REVOLUTIONARY GOVERNMENT of ZANZIBAR Public Disclosure Authorized Public Disclosure Authorized

RP517 REVOLUTIONARY GOVERNMENT OF ZANZIBAR Public Disclosure Authorized Public Disclosure Authorized Ministry of Education And Vocational Training -------------MoEVT----------- Public Disclosure Authorized ZANZIBAR SECONDARY EDUCATION DEVELOPMENT PROGRAM (ZSEDP) RESETTLEMENT POLICY FRAMEWORK (RPF) ND Public Disclosure Authorized JANUARY 22 2007 TABLE OF CONTENTS GLOSSARY OF KEY TERMS...........................................................................................................3 1 1. INTRODUCTION ........................................................................................................................6 2. PROJECT DESCRIPTION.......................................................................................................10 3. LAND ACQUISITION AND LIKELY CATEGORIES OF IMPACT .................................20 4. PRINCIPLES AND OBJECTIVES GOVERNING RESETTLEMENT PREPARATION AND IMPLEMENTATION........................................................................25 5. DESCRIPTION OF THE PROCESS FOR PREPARING AND APPROVING RESETTLEMENT PLANS.......................................................................................................31 6. ELIGIBILITY CRITERIA FOR DEFINING VARIOUS CATEGORIES OF PROJECT AFFECTED PERSONS..........................................................................................38 7. A LEGAL FRAMEWORK REVIEWING THE FIT BETWEEN THE LAWS AND REGULATIONS OF THE REVOLUTIONARY GOVERNMENT OF ZANZIBAR AND BANK POLICY REQUIREMENTS AND MEASURES PROPOSED TO BRIDGE ANY GAPS BETWEEN THEM...............................................................................46 8. METHODS OF VALUING AFFECTED ASSETS. ................................................................48 9. ORGANIZATIONAL PROCEDURES FOR THE DELIVERY OF ENTITLEMENTS, INCLUDING, FOR PROJECTS INVOLVING PRIVATE SECTOR INTERMEDIARIES, THE RESPONSIBILITIES OF THE FINANCIAL INTERMEDIARY, THE GOVERNMENT, AND THE PRIVATE DEVELOPER. ...........60 10. DESCRIPTION OF THE IMPLEMENTATION PROCESS, LINKING RESETTLEMENT IMPLEMENTATION TO CIVIL WORKS. .........................................62 11. A DESCRIPTION OF GRIEVANCE REDRESS MECHANISMS. .....................................65 12. A DESCRIPTION OF THE ARRANGEMENTS FOR FUNDING RESETTLEMENT AND COMPENSATION, INCLUDING THE PREPARATION AND REVIEW OF COSTS ESTIMATES, THE FLOW OF FUNDS, AND CONTINGENCY ARRANGEMENTS....................................................................................................................69 13. A DESCRIPTION OF MECHANISMS FOR CONSULTATIONS WITH, AND PARTICIPATION OF, DISPLACED (ECONOMICALLY OR PHYSICALLY) PERSONS IN PLANNING, IMPLEMENTATION, AND MONITORING.........................70 14. ARRANGEMENTS FOR MONITORING BY THE IMPLEMENTATION AGENCY AND, IF REQUIRED, BY INDEPENDENT MONITORS. ...................................................73 ANNEX A: FIELD ITINERARY IN ZANZIBAR ..........................................................................78 SCREENING CHECKLIST..............................................................................................................94 GLOSSARY OF KEY TERMS 1 Cut - off Date – refers to a day on and beyond which any person who occupies land required for project use, will not be eligible for compensation. The date is often the day when the assessment of persons and their property in the project area commences. 2 Environmental and Social Management Framework (ESMF) - report is a safeguards instrument (document) which establishes a mechanism to determine and assess future potential environmental and social impacts of SEDP funded activities in the secondary school construction program, and then to set out mitigation, monitoring and institutional 2 measures to be taken during design, implementation and operation of the project activities to eliminate adverse environmental and social impacts, offset them, or reduce them to acceptable levels. This instrument has been prepared as a separate and stand- alone document to be used in conjunction with the RPF. 3 Market rate – based on commercial terms according to Zanzibar law for sale of land. 4 Project Affected Person(s) (PAPs)– are persons affected by land use or acquisition needs of the School Boards. These person(s) are affected because they may lose shelter, lose, denied, or restricted access to economic assets, income sources, or means of livelihood. These persons are affected whether or not they must move to another location. 5 Resettlement and Compensation Plan (RAP), is also known as a Resettlement Action Plan or Resettlement Plan – is a resettlement instrument (document) to be prepared when school locations are identified, that require land acquisition that leads to physical displacement of persons, and/or loss of shelter, and /or loss of livelihoods and/or loss, denial or restriction of access to economic resources. RAPs are prepared by the party impacting people and livelihoods (in this case the school boards) in this manner and contain specific and legal binding requirements to be taken by that party to resettle and compensate the affected party before project activities causing this adverse impact are implemented. 6 Resettlement Policy Framework (RPF): The RPF has been prepared as a resettlement instrument to be used throughout the ZSEDP implementation. The RPF will be disclosed to set out the resettlement and compensation principles, organizational arrangements and design criteria to be applied to meet the needs of the people who may be affected by the program. The RAP is prepared consistent with the provisions of the RPF. ABBREVIATIONS AND ACRONYMS ADB African Development Bank AKF Aga Khan Foundation AWPB Annual Work Plans and Budgets BADEA Arab Bank for Economic Development in Africa CAG Controller and Auditor General EMIS Education Management Information system EU European Union GDP Gross Domestic Product GER Gross Enrollment Rate IBRD International Bank for Reconstruction and Development ICB International Competitive Bidding IDA International Development Agency IFC International Finance Corporation IFR Interim Financial Report ISDS Integrated Safeguards Data Sheet MKUZA Zanzibar’s Poverty Reduction Strategy Plan MoEVT, URT Ministry of National Education and Vocational Training United Republic of Tanzania MoEVT Ministry of Education and Vocational Training (Zanzibar) MoFEA Ministry of Finance and Economic Affairs 3 MoF URT Ministry of Finance, United Republic of Tanzania NAO National Audit Office NER Net Enrollment Rate NECTA National Examination Council of Tanzania (Zanzibar) PCN Project Concept Note PCU Project Coordination Unit PEFAR Public Expenditure and Financial Accountability Review PRSC Poverty Reduction Support Credit RGZ Revolutionary Government of Zanzibar SBD Standard Bidding Documents SEDP Secondary Education Development Program SEIA Secondary Education in Africa Initiative Sida Swedish International Development Agency SUZA State University of Zanzibar SWAp Sector Wide Approach TIE Tanzania Institute of Education ToT Training of Trainers TTC Teacher Training College UNESCO United Nations Education, Scientific and Cultural Organization UNFPA United Nations Population Fund UNICEF United Nations Children’s Fund USAID United States Agency for International Development ZESC Zanzibar Education Sector Committee ZESCSR Zanzibar Education Sector Country Status Report Acting Vice President: Hart Schafer Country Director: Judy O’Connor Sector Manager: Dzingai B. Mutumbuka Task Team Leader: Ivar Strand 4 1. INTRODUCTION 1.1 Overview The Revolutionary Government of Zanzibar (RGZ) has requested loans or credits from the World Bank for the implementation of the proposed Zanzibar Secondary Education project.. This report is the Resettlement Policy Framework (RPF) to be used jointly for the project, in order to ensure that the World Bank involuntary resettlement safeguard (OP4.12), and Revolutionary Government of Zanzibar requirements, are adequately addressed by the project. 1.2 Benefits of the ZSEDP Project The ZSEDP will focus on four main outputs namely: (i) Improved access to and equity in secondary education; (ii) Improved quality of secondary education; (iii) Capacity Building for the education system; and (iv) HIV/AIDS, Gender and Environmental Awareness and Sensitization. The core components involving infrastructure development include;- Component focused on improving access and equity to Secondary Education through:- (i) Construction of 10 model secondary schools. The model schools to be established in all ten districts of Zanzibar will enroll high academic achievers in each district. (ii) Construction of 100 classrooms. The project will construct 100 classrooms, providing a total of 4,000 class spaces in schools where very little provision currently exists or the facilities are dilapidated and the structures temporary. Thirty science laboratories, 10 computer labs, 10 libraries, 10 administrative blocks, toilet facilities and water and 20 staff houses will also be built. (iii) Rehabilitation of seven secondary schools; four of them situated in Stone Town and three in Pemba. 5 (iv) In order to increase the supply of teachers especially for Pemba, the project will support Construction of a new facility at at Mchangamdogo, in Northern Pemba. The college will have 12 classrooms, 3 well-equipped laboratories, computer room, multipurpose workshop and hall, library and bookstore, toilets and administration block and hostel facilities to accommodate about 200 students. (v) Other components will focus on Quality Improvement through

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