Tanzania - Secondary Education Development Program Project : environmental and social management framework

E971 THE UNITED REPUBLIC OF TANZANIA Ministry of Education And Culture SECONDARY EDUCATION DEVELOPMENT PROGRAM (SEDP) ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF) May 8, 2004 FILE COPY  TABLE OF CONTENTS EXECUTIVE SUMMARY ................................................................i The National Environment Management Council (NEMC) .................... .................. iii The Regions ....................................................... iii The Districts ........................................................ iii The School Boards ....................................................... iii 1. INTRODUCTION .1 2. DESCRIPTION OF THE PROGRAM .2 3. BASELINE DATA .6 The Bio-Physical Environmental Features .6 The Key Social Environmental Features .8 Characteristics of Poverty .9 4. DESCRIPTION OF THE WORLD BANK'S SAFEGUARD POLICIES .11 Environmental Assessment (OP4.01, BP 4.01, GP 4.01) .12 Involuntary Resettlement (OP/BP 4.12) .13 5. DESCRIPTION OF THE ADMINISTRATIVE, POLICY, LEGISLATIVE AND REGULATORY FRAMEWORK ............................................................... 15 Administrative Structure for the Education and Training Sector .............................. 15 The School Calendar ........................................................ 15 The Policy Framework for the Education and Training Sector ................................. 15 The Policy Framework for Decentralization by Devolution ...................................... 16 The Legislative and Regulatory Framework for Education and Training ................. 17 The Legislative and Regulatory Framework for Decentralization ............................. 18 Management and Administration Framework for the Environment .......................... 18 The Office of the Vice President ........................................................ 18 The National Environment Management Council (NEMC) ............................... 19 Environmental Units ........................................................ 19 District Environment Unit ....................................................... 19 The EIA Process in Tanzania ........................................................ 20 Extent of public participation ....................................................... 21 Policy Framework for the Management of the Environment ..................................... 21 Legislative Framework for the Management of the Environment ............................. 22 Act Or Policy Key Elements Implementing Authority .............................................. 23 International Conventions ........................................................ 25 Membership of International River Basin Commissions . .......................................... 25 6. DETERMINATION OF POTENTIAL ENVIRONMENTAL AND SOCIAL IMPACTS ............................................................... 26 Potential Environmental Concerns and Impacts ....................................................... 26 Generic Environmental Concerns ....................................................... 26 Positive Environmental Impacts of the SEDP .................................................... 32 Potential Adverse Environmental Impacts from the SEDP ................................ 32  Potential Social Concerns and Impacts ....................................................... 32 Positive Social Impacts from the SEDP ....................................................... 33 Potential Adverse Social Impacts from the IRCBP ............................................ 34 7. INSTITUTIONAL ASSESSMENT AND FRAMEWORK FOR ENVIRONMENTAL AND SOCIAL MANAGEMENT ...................... ................................................ 35 Institutional Roles and Responsibilities .............................................................. 35 The Ministry of Education and the Presidents Office - Regional Administration and Local Government .............................................................. 35 The National Environment Management Council (NEMC) ............................... 35 Local Government Authorities .............................................................. 35 The School Boards .............................................................. 36 Capacity Assessment to Perform these Roles . .................................................... 36 Training Needs .............................................................. 37 Training Needs .............................................................. 38 _ Proposed Training Program .............................................................. 38 8. ENVIRONMENTAL AND SOCIAL PLANNING, REVIEW AND CLEARING PROCESS FOR THE SECONDARY SCHOOLS CONSTRUCTION PROGRAM FUNDED UNDER THE SEDP ....................................................................... 39 Environmental and Social Management Process ....................................................... 39 9. MONITORING PLAN .45 Monitoring Roles and Responsibilities (refer to Fig. 8.1) .46 School Boards (SB's) .46 The Local Government Authorities (LGAs) .47 The National Environment Management Council (NEMC) .47 The Ministry of Education and Culture (MOEC) .48 Monitoring Plan (Table 9.1) .48 Costs for Implementing the Monitoring Plan .51 10. STAKEHOLDER CONSULTATIONS .52 ANNEXES ....................................................................... 53 Annex 1.0 World Bank Environmental and Social Safeguard Policies Summary ..... 54 Annex 2.0 Environmental And Social Screening Form ............................................. 57 Annex 3.0 Typical Checklist to Identify Impacts and Mitigation Measures of Construction and/or Rehabilitation of Tanzania Second Education Development Program (SEDP) .............................................................. 63 Annex 4.0 Environmental Mitigation Plan for SEDP ................................................ 65 Annex 5.0 Environmentally Sensitive Areas ( ESA's) and Ecosystems .................... 66 Annex 6.0 Environmental And Social Appraisal Form ............................................. 67  EXECUTIVE SUMMARY 1. Education is one of the priority sectors specified in the Tanzania Development Vision 2025 and the PRS. Within this context, the government is deepening a comprehensive Education Sector Development Program (ESDP). The ESDP has defined the following general priorities: * Priority in spending on basic education; * Improvement in equitable access to quality secondary education; * Demand-driven and market-oriented post-secondary and higher education; and * Institutional development to improve sector management and strengthen implementation capacity. 2. As part of the ESDP, the Government of Tanzania has prepared the Secondary Education Development Program (SEDP). The Objective of the SEDP is to promote economic and social development and reduce poverty through human resource development at the secondary level, especially for disadvantaged groups. The specific objectives of the SEDP are: * To increase the proportion of the relevant age group completing secondary education, especially underserved groups. * To improve learning outcomes of secondary students, especially at the lower level. * To enable the public, including local authorities and private sectors to manage secondary education effectively. 3. To achieve these objectives, the program is structured into specifically linked sub- component activities per specific objectives as follows: * Objective 1: Increase the proportion of the relevant age group completing secondary education, especially underserved groups. (indicator: achievement of targeted enrollment completion ratios by age group for lower and upper secondary). * Objective 2: Improve learning outcomes of students, especially at lower secondary level. (indicator: raised educational attainment of students as shown by continuous assessments and performance on public examinations). * Objective 3: Enable the public administration to manage secondary education effectively. i  , * (indicators: authority devolved and exercised well at Regional, Local Government Authorities (LGAs) and school levels; better central policy development and standards setting for cost-effective delivery of quality of secondary education, and improved oversight). 4. Under Component 1 (Objective 1), financing will be made available for the construction of new secondary schools and the expansion and rehabilitation of existing secondary schools, inter alia. 5. However, since the exact locations for these new schools were not identified at the time the SEDP was being prepared, the Laws of the United Republic in Tanzania and Operational Policy 4.01 of the Bank require the Government of Tanzania to prepare an Environment and Social Management Framework (ESMF) which is to establish a mechanism to determine and assess future potential environmental and social impacts of all program activities to be financed under SEDP. This will help to set out mitigation, monitoring and institutional measures to be taken during implementation and operation of the program activities to eliminate adverse environmental and social impacts, offset them, or reduce them to acceptable levels. 6. The Government will disclose this document in country as a separate and stand alone document so that it is accessible by the general public, local communities, potential project-affected groups, local NGO's and all other stakeholders as well as at the World Bank Infoshop. 7. The key highlights in this ESMF are as follows: * Detailed and comprehensive environmental and social baseline data which will provide the environmental and social management process with key baseline information when identifying adverse impacts. The information contains data on Tanzania's bio-physical environmental features such as its ecosystems, geology, hydrology in terms of ground and surface water resources, major and sensitive wetlands, flora and fauna. On social baselines the report discusses the main features of Tanzania's demographics, public health features and poverty. * Table 5.1 presents a summary of the requirements of the World Bank OP 4.01 Environmental Assessment and OD 4.12 Involuntary Resettlement. * The administrative, policy, legislative and regulatory framework in Tanzania for Education in particular and for environmental management in general is presented in chapter 6.0. * Generic potential adverse environmental and social concerns and impacts from anticipated program activities with root and immediate causes is presented in detail in Section 7.0 * The roles and responsibilities of key institutions and players for the purposes of this ESMF are discussed in 8.0. .1.  8. Implementation of the SEDP will be coordinated by the Ministry of Education and Culture in accordance with the ESDP structure. THE NATIONAL ENVIRONMENT MANAGEMENT COUNCIL (NEMC) 9. The NEMC is responsible for ensuring that all development projects and programs in Tanzania comply with all relevant environmental laws. This ESMF recognizes that the NEMC has a significant role to play in the SEDP. This role would be to provide on the ground ESMF performance reviews/audits both for enforcement purposes, but more importantly to reinforce capacity for the ESMF implementation at all levels. The NEMC would also provide periodic monitoring to ensure no adverse cumulative impacts from the school construction program at the national level and will provide oversight and technical assistance to the Local Government Authorities when required. The Regions 10. The main role of the Regions in this ESMF would be limited to coordinating the planning activities of their Local Government Authorities by consolidating the District Secondary School Development Plans (DSSDP's) into Regional ones (RSSDP) before they are submitted to the MOEC for approval for funding. THE DISTRICTS 11. The Local Government Authorities would be required to review and clear the environmental and social management process, required of the School Boards, prior to funding the construction program. 12. The Local Government Authorities would be responsible for carrying out the following: (i) ensuring the districts school construction program comply with Tanzania's environmental laws and requirements, and the World Bank's triggered Safeguard Policies (ii) receiving, reviewing and commenting, where necessary and clearing of School Boards completed environmental and social screening forms and checklists (iii) carrying out a regular and intrusive monitoring regime during the planning, implementation, construction, operations and maintenance stages of the schools (iv) for preparing periodic monitoring reports on the school construction program at all stages of operations and to send these reports on a regular basis to the MOEC as part of other SEDP reports (v) to comply with (consistent with national laws) the directives of the government (vi) to issue directives to the School Boards consistent with national laws on environmental requirements. THE SCHOOL BOARDS 13. The School Boards will be responsible (i) for complying with all national laws regarding the environment and with all social/poverty guidelines, parameters and targets set by the program, and of all triggered World Bank Safeguards policies, (ii) to implement their school construction program consistent with the provisions of this ESMF, implementing, inter alia, all appropriate mitigation measures identified in their iii  completed environmental and social screening form and checklist into the construction planning cycle, technical and engineering designs and drawings, and civil works contracts, etc. (iv) to ensure that these mitigation measures are complied with during construction and post construction (i.e. operations) stages of their activities, by self monitoring of their activities and by periodically reporting to the Local Government Authorities (v) to maintain a budget to implement the appropriate maintenance procedures and practices for the operation of their school, to ensure relevant mitigation measures identified in the environmental and social screening form and checklist are implemented and sustained in the sub school construction program and (vi) to comply with any directives that may be issued from time to time from the government. 14. The Environmental and Social Management Process contains the following key steps; Step 1: School Boards (SB's) will screen their own development activities to identify adverse environmental and social impacts using the screening form in Annex 2 and the checklist in Annex 3. Step 2: Then the SB's will introduce into the sub project design the required measures to mitigate impacts identified from use of the screening form and checklist before submission of the sub project design to their respective Local Government Authorities for review and subsequent environmental and social clearance. Step 3: The Local Government Authorities will review and clear the sub projects by ensuring sub project designs have identified environmental and social impacts, mitigated these impacts and have monitoring plans and institutional measures to be taken during implementation and operation. ESMF implementation will be integrated into SEDP activities to be financed through Development Grants at the school level and monitoring, supervision and capacity building at regional and central levels. iv  1. INTRODUCTION 1.1 Part of the SEDP resources will be used to finance the construction of new secondary schools and the expansion/rehabilitation of existing secondary schools, inter alia. 1.2 However, since the exact locations for these new schools were not identified at the time the SEDP was being prepared, the Laws of the United Republic in Tanzania and Operational Policy 4.01 of the Bank require the Government of Tanzania to prepare an Environmental and Social Management Framework (ESMF) in order to establish a mechanism to determine and assess future potential environmental and social impacts of all program activities to be financed under SEDP. This will help to set out mitigation, monitoring and institutional measures to be taken during implementation and operation of the program activities to eliminate adverse environmental and social impacts, offset them, or reduce them to acceptable levels. 1.3 Furthermore, the GoT is also required to prepare a Resettlement Policy Framework (RPF) to address the needs of those who might be affected when a school construction/rehabilitation causes the involuntary taking of land and other assets resulting in: ( a) relocation or loss of shelter, (b) loss of assets or access to assets (c) loss of income sources or means of livelihoods, whether or not the affected person must move to another location. The RPF has been prepared as a stand alone and separate document. 1.4 The GoT is further required to disclose both documents (the ESMF and the RPF) in-country as two separate and stand alone documents so that they are accessible by the general public, local communities, potential project-affected groups, local NGO's and all other stakeholders as well as at the Infoshop of the World Bank. 1.5 Since the location of the schools, which are to be decided using the results of a school survey exercise, and requests from local communities through their Local Government Authorities, and Regions, has not yet been decided, each location that is subsequently identified and approved by the Local Government Authorities would be subjected to environmental and social planning prior to approval. 1  2. DESCRIPTION OF THE PROGRAM 2.1 The Development Objective of the Secondary Education Development Program (SEDP) is to promote economic and social development and reduce poverty through human resource development at the secondary level, especially for disadvantaged groups. 2.2 The specific objectives of the SEDP are: * To increase the proportion of the relevant age group completing secondary education, especially underserved groups. * To improve learning outcomes of secondary students, especially at the lower level. * To enable the public, including local authorities and private sectors to manage secondary education effectively. 2.3 To achieve these objectives, the program is structured into specifically linked sub- component activities per specific objectives as follows: * Objective 1: Increase the proportion of the relevant age group completing secondary education, especially underserved groups. (indicator: achievement of targeted enrollment completion ratios by age group for lower and upper secondary). Sub-Obiective la: Increase enrollments. 1. Provide development grants to rehabilitate and expand existing public schools (government schools, assisted schools and community schools), and construction of new community schools in underserved areas as determined by school mapping and other indicators. In this context existing underutilized training institutions could be converted to secondary schools. 2. Provide incentives for expansion of private (non-public) schools that meet agreed criteria. 3. Provide incentives for expansion through development and capitation grants, indexed for disadvantaged groups, to subsidize non-salary recurrent expenditures, textbooks and equipment. 4. Expand the output of trained secondary teachers, including as necessary an emergency program for lower secondary teachers. 5. Provide trained teachers with incentives to work in underserved areas. 6. Expand access to secondary school equivalency programs for youth and adults unable to take complete secondary education previously. 7. Experiment with appropriate ICT and distance learning technologies to accommodate children in remote and underserved areas. 2  Sub-Objective Ib: Improve equitable access and output in secondary education among geographical areas, income groups and between genders. 1. Identify underserved areas through school mapping and other indicators (to be defined) as a basis for financial assistance. 2. Provide targeted scholarships for low-income groups through means testing, including for females at upper secondary level where they are under-represented. 3. Develop and adopt specific anti-dropout programs (e.g. parental awareness) for vulnerable groups (e.g. parental awareness campaigns, targeted scholarships, extra teaching support). Sub-Objective Ic: Reduce the cost per student on households and the public sector by public recurrent costs per student (economizing on capital and recurrent expenses). 1. Adhere to minimum school and class sizes to maximize use of capacity (in part, through school mapping that will facilitate well situated sites to encourage day schooling at lower costs). 2. Rationalize teacher deployment - increasing students per teacher and teacher workloads. 3. Reduce the number of subjects taught in lower and upper secondary to concentrate on core subjects. 4. Reduce the unit costs of textbooks through appropriate methods, such as competitive selection and procurement. Objective 2: Improve learning outcomes of students, especially at lower secondary level. (indicator: raised educational attainment of students as shown by continuous assessments and performance on public examinations). 1. Increase the teaching abilities of the teacher force and improve classroom teaching practices. Steps include: * Improve pre-service teacher training at both diploma and graduate levels, through a program that focuses on pedagogical effectiveness and content mastery. * Achieve better school-based professional development of teachers by installing a system of recurrent in-service training for teachers, with priority given to language, mathematics and sciences, and techniques for teaching weak learners, continuous student assessment, promoting active participation of learners and effective use of classroom time on task. This would include reform of the system of school inspection to support quality assurance. * Use appropriate types of distance teaching and ICT (CDs, videodisks, e- learning) for teacher training and upgrading teacher qualifications. 3  2. Revise curricula, improve the design of core subjects, update the content of the syllabuses and improve learning through active learning, practical work, problem solving, individual projects and teamwork. 3. Improve the quality and availability of other inputs, including textbooks, laboratories and libraries. Develop, procure, and distribute textbooks and teaching materials. 4. Reform examinations and assessments through better design and evaluation of tests, and better training of test developers and moderators. 5. Experiment with establishment of community e-learning centers in selected secondary schools (e.g. sponsorship of participation in Africa's SchoolNet). Objective 3: Enable the public administration to manage secondary education effectively. (indicators: authority devolved and exercised well at district and school levels; better central policy development and standards setting for cost-effective delivery of quality of secondary education, and improved oversight). 1. Enhance accountability of educational management to stakeholders by devolving authority to lower levels in the system (from central to district and schools). Steps include: * Adopt policy change adopted for devolution, and adapt the regulatory framework. * Undertake organizational development tasks at various levels, including oversight. * Design new financial management system for financial flows and devolved budget funds. 2. Build management capacity for the new roles and functions. Steps will include: * Analyzing training needs of current management staff, including school heads. * Designing and implementing management development programs for headmasters and school boards at institutional level, inspectors, intermediate and central level managers, including networking arrangements for sharing of experiences among colleagues. Within the overall program, give priority to training for school heads as the lead force for school improvements. 3. Develop capacity for schools and districts to prepare secondary education development plans. 4. Design and implementation of performance-based contracts for school headmasters with accompanying reward structure. 4  5. Strengthen EMIS and monitoring and evaluation capacities in MOEC, particularly on costs, expenditures and key indicators. 5  3. BASELINE DATA THE BIO-PHYSICAL ENVIRONMENTAL FEATURES 3.1 The United Republic of Tanzania lies between 29