size per household is therefore above
35oC. the national average land holding size of 0.6 ha.
The land on which the low-cost classroom blocks will be constructed
Water Resources: Water sources in the project area are comprised belongs to the school hence issues of extra land requirements,
of surface as well as groundwater. Surface water in the area includes compensation and resettlement will not arise.
Naliso river as the main source.
Agriculture services: Smallholder subsistence farmers constitute the
Flora: Vegetation of the area comprise Eucalyptus trees. Most parts majority of the farming community in the project site. The crops grown in
in the project area have lost their natural vegetation and are in the the area include maize, rice, cassava and potatoes.
regeneration stage except for a few large standing trees located on
graveyards and the hills. Most of the trees have been cut down Marketing and agro-processing
primarily for clearing land for agriculture and meeting firewood and Marketing of agricultural produce is a problem in the area. Agricultural
brick making requirements. produce are sold through traders who usually buy the produce at the farm
gate or at small markets within the vicinity of the project area. The most
important players in the produce marketing chain for the project area are
28
Name of Biophysical Characteristics Social Characteristics
Site
Vegetation of the area is made up of shrubs, short grass and small the smallholder farmers and the vendors who always offer low prices to
woodlots. Some trees, which still exist in the area include farm produce. ADMARC is always late to respond to the farmers needs
Pterocarpus angolensis, Pericorpsis angolensis, Albizzia lebbeck, though they offer better prices and are also far away from the farmers
Brachystegia, Bauhimia thonningii, Adina microcephala, sometimes.
Terminalia serecea, Burkea africana, Khaya anthotheca, mango,
Mwimbi, Syzygium. However, there are also exotic tree species Main local economic activities
found in the protected areas such as Pinus species, Senna siamea, Like many parts of the country, the economy of the project area is agro-
Sena spectabilis and eucalyptus. based. The project area is predominantly rural area, and the people are
engaged in farming activities. People earn their living by selling farm
Fauna: Due to loss of natural vegetation in the area, the area has produce, selling of livestock, doing small scale businesses.
lost a number of different wild animals, which lived in the area
before. Some wild animals that still exist in the area include rabbits,
Education services: Ntaja, ST Mary’s, Namandanje, Masanje CDSS’s
hyenas, monkeys, mice and snakes.
and Mayiwa, Mikuchu FP schools.
There are no endangered or wild animal species found within the
Feeder Schools: Mbenjere, Michongwe, Naperi, Ngwiliza, Makengele,
projects area of impact. However, present livestock include cattle,
Kanjedza, Nanyumba, Namakanga, Matope and Kawelama Primary
ducks, pigeons, goats and poultry. Some birds however still exist
Schools.
such as; eagles, scimitarbill and owls.
The school has 17 teachers; 8 females and 9 males; and has about 541
Trees: For Mbenjere CDSS, no tress will be cut down however, the
students, representing teacher ratio of 1: 31 with the following breakdown;
project will facilitate planting of 100 trees around the school
Form 1: 51 boys, 52 girls
boundaries and in the surrounding homesteads.
Form 2: 73 boys, 81 girls
Form 3: 75 boys, 69 girls
Form 4: 92 boys, 48 girls
Form 1 intake at is 103 learners per year against primary schools in the
district.
29
Name of Biophysical Characteristics Social Characteristics
Site
Health services: The area is surrounded by Ntaja, and Namandanje Health
Centres and most cases reported are those of malaria and diarrhoea as main
ailments. Health situation in the area is characterized by high incidences
of sicknesses of under-five children. Common ailments in the area are
malaria, respiratory infection (such as coughing) and diarrhea HIV and
AIDS and Covid 19 are other prevalent diseases in the area.
Gender and socio welfare services: There is low participation of women,
girls and boys and the vulnerable in socio-economic activities in the area.
There is also an increased teen age pregnancies and early marriages and
high illiteracy rate. Gender-based violence was also reported but it is
managed by victim support units which are components of community
policing. The component also handles property grabbing, child abuse, and
domestic violence.
Waste management and Sanitation
The villages in the project area do not have designated sites for managing
different types wastes generated in the area. Indiscriminate open dumping,
burning or burying in open areas are common practices. These practices
can create hazardous and unsanitary environmental and health conditions.
Dumping sites and standing water can provide breeding sites for insects
and vermin, and burning waste can produce smoke and noxious fumes,
affecting people with respiratory problems. Livestock, such as pigs and
goats, which regularly scavenge at dumping sites, can come in contact with
microbial pathogens, further increasing the risk of transferring infections
and disease to those handling the livestock.
Sanitation levels are very high; each household in the area has access to a
latrine facility. The latrines in the area are without slabs but are well
30
Name of Biophysical Characteristics Social Characteristics
Site
covered and protected. However, efforts are being made by some
organizations to provide improved.
Sanitary facilities in the rural community through various approaches,
such as Community Led Total Sanitation, and formation of sanitary clubs.
Transportation and communication
Common modes of transport in the project area include motor vehicles,
oxcarts, motor cycles and bicycles. However, a large percentage of the
population walks from their respective villages to access markets, health
services and other social services.
The area experiences networks from the following service providers: TNM
and Airtel though in some places the network is weak.
Water supply
Source of water for domestic use in the area includes piped water by water
users, rivers, shallow wells and boreholes.
Cultural Environment
Records have it that there is mixing of cultures in the project with the Yaos
being the major tribe.
Religion
The people in the area are Muslims and Christians.
Commercial activities of the area
Ntaja trading center is the main trading centers in the project area. Micro,
small and medium enterprises are prominent as the commercial and
industrial businesses at these trading centers. Retail trading of several
merchandises such as groceries, clothes, food items, and agricultural
31
Name of Biophysical Characteristics Social Characteristics
Site
produce are major business occupations at the trading centers. Most people
are engaged in petty trading because of limited working capital as well as
business and credit management skills.
Some of the organizations that are working around the project area include
Farmers world, Kulima Gold, and other private agro-dealers. These
companies contribute to the livelihood of the people within the
communities as some of them are employed by these institutions.
Nankuyu Topography: The project area is upland and hilly in some places Social – economic profile: The proposed project site is in Naputu village
CDSS with gentle to steep slopes. in Traditional Authority Mchinguza in Machinga District.
Geology: The area is underlain by rocks of the Malawi basement Demographic and settlement pattern: The project site is surrounded by
complex in some cases blanketed by drift and colluvium. Soils in a community of about 600 household. The majority of the households live
the project area range from clay, clay loam, loam, sandy loam and in traditional dwelling houses.
sandy and are generally fertile, and suitable for most arable crops.
Proposed project area is underlain mainly by metamorphic rocks Proposed siting of the construction. The proposed project site for the
which form part of the Precambrian Basement Complex (Lower construction activities is in public land and all rights of the land are under
Paleozoic ages, about 500 million years). The basement complex school management. The school area has no issues of community
rocks are granulite and paragneiss (gneiss with sedimentary encroachment.
origin), including granitic varieties, with subordinate granulites,
schists, quartzites, phyllonites and other cataclasites. Gneisses and Construction designs assessment. Assessment of the designs for the
granulites are believed to be derived from a sequence of sediments proposed structures showed that the floor and foundation are raised
including greywackes, sandstones, limestone and other types of adequately for the structures to withstand floods which have become a
sedimentary rocks. Variations in types of gneisses and granulites in phenomenon in recent years.
the area are frequent due to differences in metamorphic grades
rather than sedimentary origin. Land administration and ownership: Land tenure in the project area is
customary under the leadership of traditional leaders. Land is inherited
through patrilineal system, in which son inherit land ownership through
32
Name of Biophysical Characteristics Social Characteristics
Site
Soil: Soils in the project area range from clay, clay loam, loam, their fathers. Main land uses are farming, human settlements, livestock
sandy loam and sandy and are generally fertile, and suitable for most grazing and afforestation.
arable crops
Farming households in the project area have an average land holding size
Climate Characteristics: The area experiences normal rainfall of of more than 2.0 ha. The land holding size per household is therefore above
about 632mm. The district generally experiences warm to hot the national average land holding size of 0.6 ha.
temperature with a range of 14oC to 22oC and sometimes up to about
36oC The land on which the low-cost classroom blocks will be constructed
belongs to the school hence issues of extra land requirements,
Water Resources: Water sources in the project area are comprised compensation and resettlement will not arise.
of surface as well as groundwater. Surface water in the area includes
Chinyasa dam as the main source. Agriculture services: Smallholder subsistence farmers constitute the
majority of the farming community in the project site. The crops grown in
Flora: Vegetation of the area comprise Eucalyptus trees. Most parts the area include maize, rice, cassava and potatoes.
in the project area have lost their natural vegetation and are in the
regeneration stage except for a few large standing trees located on Marketing and agro-processing
graveyards and the hills. Most of the trees have been cut down Marketing of agricultural produce is a problem in the area. Agricultural
primarily for clearing land for agriculture and meeting firewood and produce are sold through traders who usually buy the produce at the farm
brick making requirements. gate or at small markets within the vicinity of the project area. The most
important players in the produce marketing chain for the project area are
Vegetation of the area is made up of shrubs, short grass and small the smallholder farmers and the vendors who always offer low prices to
woodlots. Some trees, which still exist in the area include farm produce. ADMARC is always late to respond to the farmers needs
Pterocarpus angolensis, Pericorpsis angolensis, Albizzia lebbeck, though they offer better prices and are also far away from the farmers
Brachystegia, Bauhimia thonningii, Adina microcephala, sometimes.
Terminalia serecea, Burkea africana, Khaya anthotheca, mango,
Mwimbi, Syzygium. However, there are also exotic tree species Main local economic activities
found in the protected areas such as Pinus species, Senna siamea, Like many parts of the country, the economy of the project area is agro-
Sena spectabilis and eucalyptus. based. The project area is predominantly rural area, and the people are
33
Name of Biophysical Characteristics Social Characteristics
Site
Fauna: Due to loss of natural vegetation in the area, the area has engaged in farming activities. People earn their living by selling farm
lost a number of different wild animals, which lived in the area produce, selling of livestock, doing small scale businesses.
before. Some wild animals that still exist in the area include rabbits,
hyenas, monkeys, mice and snakes.
Education services: Other schools nearby include Chilangala and Ntalala
CDSS
There are no endangered or wild animal species found within the
projects area of impact. However, present livestock include cattle, Feeder Schools: Ekhama, Nansato and Nankuyu FP schools
ducks, pigeons, goats and poultry. Some birds however still exist
such as; eagles, scimitarbill and owls. The school has 7 teachers and all are male; and has about 150 students,
representing teacher ratio of 1: 21 with the following breakdown;
Trees: For Nankuyu CDSS, no trees will be cut down however, the Form 1: 20 boys, 22 girls
project will facilitate planting of 100 trees around the school Form 2: 23 boys, 20 girls
boundaries and in the surrounding homesteads. Form 3: 18 boys, 13 girls
Form 4: 20 boys, 14 girls
Form 1 intake at is 42 learners per year against primary schools in the
district.
Health services: The area is surrounded by Nayuchi Health Centre and
most cases reported are those of malaria and diarrhoea as main ailments.
Health situation in the area is characterized by high incidences of
sicknesses of under-five children.
Gender and socio welfare services: There is low participation of women,
girls and boys and the vulnerable in socio-economic activities in the area.
There is also an increased teen age pregnancies and early marriages and
high illiteracy rate. Gender-based violence was also reported but it is
managed by victim support units which are components of community
34
Name of Biophysical Characteristics Social Characteristics
Site
policing. The component also handles property grabbing, child abuse, and
domestic violence.
Waste management and Sanitation
The villages in the project area do not have designated sites for managing
different types wastes generated in the area. Indiscriminate open dumping,
burning or burying in open areas are common practices. These practices
can create hazardous and unsanitary environmental and health conditions.
Dumping sites and standing water can provide breeding sites for insects
and vermin, and burning waste can produce smoke and noxious fumes,
affecting people with respiratory problems. Livestock, such as pigs and
goats, which regularly scavenge at dumping sites, can come in contact with
microbial pathogens, further increasing the risk of transferring infections
and disease to those handling the livestock.
Sanitation levels are very high; each household in the area has access to a
latrine facility. The latrines in the area are without slabs but are well
covered and protected. However, efforts are being made by some
organizations to provide improved.
Sanitary facilities in the rural community through various approaches,
such as Community Led Total Sanitation, and formation of sanitary clubs.
Transportation and communication
Common modes of transport in the project area include motor vehicles,
oxcarts, motor cycles and bicycles. However, a large percentage of the
population walks from their respective villages to access markets, health
services and other social services.
35
Name of Biophysical Characteristics Social Characteristics
Site
The area experiences networks from the following service providers: TNM
and Airtel though in some places the network is weak.
Water supply
Source of water for domestic use in the area includes piped water by water
users, rivers, shallow wells and boreholes.
Cultural Environment
Records have it that there is mixing of cultures in the project with the Yaos
being the major tribe.
Religion
The people in the area are Muslims and Christians.
Commercial activities of the area
Ntaja trading center is the main trading centers in the project area. Micro,
small and medium enterprises are prominent as the commercial and
industrial businesses at these trading centers. Retail trading of several
merchandises such as groceries, clothes, food items, and agricultural
produce are major business occupations at the trading centers. Most people
are engaged in petty trading because of limited working capital as well as
business and credit management skills.
Some of the organizations that are working around the project area include
Farmers world, Kulima Gold, and other private agro-dealers. These
companies contribute to the livelihood of the people within the
communities as some of them are employed by these institutions.
36
CHAPTER 4 ASSESSMENT OF ENVIRONMENTAL AND SOCIAL IMPACTS
4.1 Introduction
Construction of low-cost twin classroom blocks for four (4) secondary schools in Machinga
District will generate a wide range of environmental and social impacts within the project sites
and their immediate surrounding areas. The purpose of this chapter is to identify potential
environmental and social impacts that will be generated by the construction works at these
schools and to propose suitable mitigation measures for negative impacts and enhancement
measures for the positive impacts. The environmental and social assessments of the impacts
have been presented in two separate parts as follows:
�? Generic environmental and social impacts: Generic impacts are likely to occur in all
the three project sites. Due to their commonality, they have been presented together
under one section to avoid repetitions and ensure consistency of mitigation actions to
be taken under each proposed subproject site.
�? Site specific environmental and social impacts: This part explicitly highlights unique
risks and impacts that are only applicable to each site and will likely require special
mitigation measures or intervention by the contractors, the PIU and other stakeholders.
4.2 Description of generic environmental and social impacts
4.2.1 Positive impacts of the proposed project
Construction phase
It is expected that during construction phase, the project will generate a number of positive
impacts which shall include:
a) Creation of employment opportunities
Cause: The project will require about 50 people cumulatively to work at each project site
during construction phase. The Project will create job opportunities for skilled as well as
unskilled labour force.
Enhancement Measures: The Contractor will:
�? employ more people from the project area; and
�? Give women equal employment opportunities as men by ensuring that at least 40% of
the employees should be women.
b) Skills transfer to local community
Cause: Both casual labourer and skilled labour force will be employed to carry out construction
activities. In the process, different categories of people who will be employed at the project
will acquire additional skills.
Enhancement measure: The Contractor will employ more local people with required skills from
the project area. Most of unskilled labour will also be sourced from surrounding communities.
37
c) Creation of market for goods and services in the project area
Cause: The Project will create a market for both goods and services in the project area. These
will include food items, construction materials such as cement. This will, in a way, stimulate
informal and formal sectors of economy in project areas.
Enhancement measure: The Contractor will give suppliers of goods and services from the
project areas preference over suppliers of goods and services from elsewhere.
d) Increase in business activities within the project area
Cause: The presence of construction workers at the project site will create an opportunity for
small scale business as men and women will be selling food stuffs, refreshments and will be
offering the required services.
Enhancement Measure: The village headpersons around the project impact areas will identify
places to designate as market places. Women will be encouraged to participate in the provision
of goods to the project.
Operation phase
a) Decongestion of over populated classrooms
Cause: With the construction of additional classroom blocks at the different secondary schools,
there will be an increased number of classrooms at the proposed schools where learners will be
accommodated thereby decongesting learners in classrooms and increasing enrolment of
learners at the proposed secondary schools.
Enhancement Measure: The school will:
�? Frequently maintain the classrooms to keep them in good shape; and
�? Train learners on good use of the school facilities.
b) Increase learners’ intake
Cause: Currently the demand for secondary education in the country by far outstrips the
existing secondary schools. With the construction of the additional classroom blocks, there will
be an increased number of classrooms, which will in turn assist to increase enrolment and
employment of both teaching and non-teaching staff.
Enhancement measure: The Ministry of Education will:
�? employ more teachers and non-teaching members of staff; and
�? Continuously maintain the classrooms to keep them in good shape to facilitate teaching and
learning.
c) Creation of employment opportunities
Cause: Employment opportunities are one of the long-term impacts of this construction of
classroom blocks. The Ministry of Education is expected to increase its teaching and non-
teaching staff once the construction activities of the classroom blocks are completed as it is
38
expected to increase enrolment of secondary school learners in the schools. With increased
intake teaching and non-teaching staff is bound to increase as well.
Enhancement Measures: The Ministry of Education will:
�? Employ more teachers and non-teaching staff in these secondary schools; and
�? Give equal employment opportunities for both men and women by ensuring that at least
40% of the employees should be women.
d) Improved teaching and learning at the secondary schools
Cause: With the construction of an additional classroom block, teachers will have an
opportunity to improve teaching of different subjects in a more effective way thereby
improving the performance of learners.
Enhancement measure: The Ministry of Education will:
�? provide the necessary equipment to facilitate teaching and learning;
�? recruit well qualified teachers and non-teaching members of staff; and
�? Maintain all the equipment and infrastructure to be used for the teaching and learning.
4.2.2 Generic negative social impact during construction phase
4.2.2.1 Gender Based Violence (GBV), Sexual Harassment and Sexual Exploitation
Abuse (SEA)
Cause: Gender-based violence (GBV) is any act of violence directed at an individual based on
his or her sex, gender identity or expression of socially defined norms of masculinity and
femininity (Population Services International, 2016). Men and women can both experience
GBV. However, most of the victims of GBV are women and girls.
Implementation of the project in the project areas will result into increased influx of people to
the project area. The people will be flocking to the area to look for employment and business
opportunities. With the increased income, the workers will have the potential to entice young
girls and women for sex. The project can also be a source of risk of Gender Based Violence,
sexual assaults and marriage interference.
Sexual and Gender Based Violence (SGBV) is any form of sexual violence that is directed
against a person based on gender (Council of Europe, 2012). The School Related Gender Based
Violence is also a type of GBV which includes any form of violence based on gender
stereotypes or that targets students based on their sex. It includes but is not limited to rape,
unwanted sexual touching, unwanted sexual comments corporal punishment, bullying and
verbal harassment (Imani, 2015). School-related SGBV is a barrier to the right of learners to
safe quality education. Therefore, putting in place interventions that will keep the girls in
school, will enable them stay focused, make good decisions about their sexual health rights and
become reliable citizens of the country. A study conducted to determine the nature and
consequences of school violence in rural Malawi found that domestic violence disrupts
schooling for both girls and boys, but in different ways: girls who had ever experienced
domestic violence were 20 percent more likely to drop out, while boys were more likely to be
absent. It is as such vital that the proposed project works should put in place measures to
prevent any forms of GBV. A GBV Management Plan is provided in Annex 3.
39
Mitigation measure: The Contractor will:
▪ Engage a service provider on GBV who will provide GBV training to the members of
Project Compliance Team (PCT); prepare a GBV action plan and monitoring of its
implementation; provide such specified measures on site to reduce the risk of GBV;
conduct GBV mobilization and awareness campaigns for community members and
monitor; receive and resolve complaints; provide crisis and longer-term psychosocial
support to survivors of GBV; and prepare monthly and quarterly progress reports on
the implementation of GBV action plans in the project;
▪ Develop an induction program including a code of conduct for all workers which will
be required to sign prior to starting work. The code of conduct will have specific rules
and protocols for dealing with GBV and apply to employees’ behavior outside the
workplace.
• The project and construction contractor to implement a GBV Management Plan as
presented in Annex 3.
• The project, through a GBV task-force, to sensitise the learners, community members
and incoming workers on GBV before the start of construction activities.
• The project should provide clear, trusted, and responsive channels for filing GBV cases
to Police or other relevant government authorities.
4.2.2.2 Defilement and Early Child Marriages.
Cause: There is a dramatically high proportion of girls who are already in marriage by the age
of 18 years in Malawi. During construction, the contractor will mobilise a number of workers
for each site and the majority of these employees will likely be males because of the male
dominance in construction industry in Malawi. The presence of these male workers could prove
to be a challenge for female learners. This is because most of the learners in the district come
from vulnerable households that are faced with poverty and food insecurity, as such see
marriage as a quick way to get out of poverty. Furthermore, these children that are made
vulnerable because of poverty are prone to exploitation especially SEA and defilement.
Defilement and Early Child Marriages have the potential to disrupt schooling for both girls and
boys, but in different ways. Girls drop out of school more than boys. With the coming of the
project in the area, it is anticipated that more girls can drop out of school if no measures are
put in place to manage the impact. It is therefore recommended that the proposed project works
should put in place measures to prevent any forms Defilement and Early Child Marriages. A
Child Safety Management Plan is provided in Annex 5.
Mitigation measures: the Contractor will:
• Develop a child safety management plan as described in Annex 5;
• Fence construction site to maximize social distancing between workers and students
and community members;
• Coordinate with the Ministry of Gender, Children, and Social Welfare and the Police
Department to carry out child marriage and early marriage awareness campaigns to
workers and communities around the project site; and
• Make certain the availability of an effective Grievance Redress Mechanism (GRM) as
stipulated in Annex 2.
4.2.2.3 Domestic violence and marriage breakdown
Cause: Domestic violence and interference into stable marriages can occur when male or
female employees engage into sexual relationships with community members for the reason of
40
money or other items in exchange for sex. Once the other spouses become aware of these illegal
sexual relationships then domestic violence can ensue and families can breakdown.
Mitigation measures: the Ministry of Education will:
• Perform initial community awareness programs in all project affected villages in
advance of construction period;
• Sensitize all employees on the provisions of the Marriage, Divorce and Family
Relations Act, regulatory requirements and sexual crimes;
• Enforcing the code of conduct and associated disciplinary measures amongst
employees; and
• Conducting routine community and employee sensitization meetings and awareness
campaigns on importance of marriage institutions and family.
4.2.2.4 Child and forced labour
Cause: Evidence has shown that child labour is mostly engaged by subcontractors sometimes
with aid of community in pursuit of benefits. Contractors are also known to recruit under aged
children to carry out certain work mostly short-term casual work in offsite work areas.
Sometimes contractors and subcontractors can support suppliers of materials who directly
engage child labour in production of raw materials supplied to the project. In view of this, the
probability is high that some contractors or subcontractors may be engage or involved in this
illegal act.
Mitigation measures: the Ministry of Education will:
• Include in the Contract with Contractors a binding clause, which will spell out
prohibition of child labour with clarity in definition of a child being that of age 18 years
and below;
• Strictly prohibit child labour and forced labour at any construction site by including
strong clauses related to child labour in work permits and contracts;
• Coordinate with the District Officer, Gender, Children, and Social Welfare and
Ministry of Labour and the Police Department to conduct sensitization meetings with
local chiefs, school administration, children and the community on prohibition of any
forms of child labour and need to promote children’s rights;
• Strategically, erect placards, 3-meter-high, with prevention of child labour messages at
construction sites; and
• Implement the Grievance Redress Mechanism (GRM) (See Annex 2 for GRM).
4.2.2.5 Conflicts between migrant construction workers and local people.
Cause: The project will result into increased influx of people to the project area. Depending
on the number of incoming workers and their engagement with the host community members,
the composition of the local community and community dynamics may change significantly.
Pre-existing social conflict may intensify as a result of such changes. New conflicts may also
arise between the local community members and the construction workers, which may be
related to religious, cultural or ethnic differences, or based on competition for local resources
and employment. To manage the different conflicts at different levels, GRM system has been
put in place for the project to be applied any time a conflict arises. The aim of this Grievance
Redress Management System is to respond to and settle or redress any individual grievances,
41
complaints, queries or clarification of complaints for affected persons much quickly, fairly and
as much as possible in a manner that is acceptable to all parties.
Tensions may also arise between different groups within the labour force, and pre-existing
conflicts in the local community may be exacerbated. Ethnic and regional conflicts may be
aggravated if workers from one group are moving into the territory of the other.
Mitigation measures: the Contractor will:
• Employ most of the unskilled workforce from the local communities who already have
homes within the project area and therefore live with their families;
• Educate the workers on the cultural sensitivities in the host communities;
• Sensitize the local communities on the dangers of population influx on their cultural
values, safety, etc. and information about rights, obligations and grievance redress
mechanism should be delivered during such campaigns;
• Reduce direct interactions between the contractor’s migrant work force and the
community by restricting visitation in residential areas or site office; and
• Encourage social distancing between the community and the workers as much as
possible.
4.2.2.6 Increased risk of traffic and other construction site accidents for learners and staff
Cause: The construction works will involve the movement of vehicles carrying various
construction materials. Civil and structural construction will increase traffic in the school
campuses as vehicles used for various activities will be driving in and out of the construction
sites. During construction, it is expected that there will be an increase in road traffic on the
access roads due to the transportation of goods, equipment and workers.
Mitigation measures: The contractor will:
• Conduct road safety sensitisation meetings with learners and staff;
• Cordon off and fence off the worksites; and
• Restrict learners from coming within 10 meters of construction site.
• Erect sign posts to limit speed to around 20 km/h
• Conduct public sensitization on the presence of heavy traffic around the area due to the
construction activities at the project site
4.2.2.7 Increased risk of workers to accidents and exposure to hazardous material
Cause: Workers involved in construction works will be exposed to various occupational risks,
the project activities will bring about hazards such as use of large machinery and equipment,
working in close proximity with water, working at height, use of electrical tools, trips and falls,
use of hazardous and flammable chemicals just to mention a few.
Mitigation measures: The contractor will:
• Develop an Occupational Health and Safety approach, which aims to avoid, minimize
• and mitigate the risk of work place accidents. This would include identifying potential
risks and identifying safe working practices, using only trained workers, using safe
machinery and equipment and providing necessary personal protective equipment
(PPE);
• Provide OHS orientation training and hazard specific training; and
42
• Stop construction works during periods of harsh weather conditions such as during high
summer temperatures and when it is raining to avoid lightning strikes.
4.2.2.8 Risk of communicable diseases especially sexually transmitted diseases (STDs),
HIV and AIDS
Cause: The influx of people may bring communicable diseases to the project area. The diseases
may include Sexually Transmitted Infections (STIs) including HIV and AIDS.
Mitigation measures: The Contractor shall:
• Employ most of the unskilled workforce from the local communities who already have
homes within the project area and therefore live with their families;
• Sensitize all employs and the community at large on the dangers of contracting HIV
and AIDS and STI and their prevention measures such as abstinence; and
• Ensure availability of free condoms.
4.2.2.9 Increased cases of Covid 19 among teachers, learners and construction workers
Cause and Comments: Due to overcrowding during construction phase, the activities may
increase chances of contracting Covid 19.
Mitigation measures: The Contractor will:
• Sensitize workers and community members on the dangers of Covid – 19;
• Train workers and community members on preventive measures of Covid – 19;
• Procure facilities for Covid – 19 management;
• Distribute masks to workers;
• Enforce wearing of masks, washing hands with soap at all the times and no handshaking
on the workers and farmers;
• Develop shifts for workers to ensure that only few workers are at workplace per day;
• observance of physical distance as well as limiting the sharing of work tools;
• Medical personnel to test workers on Covid – 19; and
• Send workers who show signs and those who test positive for Covid – 19 into isolation
for 14 days until they are confirmed to be negative.
4.2.2.10 Disruption of teaching and learning activities
Cause: Noise and vibration which will disturb teaching and learning at the schools will be
caused by moving vehicles to deliver construction materials and from workers. This has the
potential to disturb surrounding communities and disturb teaching and learning activities at the
schools.
Mitigation measures: The Contractor will:
�? Screen off the construction sites;
�? Limit speed of vehicles delivering construction materials as a way of minimizing noise;
and
�? Advise workers not to make noise including asking them to sign a code of conduct that
expects them to behave well at the construction sites.
43
4.2.3 Generic negative environmental impacts during construction phase
4.2.3.1 Noise and vibrations
Cause: Noise is likely to be generated from a number of sources including vehicles, excavators,
concrete mixers, cargo handling, roofing, grinding operations, movement of some equipment,
shouting personnel and other unexpected sources. Vibrations may be caused by use of heavy
equipment, dropping of heavy cargo and compaction of excavations. This has the potential to
disturb classes in session and tranquillity of any nearby communities. Noise level exceeding
55 dB (A) for residents may cause nuisance. For workers any noise levels above 80 dB (A), is
not acceptable. Also work at night can drastically magnify effect of sound.
Mitigation measures: the Contractor will:
• Schedule noisy and vibration causing activities during holidays or off-class hours but
not at night;
• Service all machines and vehicles used on site regularly;
• Notify school management, nearby residents and businesses at least 24 hours in advance
if particularly noisy activities are anticipated;
• Place stationery noise sources (e.g., back-up diesel generator) away from classrooms;
and
• Use any other additional Standard Operating Procedures (SOPs) and best practices to
manage sound in various operations.
4.2.3.2 Increased generation of particulate matter (especially dust)
Cause: Dust and other emissions will be generated by a number of activities such as moving
vehicles and other machines, land clearing, excavations, transportation of materials, cleaning
operations, loading and offloading materials, smog from machines and open fires etc. Dust and
particulate matter emission will be a short-term impact and it is very unlikely that ambient air
quality standard will be exceeded in this project.
Mitigation measures: the Contractor will:
• Limit vehicle speeds to 10 km/hr within the school premises and 20 km/hr on
community access roads regardless of type of vehicle;
• Cover all haulage vehicles carrying sand, aggregate and cement;
• Wet and cover with tarpaulin during windy conditions all stockpiles of fine materials
(e.g., sand);
• Wet all access roads and exposed ground in a manner and at a frequency that effectively
keeps down the dust; and
• issue all workers in dusty areas on the site with dust masks during dry and windy
conditions.
4.2.3.3 Generation of solid wastes, spills and effluent
Cause: Various construction activities are expected to generate many types and varying
quantities of wastes that will include construction rubbles, spoil from land clearing, packaging
materials, vehicles and machine maintenance wastes, remains from form works, general mixed
wastes (glass, wooden pallets, plastic, paper, metal scraps and cut-offs, fillings, food items
etc.), material residues, hazardous wastes (used oils, discarded fuels and paints, termite
proofing material residues, discarded thinners and cleaning agents etc.) and others. Spills of
44
chemicals; oils; paints; thinners; fuel and other hazardous fluids, pastes or powders together
with affected soils or surfaces should be regarded as hazardous waste. Effluents may include
concrete spills, kitchen and bath waste water cleaning waste water and others.
Mitigation measures: the Contractor will:
• Provide adequate on-site waste receptors such as colour coded bins or skips for
temporary waste storage. Use of rubbish pits should be discouraged;
• Arrange with Machinga District Council to identify a suitable site or sites (new or
existing) for waste disposal at different project sites if possible, within 5 km radius;
• Obtain permits to handle, store, transport, and dispose of hazardous waste from the
Environmental Authority in advance of construction. Onsite storage of fuel will also
require a separate permit from the Malawi Energy Regulatory Authority (MERA);
• Segregate and clearly label hazardous waste and store in suitable drums or containers
in secure facilities that have a banded impermeable layer;
• Construct temporary latrines for exclusive use by workers with hand-washing facilities
in adequate number, separately for men and women;
• Promote good housekeeping and sanitation practices at each site;
• Inert and non-toxic building material such as rubble from renovations can be compacted
and used for site landscaping;
• Provide spill-control kit and materials (e.g., oil binding agents, sand, shovels, etc.) to
drivers and workers, to clean up spills, if necessary; and
• Use community-based Grievance Redress Mechanism (GRM) to address any
complaints
4.2.3.4 Erosion and Sedimentation
Cause: Soil erosion will likely occur if activities will be carried out during rainy season. Also,
erosion may still occur if the erosion and sediment control measures are not put in place before
rains set in. Soil erosion will be induced by soil disturbing activities such as excavations, land
clearing, vehicle movement, soil dumps, open piling of materials, extraction of fill materials,
unprotected drainage channels and any other activities that may result in soil detachment. Soil
erosion and sedimentation causes gullies, blockage or filling up of water ways and streams,
destruction of agricultural land and property, water quality deterioration and general land
degradation.
Mitigation Measures: the Contractor will:
• Protect all areas susceptible to erosion by construction of storm water drains and
redirecting storm water to reduce run–off water on stripped soils;
• Avoid deposits of loose spoils near waterways;
• Segregate topsoil for reuse during restoration of exposed soil areas and reuse native soil
to backfill trenches;
• Compact all loose soils and surfaces within the work site;
• Protect soil mounds with tarps or banding around the mounds with a minimum height
of 0.5 m from the ground; and
• Use community-based Grievance Redress Mechanism (GRM) to address any
complaints.
4.2.3.5 Loss of trees and other biodiversity
45
Cause: A number of trees and other vegetation are likely to be lost or damaged due to land
clearing for construction of structures, creation of access roads and pavements, construction of
drainage, temporary storage of building materials, creation of site offices and other temporary
structures, waste dumps and extraction of materials (sand, rocks, fill etc.). Cumulatively, all
these activities will cause significant loss of trees and other important biodiversity. It is very
unlikely that wildlife will be affected. However, measures will still be put in place to protect it
should there be any encounter.
Mitigation Measures: The Contractor will:
• Confine land clearing to worksite by clearly marking out the extent of clearing with
pegs at 10 metre intervals or less;
• With the assistance of the project will facilitate planting of 100 trees around the school
boundaries and in the surrounding homesteads;
• Provide free tree seedlings or facilitate the development of tree nurseries to encourage
reforestation around the project areas. The project will plant 100 trees and will
distribute fruit seedlings to the community members around each school to plant as a
social responsibility
• Replace directly trees and vegetation lost on site and other affected areas;
• Prohibit purchase and use of charcoal at the project sites as one way of discouraging
deforestation; and
• Avoid carrying out any activities near watercourses and wetlands. Keep a distance to
watercourses of minimum 50 m and to wetlands minimum 100 m.
4.2.3.6 Pressure on local water sources due to water abstraction for construction
Cause: Most of the project sites have water scarcity problems both in terms of rivers or streams
flows and in terms of availability of domestic water sources. Water demand in construction
sites can cause enormous strain on available water quantities. Abstraction of large water
quantities can negatively affect domestic and livestock demands and cause severe shortage of
water. This should not be allowed to happen.
Mitigation Measures: The Contractor will:
• Obtain water abstraction permit for surface water abstraction from the National Water
Resources Authority (NWRA);
• Schedule water usage for construction works, for learners and for domestic use;
• Store 5000 litres of water for construction per day in tanks or bowsers that will be filled
during times when water demand is low (e.g. at night) for use during peak hours of the
day; and
• Use perennial rivers if water is to be obtained from nearby rivers. Avoid using domestic
water sources for construction
4.2.3.7 Increased demand for sanitary facilities
Cause: Lack of or inadequate provision of toilets for use by workers can lead to ad hoc
defecation in secluded areas or structures on the site, thus creating unsanitary conditions and
sources of fly infestation. This can threaten the health of the teachers, learners and contractors’
workers themselves and the surrounding community members.
Mitigation measure: The Contractor will:
• Provide adequate sanitary facilities for workers;
46
• Sensitize workers on the rationale of using the sanitary facilities; and
4.2.3.8 Increased generation of infectious waste from disposable masks
Cause: COVID-19 is spread through contact with the respiratory droplets produced by infected
individuals when they cough, sneeze, or even when they laugh or speak, including by
individuals who have not yet or who may never develop symptoms. The best thing one can do
to prevent spreading COVID-19 is to wash hands frequently with warm water and soap for at
least 20 seconds. If none is available, use hand sanitizer with a minimum of 60 % ethanol or
70% isopropyl, regularly cleaning and disinfecting your surfaces and objects. Non-medical
face mask refers to various forms of self-made or commercial, disposable, or reusable masks
with at least two layers, made of cloth, other textiles, or other materials. When worn properly,
a person wearing a non-medical mask can reduce the spread of his or her own infectious
respiratory particles. The EQUALS project has been distributing these to the schools in the
district, and management of waste from the disposable masks is a challenge. This is because
the masks once used are an infectious type of waste that can spread Covid-19 if the user has
the virus.
Mitigation Measures:
• Schools must avoid generation of waste from disposable masks by providing staff and
learners with reusable cloth face masks.
• Schools should reduce generation of waste from disposable masks by sensitizing staff and
learners on proper use of the masks to avoid frequent replacement of the masks.
• Provide waste bins /receptacles specific for disposal of disposable masks that must be
placed in locations where staff and leaners are aware of and that they can easily access.
• Burning disposed masks in metal tins and dumping the ash in pit latrines.
4.2.4 Generic negative impacts during operation phase
4.2.4.1 Increased generation of solid waste
Cause: There will be an increased number of learners per school with the increased number of
classrooms as each new classroom will be accommodating 50 learners. There will also be an
increased number of workers per school with the increased number of classrooms which will
result into an increased number of teachers. Furthermore, there will be an increased number
of non-teaching staff as some people will be employed to work in the libraries, laboratories,
etc. the increased number of workers at learners will result into increased generation of wastes
at the different schools. Such waste will include paper, used bottles, and domestic waste.
Mitigation Measures: The schools will:
a) provide dust bins or rubbish pits for the wastes produced;
b) segregate wastes by providing different bins for each type of waste; and
c) maintain dumping sites that will be identified during construction.
4.3 Site Specific Environmental and Social Impacts
4.3.1 Machinga CDSS Environmental and Social Impacts
4.3.1.1 Increased risk of soil erosion
47
Cause: The place on where the block is to be constructed is hilly with steep slope. This will
lead to soil erosion.
Mitigation Measures: The Contractor will provide adequate drainage facilities and can seed the
loans around the new buildings. Planting trees could also help with soil erosion.
4.4 Environmental and Social Management and Monitoring Plan (ESMMP)
An Environmental and Social Management and Monitoring Plan (ESMMP) is a plan of action
that states how a project’s environmental and social impacts are going to be managed mainly
with the objective of minimizing, avoiding or eliminating adverse impacts while enhancing the
positive impacts. The ESMMP is also an environmental and social management and monitoring
tool that can be used to monitor implementation of different environmental and social
management measures. The ESMMP outlines environmental and social impacts and their
management and monitoring measures, designates implementation and monitoring
responsibilities within a given time frame and estimates costs for implementation and
monitoring of the measures. ESMMP have been developed for the proposed construction of
low-cost twin classroom blocks in Machinga district as shown in Table 41.
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Table 4. 1: Environmental and Social Management and Monitoring Plan
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
A GENERIC ENVIRONMENTAL AND SOCIAL IMPACTS
1 Generic Social Impacts during Construction Phase
1.1 Increased �? Engage a service provider on �? No. of Reported Nil Contractor �? District Onset of and Stationery, fuel, 200,000.00
incidences of GBV who will provide GBV cases Environment Sub- during Training materials,
GBV, Sexual training to the members of Committee (DESC) construction lunch allowance,
Harassment Project Compliance Team No. of cases 100% if cases �? Safeguard phase posters, placards,
and SEA (PCT); prepare a GBV action investigated and are reported Specialist (PIU) printed code of
plan and monitoring of its prosecuted conduct, Grievance
implementation; provide such database
specified measures on site to Records of cases 100 %
reduce the risk of GBV; conduct kept available
GBV mobilization and
49
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
awareness campaigns for Proportion of 100%
community members and grievances resolved Resolved
monitor; receive and resolve within specified time
complaints; provide crisis and
longer-term psychosocial
support to survivors of GBV; and
prepare monthly and quarterly
progress reports on the
implementation of GBV action
plans in the project;
�? Develop an induction program
including a code of conduct for
all workers which will be
required to sign prior to starting
work. The code of conduct will
have specific rules and protocols
for dealing with GBV and apply
to employees’ behavior outside
the workplace.
�? The project and construction
contractor to implement a GBV
Management Plan as presented
in Annex 3.
�? The project, through a GBV
task-force, to sensitise the
learners, community members
and incoming workers on GBV
before the start of construction
activities.
�? The project should provide clear,
trusted, and responsive channels
for filing GBV cases to Police or
other relevant government
authorities.
50
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
1.2 Defilement �? Develop a child safety management
and Early plan as described in Annex 5;
150,000.00
Marriages �? Fencing construction site to
maximize social distancing
between workers and students and
community members; and
�? Make certain the availability of an
effective Grievance Redress
Mechanism (GRM) as stipulated in
Annex 2.
1.3 Domestic �? Training all employees and 150, 000.00
Violence and contractors on the national
Marriage marriage laws and regulatory
requirements and sexual crimes.
Breakdown
�? Enforcing the code of conduct and
associated disciplinary measures
amongst employees
1.4 Child and �? Strategically, erect placards, 3- 100, 000.00
forced labour meter-high, with prevention of
child labour messages at
construction sites
�? Implement the Grievance Redress
Mechanism (GRM) (See Annex 2
for GRM).
51
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
1.5 Conflicts �? Employ most of the unskilled 100,000.00
between workforce from the local
Migrant communities who already have
homes within the project area and
Construction
therefore live with their families;
Workers and �? Educate the workers on the cultural
Local People sensitivities in the host
communities; and
�? Reduce direct interactions between
the contractor’s migrant work force
and the community by restricting
visitation in residential areas or site
office.
1.6 Increased �? Conduct road safety sensitisation No. of accidents, Zero Contractor, �? DESC Construction o Training & toolbox 150, 000.00
risk of traffic meetings with learners and staff; incidents and incidents District �? Safeguard Phase materials
and other �? Cordon off and fence off the fatalities Labour Specialist (PIU) o Allowances
worksites; and Zero Office, o IEC materials
construction
�? Restrict learners from coming accidents Traffic o Signage
site related within 10 meters of construction Police o Full Bodied PPE
accidents site. Zero fatality Kits
52
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
1.7 Increased �? Develop an Occupational Health o Reflective warning
risk of and Safety approach, which aims to No. of Accidents 100% tapes
workers to avoid, minimize and mitigate the investigated o Barricades 150, 000.00
risk of work place accidents. This o Traffic control
accidents
would include identifying potential equipment
and exposure risks and identifying safe working o Emergency
to hazardous practices, using only trained handling equipment
material workers, using safe machinery and o Firefighting
equipment and providing necessary equipment.
personal protective equipment
(PPE);
�? Provide OSH orientation training
and hazard specific training; and
�? Stop construction works during
periods of harsh weather conditions
such as during high summer
temperatures and when it is raining
to avoid lightning strikes.
1.8 Risk of �? Employ most of the unskilled No. and types of Nil Contractor, �? DESC Construction Training materials, 200, 000.00
communicab workforce from the local disease reported by DESC �? Safeguard Phase Allowances,
le diseases communities who already have workers or Specialist (PIU) Stationery, IEC
homes within the project area communities materials, PPE,
especially
drinking water
53
sexually and therefore live with their No. infected persons Nil
transmitted families; recorded at nearest
diseases �? Sensitize all employs and the clinics and at work
community at large on the place
(STDs), HIV
dangers of contracting HIV and
and AIDS AIDS and STI and their
prevention measures such as
abstinence; and
Increased �? Ensure availability of free
cases of condoms.
COVID-19 �? Sensitize workers and
community members on the
Disease
dangers of Covid – 19;
among �? Train workers and community
teachers, members on preventive
learners and measures of Covid – 19;
construction �? Procure facilities for Covid – 19
workers management;
�? Distribute masks to workers;
�? Enforce wearing of masks,
washing hands with soap at all
the times and no handshaking on
the workers and farmers;
�? Develop shifts for workers to
ensure that only few workers are
at workplace per day;
�? observance of physical distance
as well as limiting the sharing of
work tools;
�? Medical personnel to test
workers on Covid – 19; and
�? Send workers who show signs
and those who test positive for
Covid – 19 into isolation for 14
days until they are confirmed to
be negative.
�?
54
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
2 Generic Negative Environmental Impacts during Construction Phase
2.1 Noise and �? Schedule noisy and vibration Number of noise Nil Contractor �? DESC Safeguard Construction o Water bowsers 150, 000.00
Vibrations causing activities during holidays complaints Specialist (PIU) o Noise level portable
or off-class hours but not at night; measuring device
�? Notify school management, nearby o Speed limit sign
residents and businesses at least 24 posts
hours in advance if particularly o Air quality portable
noisy activities are anticipated; and measuring device
�? Use any other additional Standard o Training materials
Operating Procedures (SOPs) and & allowances
best practices to manage sound in o Ear plugs & sound
various operations. barriers
2.2 Increased �? All transported materials must be Number of related Nil Contractor �? DESC Construction o Vehicle
100, 000.00
generation of covered with tarpaulins to prevent complaints �? Safeguard maintenance
particulate fugitive dust; Specialist (PIU) schedule
�? Limiting vehicle speeds to 10 o Fencing materials
matter
km/hr within the school premises o PPE
(especially and 20 km/hr on community access
dust) roads regardless of type of vehicle;
and
�? Use dust-suppressing water spray
during civil works and earth
movement as required;
2.3 Generation �? Provide adequate on-site waste Volume of waste Nil Contractor �? DESC Construction o Colour coded Bins 100, 000.00
of Solid receptors for temporary waste generated �? Safeguard o Transport
Wastes, storage; Specialist (PIU) o Training materials
�? Arrange with Machinga District for staff
Spills and
Council to identify a suitable site o Allowances
Effluent for waste disposal at different o Labels
project sites if possible within 5 km o Spill kits & drip
radius; pans
�? Obtain permits to handle, store,
transport, and dispose of hazardous
waste and onsite storage of fuel will
55
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
also require a separate permit from
the Malawi Energy Regulatory
Authority (MERA); and
�? Good housekeeping and sanitation
practices must be promoted at each
site.
2.4 Erosion and �? Protect all areas susceptible to Tonnage of eroded Negligible Contractor �? DESC Construction o Materials for 100,000.00
Sedimentatio erosion by construction of storm soils and soil (unnoticeable �? Safeguard construction of
n water drains and redirecting storm sediments ) levels of Specialist (PIU) drainage, check
water to reduce run–off water on erosion and dams, silt traps &
stripped soils; siltation basins and energy
�? Avoid deposits of loose spoils near dissipaters
waterways; Absence of
�? Segregate topsoil for reuse during gullies
restoration of exposed soil areas
and reuse native soil to backfill
trenches; and
�? Compact all loose soils and
surfaces within the work site.
2.5 Loss of trees �? Confining land clearing to worksite No. of trees replaced >5 trees in Contractor �? DESC Construction o Seedlings 100, 000.00
and other by clearly marking out the extent of per site place of 1 �? Safeguard
biodiversity clearing with pegs at 10 metre Specialist (PIU)
intervals or less.
�? Direct replacement of trees and
vegetation lost on site and other
affected areas. A good principle
would be to replace every tree lost
with at least 5 trees; and
�? Prohibit purchase and use of
charcoal at the project sites as one
way of discouraging deforestation.
56
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
2.6 Pressure on �? Obtaining water abstraction permit Number of related Zero Contractor �? DESC Construction o Water abstraction 100, 000. 00
Local Water for surface water abstraction from complaints complaints �? Safeguard permit
Sources due the National Water Resources Specialist (PIU) o Storage tanks &
Authority (NWRA). bowsers
to Water
�? Scheduling of water usage for
Abstraction construction works, for leaners and
for for domestic use;
Construction �? Store 5000 litres of water for
construction per day in tanks or
bowsers that will be filled during
times when water demand is low
(e.g. at night) for use during peak
hours of the day; and
27 Increased • Schools must avoid Volume of waste Nil Schools • DESC Construction o Colour coded Bins 50,000.00
�? PIU o Transport
generation generation of waste from generated
o Training materials
of disposable masks by for staff
infectious providing staff and learners o Allowances
waste from with reusable cloth face o Labels
disposable masks. o Spill kits & drip
pans
masks • Schools should reduce
generation of waste from
disposable masks by
sensitizing staff and
learners on proper use of
the masks to avoid frequent
replacement of the masks.
• Provide waste bins
/receptacles specific for
disposal of disposable
masks that must be placed
in locations where staff and
57
SN Potential Recommended Mitigation Performance Target Responsibility Time Frame Required Inputs Cost
Impacts Measures Indicator
Mitigation Monitoring
leaners are aware of and
that they can easily access.
• Burning disposed masks in
metal tins and dumping the
ash in Pit Latrines.
B SITE SPECIFIC ENVIRONMENTAL AND SOCIAL IMPACTS
3 Environmental and Social Impacts during Construction Phase
3.1 Machinga CDSS
3.1. Increased �? The Contractor will provide Number of related Zero Contractor DESC, EA Operation �? Colour coded Bins 100, 000. 00
1 risk of soil adequate drainage facilities and can complaints complaints �? Transport
erosion seed the loans around the new raised
buildings. Planting trees could also
help with soil erosion.
58
4.5 Implementation cost for Environmental and Social Management and Monitoring
plan
Implementation of the Environmental and Social Management and Monitoring Plan for the
construction of low-cost classroom blocks under EQUALS project will require both human,
material and financial resources. Thus, a number of institutions will be responsible for
implementation of the ESMMP. The Contractor will be responsible for implementation of the
Environmental and Social Management Plan while the Client and his associates will be
responsible for implementation of Environmental and Social Monitoring Plan.
From the ESMMP matrix, the Client will spend K 2,000,000.00 for implementing the
Environmental and Social Monitoring Plan while the Contractor’s cost for implementation of
Environmental and Social Monitoring Plan will be built in the Contractor’s cost as part of the
construction cost.
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CHAPTER 5 CONCLUSION AND RECOMMENDATION
5.1 Conclusion
The environmental and social assessment established that construction and operation of low-
cost twin classroom blocks at the different secondary schools will have positive impacts to the
secondary schools. The impacts will include increasing enrolment of learners at the secondary
schools, increasing employment opportunities, skills transfer to local community, improved
performance of learners, and improved teaching and learning at the secondary schools.
However, despite the outlined positive impacts, the proposed development will come up with
some negative impacts such as pollution (to air, water, soil) mostly during construction phase,
increased waste (solid and liquid) generation, injuries due to construction works, increased risk
of dust emission, increased risk of illicit behavior and crime, impacts on community dynamics,
increased risk of communicable diseases, increased risk of road accident, increased demand for
sanitary facilities, and increased risk of Gender Based Violence, sexual assaults, increased risk
of child and forced labour, and marriage interference among others.
The proposed project design has integrated mitigation measures with a view to ensuring
compliance with all the applicable laws and procedures. The classroom blocks will be built to
the required planning/architectural/structural standards of the Ministry of Education and NCIC.
During project implementation and occupation, sustainable environmental and social
management will be ensured; avoiding inadequate use of natural resources, conserving nature
sensitively and guarantees a respectful and fair treatment of all people working on the project,
general public at the vicinity and inhabitants of the project. In relation to the proposed
mitigation measures that will be incorporated during construction and operational/occupation
phases; the development’s input to the society; the project is considered beneficial and
important. It is our considerable opinion that the proposed development is a timely venture that
will subscribe to the development of the country. It is thus our recommendation that the project
be allowed to go ahead with the implementation provided the outlined mitigation measures are
adhered to. Major concerns should nevertheless be focused towards minimizing the occurrence
of impacts that would degrade the general environment. This will however be overcome
through close adherence and implementation of the recommended Environmental and Social
Management and Monitoring Plans (ESMMPs).
5.2 Overall recommendation
It is the consultant’s view that the project be allowed to proceed on condition that the measures
proposed in this ESMMP are fully implemented. Recommendations for the prevention and
mitigation of adverse impacts are as follows:
a) All solid waste materials and debris resulting from construction activities must be
disposed of at the designated waste management sites;
b) Construction activities must be undertaken only during the day i.e., between 7:30 am –
6:00 pm to minimize disturbance to the general public within the proximity of the
site/project;
c) Traffic along the access/connecting roads should be controlled during construction and
especially when heavy trucks are turning in and out of the sites to ensure that no
accidents are caused by the site’s activities;
d) During construction, all loose soils must be compacted to prevent any erosion by wind
or water. Other appropriate soil erosion control measures can be adapted. Any
stockpiles of earth should be enclosed, covered or sprinkled with water during dry or
windy conditions to minimize generation of dust particles into the air;
60
e) Once earthworks have been done, restoration of the worked areas should be carried out
immediately by backfilling, landscaping/ levelling and planting of low grass (in open
areas), flowers and suitable tree species;
f) Ensure proper water usage during construction and occupational phases. Contractor can
import water using bowsers and tankers with the approval of relevant water authority.
Provide water saving valves and install rainwater harvesting systems (gutters, down
pipes and storage facilities);
g) Drains should be properly designed, installed and regularly maintained to prevent storm
water (run-off) from accumulating within the site and spreading to the neighbourhood.
These must effectively drain the storm from the premise into the existing public
drainage system along the road;
h) Workers must be provided with complete protective and safety gear. They must have
working boots, complete overalls, helmets, gloves, earmuffs, nose-masks, goggles etc.
i) The contractor must provide adequate security during the construction period and
especially during the night when there are no construction activities; and
j) Diligence on the part of the contractor and proper supervision by the Supervising
Foreman during construction and the property manager during operation.
61
REFERENCES
1) Government of Malawi (2016), The Constitution of the Republic of Malawi, Office of
President and Cabinet;
2) Government of Malawi (2002), Malawi National Land Policy, Ministry of Lands, Housing
and Urban Development;
3) Government of Malawi (2004), National Environment Policy, Ministry of Natural
Resources, Energy and Mining;
4) Government of Malawi (2016), Land Act, Ministry of Lands, Housing and Urban
Development;
5) Government of Malawi (2016), Customary Lands Act, Ministry of Lands, Housing and
Urban Development;
6) Government of Malawi (1971), Lands Acquisition Act, Ministry of Lands, Housing and
Urban Development;
7) Government of Malawi (2017), Lands Acquisition (Amendment) Act, Ministry of Lands,
Housing and Urban Development;
8) Government of Malawi (2017), Forestry (Amendment) Act, Ministry of Natural Resources,
Energy and Mining;
9) Government of Malawi (1996), Environment Management Act, Ministry of Natural
Resources, Energy and Mining;
10) Government of Malawi (2005), National Water Policy, Ministry of Agriculture, Irrigation
and Water Development;
11) Government of Malawi (2016), National Forestry Policy, Ministry of Natural Resources,
Energy and Mining;
12) Government of Malawi (2015), Marriage, Divorce and family Relations Act, Ministry of
Gender, Children, Disability and Social Welfare
13) Government of Malawi (1997), Guidelines of Environmental Impact Assessment in
Malawi, Ministry of Natural Resources, Energy and Mining;
14) Government of Malawi (2000), National Land Resources Management Policy and Strategy,
Ministry of Agriculture, Irrigation and Water Development;
15) Government of Malawi (2013), Water Resources Act, Ministry of Agriculture, Irrigation
and Water Development;
16) Government of Malawi (2013), Gender Equality Act, Ministry of Gender, Children,
Disability and Social Welfare;
17) Government of Malawi (2003), Malawi National HIV/AIDS Policy, Ministry of Health;
18) Government of Malawi (2017), Local Government (Amendment) Act, Ministry of Local
Government, Lilongwe;
19) Government of Malawi (1948), Public Health Act, Ministry of Health;
20) Government of Malawi (1997), Occupational Safety, Health and Welfare Act,
21) World Bank Operational Policies, OP 4.01 Environmental Assessment;
22) World Bank Operational Policies, OP 4.12 Involuntary Resettlement Policies; and
23) World Bank Operational Policies, OP 4.09 Pest Management. Government of Malawi,
1996.
24) Government of Malawi, 2010, Employment Act, Ministry of Labour and Manpower
Development. Lilongwe.
62
ANNEXES
Annex 1: Terms of Reference
Government of the Republic of Malawi
MINISTRY OF EDUCATION
Equity with Quality and Learning at Secondary (EQUALS) Project
Terms of Reference to Conduct Environmental and Social Assessment for Works for
Low-Cost Classrooms Blocks (Lots 1 &2)
1.0 INTRODUCTION
The Government of Malawi (GoM) declared a national disaster and a state of health emergency
on 20th March 2020 and ordered closure of all schools and educational institutions in the
country from 23rd March 2020 due to the COVID19 pandemic. This had an immediate impact
on learners with the loss of learning as schools closed two weeks earlier than it was scheduled
on 3rd April 2020 and for a period of six months. This had immediate implications particularly
for rural public schools. The closure had greater impact on marginalized children including
those with disabilities, struggling learners, learners especially girls from hard-to-reach and
poorest communities inclusive of refugees, asylum seekers and their host communities who
already face challenges in accessing learning opportunities without school closure. Girls’
vulnerabilities have been exacerbated during this health emergency as they may be more
susceptible to gender-based violence in their communities and increased risk of pregnancies.
The Malawi Education Cluster has been active and effective in responding to the cyclic
emergencies in Malawi such the floods, drought and cyclone Idai. The Cluster met on 30th
March 2020 and endorsed a COVID-19 Preparedness and Response Plan. The Education
Cluster proposed to ensure that teaching and learning continues through innovative solutions
and creating an enabling environment in communities with special attention given to vulnerable
groups.
Therefore, in pursuit of the various policy objectives in the Education Sector COVID-19
Preparedness and Response Plan regarding access to secondary education in the country, GoM
has secured resources in Additional Financing (AF) of US$5 million from the World Bank to
implement various interventions in support of COVID-19 Emergency Response. The COVID-
19 Response Emergency Additional Financing will be implemented as part of the Equity with
Quality and Learning at Secondary (EQUALS) Project. The primary objective of the COVID-
19 Response Emergency Financing is to mitigate the impacts of the pandemic in achieving the
goals of the Project in the short term to medium term.
63
2.0 BACKGROUND
The Government of Malawi is implementing the Equity with Quality and Learning at
Secondary Project with funding from the International Development Agency (IDA – World
Bank Group). The project is a flagship for Malawi given the importance of the Education Sector
to the country’s social economic growth and poverty alleviation endeavours.
The Project Development Objective (PDO) of the Equity with Quality and Learning at
Secondary (EQUALS) Project is to improve the quality of mathematics and science instruction
and increase access to secondary education in Community Day Secondary Schools (CDSSs).
The Project also aims at contributing to improved learning for students in Community Day
Secondary School (CDSS) as well as increasing access to secondary education for the remote
districts of Malawi. The project is scheduled to close on December 31, 2025.
The Project has three components, namely: (1) Improvement of quality of Mathematics and
Science instructions, (2) Enhancement of equitable access to secondary education, and (3)
Project Coordination, Learning, Monitoring and Evaluation
Under Component 2, subcomponent 2.3 of the Project; the MoE, will increase access to the
secondary education sector in selected 13 districts (Karonga, Chitipa, Kasungu, Salima,
Lilongwe Rural East, Mchinji, Balaka, Zomba Rural, Mulanje, Phalombe, Chikwawa,
Mwanza, Neno). The Project will support construction of new Classroom Blocks, Laboratory
Blocks, Library/ICT Blocks, Teachers Latrines, Girls Latrines and Boys Latrines at selected
Schools within the identified districts.
Under Additional Financing, support will be provided for construction of low-cost classroom
blocks in thirty-three (33) Education Districts. The Environmental and Social Management
Framework (ESMF) for EQUALS was prepared and requires that after subprojects have been
identified, environmental and social due diligence should be conducted to eliminate or reduce
both environmental and social negative impacts. This is in line with the Environmental
Management Act (EMA) 2017 which stipulates that an environmental assessment is required
for certain types of activities before their implementation depending on the size and location
of the project and the activities to be undertaken.
The Ministry now requires Environmental and Social assessments to be conducted which
should lead to the development of Environmental and Social Management Plans (ESMPs) and
Monitoring Plans for all AF sub projects with civil works which will see construction of 125
twin-block low-cost classrooms in schools with large enrolments. The MoE therefore intends
to engage individual consultants (one for each Lot) to develop Environmental and Social
Management Plans (ESMPs) and Monitoring Plans for all sites where the 125-twin block low-
cost classrooms will be constructed.
3.0 CONSULTANCY OBJECTIVES
The Overall Objective of the consultancy is to prepare Environmental and Social Management
Plans (ESMPs) and Monitoring Plans for 78 Schools in 20 Education Districts which will be
expanded under the AF in form of construction of low-cost classrooms.
4.0 SCOPE OF WORK
The scope of the assignment will be as follows
64
4.1 General
MoE shall carry out low-cost constructions for classroom blocks and in order to ensure
sustainability and conformity to the safeguards principles, the following tasks shall be
undertaken:
�? Identify and evaluate key potential environmental and social impacts including those
on gender, which may be caused by the proposed construction and operation of the
school structures through consultations with key stakeholders;
�? Identify and propose measures that would enhance the positive effects of the proposed
project; and
�? Identify and propose measures that will mitigate the anticipated negative impacts of the
proposed construction and operation activities on both the environment and social
components, including gender concerns in specific sites.
The list of targeted schools is provided in the following Table. These schools may change
depending on other factors like land unavailability and incase they are found to be grant aided
as the support is only for public schools.
Table 1: Schools to be Assessed
Lot Division District School
Lot 1 NORTHERN Mzuzu Chibavi CDSS
EUCATION Mzuzu Msongwe CDSS
DIVISION Mzimba North Euthini CDSS
(NED) Mzimba North Euthini Sec. School
Mzimba North Vongo CDSS
Mzimba North Jombo CDSS
Mzimba South Mzimba Sec. School
Mzimba South Emuthunzini CDSS
Mzimba South Edingeni CDSS
Mzimba South Kazomba CDSS
Nkhata Bay Chintheche CDSS
Nkhata Bay Bandawe Sec. School
Rumphi Katowo CDSS
Rumphi Chankhomi CDSS
Rumphi Old Salawe CDSS
Rumphi Rumphi Sec. School
CENTRAL Ntchisi Malomo CDSS
EAST Ntchisi Msinda CDSS
EDUCATION Ntchisi Madanjala CDSS
DIVISION Ntchisi Mpherere CDSS
(CEED) Dowa Mpando CDSS
Dowa Mndinje CDSS
Dowa Kabwinja CDSS
Dowa Chimkoka CDSS
Nkhota kota Mkaika CDSS
Nkhota kota Dwasulu CDSS
Nkhota kota Chaipati CDSS
Nkhota kota Kasamba CDSS
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Nkhota kota Benga CDSS
Lot 2 CENTRAL Dedza Mayani Sec. School
WEST Dedza Mkomera CDSS
EDUCATION Dedza Dzenza CDSS
DIVISION Lilongwe City Lilongwe Girls Sec.
(CWED) School
Lilongwe City Magwero CDSS
Lilongwe Rural Dzenza Sec. School
West
Lilongwe Rural Chileka CDSS
West
Lilongwe Rural Malembo CDSS
West
Ntcheu Nthumbi CDSS
Ntcheu Kampanje CDSS
Ntcheu Ntcheu CDSS
Ntcheu Ntcheu Sec. School
SOUTH Mangochi Nkope CDSS
EAST Mangochi Mangochi Sec. School
EDUCATION Mangochi Lisumbwi Sec. School
DIVISION Mangochi Nankuyu CDSS
(SEED) Mangochi Mkumba CDSS
Mangochi Chowe CDSS
Mangochi Ntondo CDSS
Mangochi Thema CDSS
Machinga Nampeya CDSS
Machinga Machinga CDSS
Machinga Mbenjere CDSS
Zomba Urban Mulunguzi Sec. School
Zomba Urban Masongola Sec. School
SOUTH Blantyre Rural Ngumbe CDSS
WEST Blantyre Rural Mdeka CDSS
EDUCATION Blantyre Rural Lirangwe CDSS
DIVISION Blantyre Rural Ntenjera CDSS
(SWED) Blantyre Urban Chichiri Sec. School
Blantyre Urban Blantyre Sec. School
Blantyre Rural Matindi CDSS
Blantyre Rural Namikasi CDSS
Nsanje Kadabwako CDSS
Nsanje Mpatsa CDSS
Nsanje Nyamadzere CDSS
Nsanje Kalambo CDSS
Nsanje Chekerere CDSS
SHIRE Chiradzulu Chiradzulu CDSS
HIGHLANDS Chiradzulu Nguludi CDSS
EDUCATION Chiradzulu Namaka CDSS
DIVISION Chiradzulu Malavi CDSS
(SHED) Thyolo Ntambanyama CDSS
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Thyolo January CDSS
Thyolo Addolorata CDSS
Thyolo Mpinji CDSS
Thyolo Chikolombe CDSS
Thyolo Luchenza CDSS
*Note: Lot 1: NED and CEED
Lot 2: CWED, SEED, SWED and SHED
4.2 Specific
The broad scope of the work (SoW) is to carry out an Environment and Social Assessment of
the proposed subprojects based on the Government of Malawi regulations and the World Bank
Safeguards standards. Details on the specific scope of work include, but not limited to:
Task 1. Scoping of Environmental and Social Issues
The scoping study will deliver the proposed physical limits for the study area, appropriate to
the issues; proposed time frame for the ESA study; list of key stakeholders, initial consultation
and analysis of findings; key potential impacts and the types and levels of impacts to be
assessed in the ESA; Review of works designs and its interaction with environment, social and
cultural aspects, potential alternatives for consideration in the ESA; review of information on
the existing environment, recommendations for appropriate methods of survey/data collection
to establish environmental and social conditions; recommendations for appropriate methods
for the prediction and assessment of impacts.
Task 2: Description of the Proposed Subprojects
The consultant will concisely describe the proposed subprojects’ geographical, ecological and
general layout maps including map sketches and annotated photographs at appropriate scale as
necessary based on project information acquired from the client. The description shall also
include activities to be undertaken in and around the proposed subprojects site including input
materials, final products, by-products, waste generation where applicable shall be detailed and
cost of the proposed subprojects shall also be provided. The consultant will be required to
suggest the costs of implementing the environmental and social management measures.
Task 3: Description and Establishment of Environmental and Socioeconomic Baseline
Conditions of the Subprojects
The consultant shall carry out a survey to collect, collate and present baseline information of
the existing environmental and socioeconomic characteristics of, within and around the
proposed subproject sites.
Task 4: Public Participation and Consultations
The consultant will carry out a stakeholder analysis and prepare a stakeholder consultation plan
for the inclusion and consultation of all the stakeholders throughout the assessment process.
This entails consulting project-affected groups, public agencies/institutions and civil society
organizations about the subproject's environmental and social aspects and demonstrating how
views were taken into account within the report. The consultations should commence shortly
after the screening and continue throughout the process. Disclosure of the report shall be done
in a manner, form and language that are understandable, accessible which enable the public
full participation.
67
Task 5: Analysis and Determination of Potential Environmental and Social Impacts of
the Subprojects
The consultant shall identify, analyse and describe significant/core community, environment,
occupational, health impacts that may be brought about by the proposed civil works. Such are
the impacts of the proposed subprojects on the baseline environmental and socio-economic
conditions as described in Task 3 (above) or impacts of the surrounding environment on the
subprojects (externalities). The consultant will make a prioritization of all immediate and future
concerns and differentiate between short, medium and long-term impacts paying special
attention to the significant impacts (both positive and negative).
Task 6: Measures to Mitigate Adverse Environmental and Social Impacts of the
Subprojects
The objective of this task is to identify, propose and describe pragmatic, community,
occupational, health and safety mitigation measures to enhance the benefits of environmental
and social protection. The cost effectiveness of such mitigation and enhancement measures
shall be analysed against viable alternatives. Where no such suitable mitigation measures can
be identified this will be clearly explained. Based on environmental and social assessment,
mitigation / enhancement measures will be specified in the form of an environmental and social
management plan.
Task 7: Development of an Environmental and Social Management Plan
Based on the outcome of Tasks above, the consultant shall prepare an environmental and social
management plan comprising of a programme of assessing and managing the impacts during
implementation, operation and post operation phase including decommissioning. This will
provide time frames and implementation mechanisms, reporting responsibilities, description
and technical details of monitoring measures, assessment of the institutional needs, staffing
requirements and cost outlay for implementation. The plan should show how management and
mitigation methods are phased with project implementation. The plan shall also include
measures to prevent health hazards and to ensure safety in the working environment for the
employees and the communities adjacent to the project site and project affected people.
Task 8: Preparation of an Environmental and Social Management Monitoring Plan
(ESMMP)
The consultant shall prepare an environmental management monitoring plan for performance
monitoring of how well project construction and operation, including the implementation of
key mitigation measures are carried out (including Environmental, Social, Health and Safety)
He shall also propose outcome monitoring of key selected environmental and social indicators,
such as gender-based violence (GBV), workers safety and camping sites. The Environmental
and Social Monitoring Plan (ESMP) will focus on key impacts, specify the planned monitoring
activities, key indicators, monitoring frequency and duration, budget and skilled personnel
needs, institutional responsibility for each monitoring activity, and means of verification.
Task 9: ESA Implementation Budget
Provide a clear statement of financial responsibilities, identify estimated summary of costs for
the implementation of the proposed mitigation measures; provide detailed estimated budget for
all phases of the project including planning, implementation, monitoring and evaluation, with
contingencies.
5.0 EXPECTED OUTPUTS
68
All deliverables must meet industry standards and the requirements set forth in contractual
documentation. A face-to-face “kick-off�? meeting will be held with the Project Implementation
Unit at the Ministry of Education within 3 calendar days of contract award to discuss
requirements and milestones.
The consultant shall prepare progress reports in line with the time table as detailed in Table 2:
Table 2 Submission of electronic copies and hard copies
S/N Deliverable Outputs Timeline
(days)
1 Deliverable 0: Face to Face Kick off D+3
Meeting
2 Deliverable 1: Inception Report, • 2 printed copies of D+10
acceptable to the Client; that clearly the Inception Report
illustrates how the assignment shall • 1 Flash Disk with
be executed by detailing the soft copy of the
methodology for undertaking the Inception Report
assignment and a work plan, and
proposals for presenting the
assessment results in a concise
manner. The inception report will be
presented to the Project
Management Team (PMT) before
being signed off
3 Deliverable 2: Draft Final Report, • 5 printed copies of D+40
acceptable to the Client, covering Draft Final Report
Draft ESMPs and Monitoring Plans • 1 Flash Disk with
for the proposed soft copy of Draft
Schools/subprojects. The consultant Final Report
shall produce one report per district
with site specific Environmental and
Social Management Plans (ESMPs)
and Environmental and Social
Management Monitoring Plans
(ESMMPs) as attachments to that
district report.
4 Deliverable 3: Final Report, • 3 printed copies of D+60
acceptable to the Client, covering Final Report
Final ESMPs and Monitoring Plans • 1 Flash Disk with
that incorporate comments and soft copy of Final
feedback from the Client. Report
Note: D equals days
Deadline provided is for submission of deliverables; in each case, MoE reserves the right to
request alterations or additions before accepting a deliverable as complete. Unless otherwise
specified, the Client will provide acceptance or requests for alterations within one week of
receipt of deliverables; the consultant will then provide revised versions within one week. The
performance objectives shall include but not limited to:
69
Performance Indicators Quality Assurance Criteria
a) Completeness Deliverables will be 100% complete
b) Accuracy Deliverables will be 100% accurate.
c) Effectiveness All deliverables must contribute to the overall
success of the assignment
d) Timeliness All deliverables will be on time and within schedule
e) Communication Communication is professional, courteous and
accurate
6.0 IMPLEMENTATION ARRANGEMENTS
6.1 MoE, through the Equity with Quality and Learning at Secondary Project, will be the
implementing agency;
6.2 The consultant shall administratively be responsible to the Secretary for Education
(SE) through the Project Coordinator, Equity with Quality and Learning at Secondary
(EQUALS) Project who shall be responsible for the day to day management of the project;
6.3 The consultant will work under the overall technical supervision of the Environmental
and Social Safeguards Specialist based at the Education Infrastructure Management Unit
(EIMU).
7.0 PROJECT TIME FRAME
The consulting services are expected to be done for sixty (60) calendar days from the
commencement date. This includes preparation time, field work, report writing,
presentation/validation and submission of final documents.
8.0 OBLIGATION OF THE CLIENT
The Client shall assist the consultant in providing available materials, study reports
(including the Environment and Social Screening Report for information) and other
documents that may be relevant to the assignment. Where necessary, the Client will assist in
making arrangements for the consultant to meet relevant agencies, districts and other key
stakeholders (including the Director for Education, Youth and Sports (DEYS) for the
concerned Education District).
9.0 OBLIGATION OF THE CONSULTANT
The consultant is expected to be fully self- sufficient in terms of accommodation, office
space, office supplies, office equipment and transport. The data, documentation and assets
from the consultancy will remain in the custody of the Client at the end of the consultancy.
Except for purposes of this assignment, the information shall not be disclosed to the public
nor used in whatever way or form without written permission of the MoE in line with
Copyright Laws applicable.
10.0 PROFESSIONAL QUALIFICATIONS AND EXPERIENCE
This assignment is targeting Individual Consultants who must have the following attributes:
A Master’s Degree in Environmental Sciences, Natural Resources Management or any
related field;
A minimum of five (5) years of relevant working experience in conducting Environmental
and Social Assessments in Malawi;
Adequate knowledge of World Bank Safeguards Operational Policies/ESF;
Knowledge and understanding of national environmental policies and laws of Malawi;
70
Excellent oral and written communication skills with ability to dialogue and interface with
grass roots, district and other sector players.
71
Annex 2: Grievance Redress Mechanism
EQUALS Project already developed a GRM system that has been rolled out to all construction sites.
The aim of this Grievance Redress Management System is to respond to and settle or redress any
individual grievances, complaints, queries or clarification of complaints for affected persons much
quickly, fairly and as much as possible in a manner that is acceptable to all parties. Some examples
of possible complaints may include: encroachment on private land, theft of properties, quality of
assets created, loss of land and property, GBV, VAC, corruption cases, low wages, delayed wages,
use of school property by the contractor etc.
This GRM ensures that aggrieved parties have reasonable access to sources of information, advice,
and expertise necessary to engage in a grievance process that leads to a fair and equitable resolution.
This mechanism provides a clear and known procedure for categorization by types of grievances,
their classification (Suggestion, Comment, Inquiry and Complaint), their handling with time frames
(at each level); and clarity on the types of process and outcomes. GRM offers the means to monitor
the implementation of resolution of the complaint. Confidentiality is an integral part of fairness,
and the identity and personal details of complainants will only be disclosed to those involved in the
resolution of the grievance. This GRM ensures to consider all complainant's (anonymous, or known)
complaints irrespective of their nature, size and complexity. Therefore, all grievances, comments and
suggestions received will be registered and processed the same. At the same time, feedback to the
anonymous complainant is virtually impossible; however, the complainant will be able to notice the
change if the Grievances is properly solved.
The Grievance Redress Management system has been established with structures at four levels; (a)
School and Community level where 2 committees, i.e. School and Community and Workers GRM
Committees have been instituted, (b) Cluster Grievance Redress Management Committee (CGRMC)
at Cluster Level (c) District Grievance Redress Management Committee (DGRMC) at District level,
and (d) Project Implementation Unit Grievance Redress Management Committee (PIUGRMC) at
Project Implementation Unit level. Any grievance received by the GRM Committees at all levels will
be recorded in specific Grievance Log and Resolution Forms that are presented below. The GRM The
general public has been sensitized to take their complaints or grievances to these committees
whenever they feel aggrieved.
Project affected persons can also simply call the Toll-Free number 2477 to lodge their complaint
should they not want to channel their issues through the established committees.
72
Annex 3: GBV Management Plan
Gender-based violence (GBV) is any act of violence directed at an individual based on his or her sex,
gender identity or expression of socially defined norms of masculinity and femininity (Population
Services International, 2016). Men and women can both experience GBV. However, most of the
victims of GBV are women and girls.
Implementation of the project in the project areas will result into increased influx of people to the
project area. The people will be flocking to the area to look for employment and business
opportunities. With the increased income, the workers will have the potential to entice young girls
and women for sex. The project can also be a source of risk of Gender Based Violence, sexual assaults
and marriage interference. Prevention of GBV is a multifaceted effort which should deal with/focus
on:
1. women empowerment/agent of change
2. women participation and capacity to influence decision making
3. women economic empowerment
4. increased access to sexual and reproductive health and rights
5. incorporate men and boys in efforts (as perpetrators, victims and agents of change)
6. social gender norms and behaviour transformation (challenging gender stereotyping)
The specific prevention measures have been included in a GBV Management plan to ensure the
implementation of actions in this regard and to allow for close monitoring of the Contractor.
Activities Action party Responsibilities
Provide GBV training to the members of Project Compliance
Team (PCT); prepare a GBV action plan and monitoring of
its implementation; provide such specified measures on site
to reduce the risk of GBV; conduct GBV mobilization and
Responding to GBV GBV Service
awareness campaigns for community members and monitor;
complaints provider
receive and resolve complaints; provide crisis and longer-
term psychosocial support to survivors of GBV; and prepare
monthly and quarterly progress reports on the implementation
of GBV action plans in the project;
• Identify GBV service providers in the area
District Social
• Identify vulnerable groups within the community
Stakeholder Welfare
• Inform community members about the details of the
engagement Office
project and the GBV risks associated with the project
(DSWO)
• GBV training including what to do in case of grievance
• Training and sensitisation of all workers associated with
GBV training for
the project on GBV and how the project can contribute
contractors and staff,
Contractor; to GBV risks.
consultants and
DSWO • Training and sensitisation of adjoining communities on
adjoining community
GBV risks, channels to report GBV incidents and
members
services available for GBV survivors.
• Ensure requirements in the CoCs are clearly understood
by those signing
Codes of conduct • Have the CoCs signed by all those with physical presence
Contractor
signed and understood in the site
• Train construction workers on the behaviour obligation
under the CoCs
Handling GBV • Assess the nature of the complaint and the appropriate
GRM
complaints sanction to be applied to the perpetrator,
73
• Verify that the survivor has received support, and the
sanctions have been enacted.
• Meet out appropriate sanctions.
Provision of separate,
safe and easily
• Ensure construction sites have separate facilities like
accessible facilities for Contractor
toilets and/or bathrooms for men and women.
women and men
working on the site
• Selection of monitoring indicators (such as: No. of
reported cases of GBV; Resolved cases and time it took
to address the complaints, No. of workers that have
attained GBV training courses; No./percentage of
Monitoring and Contractor;
workers that have signed CoC and No. of GBV cases that
reporting DSWO
were referred to the GBV service provider)
• Reporting and referral of GBV cases to appropriate
channels
• Ensure new risks are uncovered and mitigated.
74
Annex 4: Code of Conduct for Contractors in Relation to Child Protection
Contractors under the EQUALS Project will be required to prepare a code of conduct in relation to
child protection among others that they shall be following when undertaking construction works.
These rules shall be made to be part of the assessment criteria when selecting the contractors. A
satisfactory code of conduct will contain obligations on all project staff (including sub-contractors
and day workers) that are suitable to address the following issues, as a minimum. Additional
obligations may be added to respond to particular concerns of the region, the location and the project
sector or to specific project requirements. The issues to be addressed include:
1. Compliance with applicable laws, rules, and regulations of the jurisdiction;
2. Protection of children (including child trafficking, child labour, child marriages, prohibitions
against abuse, defilement, or otherwise unacceptable behaviour with children, limiting
interactions with children, and ensuring their safety in project areas);
3. Sexual harassment (for example to prohibit use of language or behaviour, in particular towards
women or children, that is inappropriate, harassing, abusive, sexually provocative, demeaning
or culturally inappropriate);
4. Violence or exploitation (for example the prohibition of the exchange of money, employment,
goods, or services for sex, including sexual favours or other forms of humiliating, degrading
or exploitative behaviour);
5. Compliance with applicable health and safety requirements (including wearing prescribed
personal protective equipment, preventing avoidable accidents and a duty to report conditions
or practices that pose a safety hazard or threaten the environment);
6. The use of illegal substances;
7. Non-Discrimination (for example on the basis of family status, ethnicity, race, gender,
religion, language, marital status, birth, age, disability, or political conviction);
8. Interactions with community members (for example to convey an attitude of respect and non-
discrimination);
9. Sanitation requirements (for example, to ensure workers use specified sanitary facilities
provided by their employer and not open areas);
10. Avoidance of conflicts of interest (such that benefits, contracts, or employment, or any sort of
preferential treatment or favours, are not provided to any person with whom there is a
financial, family, or personal connection);
11. Respecting reasonable work instructions (including regarding environmental and social
norms);
12. Protection and proper use of property (for example, to prohibit theft, carelessness or waste);
13. Duty to report violations of this Code; and
14. Non-retaliation against workers who report violations of the Code, if that report is made in
good faith.
The Code of Conduct should be written in local and plain language, and signed by each worker to
indicate that they have:
�? Received a copy of the code;
�? Had the code explained to them;
�? Acknowledged that adherence to this Code of Conduct is a condition of employment; and
�? Understood that violations of the Code can result in serious consequences, up to and including
dismissal, or referral to legal authorities.
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Annex 5: Child Safety Management Plan
In School Communities, there will be many instances that might expose children and young
people to construction workers that may lead to child safety risks. These forms of child risks
could be in the form of SAE, accidental harm, physical abuse, Psychological / emotional Abuse
and online abuse.
Type of Risk Management of Risk Action Party
�? Child safety Training
�? Reference Checking
Recruitment of
�? Pre-screening interviews Contractor
inappropriate personnel �? Criminal History checks
�? Working with children checks
�? Probation period
Grooming Contractor,
�? Code of Conduct
�? Training for all staff, volunteers, District Social
leaders etc. Welfare Office
Use of images or video of
�? Code of Conduct
children and young
�? Training for all staff, volunteers, Contractor
people without parental leaders etc.
consent �? Photo and video policies
�? Training for all staff, volunteers,
Misconduct unreported leaders etc.
and failure to address �? Grievance procedures in place
Contractor
behaviour surrounding �? Code of Conduct and Child Protection
misconduct policies
�? Procedures and protocols responding to
misconduct
�? First Aid kit must be readily available
Unsafe environment on site
leading to occurrence of �? Appoint first aid officers Contractor
accidents �? Conduct risk assessment of all
construction activities and identify
risks management options
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Annex 6: Labour Influx Management Plan
Construction of civil works often requires labour force and associated goods and services that
cannot be fully supplied locally for a number of reasons, among them worker unavailability
and lack of technical skills and capacity. In such cases, the labour force (total or partial) needs
to be brought in from outside the project area. In many cases, this influx is compounded by an
influx of other people (“followers�?) who follow the incoming workforce with the aim of selling
them goods and services, or in pursuit of job or business opportunities. Considering the current
project, this guidance covers temporary labour influx in contrast to longer-term or permanent
migration of workers. The influx of workers and followers can lead to adverse social and
environmental impacts on local communities, especially for the proposed projects communities
that are found in rural or remote areas. Such adverse impacts 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,
and increased rates of illicit behaviour and crime.
Contractors who will be part of the construction team for the Project, will be required to provide
a Labour Influx Management Plan, which among others will assist to control Labour influx.
Some of the items to be considered in this plan include:
�? Reduce labour influx by tapping into the local workforce;
�? Promotion of fair and equitable labour practices for the fair treatment, non-
discrimination, equitable worker opportunities, minimum wage and prohibition of
employment of children in line with the Employment Act;
�? Provision of Terms and Conditions of Employment which should be given to every
employee in the first month of employment which should include; working hours, date
of commencement, rate of remuneration, intervals at which remuneration will be paid,
normal working hours, provision of termination and disciplinary rules applicable to
employees;
�? Registration under the Occupation, Safety and Welfare Act under the Ministry of Labour
prior to commencement of work at the site;
�? Establishment, management and promotion of a healthy, management-worker
relationship;
�? Promotion of health, safe, secure and comfortable accommodation that does not impact
negatively on the employees and the communities in the surrounding areas; and
�? Protection of workers’ rights including migrants and third party workers in line with
Labour Relations Act
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Annex 7: Screening Forms
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81
82
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84
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Annex 8: Issues raised during Focus Group Discussions and Key Informant Interviews
A number of issues were raised during Focus Group Discussions and key Informant Interviews.
The tables below present details of dates the meetings conducted, places where the meetings
were conducted, summary of main issues/questions raised, which have been incorporated in
the ESMP.
8.1 Details of dates stakeholders’ meetings were held
Place Date Time
District Education office for Machinga
Chilimba CDSS 5/1/2022 11:30 am
Machinga CDSS 5/1/2022 1:30pm
Mbenjere CDSS 6/1/2022 9:30 am
Nankuyu CDSS 6/1/2022 1:30 pm
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8.1 Key issues raised during Community FGDs
SN COMMENT RAISED RESPONSE GIVEN
Creation of job opportunities for the local people
During construction, the contractor will employ about 10 unskilled workers
within the project areas. In all the proposed project
from the project areas at each site and provide equal employment opportunity
1 sites the community members were looking forward to
to both men and women by employing a minimum of 40 percent of females in
getting employment especially for the youth that were
the work force at each site.
staying idle in their communities.
The project will sensitise construction workers to avoid making noise. The
Noise pollution will affect learners at each school during
project will also schedule noisy activities when classes are not in session,
2 construction phase as vehicles ferrying construction
which shall include transportation of construction materials and other vehicles
materials and workers will be making noise
coming to the construction sites.
Theft of building materials: The community members
informed the consultants that theft of building materials The School Management Committee (SMC) will work in close collaboration
3 had been experienced in previous similar public projects with the existing community security structures and the Police to ensure
and were concerned that similar incidents could occur construction materials are protected.
with the proposed project.
Spreading of infectious diseases such as HIV and
AIDS, STIs and COVID19: The community members
The project will encourage employment of workers from the project areas and
observed that with some previous projects, construction
4 will also sensitise the workers and learners about dangers of engaging in sexual
workers were coming to their areas without their
relationships carelessly.
families which resulted in them engaging in sexual
relationships with the locals.
Skills sharing among community members: The
The project will advocate for employment of the unskilled workers from the
5 community members emphasised that most project areas
project areas. Furthermore, the construction works will have a deliberate setup
do not have skilled construction workers and hoped the
87
SN COMMENT RAISED RESPONSE GIVEN
project will help training some of the locals through where the skilled workers will be paired with unskilled local workers to gain
employment. In turn the communities would benefit construction skills.
from having skilled construction workers and hence
build better houses for themselves
The project will develop an Occupational Health and Safety approach, which
will aim to avoid, minimize, and mitigate the risk of workplace accidents. This
would include training construction workers on safety, using safe machinery
and equipment, and providing necessary personal protective equipment (PPE).
Risk of accidents to workers and the community
members: The community at all sites expressed concern
6 that when people get injured at the construction sites, It was also mentioned that it is a requirement that all contractors have
they are left to seek treatment on their own and don’t get insurance to cover for injuries according to the laws of the country.
any support from the contractors. Furthermore, the project will set up a GRM so that people can raise any
complaints such as these.
The project will put in place signs to prohibit the community members from
entering the construction site. The community members will also be sensitized
of the possible hazards to be associated with the construction sites.
Unplanned pregnancies and child marriages among The project will develop an induction program including a code of conduct for
female learners: The community members expressed all workers which the workers will be required to sign prior to starting work.
concern that due to high poverty levels in the project The code of conduct will address issues which will include (i) zero tolerance
7
areas, female learners will easily be enticed by of illegal activities such as child labour, sexual exploitation, defilement, child
construction workers into marriage because of their high prostitution, harassment of women, gender-based violence, purchase or use of
incomes. illegal drugs, fighting;(ii) Disciplinary measures and sanctions (e.g. dismissal)
for infringement of the code of conduct and/or company rules; and
Sexual relationships between workers and female
8 (iii) Commitment / policy to cooperate with law enforcement agencies
learners
investigating perpetrators of SEA, defilement, GBV and others.
Destruction of vegetation within the project site: The The construction will confine land clearing to worksite by clearly marking out
9
community members expressed concern that the project the extent of clearing with pegs at 10 metre intervals or less. The project will
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SN COMMENT RAISED RESPONSE GIVEN
will destroy the remaining trees in the area from also facilitate planting of 1oo trees withing the schools and the surrounding
construction activities as experienced with previous homesteads
construction works.
The community should be involved in project
supervision to ensure all materials are being utilised The school management committee (SMC) is a structure that comprises of
as intended: This concern was because they community members and is available and functional in all schools. The role of
10
communities had experienced from previous public the SMC is to oversee such projects, and the proposed Project will utilise the
projects that the works were shoddy and left a lot to be SMC with responsible to monitor daily implementation of the Project.
desired.
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8.2 Key comments raised by Key Informants
S/N Issue raised during the Response provided to the issues raised
community consultation during meetings
meetings
1 The participants were keen to The participants were informed that the project
know when the project will start is expected to start in April 2022
2 Participants were keen to know The Participants were informed that the
how long construction activities structures will take 6 months to construct
will take and when the new
structures will be ready for use
3 Participants were worried that The participants were informed that indeed
their experience with previous some projects have taken very long to
projects was that they would be commence. However, this does not mean that
informed of the coming of the the projects have been abandoned completely,
projects and projects never took but the developer could be working on some
off logistics towards implementation of such
projects, which sometimes take long
4 The participants wanted to know The participants were informed that the project
if the project will be one of the will not be one of the self-help projects as World
self-help projects Bank through the contractors to be identified
will provide all the necessary materials for
construction activities
5 The participants wanted to know The participants were informed that the
how the Contractor will be contractors will be recruited through “National
recruited? Competitive Bidding’. Different contractors in
the country with capacity will apply for the
works contracts and only contractors with the
necessary requirements will be recruited.
Unlike the projects from the District Councils
where they provide materials and pay the
contractor who is chosen by local leaders and
also ask the communities to contribute sand and
bricks, this project will not require the
community members to contribute bricks and
sand. The Contractors will do everything.
6 Participants wanted to know what Traditional leaders, community members and
will be the roll of the traditional other leaders in the project areas will be required
leaders, community members and to take part in monitoring implementation of the
other leaders in the project? project activities and will also continue to
conduct community sensitization meetings to
ensure that any negative impacts that may come
as a result of the project are well managed.
7 The community members wanted The community members were informed that
to know if the Contractors will the contractors will come with some workers
employ people from the project whose jobs will require some expertise.
areas However, the contractors will need some people
with no specific skills who will be employed
from the project areas. Community leaders will
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S/N Issue raised during the Response provided to the issues raised
community consultation during meetings
meetings
assist the Contractors in identifying honest
people to work with the contractors.
8 The participants wanted to know The contractors will be advised to use cement
where the Contractors will source blocks as bricks as the traditional burnt bricks
some building materials like sand use trees that affect the environment. The
and bricks. contractors should make blocks on site to give
job opportunities to people around the project
areas. The Contractors can buy some concrete
blocks as a starter pack.
Sand: If of standard quality is found within the
project areas that should be given a priority.
Local leaders should liaise with District
Environmental Officer before starting sand
extraction.
9 Participants observed that To avoid delaying the project, when there is a
previous experience in the project funeral in the area, the traditional leaders
areas showed that contractors advised that depending on the proximity of the
have complained that employing place where death of a community member will
labours from the project areas have occurred, a shift should be made at the
delays the work. When there is work place where some will go and attend a
funeral in the project areas for funeral and some workers will be working.
example, people don’t work.
10 Participants observed that To avoid loss of construction materials, the
previous experience in the project community members were informed that the
areas showed that contractors contractor and school Management will
compromise on the construction enhance security at the site and also that they
materials as cement mean for the will be required to take part in monitoring
proposed projects is sold implementation of the project activities and will
elsewhere to facilitate other also continue to conduct community
projects sensitization meetings to ensure that any
negative impacts that may come as a result of
the project are well managed.
11 Participants observed that The community members under their leaders
previous experience in the project were advised to work closely with the contractor
areas showed that workers at the to ensure that workers at the project sites do not
project sites end up developing develop unnecessary relationships with school
relationships with school girls girls and women in the areas
and women in the project areas
12 Participants observed that the To prevent increased of spread of HIV and
coming of contractors in the AIDS and other STIs and immoral behavior in
project areas will in one way or the project areas, there will be need to have all
another interfere with marriages concerned parties sensitized of any
in the project areas. There shall consequences of immoral behavior. Parents
also be the increase of HIV and were also advised their daughters and that
AIDS and other STIs and teachers will also be required to the learners on
immoral behavior. the same
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S/N Issue raised during the Response provided to the issues raised
community consultation during meetings
meetings
13 The community members wanted The community were informed that a Grievance
to know what will be the Redress Mechanism will be put in place and all
reporting procedure when they its structures communicated to the community
suspect that stealing of members for ease of reporting any anomalies
construction materials and other that will be determined
materials and when the contractor
begins to compromise
construction work standards as
compared with the designs
14 Community members expressed The ESMP has prescribed measures that the
concern that their experiences Contractor will follow to manage this impact
with previous projects of similar
nature showed that there is
normally an increase in Social
disruption and family instabilities
when such projects are being
implemented
15 Community members expressed The participants were informed that there will
concern that their experiences be measures to be followed to make sure there
with previous projects of similar are no increased risks of social conflict.
nature showed that there is
normally an increased Risk of
social conflict
16 Community members expressed The ESMP has prescribed measures that the
concern that their experiences with Contractor will follow to manage this impact
previous projects of similar nature
showed that there is normally an
increased risk of illicit behavior and
crime
17 Community members expressed The ESMP has prescribed measures that the
concern that their experiences Contractor will follow to manage this impact
with previous projects of similar
nature showed that there is
normally an increased risk of
community dynamics
18 Community members expressed The ESMP has prescribed measures that the
concern that their experiences Contractor will follow to manage this impact
with previous projects of similar
nature showed that there is
normally an increased risk of
communicable diseases
19 Community members were The ESMP has prescribed measures that the
worried that most Contractor Contractor will follow to employ people in the
bring their own staff and never project areas as well
employ people in the project
areas to work on the project
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S/N Issue raised during the Response provided to the issues raised
community consultation during meetings
meetings
20 Community members were The ESMP has included enhancement measures
happy to hear that some schools to maintain the roads regularly once the roads
in their areas will be expanded as are operational
this will assist to: creation of
employment opportunities, skills
transfer to local community,
increased access to secondary
education, reduced teacher to
learner ratio, improved
performance of learners in
mathematics and science
subjects, improved teaching of
mathematics and science subjects
in the secondary schools,
improved sanitation and reduced The ESMP has included measures to manage
learner-latrine ratio. these concerns
Community members observed
that expansion of schools will
cause loss of vegetation, noise
and vibration, soil erosion and
sedimentation, injuries due to
construction works, increased
risk of dust emission, increased
risk of child labor, increased
generation of waste, creation of
borrow pits, risk of social
conflict, increased risk of illicit
behavior and crime, impacts on
community dynamics, increased
burden on and competition for
public service provision,
increased risk of communicable
diseases, increased cases of
accidents, increased risk of road
accident, possible disruption of
public service utilities, disruption
of flow of traffic and public
mobility, social disruption and
family instabilities, visual
Intrusion, increased demand for
sanitary facilities, and increased
risk of Gender Based Violence,
sexual assaults and marriage
interference.
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Annex 9: List of Stakeholders Consulted
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Annex 10: Details of the EQUALS project Covod-19 response - low-cost classroom blocks
LOW-COST CLASSROOM FLOOR PLAN LOW-COST CLASSROM ELEVATION
LOW-COST CLASSROOMS SECTION - LOWCOST CLASSROOM BLOCK
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Annex 11: Environmental and Social Rules for Contractors
Contractors under the EQUALS Project will be required to prepare Environmental and Social
Rules that they shall be following when undertaking construction works. These rules shall be
made to be part of the assessment criteria when selecting the contractors.
The rules will be used to prevent and or mitigate the environmental and social risks within the
context of infrastructure development interventions for the EQUALS. The rules have to present
the detail on how the major environmental and social risks shall be taken care of. The risks that
may arise include but not limited to:
• Gender Based Violence;
• Child labour
• Child trafficking
• Child marriages
• Sexual exploitation and abuse;
• Violence against children;
• HIV/AIDS infection/spread;
• Occupancy of school blocks; and
• Occupational health and safety to both the workers and surrounding communities.
Furthermore, the code of conduct shall detail how it shall manage the following items as a way
of managing environmental risks:
• Acquisition of Construction Materials;
• Movement and Transportation of Construction Materials;
• Fencing of Construction sites;
• Storage of Construction Materials and Equipment;
• Solid Waste Management;
• Waste water Management
• Spill Prevention and Management;
• Stockpiles, Borrow Pits and Quarries;
• Site Restoration;
• Dust and Noise Management; and
• Worker – Community Relationship.
All workers shall have to be sensitized and sign against this document
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