Summary of the Main Findings and Proposed Mitigation Measures of An

SUMMARY OF THE MAIN FINDINGS AND PROPOSED MITIGATION MEASURES OF AN

Public Disclosure Authorized ENVIRONMENTAL ASSESSMENT E582

PREPARED BY Public Disclosure Authorized

REYNOLD GODFREY JOHNSON

(LEAD CONSULTANT)

FOR

Public Disclosure Authorized MINISTRY OF YOUTH, EDUCATION AND SPORTS

PUBLIC CONSULTATION

FREETOWN, SIERRA LEONE.

February, 2002 Public Disclosure Authorized

FILE COPY Table of Contents

Acronyms 3 Executive Summary 4 Introduction 6 Description of Project 7 Description of the Areas of Influence 8 Environmental Assessment 16 Description of the Legal, Regulatory and 16 Administrative Frameworks Methodology of Techniques Used in Assessing and 17 Analyzing the Impacts Consultations with Affected People 19 Description of the Environmental and Social Impacts 20 Proposed Mitigation Measures 21 Potential Environmental and Social Impacts of Increased Provision 25 of Water Supply and Sanitation Facilities Proposed Institution Framework for Environment and 26 Social Management Environment and social monitoring plans 27 Recommendations 27 Persons and Institutions Contacted 28 References 28 Annex 29

2 Acronyms

MYES Ministry of Youth, Education and Sports EPA Environmental Protection Act NGO Non Governmental Organization NCRRR National Commission for Rehabilitation Reconstruction and Resettlement OCHA Organization for the Coordination of Humanitarian Assistance WB World Bank EA Environmental Assessment DTE Department of the Environment MLHCPE Ministry of Lands, Housing, Country Planing and the Environment.

This draft report is an output of an Environmental Assessment project executed by a team of consultants in collaboration and on behalf of the Ministry of Youth Education and Sports. The assessment report was prepared by Dr. Reynold Johnson (Lead Consultant).

3 Executive Summary The purpose of this EA was to assess the potential environmental and social impacts of the project components, particularly with regard to construction activities (i.e. school buildings) and the redeployment of teachers.

The project will have national coverage and priority districts will be determined at appraisal. The EA was conducted in three possible districts, Kailahun, Kono and Kambia, together with the Western Area. The three districts were severely affected by the civil conflict which ravaged the country for the past ten years. Kailahun and Kono districts were more or less the hottest spots whilst Kambia only severely suffered in the last two years. However, the level of destruction of public facilities and the environment in the three districts are high according to various reports, personal communications and the site visits. The Western Area was chosen because it clearly contrasts with the other three districts in terms of physical damage to educational infrastructures, environmental degradation, and institutional arrangements for impact management. Appropriate consultations with affected groups, local communities and NGO's were undertaken during the preparation of the EA in order to assess the level of destruction of educational facilities in the different areas.

The possible impacts of the project on the environment identified by the EA include landscaping; creation of open pits; production of construction waste materials; pollution; and, miscellaneous impacts. Measures have been identified by the EA that shall be adopted to avoid, reduce or remedy all significant adverse impacts on the environment.

Recommendations i. Construction of buildings should be in accordance with existing building codes and enhanced provisions to reduce overcrowdings and discomfort to both staff and pupils. ii. Adequate toilet facilities should be provided with a proper waste disposal system.

4 iii. No entertainment centers should be allowed near the educational facilities although the facilities itself could be used for such activities as an income generating activity.

The environmental analysis concluded that there are no significant environmental issues related to this project. The proposed project sites are not likely to be affected by or likely to affect national parks, natural reserves and national monuments as they have been completely destroyed during the rebel war.

Furthermore, the proposed project sites are existing school sites and are in conformity with the local development plans and are in accordance with the provisions of the National Environmental Protection Act 2000, and the Labor and Public Health Acts. The findings of the EA show that the project was well conceived and environmental concerns seemed to have been taken into consideration implicitly. In conclusion, the environmental impacts of the project are insignificant and manageable.

5 Introduction An Independent Environmental Assessment (EA) covered the following:

i. Increase access to schools including rehabilitation and reconstruction of damaged primary and junior secondary schools facilities and provision of water supply and sanitation. ii. Improving the quality of education which includes the reintegration of teachers. iii. Enhancing institutional capacity of the Ministry of Youth, Education and Sports (MYES).

A team of consultants and field workers based in Sierra Leone (part of a national consulting working group) has completed the task in accordance with the World Bank's safeguard policies.

The school rehabilitation programme has not yet commenced since MYES is currently seeking funding from the World Bank (WB) with regards to the above (i), (ii) and (iii).

Purpose and Requirement of the Environmental Assessment The purpose of the EA is to address in detail the environmental and socio- economic issues associated with all phases of rehabilitation and reconstruction of damaged primary and junior secondary school facilities and construction of additional schools on existing sites, as well as the provision of water supply and sanitation. The EA includes a full environmental, socio-economic and socio- cultural assessment of potential impacts of the above activities in the future and appropriate mitigation and monitoring plans. It is also intended to satisfy all requirements of the national and local authorities.

Appropriate consultations with affected groups, local communities and non- governmental organisations (NGO's) has been undertaken during the preparation of the EA.

6 Public disclosure of the EA will be by public meetings and distribution of a summary to all affected parties, local communities and NGO's. The EA and its executive summary will also be placed in the WB's public information centre in Washington D.C as well as in its country office in Freetown.

Description of Project The project has three components: i. Increasing access to schools which includes rehabilitation and reconstruction of damaged primary and junior secondary facilities; and construction of additional primary and junior secondary schools on existing sites. ii. Improving the quality of education which includes the reintegration of teachers. iii. Enhancing institutional capacity of the MYES which includes a capacity development program for strengthening key units of the Ministry.

The proposed project will expand access to basic education for all children by rehabilitating schools on existing sites and by providing schooling opportunities for underserved or displaced children through the expansion of rapid education and/or emergency education programs.

In addition to making provisions in various areas of the sector, the proposed project will also support the reintegration of teachers. The government is aware of the fact that teacher training institutions do not have the capacity to meet the expected increase in demand. One option available to the government is resettlement of teachers that are returning to Sierra Leone and those that have been displaced within the country. The MYES is preparing a plan for processing returning teacher candidates and for providing some assistance (incentives) for teachers willing to resettle in remote rural areas. Resettlement costs may include transportation of a teacher and family to the village where a school is located as well as some resources for setting up household on arrival. Most of the project- assisted schools would be located in the provinces and rural districts. Rural

7 areas tend to be the most underserved because teachers prefer assignments in urban areas.

Objective of the Environmental Analysis It is the purpose of the environmental analysis (EA) to assess the potential environmental and social impacts of the project components, particularly with regard to construction activities and the reintegration of teachers.

Description of the Areas of Influence For the purposes of this EA, we analyzed three possible districts, Kailahun, Kambia and Kono, and the Western Area. The three districts were severely affected by the civil conflict which ravaged the country for the past ten years. Kailahun and Kono districts were more or less the hottest spots whilst Kambia only severely suffered in the last two years. However, the level of destruction of public facilities and the environment in the three districts are high according to various reports, communications as well as site visits.

The three districts that were severely affected by the civil conflict which ravaged the country for the past ten years. Kailahun and Kono districts were more or less the hottest spots whilst Kambia only severely suffered in the last two years. The level of destruction of public facilities and the environment in the three districts are high according to various reports and communications as well as site visits.

There is a clear desire from the Ministry of Youth, Education and Sports to cover these districts as well as the Western Area. The Western Area was chosen because it clearly contrasts with the three districts in terms of physical damage, educational infrastructure, environmental degradation, institutional arrangements for impact management and capacity to handle management options.

Social Structure The social structure of the districts covered by the EA are similar, except for the Western Area. In the districts there are chiefdoms, each of which are ruled locally by chiefs representing the various tribes in the chiefdom. The paramount chief is the overall local head of a chiefdom. The chiefdom council are made up of tribal 8 authorities (chiefdom councilors) which is set up to administer the chiefdoms and to advise the paramount chief which in turn coordinates with the district councils. Headmen head the villages and village area committees administer the villages. The lowest level is the household level.

It is important to understand this social structure for the development of environmental management strategies for the educational sector. In the Western area, the administration is under the supervision of the Freetown city council (FCC) which in turn coordinates with the various villages committees in the rural areas, tribal headmen and district council.

Kailahun District Physical Characteristics The Kailahun district is located in the eastern province of Sierra Leone. The District is bordered on the north by the Republic of Guinea and on the southeast by the Republic of Liberia along the Mano river. It covers an area of 1,490 sq. miles.

The topography of the area is undulating, ranging from lowlying inland plains to more disserted upland areas with elevation between 600-700 meters altitude.

Most of the area has an average annual rainfall of over 2,500 mm, with 80% of this average falling during the period of June to November, average annual temperatures vary between 25°C and 28°C with higher values occurring in March/April when solar radiation is most intense.

In terms of vegetation, the district is covered with dense farm bush dominated by fast growing, fire resistant species that thrive under the bush fallow system.

The district also has over 5,000 acres of forests reserves and protected forest areas (Gola rainforest). High trees traditionally surround many of the villages and are used as shade for cocoa and coffee. However, most of these forest reserves had been tampered with by the war.

9 Administration The administrative headquarter is in the town of Kailahun and the provincial headquarter office is located in Kenema. Kailahun is about 270 miles from Freetown. Administratively Kailahun is divided into fourteen (14) chiefdoms.

Socio-Economic Activities The Kailahun district had a population of about 200,000 with about 60% of this number living in the headquarter town of Kailahun. The district was predominantly inhabited by the Mendes although traditionally a Kissi dominated area. The minority tribes include the Krim, Vai and Gola inhabiting areas along the border with Liberia.

The major economic activities in the area were agriculture, mining and hunting, major cash crops like coffee cacao used to fetch a sizeable proportion of Sierra Leone's foreign exchange earnings.

Presently, as a result of rebel war, mass migration of the people to neighboring countries of Guinea and Liberia had taken place as well as to other parts of the country (internally displaced). Currently, the district is gradually coming under the control of the government of Sierra Leone.

Estimates of the current population are between 10,000-20,000 (not wholly reliable figures). Commercial activity in the area is low mainly restricted to the provision of services.

Educational And Other Infrastructure Facilities The Kailahun district and the town of Kailahun in particular used to have several primary and secondary schools, hospitals, medical centers, churches, and mosques. However, all these facilities have been destroyed during the ten years of civil war as reports from various organizations (both governmental and non- governmental) suggests.

10 Kono District Physical Characteristics The Kono district is located in the eastern province of Sierra Leone. The district is bordered on the north by Koinadugu district, on the east by the Republic of Guinea, the southeast by Kailahun and Kenema districts and in the west by Tonkolili and Moyamba districts.

This area has a topography characterized by hill to the east and low land covered with savanna grassland to the north. Inland valley swamps occupy a vast area of the district and are relatively fertile.

The climate of the area is typical of the eastern region of Sierra Leone. This area has a average annual rainfall of over 250 mm, 80% occurring between May and November. Average monthly air temperature ranges between 25°C and 28°C.

In terms of biological diversity, the district is now covered in most parts by low grassland and most of the forest cover that has been lost was due to intense mining activities and the rebel war.

Wild life is poor, restricted to a limited species of birds and other wild animals e.g. monkeys.

Administration The Kono District comprises fourteen (14) chiefdoms. The headquarter town is Koindu which is also the administrative headquarter town.

Socio-Economic Activities The population of Kono district (1985, census) was estimated to be around 7,000 with density of 69 persons per square kilometer. Presently, the population of the district has not been fully determined as it is only now, that government authority is gradually returning to the area. The main economic activity centers around mining of diamonds which is widely believed to be the dominant source of funding for the ten year old brutal civil war the country experienced.

Agricultural activity is modest in the area as the land for most part has been degraded by mining activities with little or no rehabilitation. Most of the soils are ferralitic shallow and a low fertility, except for the inland valley swamps which are relatively fertile. Presently, rebels still control almost all of the district and there is little commercial or other related activities taking place in the district.

Educational And Other Infrastructure Facilities As the scene of intense military activities throughout the ten years of civil conflict, there is hardly any educational facility in the district. All schools were destroyed as well as hospitals and public services infrastructure. Water storage and delivery facilities have also been destroyed. Roads are in deplorable conditions and sanitation is poor. Infrastructure damage in the district was almost absolute.

Kambia District Physical Characteristics The Kambia district is located in the northern province of Sierra Leone. It is bordered on the north and northeast by the Republic of Guinea, Bombali and Port Loko districts, on the south and west by the Republic of Guinea and the Atlantic ocean. It covers an area of about 1,100 sq. miles. The topography of the district is mainly dominated by low lying plains with heights between 50 and 250 feet. The drainage system of the great and little scarcies rivers lie within the district.

The Kambia district has an average annual rainfall of over 3000 mm. The bulk of the rains falls during the rainy season as in most parts of country. Average annual temperatures lie between 250C and 200C. The district is covered mainly by low shrubs and grassland. In the proximity of the scarcies, mangrove swamps dominate but have been severely degraded to make way for rice cultivation.

12 Administration The administrative headquarter is Kambia Town. The provincial headquarter office is located in Makeni. Kambia district is divided into seven (7) chiefdoms.

Socio-Economic Activities Kambia district is dominated by such activities as agriculture, fishing and hunting. Petty trading (commerce) is also an important economic activity as the district lies on the border with the Republic of Guinea. The district is a major producer of swamp rice. Upland rice production is also important in the area.

This district was first attacked by the RUF and AFRC forces in 1995 and was subsequently occupied by the RUF forces in 1999. This resulted in widespread displacement of the civilian population some of which fled to neighboring Republic of Guinea. The district was under the RUF until may 2001 when a formal agreement was reached paving the way for RUF's withdrawal from the district.

Presently the district is gradually coming under government control with the return of a sizeable number of internally as well as externally displaced people. Commercially activity has resumed and the government is in the process of restoring essential services in the area.

Educational And Other Infrastructure Facilities With regards to educational facilities, school structures appears to be intact in the chiefdoms. In the town of Kambia town, all schools were burnt down. Those remaining structures need to be renovated as they have either cracked walls or damaged roofs. Other infrastructure facilities such as health, water and sanitation also need to be restored and rehabilitated.

Western Area Physical Characteristics The western Area is one of the four-main physical divisions of Sierra Leone and is situated between latitude 8° 5' and 8° 30' and longitudes 130 00' and 130 15'

13 west. It covers an area of about 110 square miles. It has a population estimated in 229,759 (1974), 168,186 are adults, 6182 of them being engaged in agricultural pursuits.

It falls naturally into two main physical divisions, the Eastern or low-lying area which is bounded on the North by Koya Chiefdom, the East by the Songo Creek, South by the Ribbi River and Yawri Bay, on the West by the Western or Mountain region which itself forms the other main physical region.

Relief and Drainage The Peninsula mountains of the Western Area near Freetown are the result of a large basic intrusion of Norite and Gabbro probably of Cambrian age. The present youthful topography with its strongly dissected mountain range rising up to almost 3,000 feet (Picket Hill, 2912 feet) has resulted from a relatively recent uplift, possibly of tertiary times. They stretch for some 23 miles into the Banana Island south of Freetown. Around the base of these hills, a large number of erosional platforms have been carved which present excellent pastures during the wet season.

The Eastern or low-lying region is made up of undulating plains, which have been described as "Raised Beaches". This presumes that much of what is, for example Freetown, is below the sea. These raised beaches increase in size as they approach the Bunce River in the north and Yawri Bay in the south. After Waterloo, they merge into the Interior Plains and Plateaux, another physical region of Sierra Leone.

The Western Area is drained by a large number of short and swift flowing streams and rivers which rise from the Peninsula mountains. These flows are mountain torrents during the tropical rains becoming virtually dry in the dry season. As they reach the Costal plains they flow through gorges 25 to 50 feet to empty themselves into the sea. Notable among these are the Orugu, No.2, Whale and Sussex rivers.

14 Rainfall The Western Area experiences a dual seasonal rainfall pattern, a dry season lasting from November to April and a wet season lasting from May to October. During the wet season over 90% of the rainfalls ocurred between Aberdeen and Kent. In the dry season only a trace amount falls . Rainfall decreases inland and with a decreasing height above sea level. In the mountainous areas over 200 inches of rainfalls in a single year. In the Costal areas between 180 and 200 inches of rainfall is registered annually. Inland rainfall decreases as low as 120 inches annually.

The average maximum temperature registered at a meteorological station in Freetown was 85.70F and the average minimum temperature was 76.90F. Such a pattern can be said to represent the general temperature system in the Western Area.

Soils The soils of the Western Area are classified under three major groupings: Soils of the Peninsula mountains, Soils of the Coastal swamps and Soils of the raised beaches and terraces.

The soils of the peninsula mountains have been formed from Norite and Gabbro which are rich in iron. Under high rainfall and a pronounced dry season, this is an optimum environment for plinthite formation which is abundantly present in the form of gravel, boulders or hardpan. On the steep slopes, very stony soils are shallow over bed-rock. On the foot slopes of the mountains and on the erosional platforms, soils have developed that have less than six inches of surface soil over hard, impenetrable highly indurated plainthite sheet. In some valleys, small areas of thick gravel-free soils are present. These colluvial soils are very valuable especially for vegetable growing in the dry season and are now being used for swamp rice cultivation in the Wet season.

15 Environmental Assessment Past Situation Since independence, there have been educational institutions. The sites where the educational institutions were located were initially acquired by the Ministry of Education. New sites were acquired and new schools built on a demand driven basis. However, destruction of these schools were systematically carried out during the ten-year civil war.

A rapid assessment conducted in 1996 by the MYES revealed that extensive damage including buildings burnt down, schools looted, including removal of sheet roofing, doors and windows, removal or destruction of furniture and equipment, and loss of teaching materials. Buildings not directly damaged by vandalism had deteriorated because lack of maintenance or abandonment due to frequent attacks or threats.

Current Situation Schools need to be rehabilitated and/or reconstructed on existing sites. The national school survey completed in December 2001 confirmed that of a total 4,854 schools, as much as 34.7% need to be reconstructed and 52.4% need to be either repaired or rehabilitated. Only 12.9% are usable in their current condition. The proposed project sites are not likely to be affected by, or likely to affect, national parks, nature reserves, and national monuments since all of these structures have been completely destroyed by the war.

The selection of existing school sites will follow a participatory planning exercise based on school base line data collected during preparation, and in consultation with NGOs, missions, district representatives and chiefdom authorities. Final approval of school sites selection will be done by the MYES and the project steering committee.

Description of the Legal, Regulatory and Administrative Framework The proposed project and sites are in conformity with the local development plans and is demand driven as there is no evidence of a concrete development

16 plan at the local level due of the emergence from a war situation. The project and the sites are in accordance with the provisions of the National Environmental Protection Act 2000 and the Labor and Public Health Acts.

Methodology and Techniques Used in Assessing and Analyzing the Impacts

Sampling A combination of purposeful and random sampling techniques were used. Multistage stratification was used based on the following clusters:

* Stage 1 Provincial * Stage 2 District * Stage 3 Chiefdom * Stage 4 Villages

The first stage of stratification - the provincial level - was purposefully chosen since all the provinces and Western Area were affected by the ten year rebel war and educational structures were damaged. These are:

* Eastern Province * Southern Province * Northern Province * Western Area

The next stage or stratum was at the district level. These were chosen because they reflect a homogeneous setting in terms of socio-economic activities and the impact of the war was more significant..

The third stage of stratification was performed depending on the basis of damaged educational structures as examined during the site visits. The fourth stage involved the villages/settlements in each administration area in the Western Area in which site visits revealed the level of damaged educational structures. 17 Both primary and secondary data were collected. Purpose for on site data collection was to:

i. Assess overall damage of educational structures ii. Level of damage, i.e. total, partial iii. Assess level of environmental damage

The secondary data was collected from the MYES, NCRRR, OCHA, etc.

The primary data collection was undertaken primarily to provide field data to enable the consultants to fulfil the objective of the project. Secondly, it was used to double check some of the information gathered from secondary sources.

The information collected was used to assess the potential environmental and social impacts of the components of construction activities and redeployment of teachers.

Environmental Analysis The environmental analysis covered the issues as provided in the Draft Terms of Reference (DTOF).

Data Collection Both primary and secondary data were collected.

Primary Data Site visits: Visits to the identified sites were conducted. Structured questionnaires were administered. The information was related to the following issues:-

* Assessment of potential environmental and social impacts of construction activities in the urban areas. * Assessment of the environmental and social impacts of increased provisions of water supply and sanitation facilities. * Assessment of the need for liquid and solid waste collection, disposal and management. 18 Secondary Data Desktop research and visits: Information on previous related assessments were collected from various sources/institutions (e.g. MYES, NCRRR, OCHA, NGO's) to complement the actual assessment.

The information sought were related to the following:- * Biophysical characteristics of the environment in the rural area/ urban covered by the project. * Review the national environmental policies and regulatory legislation. * Administrative framework together with the WB's safeguard policies.

Consultations with Affected People Consultations with communities in the Kailahum, Kono and Kambia districts were facilitated by the regional environmental officers based in Kenema in the east and PortLoko in the north respectively. Structured questionnaires were used to obtain information for the environmental analysis.

The team visited the Kailahum, Kono, Kambia districts and sites in the Western Area. The principal aim of the visits was to assess the level of destruction of educational facilities in these districts, the Western Area and their surrounding areas. At the various districts, the team held a meeting with the paramount chiefs of the main chiefdoms.

The whole assignment provided the team with first hand experience. It was clear that the project will not concentrate on the construction of large buildings, but will undertake the rehabilitation and construction on existing sites of small primary and junior secondary schools. The extent of the project will determine the extent of environmental degradation which according to the responses can be managed.

Interested and Affected Persons and Organistions Expansion of access to basic education for all children through the reconstruction or rehabilitation of school infrastructure will affect the communities of Kailahun, Kono and Kambia districts. It is considered that schools that need rehabilitation 19 should be rehabilitated at least to the pre-war situation. It is hoped that schools belonging to this category would be referred to the National Commission for Rehabilitation, Reconstruction and Resettlement (NCRRR) in Freetown.

Description of the Environmental and Social Impacts The EA has identified a number of possible impacts of the project of the environment. These include:

* Landscaping * Creation of open pits * Production of construction waste materials * Pollution

* Landscaping The construction of classrooms would require the clearing of land cover and landscaping. The establishment of foundations for the buildings would require earth removal and soil modification. The environment issues relating to landscaping are related to land cover change, dust pollution and noise amongst others.

* Creation of Open Pits Open pits are often associated with construction sites. These pits are created during landscaping for laying of building foundation, construction of toilets and water delivery and storage facilities. If not well protected, these pits can pose threats to lives, can cause injuries and can also inadvertently serve as rubbish dumps as well as mosquito breeding sites if left to collect water.

* Production of Construction Waste Materials The construction of buildings for schools and support structures produces waste materials which have to be safely disposed at identified dump sites. These materials may include scrap metals, nails, pieces of wood, glass broken cement blocks etc. if not properly disposed, they may cause personal injury. The decorative phase may produce such wastes such as paint, oil, etc. which might find their way into nearby streams polluting them. 20 * Pollution The project is likely to cause pollution of the environment in terms of noise associated with construction works. Pollution can also be caused as a result of the abandoning and poor disposal of paint materials. Dust associated with earth preparation for foundation of building can impair the quality of air around construction sites.

* Miscellaneous Impacts There are a few issues such as noise, dust, visual impact which may require mitigation, none are considered significant, but will be covered within the framework of the National Environmental Action Plan which will ensure appropriate controls and monitoring where necessary.

Strategic Mitigation Measures The Ministry should assume a more definitive and strategic role in responding to the needs of the local population. This requires making sure that the schools which are demand driven from the communities place the communities in a better position socially if not economically as a result of reconstruction and rehabilitation activities.

Proposed Mitigation Measures This section attempts to provide a detailed account of measures that shall be adopted to avoid, reduce or remedy all those significant adverse impacts as identified in the section dealing with environmental social impacts of the proposed project.

* Landscaping Measures Restoration of the construction sites will be carried through tree planting as an erosion control measure and water control measure. A tree nursery site will be maintained and replanting schemes put in place in deforested areas. Local NGO's will be involved together with future pupils in the schools in tree planting exercises. The planted trees will assist in water management by reducing land

21 surface evaporation rates and by regulating infiltration rate during the rainy season by reducing surface runoff through interception.

* Creation of Open Pits The pit created as a result of excavation for construction and other purposes can be refilled after construction or building. Nearby materials can be used for this purpose.

* Production of Construction Waste Materials A clean up program will have to be put in place. This should involve clearing dangerous materials like nails, pieces of timber, broken blocks, scattered sand and gravel, pieces of iron, mortar mixing, waste water, saw dust etc., and especially where recycling or reuse is possible. E.g. saw dust can be used as manure in the experimental school gardens.

* Deforestation & Loss of Biodiversity Most of the forests and biodiversity have been tampered by the war. Tree planting and reforestation activities would be embarked upon through community groups, NGO's in Environmental Management and Area Development Associations (ADAs) and school nature/environmental clubs.

* Pollution This is more relevant at the construction stage of the project and is expected to be minimized once the schools become fully operational. The noise from school children at play can be controlled through disciplinary codes of conduct within the school system. Post construction/building materials should be cleared and properly disposed. Residual paint can be used in arts & crafts classes. Dust pollution should be reduced after post construction era, through paving of alleys and covering of feeder roads with tar, and planting of carpet grass on playing fields.

22 * Preservation of Monuments and Sites of Historic Values Efforts shall be made to preserve monuments and sites of historic value in the vicinity of the proposed project sites. This however is not a pressing issue as these structures are absent at the currently proposed sites.

* Identification of Applicable and Effective Measures to Prevent Accidents Involving Hazardous Substances At the construction phase of the project(s), protective head and body gear will be worn to protect workers from contact with hazardous materials or substances in accordance to building safety regulations. Information and training of workers will also complement this issue.

Specific mitigating measures are associated with various constructional activities that impact on the local populations. These include the following:-

* Reintegration of Teachers In the consultation process the aspect of teacher relocation and reintegration was not an issue, thus there was no social impact associated with it. One strategy for resettlement of returnees would be to encourage recommencement of farming activities and the restoration of the capacity to produce food. This should be stimulated by input of the seeds and other planting materials. To engender self- reliance food for work policy should be encouraged as an incentive.

* Employment of Villagers MYES will review the opportunities for extending preferential employment amongst the local indigenous population for positions for which they are qualified. It is clear that MYES will need to draw on those best qualified in order to optimise the start-up construction works and teaching in the medium and long terms. Preference will be given to local employment for the unskilled jobs that will support the cleanup as well as basic educational activities.

23 Social Programmes The survey showed that several community groups will need special form of assistance to enable them recover from the effect of the war. These groups include the traumatized i.e. those who actually witnessed atrocities, those who were temorized a special gender bias group i.e. the violated women. Special programmes such as trauma healing and counseling has been identified. Rough estimates show that women and children constitute 65% of the affected people.

Capacity Building The rehabilitation and reconstruction activities require capacity building. The perception of the communities in which the schools are to be reconstructed or rehabilitated in all three district and parts of the Western Area are that these activities will engender their participation. This will enhance their capabilities and capacities. Special skills can be developed such as block laying masonry, carpentry and painting. Others will be involved in beautification exercises. All these will enable them to be self-reliant. The Ministry of Youth Education and Sports (MYES) in collaboration with other development partners will provide the necessary support.

Non Governmental Organizations (NGOs) The area of the EA has some NGO'S operating in the vicinity. These organizations operate in the shelter, health, water and sanitation, food and agriculture, relief etc. sectors. Although these NGO'S operate in designated areas, their influence will enhance settlement activities.

Impact on Local Economy In the short term, the influx of job seekers may bring some problems to the local sites as there will be competition for limited jobs. The areas to which these workers will move are those villages or location close to the construction sites which suffered.destruction during the rebel war. This will put pressure on the already limited food supply and social services. MYES will work with local authorities to address these problems and identify possible solutions. To support the overall development of the region MYES will establish working relationships

24 with relevant ministries and development agencies to attract development support.

Potential Environmental and Social Impacts of Increased Provision of Water Supply and Sanitation Facilities Currently in the areas covered in the EA, there are very poor sanitary conditions as well as environmental degradation resulting from unhealthy refuse and sewage disposal system, as well as poor sources of drinking water. The results of the EA show that health status of communities covered is very low. Water borne diseases are common particularly in areas that derive their drinking water from streams or make use of bush and streams for toilet purposes and sewage disposal.

It is against this backdrop that the increased provisions for water supply and sanitation facilities would be seen to have a positive impact on the communities around the educational institutions. Most of the areas covered by the EA reported either having a well or pipe borne water before rebel assaults. Aside from Gorama Kono chiefdom, all other chiefdoms had wells before the war.

The chiefdoms covered by the EA in the various districts and wards in the Western area reported having pit latrines. They however occasionally used village streams and the bush for sewage disposal. At present over 50% of these latrines were completed destroyed. For the purpose of resettlement of returnees and rehabilitation there is urgent need of not only restoring the old pit latrine, but constructing new ones to correspond with the returning population and basic hygiene education.

Another potential impact of increased provision of water supply and sanitation facilities, therefore, is the reduction of diseases like malaria, diarrhea, dysentery, bilharzia, lassa fever, measles, polio etc.

Impact on the Water and Public Health Construction activities would require water for mortar mixing, bathing, laundering, drinking etc. The clearing and preparation of the land will increase river and 25 stream sediment loadings through soil erosion and transported sediments (dust). Noise will also become an issue at the construction sites. The release of sediments into streams and rivers will have an impact on any existent ecosystems such as mangroves.

Aside from these negative impacts the project provides for increased provisions of water supply and sanitation facilities. Apart from the overall positive impact of this proposal, the provision will cause an influx of the local people into the proposed project site inorder to make use of these facilities. This may lead to conflicts and misuse of such facilities.

It is therefore recommended that the following activities should be embarked upon: * Mass sensitization on purpose and use of such facilities. * Restriction to the use of such facilities by people associated with the educational facility. * Community protection plans for public facilities. * Provision of similar facilities for other communities.

Need for Liquid and Solid Waste Collection and Management. Generation and disposal of liquid and solid wastes can impair the quality of the environment as well as create health problems. Adequate arrangements should therefore be made for the collection and disposal of liquid and solid wastes. Monitoring programmes should be put in place to avoid water contamination and outbreak of disease

PROPOSED INSTITUTIONAL FRAMEWORK FOR ENVIRONMENTAL AND SOCIAL MANAGEMENT

The national and local institutional framework for environmental management and protection is the overall structure which is designed to protect, conserve and restore our environment.

26 The social structure in each district described earlier is important for the development of environmental management strategy at the local level therefore, any proposed institutional framework should take cognizance of this structure.

Environmental and social management at the local level is for now carried out by Community Based Organisations (CBOs) and Non-Governmental Organisations (NGOs) which operate through local groups, mainly youths. Environmental Management activities are often associated with reforestation programmes, sensitization and regulation enforcement. These CBOs and NGOs are co- ordinated by the Department of the Environment which has posted environmental officers to Northern, Southern and Eastern regions of the Country.

At the chiefdom levels the community groups are often empowered to arrest people who degrade the environment and pose threat to the health and wealth of the community.

The proposed framework therefore envisages a bottom - up approach where in the local communities will be assisted to develop and execute projects related to mitigation measures identified in the EA.

ENVIRONMENTAL AND SOCIAL MONITORING INDICATORS There are a number of environmental and social monitoring indicators, which includes among others amount of land brought under construction of schools, number of stand pipes provided for water supply, number of pit or flush latrines and types of plant and animal species lost as a result of the construction activities, number of bins, dump sites number of health workers, volume of litter garbage generated and collected per day.

The social indicators include: Employment rates, access to basic social services, and economic governance.

An analysis of the above indicators show that, the amount of land required for the project activities is not significant. The prevailing vegetation is shrub and farm

27 bush with an insignificant variety of wildlife amongst which are monkeys, wild pigs, grass cutters etc.

Some of the above indicators can be used during the project implementation phase. These could include but not restricted to:

* number and size of open pits can be used during construction. * number and types of plants and animals destroyed, lost or displaced during construction.

On the social front the indicators can include:

* number of laborers employed * level of remuneration for employees * amount and type of sanitation facilities provided * number of local people trained in various skills of construction during the project * types of water contaminated disease the Potential EA training needs should therefore include although not restricted to the following:

i. rapid appraisal methods in determining for environmental quality. (Estimated cost U$D 5,000) ii. use of checklists in assessing the success of mitigating measures (Estimated costs U$D 5,000) iii. training in taxonomy and bioprospecting (Estimated U$D 10,000) iv. skills training in masonry, carpentry, welding, brick laying etc (Estimated costs U$D 100,000).

ENVIROMENTAL AND SOCIAL MONITORING PLANS Management Goals And Objectives. 28 The main goal of this plan in to aid the management of school and other educational infrastructure, so that adverse effects on the localities and physical environment and any other adjacent socio-economic activities are minimized.

The objectives of the plans are to: * Ensure proper choice and delineation of specific sites based on a set of physical and socio-economic criteria where the erection of such facilities could be permitted. * Identity alternative, potential areas * Recommend standards and guide lines for construction activities * Recommend improvements to the procedures for lease, secure tenure, and monitoring

Environmental Guidelines For School Construction

At present the Department of the Environment (DTE) is in the process of preparing sector guidelines for 'scooping' and environmental impact study phases of the Environmental impact Assessment (EIA) process. These guidelines will represent the general possible areas for investigation in Sierra Leone.

The guidelines provided below represent the general possible areas for investigation relating to school construction. It must be noted that in many instances, specific guidelines do not exist for certain types of projects.

* Description of the project including purpose and physical characteristics, land use requirements, construction requirements and alternative sites and processes considered. * Description of the site and its environment including physical features of the proposed site, legislative and policy framework. * Identification and description of construction and post construction impacts (on land, water resources, flora and fauna etc.) * Significance of impacts 29 * Mitigating measures * Monitoring and evaluation

Specific points to consider within the above guidelines may include but not restricted to:

Recommendations

i. Construction of buildings should be in accordance with existing building codes and enhanced provisions to reduce overcrowdings and discomfort to both staff and pupils. ii. Adequate toilet and water facilities should be provided with a proper waste disposal system. iii. No entertainment centers should be allowed near the educational facilities although the facilities itself could be used for such activities as an income generating activity. iv. Construction of educational facilities should be prohibited near shrines, densely populated zones and very close to industries.

General Guidelines

• Sensitive area should be identified and classified based on their biophysical characteristics, and made to planning and approving committees/agencies, that these are unsuitable areas for construction of educational facilities

* Depending on the size of the infrastructure and acreage of land required the environmental impact assessment (EIA) screening process should be applied.

GENERAL RECOMMENDATIONS

30 i. The E. A. showed that the environmental impacts are manageable, therefore it is recommended that the project as proposed be carried out with the mitigation measures as proposed by this summary report. ii. That this report be made available to all stake holders involved in the project.

31 Persons and Institutions Contacted

Department of the Environment Ministry of Lands, Housing Country Planning and the Environment. Ministry of Youth Education and Sports, Planning Division. Paramount Chiefs and Elders of Kono, Kailahun and Kambia Districts and the Western Area.

References

National Environmental Protection Act, 2000 National Environmental Policy National Environmental Action Plan Vol. I and Vol. II Guidelines for the implementation of school construction projects Ministry of Education Republic of Sierra Leone, March 1997. World Bank Safeguard policies (Environmental Assessment (OP 4.01 October 1998)).

Feedback It is important for the EA to address all reliant environmental issues and for MYES to have confidence that all the concern of the affected local communities and other interested parties have been adequately discussed and appropriate measures agreed. This page is for any comments on the environmental issue that affect the educational sector in terms of the provision of facilities. It should be returned to Dr. Reynold Johnson, lead consultant, c/o Department of Geography Fourah Bay College, Mt Aureol, Freetown. E-mail treynold12001 @yahoo.com

32 ANNEX I

Cost estimate for mitigating measures

Open pits

Estimated cost - US$10,000 for cover up activities

Construction of waste disposal facilities Estimated cost for clean up activities - US $ 15,000

Deforestation Estimated cost for reforestation activities and incentives for conservation practices - US $ 10,000

Pollution Estimated cost US $ 10,000

Loss of biodiversity Estimated costs for setting up of nature banks, parks and reservations - US $ 20,000

33 ANNEX 11 Remediating/Mitigating Plan

Activity Obmective Funding Source Responsible Estimated Time Organisation Costs Frame

Raising of To preserve the - do - Non-Governmental $10,000 Project Plant environmental Organisations, (NGOs) duration numeries and aesthetic Government Agencies, values of the land Covering up of To ensure that -do- Local $10,000 Project open pits water borne and authorities/community duration related diseases groups, Govt. Agencies are mininised

Watershed To protect water -do - Local authorities, NGOs $10,000 On-going management bodies within and Govt. agencies project areas from pollution/contami nation

Management Evaluation of - do - Environmental $10,000 and recovery effectiveness consultants, academic of degraded costs and institutions, Govt. and areas/environ benefits of NGOs ments alternatives

Environmental To ensure long- - do - MYES On-going Education term environmental management Capacity - do- -do- MYES On-going 34 building Collection and To ensure Govt. and its Ministry of Health, U$D 10,000 disposal of regular collection development ADAs, CBO'S solid wastes and disposal of partner NGO's. solid wastes

35 ANNEX Ill

Monitoring Plan

Activity Technical Parameters Methods To Sampling Freg. Of Detection Defination Details To Be Be Used Locations Measurements Limits Of Measured Thresholds Water Relates to PH, BOD & Laboratory Along water One weekly quality pollution/ COD analysis (PH, course tests contamination meter and chemicals) Air quality - do - Odour, visibility Visual Construction Daily 3 hourly observation sites interval Soil Relates to Soil quality Laboratory Construction Monthly quality deforestation analysis for soil sites quality Land Landsacaping Biodiversity Species stock Construction Monthly quality deforestation loss plant & assessments sites animal species and taxanomic survey

36 ANNEX IV REGISTER OF INTERNATIONAL TREATIES AND OTHER AGREEMENTS IN THE FIELD OF THE ENVIRONMENT 1996

NO. SIERRA LEONE SIGNATURE RATIFICATION ACCESSION(AC) SUCCESSION(S) ADH ERENCE(AD)

1. Convention on Fishing and Conservation of the - 13 -3- 1962(S) Living Resources of the High Seas. 2. Convention on the High Seas. 13 -3 - 1962 3. Treaty Banning Nuclear Weapon Test in the 4-9 - 1963 21 -2 - 1964 Atmosphere, in outer space and under water

4. Convention on the continental shelf - 25 - 11 - 1966(AC) 5. Treaty on Principles Covering the Activities of state 27 - 1 - 1967 in the Exploration and the use of outer space including the moon and other celestial bodies. 6. Treaty on the Prohibition of the Emplacement of 11 - 2 - 1971 Nuclear Weapons and other Weapons of Mass destruction on the Sea Bed and Ocean Floor and in the Sub-Soil thereof. 7. Convention on the Prohibitation of the 24 - 11 - 1972 29 - 6 - 1979 development Production and stock piling of Bacteriological (Biological) and toxic Weapons, and on their destruction. 8. Convention on the Prohibition of Military or and 12-4- 1978 other hostile use of Environmental Modification Techniques.

9. International Plant Protection Convention - 23 - 6 - 1981 (AD) 10. United Nation Convention on the Law of the Sea 10 - 12 - 1982 12 - 12 - 1994(R)

11. Agreement Relating to the Implementation of part - 12 - 12 - 1994(P) Xl of the United Nations Convention on the law of the Sea of 10 Dec. 1982

37 12. Convention on Early Notification of Nuclear 25 - 3 - 1987 Accident, Left out. 13. Convention on assistance in the case of a Nuclear 25 - 3 - 1987 Accident 14. Treaty Establishing the African Economic 3-6 - 1991 12-4 - 1994 Community 15. Convention on the Prohibition of the development 15 - 1 - 93 production, stockpiling and use of chemical Weapons and on their destruction.

16. United Nations framework convention on climate 11 -2 - 1993 22 -6 - 1995 (R) change. 17. International Convention on Civil Liability for oil 13 - 8 - 93(AC) 11 - 11 - 1993 Pollution Damage.

18. International Convention on the establishment of - 11 - 11 - 1993 an International Fund for compensation for oil Pollution Damage (as amended). 19. Convention on International Trade in endangered 28 - 10 - 1994 16 - 1 - 1995 (R) species of wild fauna and Flora. (CITES) 20. United Nations Convention to combat 11 - 11 - 1994 Desertification in those countries experiencing serious drought.

21. Convention on Biological Diversity - 12- 12- 1994(R)