Republic of Mozambique The National Authority for Vocational Education IMPROVEMENT OF SKILLS DEVELOPMENT IN MOZAMBIQUE PROJECT (MoZSkills) Project Nº P167054 ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF) September 2019 TABLE OF CONTENT LIST OF TABLES .............................................................................................................................................. III LIST OF FIGURES............................................................................................................................................. III LIST OF MAPS................................................................................................................................................. III EXECUTIVE SUMMARY ................................................................................................................................... IV SUMARIO EXECUTIVO .................................................................................................................................... IX LIST OF ABBREVIATIONS AND ACCRONYMS ................................................................................................. XIV 1. INTRODUCTION ........................................................................................................................................15 1.1 CONTEXT ................................................................................................................................................ 15 1.2 PROJECT DESCRIPTION ............................................................................................................................... 15 1.3 OBJECTIVES OF ESMF ............................................................................................................................... 17 2. LESSONS LEARNED ....................................................................................................................................19 3. LEGAL FRAMEWORK .................................................................................................................................20 3.1 NATIONAL LEGISLATION............................................................................................................................. 20 3.2 WORLD BANK SAFEGUARDS POLICIES .......................................................................................................... 22 3.2.1ENVIRONMENTAL, HEALTH AND SAFETY GUIDELINES .............................................................................. 26 3.3 GAP ASSESSMENT AND COMPARISON OF LEGISLATION BETWEEN MOZAMBIQUE AND WB REQUIREMENTS ................. 26 4. ENVIRONMENTAL AND SOCIAL BASELINE .................................................................................................28 4.1 BIOPHYSICAL ENVIRONMENT ...................................................................................................................... 28 4.2 SOCIO- ECONOMIC ENVIRONMENT ............................................................................................................... 29 5. POTENTIAL ENVIRONMENTAL AND SOCIAL IMPACTS ...............................................................................34 5.1 METHODOLOGY ....................................................................................................................................... 34 5.2 EVALUATION OF POTENTIAL IMPACTS AND ASSOCIATED RISK.............................................................................. 37 5.2.1BIOPHYSICAL ENVIRONMENT ............................................................................................................... 38 5.2.2SOCIOECONOMIC ENVIRONMENT ......................................................................................................... 41 6. MITIGATION MEASURES OF ADVERSE IMPACTS .......................................................................................43 6.1 BIOPHYSICAL ENVIRONMENT ...................................................................................................................... 43 6.2 SOCIO ECONOMIC ENVIRONMENT ................................................................................................................ 47 7. ENVIRONMENTAL AND SOCIAL CLAUSES ..................................................................................................59 7.1 CONSTRUCTION PLANNING PHASE ............................................................................................................... 59 7.2 CONSTRUCTION PHASE .............................................................................................................................. 62 7.3 DECOMMISSIONING OF CONSTRUCTION SITES ................................................................................................ 68 8. ENVIRONMENTAL AND SOCIAL SCREENING PROCESS ...............................................................................70 8.1 THE ENVIRONMENTAL AND SOCIAL SCREENING PROCESS ................................................................................. 70 9. PUBLIC/STAKEHOLDERS CONSULTATION AND PARTICIPATION AND WOMEN PARTICIPATION ................74 10. GRIEVANCE REDRESS MECHANISMS .........................................................................................................77 10.1 CONSENSUS, NEGOTIATIONS AND CONFLICT RESOLUTION ................................................................................ 81 11. INSTITUTIONAL ARRANGEMENT, ROLES AND RESPONSIBILITIES FOR IMPLEMENTATION OF ESMF ..........82 11.1 CAPACITY BUILDING ACTIVITIES: .................................................................................................................. 83 12. BUDGET FOR THE IMPLEMENTATION OF THE ESMF ..................................................................................86 BIBLIOGRAPHY ...............................................................................................................................................88 ANNEXES .......................................................................................................................................................89 ANNEX 1: ENVIRONMENTAL AND SOCIAL SCREENING FORM FOR THE SCREENING OF POTENTIAL ENVIRONMENTAL AND SOCIAL IMPACTS OF FUTURE ACTIVITIES .................................................................................................................................... 90 ANNEX 2: DRAFT TERMS OF REFERENCE FOR SUB-PROJECT REQUIRING AN ESIA& ESMP- RAP/ARAP............................... 94 ANNEX 3: TEMPLATE FOR THE ESIA IN ACCORDANCE WITH THE DECREE 54/2015 OF 31 OF DECEMBER (MINIMAL CONTENT) .. 96 ANNEX 4: PUBLIC DISCLOSURE OF INFORMATION ........................................................................................................ 97 ANNEX 5: SAMPLE GRIEVANCE FORM ....................................................................................................................... 98 ANNEX 6: SAMPLE RESOLUTION FORM ..................................................................................................................... 99 ANNEX 7: EMPLOYER’S WOMEN AND CHILD PROTECTION CODE OF CONDUCT ................................................................ 100 ANNEX 8: MEETING NOTES OF MAPUTO PUBLIC CONSULTATION ................................................................................ 101 ANNEX 9: LIST OF PARTICIPATION KICK OF MEETING AT ANEP OFFICE AND MAPUTO PUBLIC CONSULTATION ...................... 108 ANNEX 10: MEETING NOTES OF NAMPULA PUBLIC CONSULTATION .............................................................................. 111 ii ANNEX 11: LIST OF PARTICIPANT OF NAMPULA PUBLIC CONSULTATION MEETING ..................................... 115 LIST OF TABLES Table 1: World Bank triggered safeguards policies .............................................................................. 22 Table 2: Students enrolment for HE and TVET (source INE, 2017) ....................................................... 31 Table 3: Simple Matrix for Impact Identification and Evaluation ......................................................... 34 Table 4: Criteria for Evaluation of Potential Impacts ............................................................................ 35 Table 5: Impact Assessment Table ........................................................................................................ 36 Table 6: Mitigation measures checklist for impacts ............................................................................. 50 Table 7: Role of institutions on ESIA and ESMP preparation and implementation .............................. 73 Table 8: Training topics ......................................................................................................................... 83 Table 9: Estimated budget for the implementation of the activities under the ESMF ......................... 86 LIST OF FIGURES Figure 1: ESIA process in Mozambique ................................................................................................. 21 Figure 2: Institutional arrangement for implementation of ESMF at the ground ................................ 80 LIST OF MAPS Map 1: Location of HE and TEVT in the country ................................................................................... 32 iii EXECUTIVE SUMMARY The Government of the Republic of Mozambique is preparing a project to support a Higher Education (HE) and Technical and Vocational Education and Training (TVET), “IMPROVEMENT OF SKILLS DEVELOPMENT IN MOZAMBIQUE”, MoZSkills PROJECT. This Project seeks to increase the opportunities for Mozambicans to access quality education and training at TVET and HE levels in priority areas across a number of technical and higher education institutions to be selected competitively. Institutions will be selected competitively considering sectoral and geographical needs. Institutions will be encouraged to develop partnerships with the private sector and benefit from their support during preparation of proposals aiming to fast track results and ensure ownership of relevant stakeholders at design stage. The project is going to be implemented throughout the country in existing institutions, which will be selected in a targeted but also competitive basis. The selection will be done among existing institutions providing training in several areas such as Agriculture, Industrial Maintenance, Transport, ICT, Tourism and Hospitality, Mining, Construction. The ESMF ensure that environmental and social management is integrated into the development cycle of individual sub-projects. The ESMF was prepared in compliance with the Bank safeguards policies and relevant Mozambican policies on environmental assessment. MoZSkills project aims at improving High Education and Professional Education quality and to meet the demand requirements. The project has been prepared in coordination with MCTESTP and ANEP. The project is comprised by three components as follow: Component 1: Increase access to quality of education and training in selected areas of HE. This component will support quality improvement in HE in strategic areas relevant to future economic development, with a focus on STEM areas, including climate change and training programs for secondary education teachers. The component will fund interventions on a competitive basis for STEM areas and on a performance basis for the teacher training programs; Component 2: Increase access to quality of education and training in selected areas of TVET. This component will address the shortage of specialized technical skills, by strengthening selected flagship TVET Institutes for high-quality skills development in industrial maintenance, agriculture, and ICT sectors and by operationalizing a National Training Fund which will leverage private sector contribution for skills development especially targeting, out of school youth and employee training; Component 3: Create a conducive policy environment and strengthen institutional capacity for higher education and TVET. This component will strengthen the institutional capacity at governmental regulatory institutions HEIs and TVET institutions, in strategic planning, management, quality assurance, monitoring & evaluation, and development of EMIs and e-learning platforms for the continuous improvement of HE and TVET sectors. The project will substantial support HE and TVET ongoing reforms under project components above. This support is essential for expanding the results achieved by previous Bank operations as wells as to introducing innovative ways of approaching key policy changes in the system. It is also important for ensuring that industry is included as key partners in the discussion of new interventions that will impact on the quality of graduates. Thus, the proposed investments in the HE and TVET are technically sound, based on the best features of previous programs and are likely to be sustained. The civil works within the project will mainly consist of minor rehabilitation (repair of part or all existing infrastructures) and requalification of existing facilities. Therefore, From the environmental point of view the implementation of the components and subcomponents in general terms will result the environmental risks and impacts stemming from the project will be minor, site specific, temporary iv and easily manageable through mitigation hierarchy resulting thus in negligible or non-existent adverse residual impacts. The objective of the ESMF is to (1) provide technical and managerial inputs and guidance into the design of MoZSkills project, through identification of key environmental and social issues related to the project; (2) mitigate potential impacts and concerns and, (3) devise opportunities to enhance benefits. The project has been considered as a Category B project. Thus, for this project were targeted three Bank safeguards policies namely the Bank OP/BP 4.01, OP/BP 4.09 and OP/BP 4.12. Each sub-project will require environmental screening/assessment before proceeds. As per Bank requirement, the borrower needs to consult project-affected groups and local nongovernmental organizations (NGOs) about the project's environmental aspects and takes their views into account. The consultation shall initiate as early as possible. Since this is Category B project, the implementing agencies will consult groups at least twice: (a) shortly after environmental screening and before the terms of reference for the site specific ESIA and ESMP are finalized; and (b) once a draft ESIA/ESMP report is prepared. MoZSkills project is expected to impose some impacts to the environment due to the subprojects funded under competitive grant for the improvement of education quality, improvement of practical activities done within laboratories, workshops for mechanical and industrial, as well as IT institutions: Environmental Issue Impact Vegetation and fauna  Loss of vegetation during the expansion of the agriculture land and grazing;  Water quality  Ground water contamination from Chemical and organic fertilizers and pesticides used to fields  Transfer of organic matter to surface water and groundwater  Hazards chemical residues and waste Soils and underground  Erosion resources  Contamination of Soil Air quality  Dust emission  NOx, SOx gases resulting from operation of fuel machines during construction Capacity Building  Increase knowledge for the students Chemical (lab and  Increase of cultivated agriculture/grazing land agrochemical products)  Increase of productivity of land use and management  Impacts on Occupational  Risk of accidents at worksite, study place Health and Safety  Increased dust and noise related problems and diseases Transmission of HIV and other communicable diseases  Increased risk of health problems: waste products and sewerage Impacts on Social  Improved quality of work and studies Relations and other Social  GVB Aspects  GRM For the above expected impacts mitigation measures and best practices within lab activities as well as workshop activities were proposed. These include the following measures:  Need for protective equipment for all students and teachers when in lab or other working area;  Management of waste from lab and correct disposal of them;  Regular dust control;  Good agriculture practices measure among other measures; v  Avoidance of water and soil contamination;  Establishment of an HIV / AIDS prevention education program;  Provide the first aid kit;  Establishment of a good system of communication; The selection of the MoZSkills students (project beneficiaries), and the teaching process at the HE and TVET institution may require the beneficiaries time to express their concerns and objections to minimize the risk of discrimination based on gender, socio-cultural norms, religious status, etc during the learning process. The procedure for channeling grievances shall be made simple and accessible to the beneficiaries or Project Affected People, and will be handled at the local level. The MoZSkills selected institutions at provincial level will designate a grievance focal point/officer to undertake the following: create and update a grievance database for the entire project, receive complains, classify it, and provide adequate/timeously responses to the PAP. This database shall be kept at ANEP HdQ and in line with beneficiary’s database. An independent team comprising local administration, HE and TVET selected institutions, project affected people or beneficiaries (including women), community leaders and NGOs will play key roles in establishing a grievance mechanism needed to solve problems and manage unforeseen issues, which may arise during the selection of beneficiaries and implementation process. An affordable and accessible procedure for beneficiaries/students/PAPs settlement of disputes arising from project, the GRM will consider the availability of community and traditional dispute settlement mechanisms and judicial resources. To prevent and mitigate GBV related attitudes among the school community the Ministry as approved the diploma number 36/19 of the 17 April that regulates measures and action to be taken in all TEVT institution in Mozambique and creates a committee to implement the Diploma. Therefore, this committee shall develop: (i) Gender Based Violence (GBV) codes of Conduct; and, (ii) an Action Plan to mitigate and respond to GBV within the project and the community. The successful implementation and monitoring of the environmental and social management framework relies on collaboration of different stakeholders and the Project Management Team. This is necessary because the implementation of the activities require inputs, expertise and resources from all the concerned parties working together. For the implementation of the project an institutional arrangement will be established. The project is targeting universities and professional and vocation institutes, therefore, institutional arrangement was made to facilitate the implementation for both target group. Two PIU will be established ANEP will be host the PIU for TVET, and the Ministry will host the PIU for the HE. From the institutional analysis done, the implementation agencies do not have any arrangement to deal with social environment issues. An Environmental and social expert need to be part of the M&E team. The main role of the expert will be to assist and monitor the implementation of the ESMF and RPF where is applicable and also to guide and facilitate the establishment of GRM system for GBV, or any other complain that arise from the implementation of the project. At the subproject level a focal point shall be identified to be the link between the projects PIU and the implementation at the ground as represented in the following picture: vi In several visited institutions, a gender focal point exists, therefore these focal points can expand their role to include environmental and safeguards aspects. The Env and Social expert shall provide training and assistance for them to be able to implement the procedures under the ESMF and to monitor all the contractor ESMP and ARAP if applicable. Tentative budget for the project includes the preparation of site specific safeguards instruments, environmental and social mitigation cost, sensitization and training cost and the cost of environmental monitoring and reporting. And it shall also include de cost for capacity building. During the consultation process the participants’ request that be included an amount for disposal of existing obsolete products within the target institution as well as to do a risk assessment when asbestos material is identified within the project institute. vii Estimated budget for ESMF implementation Costs (10^3 USD)/ Number of Activities to be funded under the ESMF Total ( 10^3 USD) subproject Subprojects Elaboration of EIAs and ESMP for the 6 12 72 subprojects Environmental and Social supervision works 4 5 20 Identification, assemble and removal of 5 12 60 obsolete products in all subprojects Implementation of good practices of mitigation 6 12 72 measures Institutional capacity building at each institution and training for the environmental 15 12 240 and GBV focal points Monitoring programme 6 12 72 GBV Service provider 10 12 120 RAPs/ARAPs design and implementation Lump sum 230 Grand Total 827.00 For the implementation of ESMF is estimate an amount of USD$827.000,00 which will be divided per targeted subprojects. For the budget calculation, it was assumed that the competitive grant will be available for 5 to 6 TVET institutions and same number for HE. viii SUMARIO EXECUTIVO O Governo da República de Moçambique está a preparar um projecto para apoiar o ensino superior (HE) e formação técnica e profissional (TVET), “MELHORIA DO DESENVOLVIMENTO DE COMPETÊNCIAS EM MOÇAMBIQUE”, PROJECTO MoZSkills. Este projecto visa melhorar o acesso e a qualidade do treinamento em áreas prioritárias relevantes para acelerar o crescimento económico, como transporte, energia, mineração, construção, agro-processamento e comunicações, em várias instituições de ensino técnico e superior a serem seleccionadas competitivamente. As instituições serão seleccionadas de forma competitiva, considerando as necessidades sectoriais e geográficas. As instituições serão encorajadas a desenvolver parcerias com o sector privado e beneficiar-se de seu apoio durante a preparação de propostas que visem acelerar os resultados e assegurar a propriedade das partes interessadas relevantes na fase de projecto. O projecto será implementado em todo o país nas instituições existentes, que serão seleccionadas em uma base direccionada, mas também competitiva. A selecção será feita entre as instituições existentes que fornecem treinamento em diversas áreas, como Agricultura, Manutenção Industrial, Transporte, TIC, Turismo e Hotelaria, Mineração, Construção. O ESMF garante que a gestão ambiental e social seja integrada ao ciclo de desenvolvimento de subprojectos individuais. O ESMF será preparado em conformidade com as salvaguardas ambientais do Banco Mundial, e com as políticas moçambicanas relevantes em avaliação ambiental. Para este projecto foram activada as seguintes políticas de salvaguardas ambientais: OP/BP 4.01, OP/BP 4.09, OP/BP4.12 O MoZSkills é um projecto que visa melhorar a qualidade do ensino superior e do ensino profissional e satisfazer os requisitos de procura. O projecto foi submetido pela MCTESTP e pela ANEP, este é composto por três componentes como segue:  Componente 1: Aumentar o acesso à qualidade da educação e formação em áreas seleccionadas da HE. Esta componente apoiará a melhoria da qualidade em HE em áreas estratégicas relevantes para o desenvolvimento económico futuro, com foco nas áreas STEM, incluindo mudanças climáticas e programas de treinamento para professores do ensino médio. A componente irá financiar intervenções numa base competitiva para as áreas STEM e numa base de desempenho para os programas de formação de professores;  Componente 2: Aumentar o acesso à qualidade da educação e treinamento em áreas seleccionadas da TVET. Esta componente abordará a escassez de habilidades técnicas especializadas, fortalecendo institutos emblemáticos de TVET seleccionados para o desenvolvimento de habilidades de alta qualidade nos sectores de manutenção industrial, agricultura e TIC e operacionalizando um Fundo Nacional de Treinamento que alavancará a contribuição do sector privado para o desenvolvimento de habilidades, jovens fora da escola e treinamento de funcionários;  Componente 3: Criar um ambiente político favorável e fortalecer a capacidade institucional para o ensino superior e a TVET. Esta componente fortalecerá a capacidade institucional de instituições reguladoras governamentais e instituições de TVET, no planeamento estratégico, gestão, garantia de qualidade, monitoria e avaliação, e desenvolvimento de EMIs e plataformas de e-learning para a melhoria contínua dos sectores de HE e TVET. O projecto apoiará substancialmente as reformas em curso nas instituições do ensino superior e técnico profissional nas componentes acima referidas. Este apoio é essencial para expandir os resultados alcançados pelas operações anteriores do Banco, bem como para introduzir formas ix inovadoras de abordar as principais mudanças políticas no sistema. Também é importante para garantir que a indústria seja incluída como parceiro-chave na discussão de novas intervenções que terão impacto na qualidade dos graduados. Assim, os investimentos propostos nos projectos serão tecnicamente sólidos, baseados nas melhores características dos programas anteriores e provavelmente mais sustentáveis. Portanto, do ponto de vista ambiental, a implementação das componentes e subcomponentes em termos gerais resultará em riscos ambientais e impactos decorrentes do projecto baixos, específicos do local, temporários e facilmente mitigáveis. As obras a serem executadas pelo projecto consistem principalmente em pequenas obras de reabilitação (reparação de parte ou de todas as infra- estruturas existentes) e requalificação das instalações existentes, não resultando em riscos de magnitude elevada cuja mitigação seja difícil. O objectivo do ESMF é (1) fornecer orientações técnicas e gestão do projecto MoZSkills, por meio da identificação das principais questões ambientais e sociais relacionadas ao projecto; (2) propor acções de mitigação potenciais impactos e preocupações e, (3) conceber oportunidades para melhorar os benefícios. O projecto foi considerado como um projecto da Categoria B. As políticas de salvaguardas ambientais (OP / BP 4.01). (OP/BP 4. 09) e OP/BP 4.12 foram accionadas. Cada subprojecto exigirá triagem / avaliação ambiental antes da sua implementação. De acordo com a exigência do Banco Mundial, o mutuário precisa consultar grupos afectados pelo projecto e organizações não- governamentais locais (ONGs) sobre os aspectos ambientais do projecto e levar em consideração seus pontos de vista. O mutuário inicia essas consultas o mais cedo possível. Como este é o projecto da Categoria B, o mutuário consultará os grupos pelo menos duas vezes: (a) logo após a triagem ambiental e antes que os termos de referência para a ESIA e o PGAS específicos do local sejam finalizados; e (b) uma vez que um rascunho do relatório ESIA/ ESMP seja preparado. Espera-se que o projecto MoZSkills imponha alguns impactos ao meio ambiente, devido aos subprojectos financiados por doações competitivas para melhoria da qualidade da educação, melhoria das actividades práticas realizadas em laboratórios, oficinas de mecânica e indústria, além de instituições de Tecnologia de Informação TI: Questões Ambientais Impacto Vegetação e fauna •Perda de vegetação durante a expansão da terra agrícola e pastagem • Perda de vegetação em um caso de estabelecimento de ES e expansão laboratorial para nova área (não esperada) Qualidade da água • Contaminação de água subterrânea por fertilizantes e pesticidas químicos e orgânicos usados nos campos • Transferência de matéria orgânica para águas superficiais e subterrâneas • Risco de resíduos químicos perigosos e resíduos sólidos e líquidos Solos e recursos subterrâneos • Erosão • Contaminação do Solo Qualidade do ar • Emissão de poeira • NOx, gases SOx resultantes da operação de máquinas de combustível durante a construção Capacitação • Aumentar o conhecimento para os alunos Uso e manejo químico • Aumento da agricultura / pastagem cultivada (laboratório e produtos agro- • Aumento da produtividade da terra químicos) Impactos na Saúde e Segurança • Risco de acidentes no local de trabalho, local de estudo Ocupacional • Aumento dos problemas e doenças relacionados com poeira e ruído Transmissão do HIV e outras doenças comunicáveis • Maior risco de problemas de saúde: resíduos e esgotos x Questões Ambientais Impacto Impactos nas Relações Sociais e • Melhoria na qualidade do trabalho e dos estudos outros Aspectos Sociais • GBV • GRM Para os impactos acima esperados, foram propostas medidas de mitigação e melhores práticas dentro das actividades de laboratório, bem como actividades de oficina. Estas incluem as seguintes medidas: • Necessidade de equipamento de protecção para todos os alunos e professores quando em laboratório ou outra área de trabalho; • Gestão de resíduos do laboratório e eliminação correta dos mesmos; • Controlo regular de poeiras; • Boas práticas agrícolas, entre outras medidas; • Evitar a contaminação da água e do solo; • Estabelecimento de um programa de educação em prevenção do HIV / SIDA; • Fornecer o kit de primeiros socorros; • Estabelecimento de um bom sistema de comunicação; A selecção dos alunos do MoZSkills (beneficiários do projecto) e o processo de ensino na instituição HE e TVET podem exigir que os beneficiários expressem suas preocupações e objecções para minimizar o risco de discriminação com base no género, normas socioculturais, religião, etc durante o processo de aprendizagem. O procedimento para canalizar reclamações deve ser simples e acessível aos beneficiários ou as Pessoas Afectadas pelo Projecto (PAP), e será tratado ao nível local. As instituições seleccionadas da MoZSkills a nível provincial designarão um ponto focal / oficial de reclamações com as seguintes tarefas: criar e actualizar uma base de reclamações para todo o projecto, receber reclamações, classificá-la e fornecer respostas adequadas/ temporárias ao PAP. Esta base de dados deve ser mantida na instituição e uma cópia na sede da ANEP. Uma equipe independente, composta por administração local, instituições seleccionadas de HE e TVET, pessoas afectadas pelo projecto ou beneficiários (incluindo mulheres), líderes comunitários e ONGs, desempenhará papéis importantes no estabelecimento de um mecanismo de queixas necessário para resolver e gerir problemas imprevistos, que podem surgir durante o processo de selecção de beneficiários e processo de implementação. O GRM Como um procedimento acessível para a resolução de reclamações dos beneficiários / estudantes / PAPs, considerará a disponibilidade de mecanismos tradicionais e comunitários de resolução de controvérsias e recursos judiciais. Para prevenir e mitigar as atitudes relacionadas à VBG entre a comunidade escolar, o Ministério aprovou o número de diploma 36/19 de 17 de Abril que regula medidas e acções a serem tomadas em todas as instituições da TEVT em Moçambique e cria um comité para implementar o Diploma. Portanto, esse comité deve desenvolver: (i) códigos de conduta da violência baseada no gênero (GBV); e (ii) um Plano de Acção para mitigar e responder à GBV dentro do projecto e da comunidade. A implementação e o monitoramento bem-sucedidos da estrutura de gestão ambiental e social dependem da colaboração de diferentes partes interessadas e da equipa de gestão de projectos. Isso é necessário porque a implementação das actividades requer insumos, conhecimentos e recursos de todas as partes envolvidas trabalhando juntas. Para a implementação do projecto, será estabelecido um arranjo institucional. O projecto tem como alvo universidades e institutos profissionais e de vocação, portanto, um arranjo institucional foi feito xi para facilitar a implementação para ambos os grupos-alvo. Dois PIU serão estabelecidos na ANEP sediará a PIU para TVET, e o Ministério hospedará o PIU para o HE. A partir da análise institucional realizada, as agências de implementação não têm nenhum arranjo para lidar com questões do ambiente e social. Um especialista em meio ambiente e social precisa fazer parte da equipe de M&A. O principal papel do especialista será auxiliar e monitorar a implementação do ESMF e RPF, quando aplicável, e também orientar e facilitar o estabelecimento do sistema GRM para GBV, ou qualquer outra reclamação que surgir da implementação do projeto. No nível do subprojeto, um ponto focal deve ser identificado como o elo entre a PIU do projeto e a implementação, como representado na figura a seguir: Em várias instituições visitadas, existe um ponto focal de género; portanto, esses pontos focais podem expandir seu papel para incluir aspectos ambientais e de salvaguardas. O especialista em Ambiental e Social deve fornecer treinamento e assistência para que eles possam implementar os procedimentos no âmbito do ESMF e monitorar todo o contratado ESMP e ARAP, se aplicável. O orçamento provisório para o projecto inclui a preparação de instrumentos de salvaguarda específicos do local, custo de mitigação ambiental e social, custo de sensibilização e treinamento e o custo de monitoramento e elaboração de relatórios ambientais. E também deve incluir o custo de capacitação. Durante o processo de consulta, os participantes solicitam que seja incluído um valor para descarte de produtos obsoletos existentes na instituição de destino, bem como para fazer uma avaliação de risco quando o material de amianto for identificado no instituto do projecto. xii Orçamento estimado para a implementação das actividades no âmbito do ESMF. Actividades a serem financiadas no âmbito do ESMF Custo ( 10^3 USD)/ Número de Actividades a serem financiadas sob o ESMF Total ( 10^3 USD) subprojectos Subprojectos Elaboração de EIAs e ESMP para os subprojectos 6 12 72 Supervisão ambiental e social de obras 4 5 20 Identificação, montagem e remoção de produtos obsoletos em todos os subprojectos 5 12 60 Implementação de boas práticas de medidas de 6 12 72 mitigação Capacitação institucional em cada instituição e treinamento para os pontos focais ambientais e 15 12 240 GBV Programa de monitoramento 6 12 72 Fornecedor de serviços GBV 10 12 120 Desenho e implementação de PAR/PAR-A Montante fixo 231 Total geral 827.00 xiii LIST OF ABBREVIATIONS AND ACCRONYMS ACM Asbestos Containing Material ANEP National Authority for Professional Education DPTADER Provincial Directorates of Land, Environment and Rural Development EA Environmental Assessment EHSG Environment, Health and Safety Guidelines EIA Environmental Impact Assessment ESIA Environmental and Social Impact Assessment ESMF Environmental and Social Management Framework ESSF Environmental and Social Screening Form ESMP Environmental and Social Management Plan GBV Gender Based Violence GoM Government of Mozambique GRM Grievance Redress Mechanism HEST Higher Education Science and Technology Project IDA International Development Association IFC International Finance Corporation STI Sexual Transmission Disease MCTESTP Ministry of Science and Technology Higher and Technical and Professional Education M&E Monitoring and Evaluation MITADER Ministry of Land, Environment and Rural Development MCA Materials Containing Asbestos NGOs Non-Governmental Organizations PIU Project Implementation Unit POs Political Operations PPP Public and Private Partnership OHS Occupational Health and Safety RAP Resettlement Action Plan TTL Task Team Leader ToR Terms of Reference TVET Technical and Vocational Education and Training WB World Bank xiv 1. INTRODUCTION 1.1 Context The Government of the Republic of Mozambique is preparing a project support higher education (HE) and technical vocational and training education (TVET), “IMPROVEMENT OF SKILLS DEVELOPMENT IN MOZAMBIQUE”, MoZSkills PROJECT. This Project seeks to improve access to and quality of training in priority areas relevant for accelerating economic growth such as transport, energy, mining, construction, agro-processing and communications, across a number of technical and higher education institutions to be selected competitively. Institutions will be selected competitively considering sectorial and geographical needs. Institutions will be encouraged to develop partnerships with the private sector and benefit from their support during preparation of proposals aiming to fast track results and ensure ownership of relevant stakeholders at design stage. The project is going to be implemented throughout the country in existing institutions, which will be selected in a targeted but also competitive basis. The selection will be done among existing institutions providing training in several areas such as Agriculture, Industrial Maintenance, Transport, ICT, Tourism and Hospitaltiy, Mining, Construction. The ESMF ensure that environmental and social management is integrated into the development cycle of individual sub-projects. The ESMF also is intended to serve as a practical tool to guide identification and mitigation of potential environmental and social impacts of proposed investments. Furthermore, can serve as a platform for consultations with stakeholders and potential project beneficiaries. The ESMF will be prepared in compliance with the Bank’s OP 4.01 and relevant Mozambican policies on environmental assessment. The ESMF is the appropriate document which sets out guidelines and procedures for assessing potential environmental and social impacts of specific MoZSkills specific projects and can be used in any region of Mozambique. These procedures and guidelines will help the implementing agencies in screening sub-projects’ eligibility; determining their environmental and social impacts. Furthermore, identifying appropriate mitigation measures to be incorporated into the sub-project; and specifying institutional responsibilities for implementing preventive, mitigation and compensation measures, and monitoring and evaluation. 1.2 Project description MoZSkills is a project aim to increase the opportunities for Mozambicans to access quality education and training at TVET and HE levels in priority areas. The project will be will be a national wide and has been submitted by Ministry of Science and Technology Higher and Technical and Professional Education, no specific location is yet defined. The Project Implementation Unity have been established at ANEP (for TVET) and the Ministry (for HE). The project is comprised by three components subdivided into sub component as follow: Component 1: Increase access to quality of education and training in selected areas of HE with the following sub-components:  Sub-component 1.1: Competitive Fund for the improvement of HE Programs in Strategic Areas  Sub-component 1.2: Improvement of HE Programs related to teacher training  Sub-component 1.3: Strengthening STEM Teaching and Research Skills to Enhance Capacity for Quality HE  Sub-component 1.4: Strengthening STEM Research and Innovation Capacity through the Regional Scholarship and Innovation Fund. 15 Component 2: Increase access to quality of education and training in selected areas of TVET with the following sub-components:  Sub-component 2.1: Strengthening selected TVET flagship Institutes  Sub-component 2.2: Support the development of Competency Based Qualifications and Training System  Sub-component 2.3: Support the National Training Fund. Component 3: Create a conducive policy environment and strengthen institutional capacity for higher education and TVET with the following sub-components:  Subcomponent 3.1: Strengthen planning capacity and decision-making at the central and institutional levels;  Subcomponent 3.2: Improve quality assurance mechanisms;  Subcomponent 3.3: Digitalizing the HE and TVET management and information systems by improving and expanding EMIS and MoReNet;  Subcomponent 3.4: Improving access and retention of women in TVET and HE. This sub- component will include activities that support safe and inclusive strategies for women’s participation in higher education.  Under component 1, the Competitive Fund through the institutional and specific improvement plans may generate few localized impacts when providing materials, equipment, or rehabilitating laboratories. Likewise, under component 2 the project will support six TVET institutes that have been nominated as flagship institutes to be transformed and dramatically increase the total student enrollment in both long-term programs and short-term professional courses. Under this component rehabilitation and requalification activities will be done. These improvements of infrastructure are likely to result in social and environmental stem minimal environmental impact through the provision of key training equipment and facilities to strengthen TVET Institutes related to industrial maintenance, agriculture, and ICT sectors. Component 3 will be provided to HEIs and TVET institutions to improve their service delivery, strategic planning, management, quality assurance, monitoring and evaluation and fiduciary performance causing no adverse impact. MoZSkills project will substantial support HE and TVET ongoing reforms under project components above. This support is essential for expanding the results achieved by previous Bank operations as wells as to introducing innovative ways of approaching key policy changes in the system. It is also important for ensuring that industry is included as key partners in the discussion of new interventions that will impact on the quality of graduates. Thus, the proposed investments in the HE and TVET are technically sound, based on the best features of previous programs and are likely to be sustained. Based on the PAD the project activities will provide key training equipment and facilities, which might require rehabilitation of existing TVET/HEST facilities (buildings, laboratories, etc.) or requalification of existing facilities, thus resulting in (i) temporary or permanent land acquisition and (ii) land use change. For the project the following definition for will be used: (i) rehabilitation is defined improvement of the existing facilities without changing existing layout of the institution. Under this category activities such as paint, door, windows flooring and ceiling, drainage substitution or repair will be done; (ii) requalification: change of purpose which may involve rehabilitation (repair works) and requalification (improvements) of existing infrastructures Therefore, from the environmental point of 16 view the implementation of the components and subcomponents in general terms will result the environmental risks and impacts that are minor, site specific, temporary and easily manageable. The civil works within the project will mainly consist of rehabilitation (repair of part or all of existing infrastructures) and requalification1 of existing facilities. The provisioning of laboratory materials and equipment to these rehabilitated or requalified facilities, particularly the six TVET institutes, that are related to industrial maintenance, agriculture, and ICT sectors may generated few adverse impacts. The greatest environmental risks are expected to stem from the provisioning of agricultural materials and equipment which may involve the acquisition and use of small quantities of chemicals (fertilizers, pesticides and acaricides) to train students in crop and livestock pest control. Misuse of pesticides can cause immediate and long-term harmful effects to human health or killing of non-targeted organisms as well as environment pollution. The implementation of the project will be comprised by two phases’ requalification and operation. Under the requalification phase is expected that the beneficiary institutions undertake rehabilitation of workshop and laboratories to upgrade them to accommodate any new equipment that do not fit into the existing facilities or labs to meet the requirements for flagship institution. Therefore, some impacts on the environment may occur due to the activities done at this phase. Under operation phase the use of laboratories and workshop will result in use of products that may also damage the environment if measures are not taken. The expected impacts for both phases, either form rehabilitation and requalification or supply and use of material and equipment, will have effects on soil, air, water, ecosystems (for agriculture and forestry subprojects) and from the socio economic perspective impacts may be on community’s, health and Safety, learning process and capacity building. To avoid and minimize environmental and social impacts during the implementation of the project, the present Environmental and Social Management Framework was developed. 1.3 Objectives of ESMF The ESMF intends to (1) provide technical and managerial inputs and guidance into the design of MoZSkills project, through identification of key environmental and social issues related to the project; (2) mitigate potential impacts and concerns and, (3) devise opportunities to enhance benefits. The framework integrates in a stepwise approach the most important environmental and social considerations into all stages of project, namely, preparation, implementation, monitoring and operation. Based on both, ESMF elaboration ToR and discussions ANEP/MST/WB, the key issues to be addressed in the ESMF were:  Review GoM existing policies, regulations, operational guidelines and institutional arrangements to address and mitigate environmental and social impacts of the MoZSkills project;  Assess the compatibility of the core principles of GoM policies with policies of the donor agencies, identify gaps, and present recommendations for addressing the gaps;  Describe the tools and procedural steps to assess the environmental and social issues for project-related activities, and describe stepwise the corresponding management requirements in the entire project cycle; 1 Change of purpose which may involve rehabilitation or refurbishment of existing infrastructures 17  Prepare a screening and consultation framework for environmental and social assessment of the proposed sub-projects;  Prepare an exemplary matrix of mitigation measures to manage the identified impacts. Identify practical, feasible, credible and cost effective measures to offset or to reduce adverse environmental and social impacts to acceptable level, and ways to enhance positive impacts.  Where applicable, also address secondary, induced and cumulative impacts that may be associated with the forthcoming MoZSkills activities;  Make specific reference to the public consultation process and the consultation framework, describing adequate participatory mechanisms particularly with respect to local employment, gender issues, empowerment and local control instruments. 18 2. LESSONS LEARNED The implementation of the Higher Education Science and Technology (HEST) project which among others supported improvements in institutional development and system governance; competitive funding to improve teaching, learning and research; and scholarships to raise the quality of human resources in the HEI and research institutions had followed compliance with the recommendations included in the ESMF prepared for the project. It was agreed that the project will consider the ESMF of the previous project. To speed up the implementation of the safeguards instruments it was decided that Project Coordination Units be the same, as they had many years of experience with the World Bank projects and are familiar with World Bank safeguards policies implementation and supervision. This facilitated the implementation of the ESMF of the HEST project in the ground. Additionally, a technical capacity building program was carried out to a variety of stakeholders (PIUs, Contractors, MITADER and Local Administration) aiming at improving the understanding of World Bank Safeguards policies as well as their implementation. The results of the recommendations acquired through a series of 3 regional workshops (south, center and north) held between were visible on the ground. During TVET supervision mission carried out the team was pleased by the level of competency in applying safeguards instruments demonstrated by all stakeholders. The series of workshops were also used to update the Environmental and Social Clauses (ESC) included in the leaflet for contractors’ contracts. For this new project, it will be recommendable that the knowledge acquired in the previous project be used to speed up the ESMF implementation and capacity building be designed for the new team within the learning institution that will be selected. DPTADER will be responsible for the initial screening process for the MoZSkills sub-projects. 19 3. LEGAL FRAMEWORK 3.1 National Legislation The following legislation will inform the MoZSkills: Relevant Legislative Description Environmental Act no. 20/97, The act requires that all public and private activities with the potential to influence the October 1 was approved, environment must be preceded by an EIA in order to identify and mitigate possible impacts resulting from the project, a process that culminates with the environmental licensing. The Act defines the EIA process as a tool for environmental management and supports the GoM in taking decisions regarding the allocation of environmental permit for project development (Article 15). The Decree 54/2015 of Decree Environmental Impact Assessment for the Environmental Impacts Assessment December 31st, (EIA) approved by Decree 54/2015 and also a set of accompanying regulations. The regulations are in line with the world’s environmental and social management best practices, including World Bank recommendations and procedures. which was enacted on the 1st of April 2016 has introduced a new category, which is A+ followed by a simple Category A. Ministerial Diploma no. All environmental process shall be subject to the public consultation process before 130/2006, of 19 July (General the environmental license be issued. Directive for Public Participation Process) The Education Sector The ESSP II strategy is designed to support the three key objectives of the Strategic Plan II Government’s overall economic and social development policy: (i) Reducing absolute poverty; (ii) Ensuring justice and gender equity; and (iii) Fighting the spread of HIV/AIDS and mitigating its impact. ESSP II supports PARPA through strategic interventions in the education system. Regulations on the Mozambique’s Regulations on the Resettlement Process resulting from Economic Resettlement Process Activities were passed in 2012. The regulations consist of 28 articles which basically resulting from Economic formulate the procedures for any resettlement process in Mozambique, and especially Activities- Decree 31/2012 articulate the assistance required from government during a resettlement process. Ministerial Decree n.º This Decree takes important measures attempting to fill the at the time existing gap in 181/2010 the calculation of compensation amounts. Nonetheless, this Order does have its limitations, namely not mentioning the “updating the prices” and also does not make reference to infrastructures built based on precarious materials (local), which are normally the most affected when the resettlement is also associated to a bad land use planning. Decreto n.º 13/2006, de 15 Regulation of Waste Management. It prescribes the mechanism to managed the solid de Junho waste and how to disposal it. Diploma Ministerial 36/19 of On combat of corruption and sexual harassment within public and private professional 17 of April education institution. The main objective of the regulation is to prevent such behavior among the School community. Under this regulation is proposed the establishment of a Committee on Sexual harassment, corruption The Screening process starts at local level and is done by the Provincial Directorates of Land, Environment and Rural Development (DPTADER) based on the category given the responsibility of for the projects Category A and A+ is under MITADER and Category B and C (exemptions) are in the domain of the provinces (local government). Therefore, MoZSkills subprojects the environmental process decision will be taken at provincial level. 20 . The Scoping Exercise, ESIA and the Environmental and Social Management Plan (ESMP) are components of importance in any Safeguards Assessment process. Scoping primarily explores fundamental issues and identifies any potentially significant positive and negative environmental (and social) impacts associated with the proposed development, helping to determine the scope of the Environmental and Social Impacts Assessment. Figure 1: ESIA process in Mozambique The project apart of institutional reforms is expected to carry out an upgrade work for laboratories and workshop for industrial, automobile and construction specialties. Therefore, it has been considered as a Category B project by the World Bank screening process meaning that project activities will impose environmental and socio economic impacts that are easily mitigated. However, when the screening process has to be done for each sub project of the MoZSkills may be at category C. 21 MoZSkills project will be implemented at school environment, where normally there is more male than women, it is expected that some Gender Based Violence occur. Aware of this potential problem the MCTESTP approved the Ministerial diploma number 36/19 of 17 of April to combat of corruption and sexual harassment within the TEVT and HE institutions and creates mechanism to be in place to fight against it. 3.2 World Bank Safeguards Policies The operations of World Bank are guided by a comprehensive set of policies and procedures, taking into account the Bank’s core development objectives and goals, the instrument for pursuing them, and specific requirements for Bank financed operations. The core of this guidance lies in the Operational Policies (OPs) which are short, focused statements that follow from the Bank’s Articles of Agreement, its general conditions and from policies specifically approved by the Board. Within the overall set of Operational Policies, the Bank has identified ten key policies that are critical to ensuring that potentially adverse environmental and social consequences are identified, minimized and mitigated. These ten policies are known as the “Environmental and Social Safeguard Policies”. Safeguard policies are mechanisms for integration of environmental and social issues into decision making. It supports participatory approaches and transparency. They provide a set of specialized tools to support development processes as follows. If any investment is likely to have significant adverse environmental impacts that are sensitive, diverse or unprecedented (Category A), the ESIA will be more stringent than if the investment has impacts which are less adverse, site-specific, mostly reversible and where adequate mitigation measures can be designed (Category B). For investments with multiple sub-projects, this screening is often done in the form of a checklist of potential impacts (Annex 1 – Part D) included in standard Environmental and Social Management Frameworks (ESMFs). Table 1: World Bank triggered safeguards policies Safeguard Triggered Justification policy 1 OP4.01: Yes The policy is triggered due to the physical interventions that will be Environmental implemented during rehabilitation of laboratories, workshop and also Assessment during the operation. The project is not expected to result in significant, negative or irreversible impacts. Due to the nature of interventions, some sub-projects could result in temporary, site-specific adverse environmental impacts. The ESMF includes methodology to apply an environmental and social screening process that will guide in determining the potential environmental and social impacts of sub-projects and in the application of appropriate mitigation measures. Site-specific ESMPs will be prepared for each sub-project prior to construction during project implementation. 2 OP 4.04: No The policy is not triggered as the project will not interfere with conservation Natural areas and high ecological hot spots in any case. Habitats 3 OP 4.09: Pest Yes The project will support activities under the Component 2.1 which may Management provide support to Agricultural TVET institutions that could work with or involve the use of small quantities of agro-chemicals (fertilizers, pesticides and acaricides), therefore this policy is triggered and the ESMF includes pest management approaches. Moreover, a simple Pest Management Plan has been developed and included in the ESMF. 4 OP 4.11 No Component 1 and 2 will not finance construction (building of infrastructures in a new and undeveloped area) thus no excavation and earth movements in new areas are expected. Therefore, none of the related investments will 22 Safeguard Triggered Justification policy affect Physical and Cultural Resources, so this policy is not triggered. 5 Involuntary Yes This policy is triggered, as preventive measures, if in any case A minor and Resettlement temporary land acquisition may be necessary for agriculture and livestock OP 4.12: institution activities. A Resettlement Framework policy done for MoZSkills is dealing with it more deeply. 6 OP4.10: No The policy is not triggered as indigenous people defined in the policy are Indigenous not present in project areas. People 7 OP4.36: No The Policy is not triggered. No forested area will be affected Forestry 8 OP4.37: Safety No The policy is not triggered as SFD IV projects under IDA financing will not of Dams include construction of dams as defined in the policy 9 OP7.50: No The policy is not triggered as the project will not undertake any activities in Projects on the catchment areas of international waterways and shared aquifers. International Waterways 10 OP7.60: No The policy is not triggered as project activities will not be implemented in Projects in any disputed areas. Disputed Areas The Bank Safeguard Policies integrates environmental and social analysis into project preparation, including project selection, siting, and design decisions. In most cases, this analysis should form part of the overall feasibility study. This facilitates incorporation of the findings into selection of sites and technology, designs and implementation plans. The safeguards review begins with screening at the time of project identification. Scoping and preparation of the Safeguards Instruments occur in tandem with or as integral parts of the pre-feasibility and feasibility studies. Screening An essential part of screening is to identify which aspects of a project are not environmentally or socially significant and which therefore can prudently be dropped from further consideration. Screening is carried out at the time of identification. Projects are assigned to one of four categories on the basis of the nature, magnitude and sensitivity of the environmental. The MoZSkills is classified as environmental Category B according to the Bank’s OP 4.01. The project is expected to have positive environmental and social impacts, with relatively minor and localized negative impacts. Afteranalyzingthedatacontainedintheenvironmentalandsocialscreeningformandafterhavingidentified therightenvironmentalcategoryandthusthescopeoftheenvironmentalworkrequired,theM&E willmakearecommendationtoestablishwhether:(a)noenvironmentalworkwillberequired;(b)theimple mentationofsimplemitigationmeasureswillbeenough; or (c)a separate environmental impact assessment EIA will be carried out and an Environmental and Social Management Plan (ESMP) done. The process has to be on the public domain thought the consultation process and disclosure. Impact assessment will be done based on the general Environmental Health and Safety Guideline of the WB, April 2007 and other environmental procedures for specific area (crop production and diary) and the Asbestos Best Practice Management Guide in case that the targeted institution has Asbestos Containing Material (ACM). Due to its focus on improving quality of training provided to professional of technical, vocational and university students several areas such as Agriculture, Industrial Maintenance, Transport, ICT, Tourism and Hospitality, Mining, Construction the project triggered 3 of the 10 World Bank Operational Safeguards Policies. 23 The ESMF has been developed to ensure environmental and social due diligence for sub-projects. Based on this, the table below identifies and justifies the Bank safeguard policies that will be triggered by the MoZSkills. Environmental Assessment (OP/BP 4.01) The World Bank’s environmental assessment operational policy requires that all proposed Bank - funded programs/projects, no matter the source of funding be screened for potential environmental and social impacts. The policy is triggered if a project is likely to have any adverse environmental and social risks and impacts in its area of influence. Similarly, each proposed sub-project activity is required to undergo the same social and environmental screening process to qualify for funding. This is done through the systematic use of the Environmental and Social Screening Form (ESSF). Under OP/BP 4.01, the Bank classifies proposed sub-projects into one of four categories, depending on the type, location, sensitivity, and scale of the project and the nature and magnitude of their potential environmental and social impacts:  Category A: This is the Category for programs/projects likely to have significant adverse environmental and social impacts that are sensitive, diverse, or unprecedented. These impacts may affect an area broader than the sites or facilities subject to physical works. Environmental and Social Impact Assessment (ESIA) for a Category A project examines the project's potential negative and positive environmental and social impacts, compares them with those of feasible alternatives (including the “without project” situation), and recommends any measures needed to prevent, minimize, mitigate or compensate for adverse impacts and improve environmental and social performance. For a Category A project, the borrower is responsible for preparing safeguards documents, normally either an Environmental and Social Management Framework (ESMF) when the physical footprint of a project is unknown by appraisal, or an Environmental and Social Impact Assessment (ESIA with an Environmental and Social Management Plan (ESMP), or an Environmental Audit/Risk Assessment whenever the physical footprint of a project activity is known prior to appraisal. It should be noted that if a proposed sub-project under MoZSkills is subsequently screened as Environment Category A under OP4.01, this category is not expected to be assigned for any of the subprojects under the MoZSkills.  Category B: Is for programs/projects with potential adverse environmental and social impacts on human populations or environmentally and socially important areas, including wetlands; forests, grasslands, and other natural habitats. Impacts under Category B are less adverse and more easily mitigatable than those of Category “A” projects. These impacts are sites specific and easier to deal with; few if any of them are irreversible; and in most cases, appropriate mitigation measures can be readily designed. The scope of ESIA for a category “B” project may vary from project to project, but it is narrower than that of a category “A” ESIA. Like Category A ESIAs, it examines the project's potential negative and positive environmental and social impacts and recommends any measures needed to prevent, minimize, mitigate or compensate for adverse impacts while improving the project environmental and social performance. For simple Category B projects with very limited/low social and environmental impacts the preparation of Environmental and Social Management Plan (ESMP) that builds upon an ESMF might be sufficient. Some fewer sub-projects considered for MoZSkills financing are expected to screen as Category B under OP4.01.  Category C: Is for programs/projects likely to have minimal or no adverse environmental and social impacts. Beyond screening, no further ESMF/ESIA or ESMP or RPF/RAP action is required for a Category “C” project. Nonetheless, being a category C project doesn’t 24 necessarily prevent a project from ensuring adequate monitoring of both environmental and social aspects of projects that are beyond safeguards. Almost all subprojects of the MoZSkills will be under this category. The Mozambican regulation on the environmental evaluation under the new decree 54/15 is in line with the screening process of the World Bank Safeguard for environmental assessment. World Bank has identified four categories. The newly approved regulation for ESIA in Mozambique has four categories, category A, has been divided into two (A+ and A) and both requires a full ESIA due to the impacts that the project may cause to the environment, B and C. The difference between the A+ and A is on evaluation process due to the magnitude and significance of the A+ project. MoZSkills has been categorized under B from the World Bank considering that is expected minor activities that may impose negative impacts to the environment. From the Mozambican legislation is expected also that the sub projects will fall either under Category B or C. Pest Management (OP 4.09) Any World Bank financed project that stimulates the use of pesticides will need to prepare and disclose prior to project appraisal an Integrated Pest Management Plan (IPMP). Additionally, the procurement of any pesticide in a Bank-financed project is contingent on an assessment of the nature and degree of associated risks, considering the proposed use and the intended users. With respect to the classification of pesticides and their specific formulations, the Bank refers to the World Health Organization’s Recommended Classification of Pesticides by Hazard and Guidelines to Classification (Geneva: WHO 1994-95). The following criteria apply to the selection and use of pesticides in Bank-financed projects: a. They must have negligible adverse human health effects; b. They must be shown to be effective against the target species; c. They must have minimal effect on non-target species and the natural environment. The methods, timing, and frequency of pesticide application are aimed at minimizing damage to natural enemies; and d. Their use must consider the need to prevent the development of resistance in pests. The proposed project triggered the OP 4.09 the World Bank Safeguard Policy on Pest Management, as a preventive measure because the project activities does not intend to import pesticides. However, improvement on an agriculture flagship institution will applied pest control measures for animals and crops, which in some case may include pesticides and drugs for tick control. Involuntary Resettlement (OP/BP 4.12) The targeted institution is in urban and peri urban areas, with most of natural environment changed due to city encroachment and development of slum areas into the peri urban area. This situation may contribute to a need to expropriate land that previously belong to the education institution for example the Agricultural and forest Institutes. Land acquisition under the project may be necessary acquire additional land cropping and establishment of experimental fields or to establish forest experiments. The need of land will be identified during sub-project screening that under the World Bank Safeguard Policy (OP/BP 4.12 - “Involuntary Resettlement”) might require resettlement or compensation. This operational policy will be well dealt in the Resettlement Framework policy. 25 3.2.1 Environmental, Health and Safety Guidelines The World Bank Group Environmental, Health and Safety Guidelines (EHS Guidelines) are technical reference documents with general and industry-specific examples of good international industry practice. Therefore, this ESMF not only seeks to ensure the compliance with national environmental and social requirements and World Bank’s Safeguards Policies, but also seeks to ensure compliance with these general and specific EHS Guidelines2. The General Environmental, Health and Safety (EHS) Guidelines contain information on cross-cutting environmental, health, and safety issues potentially applicable to all industry sectors. However, despite being mainly related to industrial activities or those involving modern sophisticated technology (civil works, construction of (big) infrastructure). The project ESMF will adopt part of the General EHS Guidelines as appropriate and expand it in the subprojects ESMPs, i.e. the recommendations on waste management should be taken into account. Likewise, despite that the World Bank’s industry specific guidelines are not fully applicable since no industry related activities are foreseen under the project, there are recommendations from Agribusiness/Food Production Sector Guidelines (e.g. Mammalian Livestock Production; Perennial Crop Production; Annual Crop Production, Poultry Production) that need to be considered and expanded in the specific ESMPs. Below the relevant General and Specific EHS guidelines are briefly described:  General Environmental, Health and Safety- provides general approach to the management of EHS issues in an organized and hierarchical manner. Moreover, it establishes minimum thresholds for pollutant emissions or discharges.  Mammalian Livestock Production - includes information relevant to cattle ranching and farming, dairy farming, and hog and pig farming. Sheep and goat farming operations, while not explicitly discussed, are similar to the operations included in this document, and the recommendations presented here are also generally applicable.  Perennial Crop Production - includes information relevant to large-scale plantation crops and out grower systems and focuses on the primary production and harvesting through farming and plantation forestry of major multi-year food, fiber, energy, ornamental, and pharmaceutical crops, located in both temperate and tropical regions.  Annual Crop Production- include information relevant to large-scale, commercial production of the main annual crops, including cereals, pulses, roots and tubers, oil-bearing crops, fiber crops, vegetables, and fodder crops in temperate, subtropical, and tropical regions. Poultry Production – include information relevant to intensive poultry. 3.3 Gap assessment and comparison of legislation between Mozambique and WB requirements The development of the Mozambican legislation on environment management is much in line with the World Bank environmental policies. Minor gaps can be encountered between the Mozambican and World Bank as developed new requirement on the Gender Based Violence (GBV) and Child Abuse/Exploitation (CAE) as well as labor influx specifically for any project funded by the Bank, while 2 https://www.ifc.org/wps/wcm/connect/Topics_Ext_Content/IFC_External_Corporate_Site/Sustainability-At- IFC/Policies-Standards/EHS-Guidelines 26 Mozambique legislation is more general for all sectors. The Education sector is developing the specific legislation to prevent Gender Based Violence among the school community this legal framework is in line with the approved law on domestic Violence. The Bank has the ESMF tools to category the project, while the Mozambican legislation the categorization will be given on the basis of the screening process that will be done for each sub- project. In that case the categorization may differ from the process of the World Bank. Capacity of Environmental unity at the implementing agencies of the MoZSkills project to address environmental and social aspects is limited. None of these institution has a formal environmental unity or in the selected provinces. For the implementation of the MoZSkills will be necessary to include additional amount to cover costs of the implementation of this ESMF, which will be turned into ESIA and ESMP for each sub-projects. To meet project requirements on environmental and social aspects at each sub-project additional human resources may have to be hired under the project. 27 4. ENVIRONMENTAL AND SOCIAL BASELINE 4.1 Biophysical environment Climate Mozambique climate is classified as a tropical to sub-tropical, with coastal temperatures high for much of the year while the interior is warm to mild, even in the cooler, dry season from April to September. In the south the hot, humid rainy season is from December to March, farther north this period lengthens by a few weeks. Coastal northern Mozambique climate is occasionally affected by tropical cyclones. It is usually sunny throughout the year.Annual precipitation varies from 500 to 900 mm (19.7 to 35.4 in) depending on the region with an average of 590 mm (23.2 in). Cyclones are also common during the wet season. Average temperature ranges in Maputo are from 13 to 24 °C (55.4 to 75.2 °F) in July to 22 to 31 °C (71.6 to 87.8 °F) in February. Soil Africa’s ancient basement complex of granite rock underlies most of northern and west-central Mozambique, whereas the soils of the southern and east-central regions are sedimentary. Mozambique’s soils are diverse in quality and type, but the northern and central provinces have generally more fertile, water-retentive soils than does the south, where sandy, infertile soils prevail. The northern soils, whose qualities allow agricultural potential to extend beyond the river valleys, have a higher content of red clay, with a varying range of fertility. In contrast, the central region has a broad expanse of rich alluvial soils along the Zambezi delta. South of Beira, fertility is largely limited to alluvial soils in the valleys of the Save, Limpopo, Incomáti, Umbelúzi, and Maputo rivers, although several pockets of fertile but heavy soil occur southwest of Inhambane. Hydrology Mozambique is relatively well endowed with water; the country has 104 identified river basins that drain the central African highland plateau into the Indian Ocean. The majority of the rivers have a highly seasonal flow regime, with high waters during 3-4 months and low flows for the remainder of the year. Out of the 104 identified river basins, 13 are main basins namely, Umbeluzi Incomati, Limpopo, Save, Buzi, Púngoè, Zambeze, Licungo, Ligonha, Lúrio, Messalo and Rovuma. The supply of water for the river basins located in the southern part of the country are heavily dependent on the basins of international rivers. Besides water that flows in different rivers, the country has two main lakes: Lake Niassa and Lake Chirua. The two lakes are shared with Malawi. (NEPAD, download on 20 of May 2019) Vegetation The extent andlocation alongthe coastand downstreamof majorriver basins, givesthe country adiversity ofagro-ecological conditions which involves terrestrial, marineand aquatic, biodiversity, uniquein the southern Africanregion. Indeed,Mozambiqueis characterized bya variety of terrestrial, marine and freshwater ecosystems, whichcontain agreat diversity of species(flora and in Mozambique the main broad vegetation type, based on structure, is savannah woodland. The most common woodland type is “miombo” covering much ofNiassa, Cabo Delgado, Nampula, Zambézia, Sofala, Manica and Inhambane provinces. There are several different types of miombo determined by variations in rainfall and soils. The second most extensive woodland is “mopane” woodland occurring in the Limpopo - Save area and in the mid-Zambezi Valley. Together these two types of woodland cover approximately 70% of Mozambique. 28 Other vegetation types include: Acacia woodland. There are two extensive areas of Acacia woodland, as outher information (in the area of Moamba, Magude and Guija) and a central formation, running approximately in a north-east direction through Manica and Sofala provinces; low land palm savannah in coastal areas containing badly drained soils of Sofala province; vegetation on alluviums in the Zambezi Delta. A seasonally-inundated low land formation (the Gorongosa "tandos") links the Zambezi Valley with the Púnguè River in the south via the Urema trough (RiftValley); and Mangroves are well developed in coastal Zambézia and Sofala. Flora and Fauna The vegetation of Mozambique is characterized as coastal mangrove and coastal mosaic along the coast and mionbo and mopane vegetation of the inland area. The country has variety of ecosystems, such as. the East African Coastal Forests, Maputaland- Pondoland Dry Forests, Zambezian Woodlands & Savannas, Zambezian Flooded Savannas, Zambezian Montane Savannas & Woodlands, Rift Valley Lakes, East African Mangroves, East African Marine Ecosystems, and Agulhas Current Marine Ecosystems. There are two Ramsar Sites in the country, namely Niassa Lake area and Marromeu area. There are 45 nationally protected areas, covering 16% of the country’s land. Out of which 16 areas are listed as IUCN protected areas of different categories. Mozambique has rich diversity of mammal fauna; 211 terrestrial mammal species and 11 marine mammal shave been recorded. Only one mammal species is considered endemic to Mozambique, a white-be llied red squirrel confined to Namuli Mountain (Zambézia province). Approximately 900 species have been recorded for southern Africa; of these 581 have been recorded in Mozambique.The reared number of near endemic and restricted range species, mostly associated with isolated mountains habitat such as Gorongosa (Sofala), Chimanimani (Manica), Chiperoneand Namuli (Zambézia) Mountains. According to IUCN Red List (2015), there are 188 threatened animal species, with 11 critically endangered, 41 endangered and 136 vulnerable species. Eighty-four plant species are listed, with 4 critically endangered, 25 endangered and 55 vulnerable species. The list also reported that among the representative orders, there are 2 endemic plant species and 1 mammal species. 4.2 Socio- economic environment Population Mozambique is in the early stages of a demographic transition. With almost two-thirds of the population under the age of 25, Mozambique is in the early stages of a demographic transition with a rapidly growing population of young people and high age-dependency ratios .2017 population census indicates that Mozambique has a population of about 28 million Based on population in 2007 UN projections indicate that in 2030 41.5 percent of the population will be under the age of 14. This demographic transition represents a potential source of dynamism and economic growth but only if the country can provide access to productive employment for the rising number of young workers entering the labor force. The flow of the number of individuals, particularly young people, opens both challenges and opportunities: challenges because of the need to train the youth and create sufficient jobs to employ new entrants; opportunities, because if well managed, the country will enjoy a young, dynamic labor market where innovations and creative activities can serve as an engine of growth, increasing income per capita and standards of living. 29 Macroeconomic description Mozambique, a southeast African country of 27.9 million people, has experienced strong and sustained economic growth over the last two decades. GDP has been growing at a high pace almost continuously since 1994 and, between 2011 and 2016, GDP per capita doubled, from $561 to $1,128 (2011 PPP). As a result, poverty has declined from 52.8 percent in 2002/03 to 46 percent in 2014/15 and development indicators, such as health and education, show continuous improvement. Robust growth was made possible by large-scale foreign-investment projects in the extractives sector, political stability and significant donor support. However, the recent economic crisis, driven by the revelation of US$ 1.4 billion in hidden debt (approx. 10 percent of GDP,) low commodity prices, and a regional drought slowed public investment and the growth pattern fell to 3.3 percent in 2016, from 6.6 percent in 2015 and is estimated that it had stagnated to 3.3 percent in 2018 but likely to slightly recover to 3.7 percent in 2019. Despite the current downturn, the outlook for growth is positive. Ongoing projects are showing resilience and the country may benefit from a boost as the prices of coal, aluminum, and gas, (three of Mozambique’s largest exports,) are beginning to recover. In addition, the export of Mozambique’s large Rovuma basin gas resources is due to begin in the coming decade. This supports the prospects for a recovery in growth to over 7 percent by 2020. The challenge remains to ensure that future wealth from these sectors is deployed transparently to spur growth in the non-resource economy and to significantly reduce poverty. Mozambique is in a transition period and needs to use the next five to seven years to prepare for its new resource-rich environment and develop a more diversified and productive economy3, including finding ways and preparing people to add value to those resources. Education Mozambique has recognized the importance of training its youth with technical and higher skills to support economic growth. The universalization of primary education was followed by a significant expansion of the secondary, TVET and higher education systems. At the secondary level, gross enrollment rates rose from 21 percent in 2005 to 42 percent in 20174. Enrolment in TVET programs increased from 66,867 in 2015 to over 85,313 in 2017. In higher education, enrollment also increased tremendously from 3,750 students in 3 public institutions in 1990 to more than 200,500 students (45 percent of whom are women) in a mix of 52 public and private institutions in 2017 with private sector catering for 40% of the student population. However, the number of enrolment for the science and engineering areas still lower compare with the social science and the number of female students enrolled are less than 50%. Therefore, these areas are male dominated. This trend does not change in the professional education compared with the enrolments in the secondary schools. 3 World Bank, Mozambique Country Framework Partnership, 2017 44 World Bank, Mozambique Public Expenditure Review, Chapter 1 30 Table 2: Students enrolment for HE and TVET (source INE, 2017) The location of professional schools and universities are illustrated in the map below. 31 Map 1: Location of HE and TEVT in the country However, access to quality programs remains limited, especially in key areas such as teacher training and STEM areas. At the secondary level, there is a deficit of qualified teachers and completion rates in lower secondary education (22 percent) remain well below regional peers (41 percent) indicating that many students do not master the required curricula5. The TVET system is under resourced, with public spending among the lowest in Africa and catering to only 6 percent of all students in middle level TVET education. In Higher Education, the growth of enrollment has outpaced the system’s capacity to provide the necessary inputs to provide quality education, rising student-teacher ratios and with a lack of education resources, especially laboratory equipment and computers. The number of applicants to public HEIs is about 5 times the number of available vacancies. Private HEIs have not been able to fill the gap and some of them have big quality and relevance issues. The low quality and coverage are exacerbated by a low efficiency of the system with an average graduation rate of 9 percent at bachelor level. While enrollment in higher education is expected to increase, investments to improve learning conditions are insufficient to respond to present and upcoming needs. 5 World Bank, Mozambique Public Expenditure Review, Chapter 1 32 For Mozambique to sustain its positive economic trajectory, it must invest in the up skilling of its human capital. On the labor supply side, more than 500,000 enter the labor market each year6, mostly with low- or medium-level skills. Enabling the creation of better-quality jobs for a greater proportion of these young people and preparing them for those jobs are important policy priorities. It will be important to increase production, income and employment across all sectors: agriculture, mining, the generation and export of energy, including renewable energies, industry and services. Enhanced knowledge and well trained professionals in flood management, water management (drink water, desalinization, sanitation, irrigation and industrial use), and solid waste management (reduce waste production, increase reuse and recycling) will also be crucial for Mozambique overall development. Training in information communication technologies will be crucial to enable all these professional access learning resources and adjust to technological changes required to enhance productivity and improve efficiency and effectiveness of learning and of production models. This will require the improvement and expansion of high-quality secondary education and relevant Technical and Vocational Education and Training (TVET) and Higher Education (HE) undergraduate and graduate programs anchored in policies aimed at reducing skills mismatch. This Project seeks to allow more mozambicans youth, specially more women, to access and graduate from quality training programs at TVET and Higher Education levels, with enphasis in teacher training for all levels of education and priority areas relevant for accelerating economic growth such as transport, energy, mining, construction, agro-processing and communications. By endowing Mozambicans with higher and more relevant skills, this Project can help the realization of a stronger economy and more inclusive development for the country. Substantial achievements have been made in access to TVET and Higher Education, however the supply and quality of market-relevant training and education remains limited. 6 World Bank – Jobs Diagnostic, Ulrich Lachler and Ian Walker, 2018 33 5. POTENTIAL ENVIRONMENTAL AND SOCIAL IMPACTS 5.1 Methodology This Chapter identifies the potential environmental and social impacts that may arise with the implementation of MoZSkills. This ESMF does not provide site-specific details for the sub projects, as these will be screened to ensure that they are eligible for MoZSkills financing and then subject to specific field surveys and EIAs to carried out under the guidance of this ESMF. As referred before the project will undertake rehabilitation (repair works) and requalification (improvements). Sub projects eligible for MoZSkills financing must be classified as category B or C under OP 4.01. Once screened and selected for MoZSkills financing, sub projects are subject to site specific Environmental and Social Impact Assessments (ESIA) and/or Environmental and Social Management Plans (ESMP), which implies that the project will not have such impacts that are detrimental to the environment or are not possible to mitigate. This category is also referred into the world Bank Safeguards. The impact identification and classification will be done combined environmental matrix and expert judgments. The matrix is constructed based on the activities that the project will implement and the environmental features that will be impacted. The matrix below gives the environmental components that are impacted by any MoZSkills project in all project phases. Table 3: Simple Matrix for Impact Identification and Evaluation Temporal Distribution of Impacts Project Phases/ Type of Impacts No. Valued Environmental Components No Positive Negative Impacts impact Impact Significant Insignificant Preparation Phase 1 Soil and underground resources 2 Water contamination/ supply 3 Vegetation and Fauna 4 Air pollution Employment and income generating 5 activities 6 Cultural 6 Health and safety 5 Agriculture, livestock/ breeding Operation Phase 1 Health and safety Waste management 2 Water resources and water quality 3 Soil erosion and land resources 4 Local air quality These aspects will be then valuated against the following criteria shown in Table xx below: 34 Table 4: Criteria for Evaluation of Potential Impacts Criteria Description  Direct - An impact that appears immediately as a result of an activity of the project. For example, the loss of vegetation is a direct impact of site clearing. The direct impacts would be experienced mainly during the construction process, and include effects on the Type of Impact physical environment, health and safety of the construction workers.  Indirect - An impact that is related to the project but that arises from an activity of the project at a secondary level. For example, the demand for supplies and services may cause indirect impacts on the local economy by increasing indirect employment opportunities.  Positive Status  Negative The life-time of the impact; this is measured in the context of the life-time of the proposed development. Whether the Impact will be:  Intermittent – not occurring at all times.  Temporary-only for a short period.  Short term - the impact will either disappear with mitigation or will be mitigated through natural process in a span shorter than the construction phase. Duration  Medium term - the impact will last for the period of the construction phase, thereafter it will be entirely negated.  Long term - the impact will continue or last for the entire operational life of the development, but will be mitigated by direct human action or by natural processes thereafter  Permanent Whether or not the intensity (magnitude) of the impact would be high, medium, low or negligible (no impact). An attempt to quantify the impacts on components of the affected environment to be described whether destructive to the alter its functioning or harmless:  Negligible  Low - where impact alters the affected environment in such a way that natural processes Intensity / Severity of functions are not affected in any significant way.  Moderate - where the affected environment is altered, however, function and process continue, albeit in a modified manner.  High - where function or process of the environment is seriously altered and disturbed to the extent where it temporarily or permanently ceases The physical and spatial size of the impact; a description of whether the impact would occur on a scale described as follows:  Site - whether the impact will be within limited locale of the project site / study area affecting the whole or measurable portion of the area. Spatial Extent  Local - whether the impact will affect the environment or communities along the border of the study area or in the extended area adjacent to the site or perhaps outside the immediate environment.  Regional - whether the impact extends beyond the study area affecting areas on a regional scale The probability or likelihood of the impacts actually occurring. The impact may occur for any length of time during the life cycle of the activity, and not at any given time. The probability that a certain impact will in 3fact realize:  Uncertain - insufficient information to determine its probability. Because the precautionary principle is followed, this increases the significance of the impact.  Improbable - the unlikeliness of the impact to occur. Likelihood  Probable - the impact could possibly happen, and mitigation planning should be undertaken.  Highly probable - it is most likely that the impact will occur at some or other stage of the development.  Certain - the impact will take place regardless of any prevention plans, and only migratory actions can be relied on to contain the effect. Degree of change effected on natural processes or peoples’ livelihoods; the sensitivity of the receptor of the impact to change Sensitivity  Low  Moderate  High Overall Significance An indication of the importance of the impact to the design and planning of the project in 35 Criteria Description terms of physical extent, intensity and time scale, and therefore indicates the level of mitigation required rated as follows:  Insignificant - if impact is not substantial and does not require any mitigating action.  Low - if impact is of little importance, will not need to be significantly accommodated in the project design, but may require limited mitigation  Moderate - if the impact could have an influence on the environment and livelihoods of households within the study or local area and mitigation is required to reduce the negative impacts to acceptable levels or to enhance positive impacts.  High - where the impact is of great importance and could have a significant impact even with mitigation. Failure to mitigate, with the objective of reducing the impact to acceptable levels, could render the entire development option or entire project proposal unacceptable Then, the impacts will be evaluated based on the following matrix against each of criteria. Table 5: Impact Assessment Table Impact Assessment Table Environmental Issue Phase Type of Status Duration Intensity Spatial Likelihood Sensitivity Overall impact / severity extent significance Biophysical Environment Vegetation and fauna Construction Direct surface and Construction Direct underground water and Operation Soils Air quality Construction Operation Socio-economic Environment Chemical (lab and Construction agrochemical products) and operation use and management Impacts on Occupational Construction Health and Safety and operation Risk of accidents at Construction worksite Operation Increased dust and noise Construction related problems and diseases Pest and disease control Construction Operation 36 5.2 Evaluation of potential impacts and associated risk MoZSkills project implementation is expected to impose some impacts to the environment. Under component 1, the Competitive Fund through the institutional and specific improvement plans may generate few localized impacts when providing materials and equipment. The potential laboratories and workshops are from mechanical, electrical, civil construction, computer, agriculture, biochemistry fields, etc. Bringing thus associated environmental risks from occupational hazards e.g. physical (noise, fire, shock), chemical (toxins, corrosives, flammables), biological (bacteria, fungi, insects) to environmental hazards e.g. air pollutant emissions, solid waste disposal, wastewater discharges. However, these laboratories and workshops will be small to medium sized as they are for learning purposes, so the impacts are likely to be minimal. Likewise, under component 2 except for the improvement of infrastructure are likely to also stem minimal environmental impact through the provision of key training equipment and facilities to strengthen TVET Institutes related to industrial maintenance, agriculture, and ICT sectors. Component 3 will be provided to HEIs and TVET institutions to improve their service delivery, strategic planning, management, quality assurance, monitoring and evaluation and fiduciary performance causing no adverse impact. The impacts under component 1 will occur during the operation phase, whereas, the Funded subprojects under the component 2 will be mostly born at construction phase, and the may result in minor construction and rehabilitation of the institution facilities: (i) flooring and ceiling, (ii) painting, (iii) drainage system; and increase the use of chemical products (in lab and agriculture fields), students will be expose to more intensive practical lectures. The exposition will result in more ability to respond to the demand needs. In other hand, the students will be exposed to some harmful environment if proper mitigations are not taken into account. During the construction phase will be done activities such as:  Establishment of new facilities through requalification of existing facilities;  Rehabilitation of existing lab;  Reconstruction of ceiling of the industrial and mechanical workshops. In any case that the ceiling to be rehabilitated is from the Asbestos material, a risk assessment shall be done before any rehabilitation happen, and  Disposal of obsolete chemicals and material in a state of deterioration (cleaning). The above activities will have socio economic and natural environmental impacts (soil, flora, water and air). The impacts will have distinct intensity and magnitude in different areas of the project. During the construction/rehabilitation the expected negatives impacts can be on health and safety, soil and water contamination, noise, air pollution, vibration and so on. While during the operation phase expected negative impacts can result from associated environmental risks on occupational hazards e.g. physical (noise, fire, shock), chemical (toxins, corrosives, flammables), biological (bacteria, fungi, insects) to environmental hazards e.g. air pollutant emissions, solid waste disposal, wastewater discharges. However, these laboratories and workshops will be small to medium sized as they are for learning purposes, so the impacts are likely to be minimal. In the teaching activities management of reagents (chemicals, obsolete hazardous waste and electronic waste, e-waste) represents the most common environmental problem, associated with the Safety, Health and Environment aspects. The common waste generated during the operation phase can be grouped as follow:  Obsolete chemical agents for disposal and material in a state of deterioration or in packages which are deteriorated, or damaged chemical bottles (glass and plastic) empty but contaminated;  Bottles of chemicals without labels or with wrong or unreadable labels as well as unknown residues in chemicals containers;  Laboratory waste such as paper towels and rags; personal protective equipment: aprons, glasses, masks, gloves contaminated with harmful biological, chemical or radioactive material;  Non-recyclable batteries and gas cylinders; photographic film processing solutions;  Pesticides, equipment containing toxic compounds, different types of waste oils, used solvents, Thinner, oil remover, wood preservers;  Formaldehyde, formalin, acrylamide waste in liquid or gel form; mercury and other metals with high toxicity;  Defunct electronics, computers and thermometers;  Sharp devices such as: needles, syringes, chromatography needles, Pasteur pipettes, tips; bleach, ammonia, cleaning solvents, liquid wood polish;  Contaminated broken (or damaged) laboratory glass; and  Mercury-contaminated, broken (or damaged) thermometers; carcinogenic and radioactive chemicals, pathogenic microorganisms. The agricultural and livestock subprojects can also bring additional types of waste. These are: waste feed, animal waste, carcasses, packaging (e.g. for feed and pesticides), used ventilation filters, unused/spoil medications, used cleaning materials, and sludge from wastewater treatment if present (which may contain residual amounts of growth enhancers and antibiotics, among other hazardous constituents) agricultural fuels and oils, and agrochemical wastes. These activities, in principle, will happen in existing facilities, in any case that a construction take place it will be within the school/institute area. The existing facilities are already in modified natural vegetation, therefore impacts on natural habitats or natural vegetation are not expected. The next section described the most significant impacts are as follow: 5.2.1 Biophysical environment Flora and Fauna The project will not interfere with any natural habitats; therefore, no impacts are expected. As stated the PAD rehabilitation and requalification activities may occur in the school facilities. Surface water, groundwater and soils management The surface water it may be contaminated due to dump of the contaminates into the water body close to any of the institution. The operation of machinery may create nuisance to the school community. It is also expecting that air pollution increase. During the operation phase the soil preparation for crop fields and production of feed crops will increase, thus localized dust and potential of erosion (depending on the type of soil) is expected. Field areas and animal stock management for the agriculture institutes may result in some negative impacts over water and soil resources, due to application of agro Chemical and organic fertilizers, including manure, to enhance the production of crops, including ones for animal feed. Excessive application of fertilizers and pesticides can lead to a build-up of salts in the soil, and may lead to the contamination of water 38 supplies through leaching and run-off. Transfer of organic matter (such as manure, milk, nutrients, salts, micro-organisms and chemicals) to surface water and groundwater must be avoided. Accidental releases and spillages of agrochemicals and agricultural fuel oils may also pose a contamination risk to soil and water resources. Within Lab and workshop for industrial and mechanical accidental releases and spillages of oil and waste water are expected to occur. As well as mismanagement of reagents, that can contaminate the soil if not well handled. From the engineering point of view some contamination of soil and water can be expected due to. The typical primary and secondary effects of water pollution include health hazards to the downstream water users and impact on local fisheries. Increased silt content could cause unnecessary sediment deposition in downstream areas which causes the rising of river beds resulting flood in downstream areas. Polluted water may become unfit for bathing, drinking, animal consumption, irrigation, etc. and affect fish and other aquatic life. Disposal of empty drums and packaging of agrochemicals may also pose a contamination risk. Air Pollution Air pollution at construction phase is expect to occur due to dust during the inert and sand transportation and in soil storage area, as well as due to vehicle emission (particulate matter, nitrogen oxides, hydrocarbons, carbon monoxide, Sulphur dioxide, lead, aldehydes). Construction activities are noisy and can be a factor of nuisance disturbance during the school time. Many of the air polluting agents are known to cause respiratory and eye disease to people exposed for long duration. At agriculture institutes dust and particulate emissions can be a factor from livestock farming processes, such milk drying and the transfer of materials etc. These air emissions may also result in nuisance impacts to local communities. Dust occurs when dry particles of matter are disturbed and lifted into the air. Dust particles can contaminate the udders of cattle and be a contaminant of milk. Noise associated with activities developed by institution labs or other practical activities within technical schools can be found at mechanical Workshop. Although the works with engine are localized, they nevertheless contribute to significant amounts of sustained noise during equipment operation. Chronic noise exposure can be a source of nuisance, creating communication problems and leading to elevated stress levels as well as associated behavioral and health effects. It can cause auditory fatigue, temporary and permanent lessening of hearing ability, sleep disorders, and can contribute to learning problems in children. Offensive odors may be produced from the lab and livestock farming. Odor intensity is dependent on the size and type of operation, the type of buildings and ventilation, manure and wastewater storage areas, feeding cycles, feed storage areas, livestock housing (such as calf rearing sheds or free stall sheds) and animal waste disposal etc. Hazards products and equipment During the construction or rehabilitation activities the institution can identify changing of ceiling, if ceiling material is from Asbestos the contractor shall adopt other measures to work in the asbestos environment. Apart of hazardous from the MCA other waste can be harmful to the environment ah=and health. The waste generated by academic institutions such as universities, institutes and high schools can be classified into four main categories: household, biological and chemical waste, and radiation. The last three may or may not be considered dangerous. Those considered hazardous should be discarded as such and not as common garbage, seeking to minimize environmental impact 39 and to adhere to specific waste management laws enforced by European, American, and Mozambican legislations. Educational and research institutions generate pollution because they produce harmful waste, discard hazardous materials in the sink, allow the evaporation of solvents, among other activities detrimental to the environment. E-waste-connected health risks may result from direct contact with harmful materials such as lead, cadmium, chromium, brominated flame retardants or polychlorinated biphenyls (PCBs), from inhalation of toxic fumes, as well as from accumulation of chemicals in soil, water and food. Most of the visited institutes do store obsolete chemicals and deteriorate equipment. These represents a hazardous products and the project before starts shall consider to assist the school, to remove and disposal of the obsolete products. With the implementation of the project will all increases the use of hazardous products in laboratories, mechanical workshops, agricultural fields and livestock management. The use and storage these products will poses potential risks for users, consumers, the community and the environment. Chemicals used include fuels and lubricants, chemical reagents, on farms include herbicides, pesticides and veterinary medications. Chemical and organic fertilizers and pesticides are applied to fields, including manure, to enhance the production of crops, including ones for animal feed, and to restore soils following nutrient depletion. Excessive application of fertilizers and pesticides can lead to a build-up of salts in the soil, and may lead to the contamination of water supplies through leaching and run-off. The project will substitute existing electrical and electronic equipment (EEE/E-waste) that are old, end-of-life electronic appliances and have ceased to be of any value for the school, creating addition hazardous waste. E-waste is known to contain certain toxic constituents in their components such as lead, cadmium, mercury, polychlorinated bi-phenyls (PCBs), etched chemicals, and brominated flame retardants etc., which are required to be handled safely similarly to reactive material that are used for geological and physical tests. Waste Generation Solid waste under subprojects will be generated both during the rehabilitation and requalification activities as well as during the operation phase. The solid waste expected to be generated during the rehabilitation and requalification phase will comprise used cement bags, bricks, concrete, tiles, wood etc. The quantity of these waste materials would be very small and limited up to the civil works site only. During the operation phase, waste will comprise domestic solid waste from office, classrooms, toilets, cafeteria, etc. It expected that main component of these waste is solid waste, food, gardening grass, paper, plastic bottles, glass, etc. The solid waste generated from the subprojects will be mainly domestic waste. There will be no contamination due to this waste as it will be collected time to time and disposed accordingly. Agricultural Pests and animal disease During operation of the project within agrarian institutes, increase on crop area and animal stocks (cattle, poultry etc) will result in propagation of pest and disease. The primary aim of pest management should not be to eradicate all organisms, but to manage “pests,” including insect pests, diseases, and weeds that may negatively affect crops and stock so that they remain at levels beneath an economical and environmentally damaging threshold. Pests increase the risk of introduction and 40 spread of diseases (including leptospirosis, salmonellosis and toxoplasmosis) on farm. Weeds are plants that are unwanted in a given situation, and may be harmful, dangerous or economically detrimental. If not controlled, they can: • Compete with pasture • Poison stock • Harbor disease and vermin • Taint milk • Harm human health • Harm the environment • Disrupt water flows • Contribute to land degradation. During the pest and disease control there is a potential for water, air and soil contamination due to spillage of agrochemical and drugs; health and safety risks due to unproper handling and use of pesticides and chemicals; unintentional and indirect killing of wildlife and insects from indiscriminate use of non-specific pesticides and acaricides; development of organisms resistant to pesticides due to overuse of same chemicals and/or absence of integrated management approaches. There is a large variety of pesticides designed to kill specific pests – those most widely used and likely to also be used under the subprojects are listed below:  Insecticides such as organochlorines, organophosphates, manganese compounds and carbamates.  Herbicides such as bipyridyls, chlorophenoxy, glyphosate, acetanilide and triazines.  Fungicides such as thiocarbamates, dithiocarbamates, cupric salts, tiabendazoles, triazoles, dicarboximides, dinitrophenoles and organotin compounds.  Other pesticides include miticides and acaricides may contain more than one chemical belonging to the same or a different chemical group listed above. 5.2.2 Socioeconomic environment Health, Safety and biosecurity Occupational Health and Safety (OHS) of workers is an important issue during construction. Construction activities may result in accidents due to exposure to physical hazards, chemical hazards, working in high and confined spaces, operation of earth moving equipment and all other construction activities. Some common reasons for accidents in construction works include lack of protective clothing, inappropriate disposal of construction wastes, electric failures, etc. Accidents may occur during the construction and causing injuries or loss of property and life. During the operation phase the same accidents may occur in lab, workshop of industrial and mechanical areas. In the farming institutes application of agrochemicals (e.g. fertilizers), animal disease control and inappropriate disposal of related wastes poses potential nuisance risks, community health and safety hazards, and third party liability issues. 41 On-farm biosecurity is the process in place to protect the herd and the farm from adverse impacts resulting from hazards such as infectious diseases, weeds or residues. Stock-proof fencing is a critical part of biosecurity. It is likely that those students, teachers and assistants during the food manipulation (milk and crops) may be exposed to infectious diseases. During the practical classes will come into contact with animal body fluid and wastes. Exposure to animal body fluids and wastes can cause common occupational infections, such as Bovine Tuberculosis and Q fever. Exposure to animals’ waste can cause Viral Gastroenteritis, Salmonellosis, Leptospirosis and Toxocariasis amongst other diseases. Close contact with infected poultry may also cause infection with Avian Influenza. Some diseases can be spread via water. Employment Creation During the construction/rehabilitation a minor number of workers will be contracted by the contractor to execute the works. Due to the nature of activities the contractor might have already the people that need for the work. During the operation phase additional staff may be needed to assist the existing staff and students in the lab and workshop class rooms, warehouse, drinking fountains, workshop, laboratories, milk processing sections, most of which will be done by students as part to their practical activities. However, in the agriculture institute, cow boys may be needed for cattle raising. Normally the cattle rising in Mozambique is done by young boy. Most of the contractors for these specific construction activities do contract seasonal workers and male. The contractor shall reduce the inequalities shall open same opportunities to recruitment of women to tasks compatible with their physical characteristics and professional skills during the implementation of MozSkills. Liaison between the project implementer institution and school community can be helpful in communicating information for the purposes of avoiding and managing complaints. Open lines of communication help in identifying problems, verifying complaints and successfully applying relevant remedies to minimize the impact of farm operations on neighboring sensitive land uses. 42 6. MITIGATION MEASURES OF ADVERSE IMPACTS Subprojects of MoZSkills will be implemented in a diversified institution, with different impacts for the environment. This section will provide a mitigation measures that can be applied during the construction /rehabilitation phase of the infrastructures (cow shed, drinking fountain, warehouse), and operation phase when the project is implemented in full in a laboratory of electronic institute as well as for the geology institute or agriculture institute. Therefore, it is recommended to apply best management practice, in order to minimize the environmental impacts associated with farm operations and management, and to comply with legislative requirements. The above chapter described the potential impacts that may arise from the implementation of the MoZSkills. This chapter is organized to provide the framework for the MoZSkills team, while considering typical mitigation measures as they occur in the chronological sequence of road development projects. It is also attempted to give guidance in elaborating credible, feasible and cost effective actions to implement the proposed mitigation measures, and how to ensure that these actions will later be implemented in the desired manner. While doing so, this framework presents practical and proven methods to maximize the beneficial impacts, and at the same time to avoid or minimize adverse impacts. The mitigation measures basically follow common-sense approach that aims to viable, practical, and cost effective solutions, which in turn would supplement its environmental and social sustainability. The mitigation here described is applicable for each of the specific area subject to MoZSkills. This mitigation intends to be an indicative of mitigation measures that should be adjusted accordingly with the specific description of the specific sub-project. 6.1 Biophysical environment Flora and Fauna The project will not interfere with any natural habitats; therefore, no impacts are expected. As stated the PAD minor construction activities may occur in the school facilities. In this case, existing planted trees and garden may have to be lost to allow construction. Surface water, ground water and soil erosion contamination  Maintanence of veicles and equipments shall not be done within the working area;  Collection of existing obsolete chemical products ( reagents, pesticides) for disposal shall be done correctly;  Avoiding to work in previously contaminated sites;  Replanting disturbed areas immediately after disturbance has stopped, not after construction has been completed, and their maintenance; Implement appropriate containment and storage systems for hazardous materials and waste (including animal waste and effluent);  Construct and manage livestock farming production and waste storage facilities to prevent contamination to soil, surface and groundwater;  Locate waste facilities away from surface water resources, floodplains, other sensitive habitats and residential areas;  Fertilizer and chemical shall be stored in bounded and roofed areas. with impervious base material, in order to protect groundwater from pollution;  Spills of effluent, feed, chemicals and other potential pollutants have to be cleaned up promptly. 43 Air pollution  Provide ear mufflers to construction workers in high noise exposure areas;  Consider erection of noise barriers in case that the construction is noisy between the construction area and the rest of the school;  Limit access to the construction or rehabilitation area to strange people or without a minimal safety clothes ( boats, gloves etc);  All heavy equipment and machinery shall be fitted with noise pollution control devices that are operating correctly;  Implement measures to reduce dust generation, such as preventing overgrazing of pastureland;  Feed storage areas should be constructed so that feed is kept dry.  Store manure away from the dairy and feeding area. Odours can build up over 4-5 days and reach a peak in 20 days.  Transfer the manure from the feeding areas, laneways and shed at least once every week;  Clean up split feed and silage before it ferments;  Keep bedding in free stall sheds dry. Regularly remove any wet or contaminated bedding;  Dispose of any dead animals promptly.  Incineration should only be carried out in permitted facilities operating under internationally recognized standards for pollution prevention and control;  Appropriate groundcover plants and vegetation screens have to be established and maintained; Hazardous products and equipment During requalification or rehabilitation, workshop and other existing infrastructures asbestos construction material can be found. Asbestos fibers are primarily an inhalation hazard friable chrysotile- and/or amphibole-containing materials can also occur during installation, the contractor shall:  Stop working in a MCA environment before a risk assessment has been carried out  Provide work clothing to all his workers;  Provide information to all workers about the hazard to cut or damage the asbestos sheets;  Establish mechanism to prevent that his workers be crossing and sitting in asbestos roof;  Train his workers about the health hazards to themselves and their families; When asbestos material is identified a risk assessment and management plan shall be done, with clear indication of:  Condition of the asbestos material ( damaged, friable or non-friable);  Clear indication of the existence of asbestos;  Procedure to monitor and to access the area with Asbestos material. Any case that the PIU decide to substitute any Asbestos material roof shall follow the requirements of the Mozambican legislation and World Bank procedures. Proper disposal of ACM is important not 44 only to protect the community and environment but also to prevent scavenging and reuse of removed material. The following requirement:  disposal of ACM shall be carried out by specially trained individuals and register by MITADER;  Selected company to develop and submit a plan development of a work plan prior to demolition work, to protect workers and provide for proper waste disposal;  Require that the selected contractor provide adequate protection to its personnel handling asbestos, including respirators and disposable clothing  ACM should be transported in leak-tight containers to a secure landfill operated in a manner that precludes air and water contamination. Waste management i. Laboratory Waste The waste generated by academic institutions such as universities, institutes and high schools can be classified into four main categories: household, biological and chemical waste, and radiation. In the case of one of this waste a following mitigation measure shall be applicable:  Reuse and recycling o Distillation of used solvents; in cleaning processes, the glass ware can be initially washed with used solvents; o Purchase only compressed gas cylinders from manufacturers that accept the return of empty or partially used ones; o Any chemical product unused shall be returned to the provider or offered to other potential users to avoid accumulation; o At workshop the implementers shall avoid the contamination of fuel with solvents or heavy metals; o In any case that a metallic mercury is used in any experiment shall be controlled.  Neutralization: neutralize highly acidic or alkaline solutions, leading to a desirable pH of 6 to 9. Thus, if this solution does not contain other toxic compounds it can be treated as regular trash and discarded in the sewage. Strong acids or bases must be neutralized before being released into the sewage to contribute to the prevention of environmental pollution, and minimize costs with health and the environment  Precipitation, oxidation and reduction: These processes can remove hazardous components of chemical waste and the final product can be discarded as common trash;  The dead animals can be disposed of in a number of ways, such as burial, composting, rendering and incineration. Before deciding on any disposal option, a risk assessment should be undertaken to determine the most appropriate option for each situation;  All vials, used syringes/ injection and needles and other clinical material shall temporarily store in a container with ethanol for a period of 1 to 2 years it , can be reused after sterilization and then incinerated;  Hazardous materials stored temporarily in the safety place should be incinerated and work with provincial hospitals;  Transport of this material must be carried out in a safe way (in own containers, in closed cars). ii. Domestic waste 45  At work area and school facility waste containers shall be available in a quantity for all users;  The school facility shall establish a program for waste selection by placing different container for recyclable waste;  The school shall establish a contract with waste collector companies or municipality to collect regular domestic waste to be disposed at public landfill;  No burning waste will be acceptable within the school facility;  Rubbish or household waste should be deposited in gullies or other areas of the farm, as it could contaminate surface water and ground water;  Silage wrap and plastic pit covers should be disposed of at public landfills or collected for recycling, if the services are available in the area. Pest Management Plan Pests should be managed through a process of integrated pest management (IPM)), that combines chemical and non-chemical approaches to minimize pest impact, while also minimizing the impact of such measures on the environment. Pesticides should be used only to the extent necessary under an IPM and integrated vector management (IVM) approach, and only after other pest management practices have either failed or proven inefficient. The following steps should be considered and documented in an integrated pest/vector management plan:  Identify the main pests affecting crops, assess the risks to the operation, and determine whether a strategy and capacity are in place to control them;  Where possible, apply early-warning mechanisms for pests and diseases (i.e., pest and disease forecasting techniques);  Select resistant varieties and use the cultural and biological control of pests, diseases, and weeds to minimize dependence on pesticide (chemical) control options. Vegetation and rubbish around the buildings and yards should be removed or controlled, in order to reduce habitat for insects and vermin;  Routine baiting of rats and mice is essential;  Pest numbers shall be regularly monitored and targeted pest extermination programs are undertaken, maintained and monitored for effectiveness;  All building that house feed, plant and equipment shall be designed and maintained so as to exclude pests;  Feed spills shall be cleaned immediately, to minimize breeding sites or attractants; Rotate crops to reduce the presence of insects, disease, or weeds in the soil or crop ecosystems;  Support beneficial bio-control organisms such as insects, birds, mites, and microbial agents to perform biological control of pests (e.g., by providing a favorable habitat, such as bushes for nesting sites and other original vegetation that can house pest predators and parasites);  Manual, mechanical weed control and/or selective weeding shall be used;  Consider using mechanical controls such as traps, barriers, light, and sound to kill, relocate, or repel pests;  Use pesticides to complement these approaches, not replace them;  Prior to procuring any pesticide, assess the nature and degree of associated risks and effectiveness, taking into account the proposed use and the intended users;  Information of unknown weeds and methods of controlling them have to be sought;  Early detection and rapid response processes for new weeds have to be put in place; In case that a pesticide is used the following procedures shall be observed: 46  All agricultural chemical shall be authorized by the ministry of agriculture;  Chemical records, covering the purchase or procurement of chemical and details of their application (MSDS) have to be maintained for a period of at least three years;  All persons applying chemicals on the farm have to be supplied with appropriate Personal protective equipment and be trained in the use of chemicals;  Store pesticides in their original packaging, and in a dedicated location that can be locked and properly identified with signs, with access limited to authorized persons. No human or animal food should be stored in this location;  Mixing and transfer of pesticides should be undertaken by trained personnel in ventilated and well lit areas, using containers designed and dedicated for this purpose;  Used pesticide containers should not be used for any other purpose (e.g. drinking water);  Used animal Injection and other medicine containers shall be stored and be dispose accordingly;  Control farm animals, equipment, personnel, and wild or domestic animals entering the facility (e.g. quarantine periods for new animals, washing and disinfecting crates, disinfection and coverage of shoes before entry into livestock zones. In addition, during project implementations those subprojects that involve the use of pesticides or chemicals and therefore require ESMPs, will include also a simple PMP to ensure that these substances are managed according to environmental best practices and OP 4.09. 6.2 Socio economic environment Safety, Health and Biosecurity  An Occupational Health and Safety risk assessment should be included in plans for rehabilitation or requalification of existing facilities;  The contractor shall provide all workers and any other personal that enters to the working site with Personal Protective Equipment/ clothes and the use of it shall be obligatory all time in the site;  The contractor shall erect safety signs and signs for “go” and “no go” areas as well as provide fire extinguishers at work sites;  The contractor shall isolate the working site by using protective barriers that minimize the noise to avoid interference with the normal course of teaching process;  The contractor, shall define the speed limit for the equipment and vehicles within the site and all drivers are obliged to meet this requirement;  All vehicles transporting material (stone, soil etc.) shall fulfil the municipality requirements to minimize nuisance to the neighbor area;  The contractor shall provide recommendable protective equipment for all workers working in high or confined space (more than 2 m);  The contractor shall make his workers away of the control and prevention of HIV/AIDS within the working site. The program should consider the following actions: o Regular distribution of free condoms to workers throughout the duration of the project; o Seminars and awareness campaigns on HIV/AIDS and other diseases caused by poor sanitation of the environment; o The Voluntary Testing Program; 47  The contractor shall maintain at the site the first aid box for immediate;  Occupational health and safety hazards related to the daily operations within the TVET and HE practical lesson (Lab, workshops and agriculture/livestock) include: (i) Exposure to physical hazards; (ii) Exposure to chemical hazards. (iii) Exposure to biological agents; (iv) Confined spaces. The mitigation measures as follow:  Provide PPE suitable for laboratories to protect staff and students from pathogens and other diseases;  Implement best practice procedures for hygiene following exposure to animal wastes;  Provide washing and cleaning facilities for employees and students;  All buildings in the food sector must be kept clean and in good condition;  All people working with agro processing shall have all the conditions that allow their work to be carried out under all the required conditions as regards hygiene (hair, nails, etc);  Access to agro-processing facilities shall be regulated and all people shall have protective clothes.  Respect post-treatment intervals to avoid operator exposure during reentry to crops with residues of pesticides;  Respect pre harvest intervals to avoid operator exposure to pesticide residues on products during harvesting;  Management measures that can be taken to avoid the negative consequences of worker exposure to biological agents include the following:  Inform workers of potential risks of exposure to biological agents and provide training in recognizing and mitigating those risks  Recommended vaccination protocols;  Recommended parasite controls;  Medication recommendations for feed or water.  If antibiotics are recommended, the following measures should be considered:  Apply approved over-the-counter antibiotics in strict accordance with the manufacturer’s instructions to ensure responsible and correct use;  Apply approved antibiotics that are purchased and utilized on prescription under the guidance of a qualified professional;  Make a contingency plan covering how antibiotics should be applied following the identification of disease outbreaks;  Store antibiotics in their original packaging, in a dedicated location that:  Can be locked and is properly identified with signs, with access limited to authorized persons  Can contain spills and avoid uncontrolled release of antibiotics into the surrounding environment  Provides for storage of containers on pallets or other platforms to facilitate the visual detection of leaks  Avoid stockpiles of waste antibiotics by adopting a “first-in, first-out” principle so that they do not exceed their expiration date. Any expired antibiotics should be disposed of in compliance with national regulations. Employment Opportunities The construction/rehabilitation work will not require a significant number of workers, however, the contractor shall:  enhance the benefits given by employment the contractor shall offer similar opportunities to both (male and female) and nondiscrimination level of salaries; 48  The employed people will increase the individual live standard of the selected beneficiaries and enhance the local economy;  The Contractor must avoid employing children as the coordination for local employment arrangements should be facilitated by local authorities;  The Contractor shall enter into agreement with one service provider to undertake the GBV and CAE IEC campaign;  Ensuring that all project staff understand the values of the project, understand expectations for all employees, and acknowledge the consequences for violations of these values, will help to create a smoother, more respectful and productive project implementation thereby helping ensure that the project’s objectives will be achieved;  A contractor shall Promote/ adopt a Code of Conduct (Annex 7)for the and put in place GBV and CAE protection mechanisms to prevent and deal with situations of abuse and of labor and sexual exploitation and to follow any disclaims on breaches of the Code of Conduct;  Contractor, must include in the working contract with its staff a Child Protection Code of Conduct that protects children;  During the rehabilitation or requalification works, students and unskilled local labors will be given training in soft engineering structures, etc. Community liaison and complaint management The TVET and HE have established a school board comprised by representative of the community, students, school and industry. However, with the project implementation is important to extend or create a parallel a Project Liaison Committee (PLC) which will include also the project implementing agencies. The PLC is the primary mechanism for establishing and maintaining communication between the project implementers, Students, Teachers, local authorities and the community. This committee has a key role in monitoring the overall impact of the project on the institution and community including protection to vulnerable groups. GRM for the ESMF implementation will also be adequately addressed by the PLC. Communication strategy may prevent or reduce misunderstanding and grievances, therefore awareness-raising about Project activities will be one of strategy that ANEP will adopt a complaint register is kept, recording full details of complaints received, results of investigations and corrective actions taken. When a complaint is justified, relevant evidence is gathered, and strategies to remedy the problem are identified and implemented. The complainant is informed of the outcome of the investigation, as well as any actions taken to avoid recurrence of the problem. In cases of dispute, the mediation process is allowed to proceed with the participation and cooperation of all parties involved. 49 Table 6: Mitigation measures checklist for impacts SOCIALAND OBJECTIVE MITIGATION MEASURE RESPONSABILITY INDICATORS/MEAN OF ENVIRONMETAL VERIFICATION ASPECT PRE-CONSTRUCTION PHASE Flora and Fauna: legal To acquire all permits and  Contact the service providers for material (stone, cement, soil etc); Local authorities  ( Permits issued clearance for site licenses from relevant  Giving project Information to the affected parties prior to the commencement of provincial and  Environmental issues are installations government and local the activity (consultation process). districts) and included in the design and authorities Contractor BOQ CONSTRUCTION PHASE Health and safety To ensure maximum safety  An Occupational Health and Safety risk assessment should be included in Contractor,  First aid boxes at work to construction personnel plans for new facilities or modifications of existing facilities; Engineer, site; and students during the  The contractor shall provide all workers and any other personal that enters to  works the working site with Personal Protective Equipment/ clothes and the use of it  Condom distribution shall be obligatory all time in the site; IEC material specific to  The contractor shall erect safety signs and signs for “go” and “no go” areas as socio-cultural context of well as provide fire extinguishers at work sites; region  The contractor shall isolate the working site by using protective barriers that minimize the noise to avoid interference with the normal course of teaching process;  The contractor, shall define the speed limit for the equipment and vehicles within the site and all drivers are obliged to meet this requirement;  All vehicles transporting material (stone, soil etc) shall fulfil the municipality requirements to minimize nuisance to the neighbor area;  The contractor shall provide recommendable protective equipment for all workers working in high or confined space (more than 2 m);  The contractor shall make his workers away of the control and prevention of HIV/AIDS within the working site: o Regular distribution of free condoms to workers throughout the duration of the project; o Seminars and awareness campaigns on HIV/AIDS and other diseases caused by poor sanitation of the environment; o The Voluntary Testing Program;  The contractor shall maintain at the site the first aid box for immediate; Hazardous products To avoid contamination and During rehabilitation or requalification of workshop and other existing infrastructures Contractor MCA risk assessment and equipment: health damage due to MCA asbestos construction material can be found. Asbestos fibers are primarily an Environmental risk due inhalation hazard friable chrysotile- and/or amphibole-containing materials can also to MCA occur during installation, the contractor shall:  Stop working in a MCA environment before a risk assessment has been carried out  Provide work clothing to all his workers;  Provide information to all workers about the hazard to cut or damage the asbestos sheets;  Establish mechanism to prevent that his workers be crossing and sitting in asbestos roof; Train his workers about the health hazards to themselves and their families; When asbestos material is identified a risk assessment and management plan shall be done, with clear indication of: o Condition of the asbestos material (damaged, friable or non-friable); o Clear indication of the existence of asbestos; o Procedure to monitor and to Access the area with Asbestos material. 51 o Procedure to monitor and to Access the area with Asbestos material. Proper disposal of ACM is important not only to protect the community and environment but also to prevent scavenging and reuse of removed material. The following requirement  disposal of ACM shall be carried out by specially trained individuals and register by MITADER;  Selected company to develop and submit a plan development of a work plan prior to demolition work, to protect workers and provide for proper waste disposal;  Require that the selected contractor provide adequate protection to its personnel handling asbestos, including respirators and disposable clothing  ACM should be transported in leak-tight containers to a secure landfill operated in a manner that precludes air and water contamination.  Establish a communication between the project implementers, Students, Teachers, local authorities and the community  Monitor the overall impact of the project on the institution and community including protection to vulnerable groupsInclude women and other community groups in the activity whenever possible.  Create suitable atmosphere at area to encourage women involvement in the technical school. 52 Employment and To minimize social  The construction/rehabilitation work will not require a significant number of Contractor, income generating disturbance and maximize workers, however, the shall Local authorities Nr of women working and activities community benefits from  enhance the benefits given by employment the contractor shall offer similar and local involved with project the project opportunities to both (male and female) and non-discrimination level of salaries; administration activities  The employed people will increase the individual live standard of the selected beneficiaries and enhance the local economy.  The Contractor must avoid employing children as the coordination for local employment arrangements should be facilitated by local authorities.  The Contractor shall enter into agreement with one service provider to undertake the GBV and CAE IEC campaign.  Ensuring that all project staff understand the values of the project, understand expectations for all employees, and acknowledge the consequences for violations of these values, will help to create a smoother, more respectful and productive project implementation thereby helping ensure that the project’s objectives will be achieved.  A contractor shall Promote/ adopt a Code of Conduct for the and put in place GBV and CAE protection mechanisms to prevent and deal with situations of abuse and of labor and sexual exploitation and to follow any disclaims on breaches of the Code of Conduct. Contractor, must include in the working contract with its staff a Child Protection Code of Conduct that protects children  During the construction/rehabilitation works, the students and unskilled local labors will be given training in soft engineering structures construction. Agriculture livestock To minimize farmland loss  All resettlement, land acquisition and compensation issues will be dealt in List of affected and animal accidents due to accordance with the RPF developed for the project as preventive measure landholders road works Flora and Fauna: To minimize impacts on The project will not interfere with any natural habitats; therefore, no impacts are NA NA Vegetation and Fauna vegetation and fauna expected. As stated the PAD minor construction activities may occur in the school degradation in the region facilities. In this case, existing planted trees and garden may have to be lost to allow construction. 53 Water To minimize impacts of  Maintanence of veicles and equipments shall not be done within the working Contractor Quantity of obsolete contamination/supply water contamination and area; chemical products avoid water competition  Collection of existing obsolete chemical products ( reagents, pesticides) for collected and well with other users disposal shall be done correctly; disposed  Avoiding to work in previously contaminated sites;  Replanting disturbed areas immediately after disturbance has stopped, not after construction has been completed, and their maintenance;  Spills of effluent, feed, chemicals and other potential pollutants have to be cleaned up promptly. Air pollution To ensure nuisance form  All heavy equipment and machinery shall be fitted with noise pollution control Contractor Protective equipment noise is minimized and no devices that are operating correctly; Engineer distributed to workers at health risk or inconvenience  Provide ear mufflers to construction workers in high noise exposure areas; quarries, operators etc. due to dust production.  Carry out noisy construction activities during normal working hours.  Consider erection of noise barriers in case that the construction is noisy between the construction area and the rest of the school;  Limit access to the construction or rehabilitation area to strange people or without a minimal safety clothes ( boats, gloves etc) OPERATION PHASE Air Pollution Decrease impacts of air  Provide adequate Personal Protective Equipment/clothes for students and staff Flagship pollution for students and when enter to laboratories, workshops, and other areas of practical lectures; institution; staff  In a noisy environment (electrical and other noisy equipment) and dust exposition, PIU hearing and respiratory protection shall be given to all people entering to this environment;  Avoid to execute land preparation during windy and dry days; Implement measures to reduce dust generation, such as preventing overgrazing of pastureland;  Feed storage areas should be constructed so that feed is kept dry;  Store manure away from the dairy and feeding area;  Transfer the manure from the feeding areas, laneways and shed at least once every week;  Clean up split feed and silage before it ferments;  Keep bedding in free stall sheds dry. Regularly remove any wet or contaminated bedding;  Dispose of any dead animals promptly;  Incineration should only be carried out in permitted facilities operating under internationally recognized standards for pollution prevention and control.  Appropriate groundcover plants and vegetation screens have to be established and maintained; 54 Soil and water Avoid soil erosion and  Soil preparation shall not be done during windy and dray days to avoid erosion; Staff, Env&Social protection water contamination  If any irrigation system be established the water channels or trenches for pipe shall Focal point, PIU be protected to avoid erosion;  Fertilizer and pesticide application shall be done in accordance with the requirement of the plant and soil to avoid over application;  If crop production, in any case is done in hilly area the plantation shall be done in terrace, counter etc;  Implement appropriate containment and storage systems for hazardous materials and waste (including animal waste and effluent);  Construct and manage livestock farming production and waste storage facilities to prevent contamination to soil, surface and groundwater;  Construct and manage livestock farming production and waste storage facilities to prevent contamination to soil, surface and groundwater;  Locate waste facilities away from surface water resources, floodplains, other sensitive habitats and residential areas;  Fertilizer and chemical shall be stored in bounded and roofed areas. with impervious base material, in order to protect groundwater from pollution;  Spills of effluent, feed, chemicals and other potential pollutants have to be cleaned up promptly. Waste management Contamination and Solid Waste management (domestic waste) Flag Ship Number of containers environmental risks  At work area and school facility waste containers shall be available in a quantity for Institution; available; all users; PIU Frequency of waste  The school facility shall establish a program for waste selection by placing different collection; container for recyclable waste; Contract with service  The school shall establish a contract with waste collector companies or municipality provider for collection of to collect regular domestic waste to be disposed at public landfill; hazardous waste  No burning waste will be acceptable within the school facility;  Rubbish or household waste should be deposited in gullies or other areas of the farm, as it could contaminate surface water and ground water;  Silage wrap and plastic pit covers should be disposed of at public landfills or collected for recycling, if the services are available in the area. Water waste and lab hazardous Waste The waste generated by academic institutions such as universities, institutes and high schools can be classified into four main categories: household, biological and chemical waste, and radiation. In the case of one of this waste a following mitigation measure shall be applicable:  Reuse and recycling  Distillation of used solvents; in cleaning processes, the glass ware can be initially 55 washed with used solvents;  Purchaseonlycompressedgascylindersfrommanufacturersthatacceptthereturnofemp tyorpartially used ones;  Any chemical product unused shall be returned to the provider or offered to other potential users to avoid accumulation  At workshop the implementers shall avoid the contamination of fuel with solvents or heavy metals;  In any case that a metallic mercury is used in any experiment shall be controlled.  Neutralization: neutralize highly acidic or alkaline solutions, leading to a desirable pH of 6 to 9. Thus, if this solution does not contain other toxic compounds It can be treated as regular trash and discarded in the sewage. Strong acids or bases must be neutralized before being released into these wage to contribute to the prevention of environmental pollution, and minimize costs with heal than the environment 4  Precipitation, oxidation and reduction: These processes can remove hazardous components of chemical waste and the final product can be discarded as common trash.  After the experiment done, the solution shall be reduced to be a PH natural and be realized at sewage;  If the solution cannot be reduced it has to be collected into a container and treat as hazard waste;  All Hazard waste shall be identified and storage properly; Bio-organic waste  Dead animals can be disposed of in a number of ways, such as burial, composting, rendering and incineration. Before deciding on any disposal option, a risk assessment should be undertaken to determine the most appropriate option for each situation;  All vials, used syringes/ injection and needles and other clinical material shall temporarily store in a container with ethanol for a period of 1 to 2 years it, can be reused after sterilization and then incinerated.  Hazardous materials stored temporarily in the safety place should be incinerated and work with provincial hospitals.  Transport of this material must be carried out in a safe way (in own containers, in closed cars); Health and safety  The project unity shall erect safety signs and signs for “go” and “no go” areas as PIU (Env&Social Number of incidentals; well as provide fire extinguishers at all facility; Expert) and Focal  The contractor shall make his workers away of the control and prevention of point at each HIV/AIDS within the working site. The program should consider the following institution actions: 56 o Regular distribution of free condoms to workers throughout the duration of the project; o Seminars and awareness campaigns on HIV/AIDS and other diseases caused by poor sanitation of the environment; o The Voluntary Testing Program;  The PIU shall maintain at the site the first aid box for immediate assistance;  Provide PPE suitable for laboratories to protect staff and students from pathogens and other diseases;  Implement best practice procedures for hygiene following exposure to animal wastes;  Provide washing and cleaning facilities for employees and students;  All buildings in the food sector must be kept clean and in good condition;  All people working with agro processing shall have all the conditions that allow their work to be carried out under all the required conditions as regards hygiene (hair, nails, etc);  Access to agro-processing facilities shall be regulated and all people shall have protective clothes. Agricultural Pests and Avoid environmental risks  Vegetation and rubbish around the buildings and yards should be removed or PIU (Env&Social animal disease control due to pest and disease controlled, in order to reduce habitat for insects and vermin; Expert) and Focal Pest management (for control mechanisms  Routine baiting of rats and mice is essential; point at each agriculture and  Pests can be controlled by management, strategic application of appropriate institution livestock activities) chemicals or other extermination measures;  Pest numbers are regularly monitored and targeted pest extermination programs are undertaken, maintained and monitored for effectiveness;  All building that house feed, plant and equipment are designed and maintained so as to exclude pests;  Feed spills have to be cleaned immediately, to minimize breeding sites or attractants;  Integrated pest management principles can be incorporate into the weed management program;  Information of unknown weeds and methods of controlling them have to be sought;  Early detection and rapid response processes for new weeds have to be put in place;  A rotation schedule should be developed and implemented to ensure control or eradication of noxious weeds. This ensure that monitoring of the species continues, and the schedule is adjusted if a problem persists;  All agricultural chemical shall be authorized by the ministry of agriculture;  Chemical records, covering the purchase or procurement of chemical and details of 57 their application (MSDS) have to be maintained for a period of at least three years;  All persons applying chemicals on the farm have to be supplied with appropriate Personal protective equipment and be trained in the use of chemicals;  Store pesticides in their original packaging, and in a dedicated location that can be locked and properly identified with signs, with access limited to authorized persons. No human or animal food should be stored in this location;  Mixing and transfer of pesticides should be undertaken by trained personnel in ventilated and well lit areas, using containers designed and dedicated for this purpose;  Used pesticide containers should not be used for any other purpose (e.g. drinking water);  Used animal Injection and other medicine containers shall be stored and be dispose accordingly. • enhance the benefits given by employment the contractor shall offer similar PIU (Env&Social Number of incidentals; opportunities to both (male and female) and nondiscrimination level of salaries; Expert) and Focal • The employed people will increase the individual live standard of the selected point at each beneficiaries and enhance the local economy; institution • The Contractor must avoid employing children as the coordination for local employment arrangements should be facilitated by local authorities; • The Contractor shall enter into agreement with one service provider to undertake the GBV and CAE IEC campaign; • Ensuring that all project staff understand the values of the project, understand expectations for all employees, and acknowledge the consequences for violations of these values, will help to create a smoother, more respectful and productive project implementation thereby helping ensure that the project’s objectives will be achieved; • A contractor shall Promote/ adopt a Code of Conduct for the and put in place GBV and CAE protection mechanisms to prevent and deal with situations of abuse and of labor and sexual exploitation and to follow any disclaims on breaches of the Code of Conduct; • Contractor must include in the working contract with its staff a Child Protection Code of Conduct that protects children. 58 7. ENVIRONMENTAL AND SOCIAL CLAUSES The environmental and social clauses will be integrated into Contracts for the Design, Construction, Operation Mozskills sub-projects. The Site Specific ESMPs should be appended to both Contractor and Supervising Engineer Contracts and regular reporting on safeguards issues should also be part of the contract . Environmental and social clauses are defined based on the construction process: 7.1 Construction Planning Phase Compliance with laws and regulations:  Prior to mobilization, the Contractor shall supply the Engineer a list of all staff proposed for the project with an accompanied background check acceptable to the Engineer.  The Contractor shall comply with all the relevant labor Laws applicable to the Contractor’s Personnel including Laws relating to their employment, health, safety, welfare and shall allow them all their legal rights. The Contractor and its subcontractors must:  Know, respect and enforce laws and regulations in force in regard to the environment, disposal of solid and liquid waste, air emission and effluent standards and allowed noise levels, hours of work, etc.;  Take all appropriate measures to minimize harm to the environment and people; take responsibility for any claims related to environmental non-compliance. Permits and approvals before work Before starting work, any environmental study and resettlement plan has to be prepared and submitted for approval from the environmental Authority for each subproject and environmental permit issued. The Contractor shall obtain all permits and permission to access resources and material necessary to carry out the work under the contract. Being a rehabilitation of existing facilities under construction within existing DUAT permission to execute work activities must be required to the Municipality authorities or district authorities. For expansion outside the existing DUAT land permission shall be required before and the construction permission also. Meeting before starting works Before starting work, the Contractor, Client (PIU) and the engineer shall hold meetings with government officials, representatives of the school board and communities in the project area to inform about the project and duration of works. This meeting will enable the Client to collect people’s suggestions, raise awareness on environmental and social issues and their relationships with the workers. Identification of concessionaire networks Before starting works, the Contractor shall investigate, in any case his work will affect the utility network, a procedure for identifying concessionaire networks (water, electricity, telephone, sewer, etc.) on a plan that will be formalized by Minutes of Meetings signed by all parties (Contractor, works supervisor, concessionaires). 59 Works signage Prior to the opening of construction sites and whenever necessary the Contractor shall place, pre- signage and signage, within an appropriate distance in line with the laws and regulations in force. Release of public and private domain The Contractor should be aware of the fact that the perimeter of a public utility related to the operation is the perimeter that may be affected by the works. Work can only begin in the affected areas after the implementation of the RAP, if any. All resettlement, land acquisition and compensation issues will be dealt in accordance with the RPF developed for the MoZSkills project. Participation of Women and Children Qualified female workforce should be searched for in the project area. If possible, qualified female workforce should be offered refreshing or upgrading vocational training, to thus make it possible for women to qualify for recruitment. The contractor shall respect the labor law regarding the minimal age. Therefore, is not permitted to contract for the construction activities of this project children (any person under 18 years of age). The contractor shall have written contract with each and every worker. The Contractor/PIU shall develop: (i) Gender Based Violence (GBV) and Child Abuse/Exploitation (CAE) Codes of Conduct; and, (ii) an Action Plan to mitigate and respond to GBV and CAE within the project and the community. The Codes of Conduct will outline the responsibilities of: (i) the company to create a positive culture for its workplace and employees; (ii) managers to ensure that culture is implemented; and, (iii) individuals to adhere to the principles of that culture and not to engage in GBV and/or CAE. All employees (including managers) will be required to attend training prior to commencing work to reinforce the understanding of HIV/AIDS, GBV and CAE. Environmental and social management program The Contractor shall prepare and submit for approval by the Project Manager a detailed project environmental and social management program including: (i) a site plan showing the location of the site and the various areas of the site for project components and locations, (ii) a site plan for waste management indicating types of waste, the type of collection considered, the storage, the method and location of disposal; (iii) the information and awareness program specifying targets, themes and selected consultation modality; (iv) a plan for accident management and health protection stating the risks of major accidents which endanger the health or safety of staff and/or public security measures and/or health protection to be applied in the context of an emergency plan. The Contractor shall also prepare and submit, for approval a plan to protect the environment of the site, which includes all security measures to protect the site and forward a site decommissioning plan at the end of works. The environmental and social management program will also include: the organization of staff in charge of environmental, health and safety management with an indication of the officer in charge of the Project Environmental social area, description of the methods to reduce negative environmental, social, health and safety impacts. The Contractor shall comply with all national environmental laws and regulations. 60 The Contractor Shall Prepare and submit to the Engineer for acceptance the “Contractor’s Environmental and Social Management Plan” (CESMP) which provides a detailed explanation of how the Contractor shall comply with the project’s safeguard documents such as the Project Environmental and Social Management Plan (ESMP) that were provided as part of the bid documents and/or have been publicly disclosed. No civil works shall commence until the CESMP has been cleared by the Engineer. The contractor shall ensure that CESMP includes as a minimum the following management plans, with a level of detail appropriate for the project based on the ESMP requirements: o Work Activity o Occupational Health and Safety o Environment o Waste o Social o Labor Influx o CESMP Implementation  Attend public meetings at their own expense as requested by the Engineer to discuss the CESMP or any other aspects of the project’s environmental and social compliance of interest to the public.  Approve public disclosure (Annex 4) of the CESMP once approved by the Engineer through the project web site and other means that the Employer may deem appropriate.  Shall allocate sufficient resources in terms of budget and staff to carry out the provisions of the approved CESMP.  Carry out the project in accordance with the approved CESMP.  Submit monthly reports on the CESMP implementation progress to the Engineer in an agreed format.  Update the CESMP as necessary in particular when there are design changes that impact on the project area of influence or the public or upon instruction by the Engineer for re- approval and re-disclosure. For CESMP or ESMP infringements, the Contractor shall be given a Notice by the Engineer to initiate actions to remedy the issue within 24 hours. If remediation and restoration has been satisfactorily initiated but could not be completed during this period, the Engineer shall determine a reasonable extended period to complete the remediation in consultation with the Contractor and the Employer. If in the judgment of the Engineer the Contractor has not: • Initiated any satisfactory remedial action within the 24-hour period, or • The restoration is not being done properly, or • The restoration is not being done in a timely manner during any extended period, then: The Engineer may instruct the Contractor to cease all remediation activities. The Employer shall be entitled to employ and pay others to carry out the restoration work. The Contractor shall reimburse the Employer through deductions to payments all costs reasonably incurred by the Employer for others to carry out the restoration work. For plant and materials to be imported from overseas, the Contractor shall determine and comply with all importation related inspection and quarantine requirements, including fumigation and other such treatments, and allow for these in their procurement planning and works pricing. Appropriate 61 quarantine certificates are to be provided to the Engineer prior to importing of material and/or equipment. 7.2 Construction Phase Biophysical feature Soil and water resources protection The contract shall protect in all means the degradation of soil and water due to his activities. Soil erosion has to be avoided using best practices and mitigation proposed under this ESMF, similarly for water and air resources protection. Contractor shall implement all mitigation measures to avoid water and air pollution. Solid waste management At all times, the Contractor is responsible for the safe and sound disposal of all solid waste generated by the Works. Solid waste includes: • General waste (i.e. office type waste, household waste (from any worker’s camps), lightweight packaging materials). • Recyclable waste (i.e. certain plastics, metals, rubber etc. that can be recycled). • Organic biodegradable waste (i.e. waste that will decay / break down in a reasonable amount of time, such as green waste, food waste). • Inorganic non-recyclable waste (i.e. waste that cannot decompose / break down and which cannot be recycled). • Hazardous waste (i.e. asbestos, waste oil etc.) The Contractor/Institution shall provide bins container to deposit the garbage in to be emptied and sealed periodically. In case of evacuation of the site by trucks, bins should be sealed to prevent the waste spillage; The Contractor/Institution shall dispose of or recycle the waste in an environmentally sound manner. For this purpose, the Contractor should store waste in labelled containers. The Contractor shall deliver the waste, if possible, to existing disposal sites. All other waste is to be disposed of offshore in permitted or licensed facilities. It is the Contractor’s responsibility to obtain all necessary permissions for transport and safe disposal of hazardous waste from the project site in a legally designated hazardous waste management site. Surplus Material Disposal: Surplus material (parts of rehabilitate areas, concrete rubble, and other clean fill materials) will be generated. Disposal of surplus materials is at the Contractor’s expense. The CESMP Waste Management Plan shall describe solid waste streams generated by the works and detail the approved disposal methods along with permissions. Burning of any materials is not permitted. All spoil materials removed by clearing and grubbing, non-clean fill material etc. shall be removed from the work site and transported to the nominated disposal site(s) in compliance with any local requirements before the start of the defects liability period. Unless otherwise instructed by the Engineer, other surplus materials not needed during the defects liability period shall be removed from the site in compliance with the ESMP. 62 Liquid Waste Management There are a number of activities during construction and operation phases of the project which will generate wastewater. During construction wastewater will be generated by the sanitation facilities provided for workers, contractor is responsible for the collection and treatment of the generated wastewater from sanitation facilities. A separate wash down area is required for machinery or material with oil or fuel residue. Wash water from concrete production, cutting, washing of equipment used must be collected and treated to lower the pH (closer to neutral) and to allow settlement of suspended solids. All wash down areas and wastewater treatment areas should be located within the construction areas and away from the water courses (at least 500 m). The Contractor shall take precaution measures to prevent wastewater and hazardous substances or materials entering the environment (fuel and oil spills, wastewater discharge, and all kinds of pollutants). In any case an incident occur, the Contractor must have a spill response plan in place. The response plan should include details on the use of spill kits and absorbent items to prevent spills entering the receiving sensitive environment (ground, surface water). The contractor/school administration shall hire a specialized service provider or company, at approval of the PIU and Bank, to collect hazardous waste. Or PIU shall agree with the suppliers of oil, filter and battery to collect the waste. Protection against noise pollution The Contractor shall limit construction noise in order not to disturb lectures and neighbor residents, either by excessively long duration, or by their extension outside of normal working hours. Thresholds are not to exceed 55 decibels (dB) during the day and 45 decibels at night. The contractor shall erect noise barriers between the working area and the rest of the school allow the normal course of teaching process. Protection of wetlands, fauna and flora Not applicable for this project Socio economic features Health and Safety The contractor shall comply with the Occupational Health and Safety (OHS) requirements embodied in the ESMP and the World Bank’s EHS Guidelines.’ The Contractor shall submit for approval by the Engineer an OHS Management Plan. Civil works shall not be permitted to commence until the Engineer has approved the OHS Management Plan prepared by the Contractor specifically for the project, the Safety Officer is mobilized and on site, and all employees have undergone site specific induction training. For the purposes of this project, in addition to the national OHS standards the employer is adopting a code of practice for occupational health and safety based on good international industry practice. 63 The Contractor shall appoint certified Safety Officer at the Site, with qualifications acceptable to the Engineer. The Safety Officer shall be responsible for supporting implementation of the OHS Management Plan through technical advice, guidance, mentoring, and training under the guidance of the Contractor’s Project Manager. This person shall have the authority to issue instructions and take protective measures to prevent accidents whilst promoting a safety culture across the project. Throughout the execution of the Works, the Contractor shall provide whatever is required by this person to exercise this responsibility and authority. The Contractor shall at all times take all reasonable precautions to maintain the health and safety of the Contractor’s Personnel and affected stakeholders. In collaboration with local health authorities, the Contractor shall ensure that first aid facilities are available, including appropriate contacts with ambulances vehicles that are available to be used immediately to transport Contractor’s and Employer’s Personnel to medical facilities in the event of an emergency. The Contractor shall post in clearly accessible places information on how to transport injured Contractor’s and Employer’s Personnel to medical facilities, including the precise location and contact details of such medical facilities, name and contract details of the site designated Safety Officer. The Contractor shall inform and educate employees on safety and health at He must maintain the safety and health of workers and local populations and take appropriate measures for this purpose. The Contractor shall ensure that suitable arrangements are made for all necessary welfare facilities and hygiene procedures are in place for the prevention of the spreading of diseases. The Contractor shall ensure that all workers on the site have appropriate PPE of an appropriate standard including: (i) Impact resistant safety eyewear; (ii) Safety footwear with steel toe, sole and heel; (iii) High visibility clothing; (iv) Long sleeves and long pants suitable for operating environment; (v) Safety helmet with provision of sun protection as necessary; (vi) Gloves (carried and worn when manual handling); and (vii) Hearing protection when working in close proximity to noisy equipment and in all underground environments. The Contractor shall verbally notify the Engineer immediately of any incident where serious harm has occurred, with written details being forwarded within 24 hours of the incident occurring. Within 5 working days of the end of the calendar month the Contractor will be required to report to the Engineer on their performance. Regarding, the Contractor, during the construction shall limit vehicle speeds on site by installing signs and flag bearers. Only strictly necessary materials will be tolerated on the site. Outside access, designated crossing places and work areas, it is prohibited to operate construction equipment. Vehicles of the Contractor shall, at all times, comply with the speed limits within the site. During requalification or rehabilitation, the contractor, shall be aware of the students crossing all internal roads and crossing lines shall be indicated; The work schedule should be established in such a way as to minimize impacts on normal lecture time. 64 Prevention against STI/HIV/AIDS and related diseases During the work mobilization stage, the Contractor shall conduct an HIV-AIDS IEC campaign through a service provider approved by the Engineer, and shall undertake such other measures as are specified in this Contract to reduce the risk of the transfer of the HIV virus between and among the Contractor’s Personnel and the local community, to promote early diagnosis and to assist affected individuals. The Contractor shall not discriminate against people found to have HIV-AIDS as part of the campaign. The Engineer shall provide to the Contractor a list of approved service providers which shall include recognized NGOs and/or recognized local health departments. From the provided list, the Contractor shall enter into agreement with one service provider to undertake the HIV-AIDS IEC campaign. The cost of the campaign shall be funded by the Contractor from the provisional sum provided in the bill-of quantity. The approved service provider shall prepare an action plan for the IEC campaign based on the ‘Road to Good Health Toolkit’ which shall be submitted to the Engineer for approval. The action plan will clearly indicate: (i) types and frequency of education activities to be done; (ii) the target groups (as a minimum to all the contractor's employees, all sub-contractors and engineer employees, and all truck drivers and crew making deliveries to site for construction activities as well as immediate local communities); (iii) Whether condoms shall be provided; and (iv) Whether STI including HIV/AIDS screening, diagnosis, counselling and referral to a dedicated national STI and HIV/AIDS program, (unless otherwise agreed) of all Site staff and labor shall be provided. The IEC campaign shall be conducted while the Contractor is mobilized in accordance with the approved approach. It shall be addressed to all target groups identified concerning the risks, dangers and impact, and appropriate avoidance behavior with respect to, of STI in general and HIV/AIDS in particular. During the construction phase the Contractor, through the service provider, shall inform and educate staff on the risks of STI/HIV/AIDS. He must make sufficient and good quality condoms available to staff free of charge to be used against STIs and HIV/AIDS infections. Local communities should also be informed about the risks of STIs and HIV/Aids. The contractor shall make staff available for a total of at least 0.5 days per month for formal trainings including HIV/AIDS. Gender Biased Violence and Child Abuse The purpose of the clauses is to and/or mitigate risks of Gender Based Violence (GBV) and Violence against Children (VAC) on the sub project site. Mutual respect and fair treatment between those working on the project and local communities is critical to a safe, respectful, and productive workplace and operating environment. GBV and VAC can be one of the most serious violations of respect and fair treatment which can harm the local community, and significantly damage trust and cooperation between parties. The Engineer shall provide to the Contractor a list of approved service providers which shall include recognized NGOs and others for conducting training on GBV and CAE. 65 From the provided list, the Contractor shall enter into agreement with one service provider to undertake the GBV and CAE IEC campaign. Ensuring that all project staff understand the values of the project, understand expectations for all employees, and acknowledge the consequences for violations of these values, will help to create a smoother, more respectful and productive project implementation thereby helping ensure that the project’s objectives will be achieved. Promote/ adopt a Code of Conduct (Annex 7) for the workers that protects children; and put in place GBV and CAE protection mechanisms to prevent and deal with situations of abuse and of labor and sexual exploitation and to follow any disclaims on breaches of the Code of Conduct. The contractor shall make staff available for a total of at least 3 hours per month for formal trainings including GBV and CAE. Site journal The Contractor shall maintain a log yard, which will record complaints, violations, accidents or incidents that have a significant impact on the environment or impacts on the local communities (students). The site log is unique to the site and notes must be written in ink. The Contractor shall inform the general public and local residents in particular, about the existence of this journal, with an indication of where it can be accessed. Liaison with School Board and government official The relationship between the project staff, school Board and government officials is an important aspect that will either contribute to or detract from the overall success of the project. The contractor, engineer and PIU shall establish a Project Liaison Committee (PLC). The PLC is the primary mechanism for establishing and maintaining communication with the local authorities and the community. This committee has a key role in monitoring the overall impact of the project on the community including protection to vulnerable groups. GRM for the ESMF implementation will also be adequately addressed by the PLC. When PLC is unable to give satisfactory response, then the grievance will be submitted to for a proper resolution. The Contractor shall attend all meetings of the Project Liaison Committee as may be reasonably re- quire by the Engineer and shall provide adequate information to the committee related with the implementation of the ESMF in order for it to fulfil its responsibilities. The meetings will be held in Portuguese, with translation into local language as appropriate. The PLC will integrate at least the following members, although it has to be adjusted to the local situation: • PIU representatives; • Engineer representative • Contractor representative • A representative of the Child Protection/ HIV&AIDS Service provider (at least during the discussion of the social component) • Representatives of local district authorities at site area for Heath, education, agriculture and police • Other relevant participants Equipment projects maintenance 66 The Contractor shall comply with the maintenance standards for construction equipment and vehicles and conduct refueling and lubricant in a place designated for this purpose. Refueling should take place on a concrete slab. Oil/water separators should be installed where there is a risk of pollution with hydrocarbons, e.g., at vehicle maintenance sites. On the site, provision of absorbent materials and insulators (pillows, sheets, tubes and peat fiber, etc.) as well as sealed containers clearly identified for receiving petroleum residues and waste, must be present. The Contractor shall perform, under constant surveillance, handling of fuel, oil or other contaminants, including the transfer to avoid spillage. The Contractor/institution shall collect, process and recycle all waste oil, and waste in operations and maintenance or repair of machinery. It is forbidden to discharge any hydrocarbons or other dangerous chemicals into the environment or on the construction site. The Contractor/ institution shall drain the waste oils in sealed drums and retain oils to return it to the supplier (recycling). Used spare parts must be sent to the landfill or disposed of in another environmentally acceptable manner. Washing areas and areas for maintenance of equipment and vehicles must be from concrete and equipped with a collection system for oils and fats, with a slope oriented to prevent the flow of pollutants to areas with bare soil. Concrete mixers and equipment for the transportation and installation of the concrete should be washed in the areas provided for this purpose. Dust control The Contractor shall select the location of crushers and similar equipment based on noise and dust they produce. Glasses and dust masks are mandatory for all workers that are working in dust and noise areas; Construction Site Rules Use of local labor and working hours The Contractor shall engage (besides his technical staff) as much labor as possible from the area where the works are being performed and 100% of unskilled labor has to be local. The contractor shall give the same opportunities to both women and man. At least 25% of the work force must be women. Use of child work force is prohibited under the Mozambican regulation. Employment of children that is economically exploitative, or is likely to be hazardous to or interfere with, the child's education, or to be harmful to the child's health, or his/her physical, mental, spiritual, moral or social development should not be allowed. The Contractor shall ensure that work schedules comply with the laws and regulations in force. The Contractor shall avoid performing work during the rest hours, Sundays and holidays. Protection of site personnel The Contractor shall make available to site personnel prescribed working clothes and in good condition and all accessories and safety protection to their activities (helmets, boots, belts, masks, gloves, etc.). The Contractor shall ensure scrupulous use of protection equipment on site. Permanent monitoring should be carried out for this purpose and, in case of violation, enforcement actions (warning, layoff, dismissal) must be applied to personnel. Person Responsible for Health, Safety and Environment 67 The Contractor shall appoint Health/Safety/Environment Officer, who will ensure that the hygiene, safety and environmental protection rules are strictly followed by all and at all levels of performance, both for workers and the students as well as others in contact with the site. The Contractor shall prohibit access to the site by the public, protect it with tags and signs, indicate different access and take all order and security measures to avoid accidents. Appointment of staff on duty The Contractor shall provide care, supervision and safety maintenance of the site including out of hours’ on-site presence. Throughout the construction period, the Contractor shall have personnel on call outside working hours, every day without exception (Saturday, Sunday and holidays), day and night, to take action with regard to any incident and/or accident that may occur in connection with the works. 7.3 Decommissioning of construction sites General Rules Upon releasing a site, the Contractor leaves the premises to their own immediate use. He cannot be released from his obligations and responsibilities without ensuring that the site is in good condition. The Contractor shall restore it to its initial state. All equipment, materials, polluted soil, etc. will be removed and cannot be abandoned on site or surrounding area. Once the work is completed, the Contractor shall: (i) remove temporary buildings, equipment, solid and liquid waste, leftover materials, fences, etc.; (ii) protect the remaining dangerous works (well, open ditches, slopes, projections, etc.); (ii) install functional pavements, sidewalks, gutters, ramps and other structures essential for public service. After the removal of all equipment, a report on the rehabilitation of the site must be prepared and attached to the minutes of the reception of the works. Protection of unstable areas During the execution of works in unstable environments, the Contractor shall take the following precautions not to accentuate the instability of the soil: (i) avoid heavy traffic and overload in the zone of instability; (ii) retain as much as possible the vegetation or restore it using native species where there are erosion risks. Control the execution of environmental and social clauses The engineer, whose team should include an environmental expert who is part of the mission control team, shall verify compliance and the effectiveness of the implementation of the environmental and social clauses by the Contractor. Notification and Sanction The engineer shall notify the Contractor of any event of default or non-performance of environmental and social measures. The Contractor shall rectify any breach of the regulations duly notified to him by the engineer. Costs of restarts or additional works arising from non-compliance shall be borne by the Contractor. Pursuant to contractual non-compliance with environmental and social clauses, duly noted by the Project Manager, may be grounds for termination of the contract. The Contractor whose contract 68 has been terminated due to non-implementation of environmental and social clauses may be subject to sanctions up to suspension of the right to bid for a period determined by the Client, with a reduction on the price and blocking the pay back of the guarantee. Reception of the works Failure to follow these terms exposes the Contractor to provisional or final refusal of acceptance of the works, by the reception Commission. The implementation of each environmental and social measure may be subject to partial acceptance involving relevant departments. Obligations under the guarantee The obligations of the Contractor run until the final reception of the works that will happen only after the complete execution of the works to improve the environment as stated in the contract. 69 8. ENVIRONMENTAL AND SOCIAL SCREENING PROCESS 8.1 The Environmental and Social Screening Process Since the specific details and locations of the MoZSkills activities are not known at this time, the environmental and social screening process is necessary for the review and approval of activities that will contribute to improve the quality of students and respond to the requirements of professional based on demand. The objectives of the screening process: a) Determine the level of environmental work required (i.e. whether an ESMP is required or not; whether the application of simple mitigation measures will suffice; or whether no additional environmental work is required); b) Determine appropriate mitigation measures for addressing adverse impacts; c) Incorporate mitigation measures into the development plans; d) Determine which subproject activities are likely to have potential negative environmental and social impacts; e) Determine if there will be land acquisition, impact on assets, loss of livelihood, and/ or restricted access to natural resources. f) Indicate the need for a Resettlement Action Plan (RAP), which would be prepared in line with the Resettlement Policy Framework (RPF) g) Facilitate the review and approval of the screening results regarding any potential rehabilitation and improvement (equipment and proposals; and h) Provide guidelines for monitoring environmental and social parameters during project activities. The sections below illustrate the stages (steps1-7) of the environmental and social screening process (the screening process) leading towards the review and approval of architectural plans for the rehabilitation of teaching facilities and related water supply and sanitation systems. The purpose of this screening process is to determine which rehabilitation activities are likely to have negative environmental and social impacts; to determine appropriate mitigation measures for activities with adverse impacts; to incorporate mitigation measures into the architectural designs of the teaching facilities as appropriate; to review and approve the rehabilitation proposals; to monitor environmental parameters during the construction and rehabilitation of the teaching facilities, including the related water supply and sanitation systems. The extent of environmental work that might be required prior to the commencement of the rehabilitation of the teaching facilities and related water supply and sanitation systems will depend on the outcome of the screening process described below. The process of screening can be broken down into the following steps: Step1: Project selection to be funded under competitive grant ANEP and MCTESTP will launch call of proposal for the competitive grant and for the creation of the flag ship institution. A technical committee will evaluate the proposals. The selected proposal will then be subject to screening process by the Monitor and Evaluation team for the selected sub project. In this phase the M&E team of ANEP and MCTESTP already aware of the World Bank safe guards, will complete the Environmental and Social Screening Form (Annex 1). Th e Completion of the screening form will facilitate the identification of potential environmental and social impacts, determination of their significance, assignment of the appropriate environmental category, proposal 70 of appropriate environmental mitigation measures, and conduct of an Environmental Impact Assessment (EIA), if necessary. To ensure that the screening for miscompleted correctly, t h e environmental and social specialist will train the M&E team of ANEP and MCTESTP. The team will need to visit the project location. Step 2: Assigning the appropriate Environmental Categories After the completion of the form the team will be able to assign the appropriate environmental category to a particular subproject. The assignment of the appropriate environmental category will be based on the provisions given by the Mozambican legislation, decree 54/2015 and OP4.01Environmental Assessment. Is expected that most of the subproject activities might be categorized as “C”, in this case the environmental and social screening results indicate that such activities will have no significant environmental and social impacts and therefore do not require additional environmental work. Thus, if the screening form has ONLY “No” entries, the proposed activity will not require further environmental work, and the team will recommend approval of this proposal and implementation can proceed immediately. Since the MoZSkills project has been classified as a category B project, it will not fund any activities that have been assigned the environmental category A based on the environmental and social screening results. Therefore, Environmental l Expert will have to fill the environmental and social screening form so the activities, propose an environmental classification of the planned rehabilitation activities and send the results to the DPTADER for approval. Step 3: Carrying out Environmental Work After analyzing the data contained in the environmental and social screening form and after having identified the right environmental category and thus the scope of the environmental work required, safeguard specialist will make a recommendation to establish whether: (a) no environmental work will be required; (b) the implementation of simple mitigation measures will be enough; or (c) a separate environmental impact assessment EIA will be carried out. According to the results of the screening process, the following environmental work can be carried out: a. Use of the environmental and social screening form instruments (Annex 1): The environmental and social screening form will be filled by them M&E of the project. Activities categorized as simple category B activities might benefit from the application of simple mitigation measures outlined in this screening. Institutions where the screening process identifies the need for land acquisition, qualified service providers would prepare a Resettlement Action Plan/Compensation Plan, consistent with OP4.12. b. Carrying out Environmental impact assessment (see annex 2 for draft TOR for undertaking ESIA; and annex 3 for an outline of an ESIA): In some cases, the results of the environmental and social screening process may indicate that the activities scheduled are more complex and the consequently require conducting a separate EIA. The EIA will be conducted by the consultancy firms authorized/ agreed by the environmental specialist in coordination with DPTADER. These consultancy firms will be recruited by PIU, under the supervision of its 71 coordinator and after announcement made of the consultation position in the local newspapers. c. The EIA will follow the national procedure established in the framework of the Environmental Framework Law and the decree regulating EIAs and will be consistent with OP 4.01. As indicated, the draft EIA terms of reference have been provided in annex 2theESMF, to be adapted as necessary. Step 4: Review and Approval DPTADER will review the environmental and social screening forms as well as the EIA reports, and will make recommendations as to whether the results of the screening process or the EIA reports area are acceptable or not. Thus, this structure at the provincial level will review (i) the results and recommendations presented in the environmental and social screening forms; (ii) the proposed mitigation measures presented in the environmental and social checklists (Table 6); and (iii) as appropriate, the results of EIA to ensure that all environmental and social impacts have been identified and effective mitigation measures have been proposed for MoZSkills project activities. Approval/ Disapproval: The screening results and EIA reports to be approved/disapproved by the DPTADER. If the EIA is approved, the DPTADER issues the necessary environmental permit that confirms the EIA has been satisfactorily completed and the project may proceed. A decision is made and a record of decision explains how environmental issues were taken into consideration. Upon approval of the recommendations of the environmental and social screening process, DPTADER will inform the Project implementation unity and the sub project can proceed. Stage 5: Public consultations and disclosure: According to the decree governing the EIA, public information and participation must be ensured during the scoping period and the preparation of the Environmental Impact Assessment (Annex 4), in collaboration with the competent bodies of the administrative constituency and the concerned commune. Public information includes particularly:  One or several meetings for the presentation of the project gathering local authorities, the populations, the concerned organizations; The opening of a register available to all the populations where are kept the appreciations, remarks and suggestions formulated on the project. These consultations should allow for the identification of the main issues and determine how the concern so fall parties will be tackled in the terms of reference for the EIA. The results of the consultations will be included in the EIA report and made available to the public by ANEP. In the framework MoZSkills project, the consultation process will be done in two phases: (i) during the screening and classification of project activities and (ii) during the analysis of environmental and social impacts. PIU of MoZSkills and DPTADER will involve all relevant stakeholders in the project’s public information process. These stakeholders would include: State technical departments, municipal technical departments, NGOs, local associations, etc. Stage 6: Environmental monitoring and follow up: Environmental monitoring aims at checking the effectiveness and relevance of the implementation of the proposed mitigation measures. 72 In coordination with the Project Coordination Unit, monitoring will be done at local levels, by the M&E team. However, the capacities of these technical services need to be reinforced in environmental monitoring. Environmental/social indicators that will be subject to monitoring: Social indicators  Number of people provided with environmental training to implement he ESMF  Number of redress and claims and response given  Number of GBV reported Table 7: Role of institutions on ESIA and ESMP preparation and implementation Stage in Sub Project Responsible unity Role and responsibilities Cycle Screening process Environmental & social specialist Determine Category based at ANEP/DPTADER Approval Carrying out Environmental and social Make a recommendation to establish whether ESIA, ESMP is Environmental Work specialist required Or consultant Review and Approval Review safeguards documents; Environmental and social specialist World Bank ESIA and ESMP Approval DPTADER Public consultations Environmental and social Presentation of the ESIA/ESMP and disclosure: specialist consultant Disclosure DPTADER Environmental Project coordinator Unit Checking the effectiveness and relevance of the monitoring and follow Environmental and social implementation of the proposed mitigation measures up specialist World Bank 73 9. PUBLIC/STAKEHOLDERS CONSULTATION AND PARTICIPATION AND WOMEN PARTICIPATION Public consultation in an Environmental process regulated under the pubic consultation directives approved by MITADER. Accordingly, with the rule a public consultation should be hold for categories A+, A and B. A call for public consultation should be made fifteen days (15) prior to the meeting, using the most common communicable means that reach all people like newspaper, TV, national radio and community radios (local). The main role of a consultation is to inform the AP about the project and the impacts that may cause and also helps to identify impacts, sources of vulnerabilities, the households and groups likely to be affected and appropriate measures to address appropriately. Similarly, because the APs know their economic, social, and biophysical surroundings best, consultation is useful in formulating environmental mitigation measures or resettlement options that balance the APs needs and capabilities with the technical requirements of the options. In carrying out public consultation, a number of advantages for smooth project implementation will be secured. The project-affected communities should be continually consulted by the Project Management (including supervision and monitoring personnel) to identify upcoming needs, constraints and what kind of environmental corrective measures need to be pursued during the different phases of the MoZSkills implementation. A frequent Public Consultation that brings concerns and perceptions of the Affected People (AP) will be the best way in creating a feeling of ownership among the people, particularly when they gain the confidence that their concerns and suggestions are taken into consideration in the design, construction and operation. Public participation, consultation and information dissemination shall be an integral part of the MozSkills project, especially in conducting environmental and social impact assessment activities during the initial phases of project preparation. Concerned stakeholders shall regularly be provided with information on the project prior to and during the process of ESIA, while the Consultants prepare the ESMP, RAP documents as applicable. Established mechanisms of public participation include: Contact representatives of line agencies responsible for education sector, land-use planning) in the project area; Consult experienced and well-established NGOs working locally in the above sectors. Formation of committees and/or groups comprising of stakeholders at various stages of the project Information campaign through media and other means. Interviews with APs to identify issues for resettlement, compensation and grievance redress mechanisms. Focus group discussions, seminaries and workshops, socioeconomic baseline survey as well provides an opportunity for consultation with the concerned public. A public consultation process shall also be established in a way that women, poor and vulnerable people be integrated into the discussion. The inputs, perspectives and recommendations of the stakeholders received during public consultation shall be incorporated in the planning and management documents. The establishment of link structure between contractor, community and engineer is a convenient way of expressing their individual and community concerns and bringing to the notice of the project management. Local labor especially from the vulnerable and APs will receive priority to work during project operations. 74 The project is expected to have limited construction works, expansion and rehabilitation. These works will be conducted by contractors, who invariably are less sensible to women participation in the construction activities. The contractor shall adopt mechanism to give similar employment opportunities to both women and man. However, need to sensible for the women need and avoid giving works that are not suitable to women needs. Being a project that one result is to rise the number of graduate women in science and engineering area, contractor is obliged to follow the code of conducts of the specific school on Gender Based violence (GVB). During the preparation of this instrument a survey was done, about40 students were interviewed, 22 females and 18 males. Some of the interviewers did not have a clear understanding of the GBV. Some respondents reported that exist cases of sexual harassment, psychological and social violence among the teachers and students. In the case of sexual harassment and psychological violence is common from teacher to the girl’s students. However, when such case is reported at school board, in their view, the response given by the school is always in favor of the teachers. The victims do not receive proper assistance (physiological). The students request a more awareness campaigning against any form of violence at school area. Most of the case victims of sexual harassment are those students that have bad marks in the specific subject and the teachers use their power to harass. This behavior within the institution is considered to be one of the reasons of girls for drop off from the class. For MoZSkills project is proposed an establishment of a GRM on the GBV that will allow the victims to have immediate assistance and be protected from any form of intimidation by the offenders. The project will work with a specialized service provider, which will strength the capacity of the institutions to handle and treat such cases if arises after the projects ends. This program on GBV will capacitate the institution in dealing with these issues. Right now, aware of this behavior within the professional institutes, the GOM adopted legislative measures. On the 17 of April was approved the diploma Ministerial 36/19 on combat of corruption and sexual harassment within public and private professional education institution. The main objective of the regulation is to prevent such behavior among the School community. Under this regulation is proposed the establishment of a Committee on Sexual harassment, corruption. Therefore, this committee shall develop: (i) Gender Based Violence (GBV) codes of Conduct; and, (ii) an Action Plan to mitigate and respond to GBV within the project and the community. The Codes of Conduct will outline the responsibilities of: (i) the institution to create a positive culture for its workplace and students; (ii) managers to ensure that culture is implemented; and, (iii) individuals to adhere to the principles of that culture and not to engage in GBV. All employees (including managers) will be required to attend training to reinforce the understanding of HIV/AIDS, GBV. For the purpose of drafting the safeguards instruments (both ESMF and RPF), the consultation had process can be summarized in the following manner:  Project launch workshop and meeting with the World Bank safeguards team. During 75 this meet the project consultant had a discussion of the TOR’s and the methodology proposed by the consultant team. The meeting was attended by representative of the ministry of science, ANEP, coordinator of other related projects.  Survey at professional schools: The consultant teams undertook field visit to the following schools: IAB, IIM, IICM, IICN. A survey with students was done regarding GBV, sexual harassment and mechanism to prevent and solve any situation of GVB. During the survey the consultant also interacted with the school administration and board to discuss about the grievance redresses mechanism for any complain, and how it is managed. From the environment perspective a survey with lab operator se and workshops, waste management procedures existing in each institute was carried out.  Meeting of public participation: There was held two meeting in Maputo (Annex 8), on the 25th of May at ICIM. The consultant did the project presentation, which focalized into the results of the field visit which contribution to the environmental impacts. 22 people attended the meeting during the meeting comments and questions were made. Problems of drugs and alcohol within school environment were the social aspect which affects the school. And the community liaison office has shown his incapability to solve the problem. In term of the environmental aspects, waste disposal and management of dangerous and obsoletes and E waste.  Meeting in Nampula at the Institute Industrial e Commercial de Nampula, held in 26 of April. The meeting was attended by about 70 people representing the school community, partners and users of the institute works. After the presentation done by the consultant a discussion about the need of environmental management subject for students and the preventive measures adopted by the school mangers to prevent any type of GBV. The consultant also had a consultative meeting with representatives of the Ministry of Education, Ministry of Science and Technology Higher and Technical and Professional Education and the representative of Gender Project funded by Canadian Cooperation Agency. In this meeting aspect related with GBV and good practices implemented by the project and the Ministry of Education were analyzed. Details of the consultation meetings are provided in annexes 9, 10, 11 and 12. 76 10. GRIEVANCE REDRESS MECHANISMS Conflicts or grievances may arise when the construction process occurs without a pre negotiation process or contractor does not respect the concerns of the PAP’s. Conflicts generally arise from poor communication, inadequate or lack of consultation, inadequate flow of accurate information, or restrictions that may be imposed on people through the implementation of Project activities. Grievances Redress Mechanism will be available for the sub- project affected persons to be able to address their issues and to solve prior to use formal legal grievance system. Through this mechanism, AP’s will be able to react on any damages occurred during the construction works or ESMF implementation, including aspects related with GBV, CAE and misbehavior of contractor workers. Communication strategy may prevent or reduce misunderstanding and grievances, therefore awareness-raising about Project activities will be one of strategy that ANEP. The GRM for this project will have to be established for the construction phase, where influx workers will be working within the school yard and in direct contact with the school community and the contractor activities may also affect surrounding area, therefore, the proposed GRM will have to consider this aspect. Consultations and negotiations will be carried out with PAPs where there are indications of potential conflicts. Contractors and engineer have to be aware of managing conflicts and communities to know their rights and obligations, how to obtain legal advice and representation, and how to seek redress against what they regard as unfair practices by contractor or its workers. During operation phase the GRM is a mechanism that will be used to solve complaint and conflicts that may rise. The selection of the MoZSkills students (project beneficiaries), and the teaching process at the HE and TVET institution may require the beneficiaries time for express their concerns and objections to minimize the risk of discrimination based on gender, socio-cultural norms, religious status, etc during the learning process. The procedure for channeling grievances shall be made simple and accessible to the beneficiaries or Project Affected People, and will be handled at the local level. Whereas the complains related to land acquisition, land use change and resettlement impacts are more straightforward and easily identified and managed, a range of other negative impacts and complains can arise within an education institution, such as the gender based violence/sexual exploitation and abuse (GBV/SEA), which very often are not reported in school environment. The power relation and dominant position of the teachers, contributes for reduced number of girls complaining about GBV/SEA cases, school drop outs, early pregnant students, and no actions for the perpetrators. As part of GoM response to GBV/SEA, the Ministry of Science and Technology, Higher Education and TVET, recently launched the Ministerial Diploma No. 36/2019 of April 17, which approves the Regulation of Fight Against Corruption, Sexual Harassment and Abuse, and All types of Sexual Exploitation and Abuse in the Schools. As per the Article 6 of the above mentioned Ministerial Diploma (DM 36/2019 of April 17), the MoZSkills selected institutions, will designate a Commission Against Sexual Abuse, Harassment and Corruption (CASAC), which will work closely with the designated grievance focal point/officer to 77 undertake the following: create and update a grievance database for the entire project, receive complains, classify it, and provide adequate/timeously responses to the PAP. This database shall be kept at ANEP HdQ and in line with beneficiary’s database. Wherever possible grievances should be solved amicably and make use of HE and TVET established structures to solve it. However, where such approach is not possible, those wishing to express their grievances may do so through the community, family member and administrative post and/or district government, who will consult with the HE and TVET institutions to determine the validity of claims and rule on the final settlement. In coordination with the ´´CASAC´´, an independent team comprising local administration, HE and TVET selected institutions, project affected people or beneficiaries (including women), community leaders and NGOs will play key roles in establishing a grievance mechanism needed to solve problems and manage unforeseen issues, which may arise during the selection of beneficiaries and implementation process. An affordable and accessible procedure for beneficiaries/students/PAPs settlement of disputes arising from project, the GRM will take into account the availability of community and traditional dispute settlement mechanisms and judicial resources. The proposed GRM, will be organized in such a way that it is accessible to all project beneficiaries and surrounding community members, with particular attention for the vulnerable groups. The priority of this mechanism is to capture any potential grievance case in its initial stage and be able to address the issues and to solve prior to use formal legal justice system. Once the subproject is defined and the preliminary foot prints of the site-specific project are defined, public consultation will be organized within the project area targeting the project beneficiaries and surrounding community. In these meetings, the project beneficiaries and the affected community will be informed about existence and procedures of the grievance redress mechanism, communication channels, entry points and response timing as well. The GRM will involve the HE and TVET selected institutions and respective CASAC´s Committees with representatives of the district government (representatives of the education, health, police, Infra structure and Agriculture sectors). Representatives of ANEP at central, local leaders, beneficiaries/students/PAPs where the settlement belongs. The committee will facilitate procedures about the issues raised by the beneficiary students and PAPs during the selection and implementation process. The same will be applicable for the project beneficiaries selected to attend the HE and TVET institutions, in case any complain arises and need to be solved. All attempts shall be made to settle grievances harmoniously. Those seeking redress and wishing to state grievances will do so by notifying the focal point or using the telephone number available. The affected person shall receive a response within 10 days during which any meetings and discussions to be held with the aggrieved person should be conducted. The grievance redress mechanisms are designed with the objective of channeling and solving disputes at the earliest possible time, which will be in the interest of all parties concerned and therefore, it implicitly discourages referring such matters to a Tribunal for resolution. Nevertheless, 78 if the PAPs is not comfortable with the decision of HE/TVET institutions systems she/he can them present its case to the Tribunal. All grievances/complaints shall be logged orally or in writing, and in the language that the PAPs understand and are familiar with and channeled to the Local Leader, CASAC or HE/TVET focal points. Copies of the complaint shall be sent to ANEP-PIU within 15 days after the public notice. Channeling complaints through the Local Leader or HE/TVET focal points is aimed at addressing the problem of distance and cost the beneficiaries or PAP may have to face. The procedure for handling grievances should be as follows:  For the complaint under construction activities the project beneficiaries or affected person should file his/her grievance to the Local Leader or directly to the HE/TVET institutions focal points. The grievance note should be signed and dated by the PAP. Where the project beneficiaries or affected person is unable to write, s/he should obtain assistance to write the note and emboss the letter with his/her thumbprint. The GRM focal point at HE/TVET will also be available to assist with the completion of the form mentioned above. If it appears that the PAP (beneficiary or affected person) does not understand the process or entitlement the focal point will be expected to provide explanation and play a largely facilitator’s role. A sample grievance form is provided in Annex 5;  The Local Leader, HE/TVET focal point will them either accept to consider the grievance or reject it. The response should be within 10 days during which any meetings and discussions to be held with the aggrieved person should be conducted. If the grievance relates to valuation of assets, experts may need to be requested to revalue the assets, and this may necessitate a longer period of time. If the grievance is related to gender based violence, discrimination the committees should also receive the complaints and provide adequate response. In this case, the aggrieved person must be notified by the Local Leader or HE/TVET Focal point that his/her complaint is being considered. If the resolution proposed by the Local Leader/HE/TVET Focal Point, is accepted by the PAP/beneficiary, the PAP will sign the grievance form to show agreement and the grievance register will also be updated to reflect conclusion of the matter, otherwise step c) below will be followed in appeal;  If the PAP does not receive a response or is not satisfied with the outcome within the agreed time he lodges his grievance to ANEP or HE/TVET Focal Point. An intention to appeal should be communicated through the Focal Point and recorded in the Grievance Register. The ANEP HE/TVET Focal Point will then attempt to resolve the problem (through dialogue and negotiation) within 15 days of the complaint being lodged. If no agreement is reached at this stage, then the complaint is taken to the provincial level and to the national level and finally the court, as a last resort, until the complaint is solved. The PAPs can address complaints not resolved at local level to ANEP for further consideration under the MoZSkills GRM which can also offer an independent technical evaluation and mediation. 79 If communities feel their grievances are not adequately addressed, they have the option to go up to Provincial Governor or still further, national level or court. It is of note that the grievance redress mechanism is conceived to solving disputes at the earlier possible time of the outbreak, and it is of interest of all parties concerned, thus, matters should only be directed to the courts as a last resort. For GBV, being sensible matters, at early stage of the project implementation is recommendable to contract a service provider to deal with GBV. The environmental and social HE/TVET focal point and the CASAC will be responsible for registration and in liaison and treatment of the complaint submitted in liaison with the service provider. Accessible communication tools such as telephone numbers including green numbers that link students and support groups to service providers shall be available for all students can increase the number of GBV cases reported to legal authorities. This also helps overcome the reluctance of reporting SEA/GBV cases for fear of suffering reprisal from witchcraft. Students and PAP will have to appeal and forward the case to the ANEP with all details attached and notify the student beneficiary or PAP of the venue, date and time of when a hearing will be consulted aimed at resolving the grievance; GBV training should not limit itself to GBV legal law. It should also train and equip service providers and community support groups with skills and tools that allow them to identify manifestations/signs of GBV such as early pregnancies and premature marriages. An integrated response to GBV including SEA requires and effective coordination of all those involved to maximize resources and reduce duplication of efforts. Regular coordination meetings where plans and reports are shared amongst all key service providers and action points are agreed upon for low-up might help. Inst ...: Focal Point CASAC M&E PIU Environmental (ANEP and and Social Inst 2: Focal MCTESTP) Expert (GRM, Point GVB) CASAC Inst 1: Focal Point GBV Service CASAC provider (social assistance) Figure 2: Institutional arrangement for implementation of ESMF at the ground 80 10.1 Consensus, Negotiations and Conflict Resolution Consensus and negotiations are central to addressing grievances. In general, people are aware of their rights. However, some projects have been known to stall due to delays in disbursement of compensation. Prior negotiations, between Government representatives and project beneficiaries, are therefore crucial to the success or failure of the project. As a guiding principle emphasis shall be placed on simplicity and proximity of the conflict resolution mechanisms to the affected persons and the following shall be noted:  Negotiation and agreement by consensus will provide the best avenue to resolving any grievances expressed by the individual landowners or households affected by an of the MoZSkills project. These grievances shall be channeled through the HE/TVET Focal point and or CASAC/ Local Chiefs or leaders;  The HE and TVET institutions and community level shall ensure that the main parties involved achieve any consensus freely. The relevant government representative shall clearly advise the general public, as to who is responsible for the activity and the procedure for handling grievances or compensation claims;  CASAC and service provider must play a relevant role in investigations and clarification of GBV/SEA related cases. Grievances shall be addressed during the verification and appraisal process. If a suitable solution is not found, PIU teams shall defer consent of the project and the concerned project activities shall not be allowed to proceed;  Grievances for which solutions have not been found shall be referred back to the community for discussion where the Local Leader will redress the matter of concern to assist the claimants. The mediation process will be implemented according to HE/TVET existing structures and/or traditional methods of mediation/conflict resolution. The resolution will then be documented on the relevant consent forms and verified (Annex 6);  If an agreement cannot be reached at HE/TVET and community level the aggrieved party or parties shall raise their concerns to the Project Planning teams who shall refer them to the respective PIU, within 15 days of the verification meeting. Grievances that cannot be resolved at the Local level shall be submitted to the Local Government and to executing agencies. Should grievances remain unresolved at this level, they can be referred to the court of law. 81 11. INSTITUTIONAL ARRANGEMENT, ROLES AND RESPONSIBILITIES FOR IMPLEMENTATION OF ESMF MCTESTP is the government institution that will host the MoZSkills project, with tow PIU one at the Ministry and the other at the ANEP. The Ministry is responsible to oversee the activities done by the HE and TVET activities in Mozambique regulate and monitor it. The Ministry is organized by National Directorates and a several autonomous institutions that ANEP is one of them. As referred before the project will target universities and professional and vocation institutes, therefore, institutional arrangement was made to facilitate the implementation for both target group. The proposed project will be implemented by two government agencies, the Ministry of Science and Technology Higher and Technical Education (MCTESTP) and the National Authority for Professional Education (ANEP) and by the International Center of Insect Physiology and Ecology-icipe. MCTESTP will be responsible for overall project coordination; setting and monitoring standards and deadlines; and coordination among the regulatory/ financing agencies and recipient training institutions. There will be a Project Implementation Unit (PIU) in MCTESTP and in ANEP which will be supported by one Project coordinator based in MCTESTP who will provide project oversight and coordination support. ANEP will be responsible for the implementation of the TVET activities in Component 1 and supporting the MCTESTIP Project Coordinator in the implementation of Component 3. The International Center of Insect Physiology and Ecology- icipe will oversee the implementation of the sub-component 1.4 and will provide information/data on key indicators to report on progress and outcomes in MoZSkills project’s Implementation Status and Results Report (ISR) and Implementation Completion and Results Report (ICR). The implementation arrangement is described at the PAD. From the institutional analysis done, the implementation agencies do not have any arrangement to deal with social and environment issues. An Environmental and a social expert shall be hired to be part of the M&E team. The main role of the experts will be to assist and monitor the implementation of the ESMF (for environmental expert) and RPF, where is applicable, and also to guide and facilitate the establishment of GRM system for GBV (social expert), or any other complain that arise from the implementation of the project. At the subproject level an environment and social focal point shall be indicated, the main responsibility will be to receive, register and respond to the grievance and seek assistance to the service provider. Due to the sensibility of GBV the complaints will be anonymous and telephone numbers (green numbers) will be placed in the school board visible for everyone. HE and TVET have a gender focal points, therefore these focal point can expand their role to include environmental and social safeguards. However, training will have to be given to the focal points at the targeted institutions and the CASAC for the ESMF and GBV. A capacity building shall be created within the institution, in order to facilitate the implementation of environment and social safeguards. Environmental capacity will be needed for technical 82 personnel who are involved with the project. To ensure that screening and MoZSkills activities are carried out in a manner that is environmentally and socially sound. In coordination with the Project Coordination Unit, the day-to-day environmental and social monitoring activities will be done by environmental and social Focal point identified within the institution where activities are carried out, to follow-up environmental and social indicators and the implementation of corrective measures if necessary. Capacity for environmental management and monitoring will have to be raised at National level and the implementation in the ground to strengthen the capacity of the envy. And social focal point at institutional level to apply the screening process as outlined in the ESMF. As necessary, members of Provincial Directorates of Land, Environment and Rural Development, shall assist the e n v i r o n m e n t a l a n d s o c i a l Focal Point of the flag ship institution in the implementation of the screening process as outlined in the ESMF, including the reviewandapprovalofEIAsforprojectsofcategoryBaswellastheenvironmentalandsocialscreeningresults oftheESMF. The Environmental expert within ANEP and MCTESTP in liaison with the focal point at the targeted institution, will continue conducting the below activities: a) CompletionoftheEnvironmentalandSocialScreeningForm(Annex1)andsubmissionforapprov altotheenvironmentProvincialservices; b) Carrying out Environmental Work, i.e. recommending simplemitigationmeasures(Annex1),or,arrangingforthepreparationofa separate EIA (Annex3); c) PreparationofthedraftTORsfortheMoZSkillsactivitiesrequiringaseparateEIA; d) Submission of the ToRs to DPTADER departments for approval (Annex 2); e) Recruitment of qualified consultancy firms to conduct the EIAs If necessary; f) Sending the EIA reports to the appropriate institutions accessible to the public; 11.1 Capacity building activities: The specific needs in the field of environmental capacity building continue to be the following ones by category of stakeholders. Table 8: Training topics Concerned stakeholders Topic of the training PIU staff at central and local level and ES Training in the field of: specialists  Environmental assessment (screening and classification of sub- projects; EIA procedures, etc.)  Impacts identification.  Draft terms of reference for environmental assessments and selection of consultants.  Selection of simplified mitigation measures in the checklists (Table 6)  GBV and GRM aspects  Monitoring of the implementation ESMP Environmental and social focal Point of the  Monitoring the implementation of measures flagship institution and environmental indicators.  Hygiene and quality standards including HIV/AIDS, GBV and GRM aspects  Mozambique’s national environmental policies, procedures, and legislation; 83 Concerned stakeholders Topic of the training  Pest management (in particular for the agriculture institutes)  Hygiene and quality standards including HIV/AIDS aspects Provincial Directorates of Land, Environment  EIA procedures and Rural Development (DPTADER)  World Bank Safe guards Policies Thefollowingenvironmentaltrainingwouldbenecessarytoensurethatactivities is being implemented in an environmentally and socially sustainable manner: Environmental and Social Management process  Review of Environmental and Social Management Process;  Assignment of environmental categories;  Use of Screening form (Annex 1) and Checklist (Table 6);  Preparation of terms of reference for carrying out EA;  Design of appropriate mitigation measures;  How to review and approve EA reports;  The importance of public consultations in the ESMF process;  How to monitor project implementation and mitigation measures; and  How to embed the Environmental and Social Management process into the works? Environmental and Social policies, procedures and guidelines  Review and discussion of Mozambique’s national environmental policies, procedures, and legislation;  Review and discussion of the Bank’s safeguards policies;  Strategies for consultation, participation and social inclusion; and  Collaboration with institutions and stakeholders at all levels (local, provincial, national) Selected topics on environmental protection  Hygiene and security during the works;  Maintenance of school and training infrastructures; and  Risk assessment for asbestos identification, if exiting In Mozambique, there is a number of consultant firms specialized in EIA issues. These independent consultants or firms could be contracted to design short courses that a retailored to environmental conditions and problems specific to the scope of work Environmental and Social Monitoring Monitoring of the compliance of project implementation with the mitigation measures to be defined in each specific subproject will be carried out jointly with PIU, Environmental and Social officer of each institution, students and the community if is the case. PIU at ministerial level has to submit to the approval of the World Bank a quarterly and annual report on safeguards issues, implemented by the institutions. PIU at implement entity level should supervise and monitoring activities and report monthly to the PIU at Ministerial level. Monthly site meeting should be attended by the representative of the PIU at Ministerial level and implemented entity. 84 During this meeting implementation aspects of the project will be discussed and all matters of students, community concern not resolved should be given a solution on a monthly base the project will hold a meeting. During this meeting the Environmental and Social officer shall present, prior to the approval of the PIU. The monthly report should include at least information on the mitigation measures implementation, conflict resolution/GRM, OHS, HIV and GBV reports. Compliance monitoring comprises on-site inspection of activities to verify that measures identified in the ESMF are being implemented. This type of monitoring is like the normal tasks of a supervising whose task will be by MoU arrangement to ensure that the Institutions are adhering to the obligations regarding environmental, social, health and safety practices during implementation, as prescribed in the Environmental and Social Clauses (ESC).The objectives for environmental and social monitoring are followed:  To alert project authorities and to provide timely information about the success or otherwise of the EA process outlined in this ESMF in such a manner that changes to the system can be made if required.  To make a final evaluation in order to determine whether the mitigation measures designed into the project activities have been successful in such a way that the pre- project environmental and social condition has been restored, improved upon or worsened. Environmental and social monitoring will be carried out three different levels i.e. Community, District and National levels. Environmental and Social Audit An external independent environmental, social, health and safety audit will be carried out at mid- term of project implementation and at the end of the project. It is proposed that AQUA/MITADER will conduct its audit to verify compliance with the GOM requirements, mainly based on the ESMP, while DPTADER will focus on compliance of the project requirements as such. The two audit teams will report PIU agencies and the World Bank, who will deal with the implementation of any corrective measures as required. The audits are necessary to ensure that (i) the ESMF and the ESMP processes is being implemented appropriately, and (ii) mitigation measures are being identified and implemented accordingly. The audit will be able to identify any amendments in the ESMF approach that are required to improve its effectiveness. The Audit Reports will include:  A summary of the environmental, social, health and safety performance of the sub-projects, based on the ESIAs, ESMPs, ARAP’s or RAPs;  A presentation of compliance and progress in the implementation of the sub-projects ESMPs;  A summary of the environmental and social monitoring results from individual sub-projects monitoring measures (as set out in the sub-project ESMPs);  Examine monitoring programs, parameters and procedures in place for control and corrective actions in case of emergencies;  Examine records of incidents and accidents and the likelihood of future occurrence of the incidents and accidents;  Inspect all working areas, where dangerous products are stored and disposed of and give a record of all significant environmental, social, health and safety risks associated with such activities;  Examine and seek views on health and safety issues from the project employees, the local and other potentially affected communities; and 85  Prepare a list of health and safety and environmental and social concerns of past and on- going activities. 12. BUDGET FOR THE IMPLEMENTATION OF THE ESMF To effectively implement the environmental and social management mitigation measures as part of the ESMF, necessary budgetary provisions have to be made for sub-projects. It is important to identify financial requirements even if indicative. This ensures upfront appreciation of the financial requirements and allows early planning and budgeting accordingly. Tentative budget for the project includes the preparation of site specific safeguards instruments, environmental and social mitigation cost, sensitization and training cost and the cost of environmental monitoring and reporting. And it shall also include de cost for capacity building. During the consultation process the participants’ request that be included an amount for disposal of existing obsolete products within the target institution as well as to do a risk assessment when asbestos material is identified within the project institute. As per Bank requirement prior to the project starts, if asbestos is identified a risk assessment shall be done. However, MoZSkills is not expected that a rehabilitation work happen in asbestos environment. The table below shows an indicative budget breakdown and responsibility of the cost for implementing the due diligence in the project. Table 9: Estimated budget for the implementation of the activities under the ESMF Activities to be funded under the Costs ( 10^3 USD)/ Number of Total ( 10^3 USD) ESMF subproject Subprojects Elaboration of EIAs and ESMP for the 6 12 72 subprojects Environmental and Social 4 5 20 supervision works Identification, assemble and removal of obsolete products in all 5 12 60 subprojects Implementation of good practices of 6 12 72 mitigation measures Institutional capacity building at each institution and training for the 15 12 240 environmental and GBV focal points Monitoring programme 6 12 72 GBV Service provider 10 12 120 RAPs/ARAPs design and Lump sum 230 implementation Grand Total 827.00 As referred before the number of TEVT and HE to be funded under this project are not yet known, for the budget estimates the team consider that about five institutions may require minor rehabilitation prior to project operation starts. Based on the discussion with ANEP and MCTESTP, about two institutes will be selected as a flagship institutes, additional five professional institutes will be funded from the competitive fund and the same number for will be funded for HE institutions and subject to the implementation of MoZSkills project. Therefore, the total cost for implementing 86 the ESMF, including the RAPs/ARAPs implementation is estimated at eight hundred twenty seven American dollars. However, as at the time of finalizing this ESMF, potential projects are still undergoing identification and their environmental and social impacts largely remain unknown. Budgets for Environmental and Social Mitigation as proposed here are purely indicative and will be reviewed once ESMP and or RAP studies in respect of individual schemes get underway. The implementation of the ESMF which includes the elaboration of the ESIA and ESMP, supervision capacity building and removal of obsolete products at for each sub-project as well as the mitigation measures implementation the targeted schools/institution and contractors, where applicable by the Contractor and monitoring and evaluation process done by implementing agencies (ANEP and MCTESTP). This amount shall be financing the following:  Provision of Safety Officer when acting in the role of Safety Officer.  Establishment and operation of GRM system.  Obsolete waste removal and management;  Expenses related to delivering HIV/AIDS, GBV and CAE training.  Personal Protective Equipment (PPE) for all workers on the site, and visitors as appropriate 87 BIBLIOGRAPHY IFC and WB, 2007. Environmental, Health, and Safety (EHS) Guidelines. International Finance Corporation and World Bank IFC and WB, 2007. Environmental, Health, and Safety Guidelines -MAMMALIAN LIVESTOCK PRODUCTION. International Finance Corporation and World Bank IFC and WB, 2007. Environmental, Health, and Safety Guidelines - DAIRY PROCESSING. International Finance Corporation and World Bank IDF, 2009. Environmental/Ecological Impact of the Dairy Sector. Bulletin of the International Dairy Federation 430/2009 Mustafa ÖNDER, at all, 2011. Effects of Agricultural Practices on Environment. International Conference on Biology, Environment and Chemistry. IPCBEE vol.24 (2011) © (2011) IACSIT Press, Singapore Liz ROGERS, 2008. Environmental management guidelines for the dairy industry. State of New South Wales through NSW Department of Primary Industries 88 ANNEXES 89 ANNEX 1: Environmental and social screening form for the screening of potential environmental and social impacts of future activities PART A: GENERAL INFORMATION Project Name Estimated Cost (USD) Project Site Funding Agency Project Objectives Proposed Main Project Activities: Name of Evaluator/s Date of Field Appraisal PART B: BRIEF DESCRIPTION OF THE PROPOSED ACTIVITIES Provide information on the type and scale of the rehabilitation activities if any. Describe how the MoZSkills activities will be carried out, if any rehabilitation activities will be done include them. Include description of support/activities and resources required for the construction/rehabilitation. 90 PART C: ENVIRONMENTAL AND SOCIAL BASELINE INFORMATION OF THE SITE BRIEF DESCRIPTION Brief Description Category of Baseline Information GEOGRAPHICAL LOCATION Name of the Institution Proposed location of the project LAND RESOURCES Topography and Geology of the area Soils of the area Main land uses and economic activities WATER RESOURCES Surface water resources (e.g. rivers, lakes, etc) quantity and quality Ground water resources quantity and quality BIOLOGICAL RESOURCES Flora (include threatened/endangered/endemic species) Fauna (include threatened/endangered/endemic species) Sensitive habitats including protected areas e.g. national parks and forest reserves CLIMATE This is needed in flood-prone regions Temperature Rainfall SOCIAL Number of people potentially impacted Type and magnitude of impacts (i.e. impact on land, structures, crops, standard of living) Socio-economic overview of persons impacted 91 Part D: Environmental and Social Screening Form Area of Impacts Impact evaluation Potential mitigation measures The proposed subproject will have Extent or coverage (on site, Significance (Low, Medium, activities of the will affecting the within 3-5km or beyond High) following sensitive area? 5km) Yes No On Between 5 Low Medium High site 3,5 to 5.0 km Productive traditional agricultural /grazing lands Near industrial activities Near human settlements Along lakes, along beaches, riverine Criteria for impact identification during operation Will the implementation and operation of the activity within the selected site generate the following externalities/ costs/impacts? Deforestation Soil erosion and siltation Siltation to water courses Environmental degradation arising from bad waste management practices Hazards products management Smell or noise PART D: MITIGATION MEASURES For all “Yes” responses, please briefly describe the nature and scope of the impacts and the measures proposed to be taken to address them. Subsequent to completion of the present Environmental and Social Screening Form, the analysis by the DPTADER will follow in order to classify the activity into one of the categories A+, A, B or C according to local law. The PIU (along with DPTADER as applicable) will validate the category under the ESMP and ensure that the appropriate ESHS studies are carried out and an ESMP, and where applicable a RAP are prepared. 92 PART E: SCREENING RESULTS The project is only involved in rehabilitating existing roads; therefore, it has been considered as a Category B project by the World Bank screening process meaning that project activities will impose environmental and socio economic impacts that are easily mitigated. Sub-projects that would be Category A by World Bank screening process will not be financed. However, some sub-projects may be categorized as category A according to the Mozambique system (MITADER) due to length, proximity to wetlands or forests, or associated social impacts and still fall into World Bank Category B - if this happens, the proposed roads will be carefully reviewed by the World Bank to ensure they are Category B by in accordance with World Bank policies. Eligibly for funding ______ Yes ______No If No, state reason and recommend needed for revision of design_______________________ Requirements (check) _____ESMP ____ESIA/ESMP ____RAP _____Abbreviated RAP 93 Annex 2: draft Terms of Reference for Sub-Project Requiring an ESIA& ESMP- RAP/ARAP Environmental and Social Management Plan (a) Responsible Party: The authors who prepared the ESMP along with the date of preparation. (b) Project Description:Present a brief description of the subproject. Include the nature of the investment, the location, and any characteristics of the area that are of particular interest (e.g. near a protected area, area of cultural or historical interest). Also, include a brief description of the socio- economic conditions in the area. One or more simple maps showing project location and relevant neighboring features should be included unless there is compelling reason not to. (c) Mitigation Plan:This should include a description of the steps to be taken to mitigate the major potential impacts on land, water, air and other media during the planning, design, construction and operation phases and specify cost estimates and institutional responsibilities. Particular attention should be paid to the specification of emission limits (e.g. for wastewater discharge) and design standards (e.g. for solid waste disposal sites) and how these compare to Mozambican laws (which at a minimum must be met) and any other relevant guidelines such as those in directives of the European Union or limits suggested by the General Environmental, Health and Safety Guideline of April 2007(to be found on: www.ifc.org ). (d) Monitoring Plan:This should include a description of the key parameters to be monitored (including monitoring locations, schedules and responsible entities) to ensure that the construction and operation of the project is in conformance with national law and other relevant norms and standards. If such details are covered by permits or construction or monitoring contracts these can be referenced as attachments. table 2 to this Annex provides the format for a monitoring plan. (e) Institutional Arrangements: There should be a narrative discussion briefly presenting how the monitoring data is going to be used for sound environmental performance - who collects the data, who analyzes it, who prepares reports, who are the reports sent to and how often, what is done by the responsible authorities after they receive the information; and how is non-compliance with the ESMP treated. (f) Consultations with Affected Groups and stakeholder: The following should be included:  Date(s) of consultation(s);  Location of consultation(s);  Details on attendees (as appropriate)  Meeting Program/Schedule: What is to be presented and by whom;  Summary Meeting Minutes (Comments, Questions and Response by Presenters)  Agreed actions. 94 Introduction and Context This part will be completed at a time and will include necessary information related to the context and methodology to carry out the study. Objectives of the Study This section will indicate (i) the objectives and the project activities; (ii) the activities that may cause environmental and social negative impacts and needing adequate mitigation measures. Mission/Tasks The Consultant should realize the following:  Describe the biophysical characteristics of the environment where the project activities will be realized; and underline the main constraints that need to be taken into account at the field preparation, during the implementation of the project.  Assess the potential social impacts related to project activities and recommend adequate mitigation measures, including costs estimates;  Review political, legal and institutional framework, at national and international level, related to social, identity constraints and suggest recommendations for reinforcement;  Identify responsibilities and actors for the implementation of proposed mitigation measures;  Access the capacity available to implement the proposed mitigation measures, and suggest recommendation in terms of training and capacity building, and estimate their costs;  Develop an Environmental Social Management Plan (ESMP) for the project. The ESMP should underline (i) the potential social impacts resulting from project activities; (ii) The proposed mitigation measures; (iii) the institutional responsibilities for implementation; (iv) the monitoring indicators; (v) the institutional responsibilities for monitoring and implementation of mitigation measures; (vi) the costs of activities; and (vii) the schedule of implementation. Public consultations The SIA results and the proposed mitigation measures will be discussed with local communities, NGOs, local administration and other organizations mainly involved by the project activities. Recommendations from this public consultation will be included in the final SIA report. 95 Annex 3: Template for the ESIA in accordance with the Decree 54/2015 of 31 of December (minimal content) Non-technical summary  Identification and address of the proponent;  Identification of the interdisciplinary team that prepared the EIA;  Legal framework of the activity, including resettlement, counterbalance, territorial planning plans for direct and indirect influence areas;  Description of the activity;  Description and detailed comparison of the different alternatives;  Delimitation and geographical representation of the area;  Characterization of the environmental and social situation of reference;  Forecasting the future environmental situation, with or without mitigation measures;  Summary of the environmental and socio-economic impacts and viability of the proposed alternatives;  Identification and analysis of the impact of the project on the health, gender and vulnerable groups of affected communities and mitigation measures;  Identification and evaluation of direct, indirect, residual, cumulative impacts and mitigation or compensation measures;  Presentation of the provisional or definitive DUAT of the project area,  The EMP of the activity;  Management Plan for biodiversity balance as an annex, if necessary;  Report of the Physical and Socioeconomic survey, as separate annex when necessary,  Public participation report in accordance with the stipulations of article 15, paragraph 9, 96 Annex 4: Public Disclosure of Information Most often a development project, including its socio-economic and environmental setting, fails due to lack of information or misinformation. For the success of a given project, the project staff must share all information obtained about the proposed activities and their expected results with the affected and/or interested public. Disclosure for the World Bank’s shareholders and constituents is an obligation to ensure transparency of its operations. All the targeted safeguard policies have set a requirement for Disclosure and consultation. The Mozambican legislation also require that a public consultation be done during the course of the environmental studies. The number of published consultative meeting depend on the category of the project, at least one public consultation meeting shall be done for project category B. The publication or invitation shall be announced in the major newspaper or mean of information. Based on the requirements the announcement shall be done two weeks at least before hold the meeting and the documents be made available for the APs at national, provincial and local institution where the project will be implemented. As referred before, this project will have several subprojects, that under the Mozambican legislation may be subject to the design of ESMP, in this case the public consultation will be under taken depending on the category. From the Bank perspective, for the design of this ESMF two consultation meetings were held in Maputo and Nampula. Minutes of the public briefing should be attached to the EA document. Information dissemination in a project begins with environment and social impact assessment activities during the initial phases of project preparation. Through respective local authorities and NGOs, APs should be regularly provided with information on the project and the resettlement process prior to and during the RAP preparation and implementation stage. The documents to be disclose are following: ESMF, Environmental Assessment/ Environmental Management Plan Resettlement Action Plan. There are ample opportunities and practical means to address gender issues during the public consultation process for the planned sub-projects. The MoZSkills project shall therefore make efforts to gradually mainstream the gender equity issue at all stages of project cycle (need assessment, project planning/design, implementation, monitoring and evaluation). Appropriate capacity building programs would be introduced to increase participation and receive valued inputs from women themselves. A specific grievance and complain mechanism will be established to ensure the addressing of claims brought forward by the school community. The documents shall be disclosed, according to the Bank procedures the Mozambican legislation, Environmental safeguards instruments shall be publically available for the PAP’s to consult. ANEP will disclose ESMF and RPF and subsequent EIA, ESMP, RAP/A-RAP in the webpage of the institution at central www.anep.gov.mz and at local level in the flagship institutions web site. The Bank will ensure that the safeguards are published in Info shop. 97 Annex 5: Sample Grievance Form Name (Complaint): __________________________________ PAPs ID Number: __________________________________ Contact Information: __________________________________ (Community; mobile phone) Nature of Grievance or Complaint: ______________________________________________________________________________ ______________________________________________________________________________ ______________ Date Individuals Contacted Summary of Discussion ____________ __________________ ___________________________ Signature (not obligatory) PAPs: _______________________ Date: ____________ HE/TVET institution or Local Leader representative: _______________________ Date: ____________ Local Authorities: _______________________ Date: ____________ 98 Annex 6: Sample Resolution Form Name of Person: __________________________ Position: __________________________________ Review/Resolution Date of Meeting on Grievance: ______________________________________ People Present at Meeting (see attachment): Was field verification of complaint conducted? Yes____No____ Findings of field investigation: ______________________________________________________________________________ ______________________________________________________________________________ ______________ Summary of Conclusions from the Meeting: ______________________________________________________________________________ ______________________________________________________________________________ ______________ Key Issues: ______________________________________________________________________________ ______________________________________________________________________________ Was agreement reached on the issues? Yes_____ No_____ If agreement was reached, detail the agreement below: If agreement was not reached, specify the points of disagreement below and Next Action Step Agreed: ______________________________________________________________________________ ______________________________________________________________________________ ______________ Signed (Conciliator): _____________________ Signed (person): _____________________ 99 Annex 7: Employer’s women and Child Protection Code of Conduct To Be Signed by All Employees, Sub-contractors, engineer, and Any Personnel thereof I, _________________________ agree that in the course of my association with the Employer, I must:  treat children and women with respect regardless of race, color, gender, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status;  not use language or behavior towards children and women that is inappropriate, harassing, abusive, sexually provocative, demeaning or culturally inappropriate;  not engage children under the age of 18 in any form of sexual intercourse or sexual activity (other than in the context of legal unions that took place between parties under the laws of the country), including paying for sexual services or acts;  Not engage sexually with any woman, in any situation, without mutual consent  wherever possible, ensure that another adult is present when working in the proximity of children;  not invite unaccompanied children into my place of residence, unless they are at immediate risk of injury or in physical danger;  Not invite women if this is not acceptable by the code of ethics of the company;  not sleep close to unsupervised children unless absolutely necessary, in which case I must obtain my supervisor’s permission, and ensure that another adult is present if possible;  use any computers, mobile phones, video cameras, cameras or social media appropriately, and never to exploit or harass children or access child exploitation material through any media;  not use physical punishment on children and women;  not hire children for domestic or other labor which is inappropriate given their age or developmental stage, which interferes with their time available for education and recreational activities, or which places them at significant risk of injury;  comply with code of ethics of the company and all relevant local legislation, including labor laws in relation to child labor and behavior as well as the law on domestic violence;  immediately report concerns or allegations of child and women exploitation and abuse and policy non-compliance in accordance with appropriate procedures; I understand that the onus is on me, as a person associated with the Employer, to use common sense and avoid actions or behaviors that could be construed as child exploitation and abuse. Signed: Date: 100 Annex 8: Meeting notes of Maputo Public Consultation REPUBLIC OF MOZAMBIQUE IMPROVEMENT OF SKILLS DEVELOPMENT IN MOZAMBIQUE PROJECT (MoZSkills) Project Nº P167054 PPA Nr: V2600 - MZ Public Hearing for the Elaboration of the ESMF and RPFMoZSkills Matola, 25 de Abril de 2019 101 1. Introduction The Government of Mozambique is preparing a project to support Higher Education (ES) and Technical Vocational and Vocational Education (TVET). The project aims to improve access and quality of training in priority and relevant areas to accelerate economic growth in the areas of transportation, energy, mining, construction, agro-processing and communications. This project is aimed at selected technical and higher education institutions on a competitive base. 1.1 Agenda, participants and place of participation It was held on May 25, 2019, at the Matola Industrial and Commercial Institute, from 09:00 to 12:00 AM, the presentation for the preparation of the Environmental and Social Management Framework – ESMF and Resettlement Policy Framework – RPF in light of the MoZSkills project. The MoZSkills project aims to increase the quality of teaching by responding to students in technical vocational education and higher education representatives of ANEP, the potential institutes to implement the project (IAB, IIM, IICM), representatives of the Ministry of Science and Technology, attached the list of participants. The presentation was made by the Consultant Eulália Macome. 1.2 Objectives The purpose of the meeting was to present the objectives of the study and to gather sensitivities and concerns of the target group. 2. Introduction He presented the project, talked about the objectives of the environmental safeguards instruments of the World Bank, the categorization of the project from an environmental point of view and the implications of this for the implementation of the project. Environmental procedures have been brought into line with national legislation. The findings of the field surveys carried out at the following institutions were shared: • Industrial Institute of Maputo (04/22/19), 102 • Boane Institute (04/24/19), • Industrial and Computer Institute Armando Guebuza (04/24/19), • Industrial and Commercial Institute of Matola (04/24/19), Centre of Training of Electro technics (04/26/19). • Faculty of Sciences - Department of Geology in the UEM – Eduardo Mondlane University. • Faculty of Engineering - Departments; Chemical, Electrical, Civil and Mechanical in the UEM – Eduardo Mondlane University. During the visits the teams of consultants interacted with the institution management, visited the facilities to identify the environmental and social aspects in the teaching place, they also discussed the institutes' procedures to manage conflicts and the mechanisms to respond to these conflicts either within enclosure as well as outside. During the visit the team focus on analyzed the following: • Laboratory operating procedures • Equipment; • Health, Hygiene and Safety; • Management of waste and chemicals (reagents) Observations made on the field visits to the institutions • Lack of knowledge of current legislation in the country. Absence of laboratories technicians Lack of environmental training. • Inadequate facilities in terms of equipment; lack of fire extinguishers, absence of emergency exits, adequate ventilation, insufficient lighting, no alarms / smoke and gas detectors, lack of an emergency plan in case of emergency evacuation. • Absence of identification documents of used chemicals or MSDS. • Absence of laboratory procedures for handling and use of chemicals • Insufficient personal protective equipment and some activities occur without the equipment. • Lack of management of obsolete chemicals and all contaminated waste; case of obsolete chemicals awaiting their evacuation and chemicals dating from the 60s and stored awaiting evacuation and treatment. Lack of a system of garbage containers for segregation. Toxic waste that is laid and mixed with other non-toxic waste. Burns of toxic waste at an 103 improvised landfill in the backyard. Radioactive waste stored and not monitored for emission of the elements due to radiometer failure. • Lack of hygiene caused by lack of lockers to store belongings by staff working in laboratories. Institution with lack of water. • Absence of fire prevention plan; lack of extinguishers, unplanned fire extinguishers, untrained personnel to fight fire. No alarms / smoke or gas detectors • Lack of danger warning signs and mandatory use of personal protective equipment. • Absence of shower and bath equipment in case of burn or contamination by a chemical splash • Obsolete equipment. • Electronic waste in the electronic department is channeled to the central management of the UEM patrimony, so it is not discarded in the college, but should seek to investigate how is discarded by the central management of the patrimony. In industrial and automotive workshops • Waste management (solid and liquid) and fuels; • Hygiene and safety; • Pollution of soils and air 104 Observations made on field visits to institutions • Lack of knowledge about environmental legislation in the country in general. • Lack of housekeeping and poor storage practice. • Inadequate facilities in terms of equipment; lack of fire extinguishers, absence of emergency exits, adequate ventilation, insufficient lighting, no alarms / smoke and gas detectors, lack of an emergency plan in case of emergency evacuation. • Lack of technical datasheets for oils and chemicals used in the workshop and MSDSs as well. • Lack of documented procedures and instructions within the offices. • Lack of personal protection equipment. Activities such as oil changes without suitable gloves, no use of drip tray and spill kits, broken extractors. • Lack of management plans for used oils and other products used in workshops. Improvised landfill to burn the oil in the backyard. Oil stored in full containers and in the open with potential to cause spills directly to the ground. • No fire prevention plan, no fire extinguishers, no fire extinguishers, no fire extinguishers, no fire extinguishers. • Lack of safety signs displayed around the workplace. • Lack of hygiene, absence of lockers to keep the belongings of the laboratories technicians. • Part of the workshops roof in the Department of Mechanical Engineering – UEM in asbestos. In the Agriculture • Health, hygiene and safety; • Waste and fuel management; • Contamination of air (dust, noise), water and soil (spills etc); • Management of agrochemicals (water, soil and air). Observations made on the field visits to institutions • Inadequate installation without adequate ventilation, no lighting, no emergency exits • Lack of documented procedures and instructions for pest management. • Absence of MSDS data from used chemicals. • Lack of personal protective equipment. • Lack of management plan for obsolete chemicals or contaminated waste. • Absence of fire prevention plan. There are no extinguishers allocated to the storage of pesticides and seed storage. • All IAB roof is in asbestos and already has water infiltrations in the ceiling. After the presentation, there was a moment of interaction with the audience. 3 Questions and Comments After the presentation was followed a moment of interaction with the participants where questions were asked. It was asked whether the institutions would have some time to discard the hazardous waste that in general everyone was accumulating. During the presentation, institutions that have good environmental practices were mentioned, such as the exchange of experiences. For obsolete reagents in some cases are offerings of reagents that are very close to the expiration date and then expire before being used. It was mentioned that there is an HST (hygiene, Safety at Work) module in the institution that is taught, but from what has been seen, it is theoretical and do not practice it.The lack of management procedures for laboratories and workshops, the lack of useful information on how to present 105 themselves in practical practice areas, and the need to keep the site clean after work were raised. Regarding the workshops there is also a problem of management of oil and lubricants used, the filters laying on the floor after doing the maintenance. Professor Mouzinho called attention to the consultants on the need to include in the analysis the electronic waste that has some radioactive components that can damage the environment and the disease of the student community. In these points the consultant called attention the schools these should have more attention on the validity of products, under penalty of becoming deposits of toxic waste. The question whether there would be time for the collection of obsolete waste before the start of the project or whether it would be a constraint for the project to go forward was stated that if the institutions have the resources they can hire the services of certified and specialized entities for this purpose. However, as the problem of obsolete and widespread waste in all institutions we will recommend that the project take into account disposal. Mr. Danilo presented 3 relevant questions; 1 - What was the situation of the risks at the moment in the institutions? 2 - What is the plan to remedy and correct the situation? 3 - And also how to guess how much a checklist should be imposed to protect the environmental conditions in the institutions? It was answered that at the moment the consultants were in a phase of identifying the hazards and risks and that they would then submit an orientation for their management. The following questions were also discussed; If there was any institution under satisfactory HSE level in order to exchange experiences which was answered that only for social area the IAB presented a satisfactory level of practices and q for environmental area and HST there was not any for exchange of experiences. The pedagogic assistant director of the Industrial Institute Armando Emilio Guebuza wanted to know about the environmental impact of the intuitions on the community. Here too, there was a clear explanation since the educational institutions are not isolated and that their activities have the potential to pollute the environment and consequently affect the communities that live around them which are victims in the time of practices of burning of garbage contaminated with oils and chemicals. Other issues discussed during public auscultation: • The impact from the communities to the intuitions, an example of this issue was in Maputo • There was also a suggestion to involve the community in the environmental issues. • Chemicals kept since the 60's in the students' school dormitories in IICMatola, an urgent matter that was suggested that ANEP to assists the institution to remove them  Information on the pesticides of the IAB, its conservation and use.  In the IAB the entire sheet roof are in asbestos and with some infiltrations of water in the ceiling. • In the IAB serious water problem, already pass more than 4 months for lack of payment of FIPAG water. There is no water hole in your enclosure. Serious health problem 106 In the social aspect, the aspect of gender-based violence with regard to sexual abuse and harassment against girls was addressed. They referred to the lack of it, since the students and the teachers are busy, when asked about the mechanisms of existing complaints to these cases they mentioned that there is in the school units systems of complaints that begin in the room and can reach the director of the school if it is the case, there is also the school management committee which can be another point to submit complaints. One of the problems affecting technical schools relates to the sale of alcoholic beverages and noise pollution from commercial establishments. This problem is associated with the consumption and sale of drugs in the vicinity of the school, which has contributed to the greater number of students. After the consultative consultation meeting, she thanked the contributions and the problems raised as they would contribute to improving the document in question. 107 Annex 9: List of Participation Kick of Meeting at ANEP office and Maputo Public consultation 108 109 110 Annex 10: Meeting notes of Nampula Public Consultation REPUBLIC OF MOZAMBIQUE IMPROVEMENT OF SKILLS DEVELOPMENT IN MOZAMBIQUE PROJECT (MozSkills) Project Nº P167054 PPA Nr: V2600 - MZ Public Hearing for the Elaboration of the ESMF and RPF MoZSkills Matola, 26 de Abril de 2019 111 1. Introduction The Government of Mozambique is preparing a project to support Higher Education (ES) and Technical Vocational and Vocational Education (TVET). The project aims to improve access and quality of training in priority and relevant areas to accelerate economic growth in the areas of transportation, energy, mining, construction, agro-processing and communications. This project is aimed at selected technical and higher education institutions on a competitive basis 1.1 Agenda, participants and place of participation On May 26, 2019, at the Industrial Institute of Nampula, from 3:00 p.m. to 6:00 p.m., the presentation for the preparation of the Environmental and Social Management and Framework ESMF Resettlement Policy Framework - RPF in light of the MozSkills project. The MoZSkills project aims to increase the quality of teaching by responding to students in technical vocational education and higher education representatives of ANEP, the potential institutes to implement the project (IAB, IIM, IICM), representatives of the Ministry of Science and Technology, attached the list of participants. The presentation was made by Consultant Eulália Macome, 1.2 Objectives The purpose of the meeting was to present the objectives of the study and to gather sensitivities and concerns of the target group. 2. Introduction He presented the project, talked about the objectives of the environmental safeguards instruments of the World Bank, the categorization of the project from an environmental point of view and the implications of this for the implementation of the project. Environmental procedures have been brought into line with national legislation. The findings of the field surveys carried out at the following institutions were shared: • Industrial Institute of Maputo (04/22/19), • Boane Institute (04/24/19), 112 • Industrial and Computer Institute Armando Guebuza (04/24/19), • Industrial and Commercial Institute of Matola (04/24/19), Center of Training of Electrotechnics (04/26/19). During the visits the team of consultants interacted with the management, visited the facilities to identify the environmental and social aspects in the place of teaching, also discussed the procedures that the institution has to manage conflicts and the mechanisms of response to these conflicts either within the enclosure as well as outside. In the laboratories • Laboratory operating procedures • Equipment; • Health, Hygiene and Safety; • Management of waste and chemicals (reagents) In the industrial and automotive workshops • Waste management (solid and liquid) and fuels; • Hygiene and safety; • Pollution of air (noises and odors) 113 In the agriculture • Health, hygiene and safety; • Waste and fuel management; • Contamination of air (dust, noise), water and soil (spills etc); • Management of agrochemicals (water, soil and air). After the presentation, there was a moment of interaction with the audience. 3 Comments and questions After the presentation was followed a moment of interaction with the participants where the questions were posed. It was asked whether the institutions would have some time to discard the hazardous waste that in general everyone was accumulating. During the presentation, institutions that have good environmental practices were mentioned, such as the exchange of experiences. For obsolete reagents in some cases are offerings of reagents that are very close to the expiration date and then expire before being used. The aspect of management procedures of the laboratories and workshops is properly guarded, since all places are properly protected, good signage and the students properly equipped for the practice classes and housekeep up to standards after work. Regarding the workshops, the procedures of waste management is already being fulfilled as was said by the director of the educational institution and can verify the truthfulness. In the social aspect, the aspect of gender-based violence with regard to sexual abuse and harassment against girls was addressed. They referred to the lack of it, because the institution has made campaigns to raise awareness of good practices and behaviors within the school restrict in order to avoid cases of harassment, when questioned about the mechanisms of existing complaints to these cases reported that exists in units school systems of complaints that begin in the room and can reach the institution director if appropriate, there is also a focal point that receives, advises or directs to the director of the institutions if necessary. At the end of the meeting the consultant thanked the contributions and problems raised as they will improve the document in question. 114 Annex 11: List of Participant of Nampula Public Consultation meeting 115 116 117 118