REPUBLIC OF MOZAMBIQUE
MINISTRY OF EDUCATION AND HUMAN DEVELOPMENT
(MINEDH)
IMPROVING LEARNING AND EMPOWERING GIRLS IN MOZAMBIQUE (P172657)
ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
February, 2021
TABLE OF CONTENTS
LIST OF ABBREVIATIONS ...... 1
LIST OF TABLES AND FIGURES ...... 2
EXECUTIVE SUMMARY ...... 4
SUMARIO EXECUTIVO ...... 8
1. INTRODUCTION ...... 133
1.1. Overview ...... 13
1.2. Scope and Objectives of the ESMF...... 15
1.3. Methodology Used to Develop ESMF ...... 15
2 PROJECT DESCRIPTION AND INSTITUTIONAL ARRANGEMENTS ...... 17
2.1 The Project Area (Geographical Areas Covered) ...... 177
2.2 Project Development Objective (PDO) ...... 17
2.3 Project Components ...... 17
2.4 Project Beneficiaries ...... 21
2.5 Expected Results ...... 21
2.6 Institutional Arrangements for Project Implementation ...... 22
2.7 Lessons Learned from Previous Interventions ...... Error! Bookmark not defined.
3 LEGAL AND INSTITUTIONAL FRAMEWORK & THE WORLD BANK'S ENVIRONMENTAL AND SOCIAL STANDARDS ...... 25
3.1 Mozambican Governing Laws and Regulation ...... 25
3.2 World Bank Environmental and Social Standards ...... 42
3.3 Comparison: World Bank Environmental and Social Standards vs. National Legislation ... 43
3.4 Identification & Evaluation of Environmental and Social Requirements of funders ...... 48
4 BASELINE DATA OR REFERENCE CHARACTERIZATION ...... 49
4.1 Physical Environment ...... 491
4.2 Socioeconomic Characteristics and Development Context ...... 54
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4.3 Biophysical and Socioeconomic Characterization of Project Coverage Area ...... 56
5 IDENTIFICATION OF ENVIRONMENTAL AND SOCIAL RISKS AND IMPACTS ...... 69
5.1 Preliminary Assessment of the Project ...... 69
5.2 Risk and Impact Assessment Methodology and Criteria ...... 69
5.3 Risk Classification ...... 69
5.4 Preliminary Identification and Classification of Potential Risks and Impacts ...... 71
6 PROJECT MITIGATION MEASURES...... 77
6.1 Mitigation Measures for Environmental Impacts ...... 77
6.2 Mitigation Measures for Social Impacts ...... 77
6.3 Gender-based Violence Action PLan ...... 77
6.3=Labor Management Plan ...... 94
6.5 Mitigation Measures for Occupational, Health and Safety...... 96
7 INSTITUTIONAL ARRANGEMENTS FOR IMPLEMENTING AND MONITORING THE ESMF...... 119
7.1 Agreed Institutional Arrangements ...... 128
7.2 Assessment of the Institutional Capacity of the Responsible Entities...... 122
7.3 Training Requirements for Contractors and Service Providers ...... 123
8 TRAINING/CAPACITY BUILDING AND TECHNICAL ASSISTANCE- ...... 124
8.1 Training and Capacity Building Requirements ...... 124
8.2 Training and Capacity Building Action Plan ...... 124
8.3 Methodological Approach to Implement Training Activities ...... 125
8.4 Financing for Environmental and Social Training and Capacity Building...... 126
8.5 Technical Assistance ...... 126
9 ENVIRONMENTAL AND SOCIAL MONITORING ...... 1275
9.1 Monitoring Plan ...... 127
9.2 Monitoring Schedule and Responsibilities ...... 127
9.3 Environmental and Social Monitoring Indicators ...... 128 Page 2 of 173
9.4 Emergency Report...... 1297
10 PUBLIC CONSULTATION, PARTICIPATION AND DISCLOSURE PROCESS ...... 130
10.1 Main Elements of the Public Consultation Plan ...... 138
10.2 Identification of Stakeholders ...... 140
10.3 Main Findings during the Public Consultation ...... 1320
11 PROCEDURAL INSTRUMENTS FOR THE IMPLEMENTATION OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK ...... 138
11.1 Eligibility Criteria ...... 1407
11.2 Screening of subprojects activities ...... 141
11.3 Assessment and categorization of subproject ...... 141
11.4 preparation, approval & disclosure of environnment & Social Management instruments,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, ...... 141
11.5 integration of safeguards requirements/instruments in the bidding & execution contract 141
11.6 Grievance Redress Mechanism (GRM) ...... 141
11.7 Chance Finds Procedures ...... 1454
11.8 Traffic and Road Safety General Guidelines ...... 145
11.9 Preparation of Site-Specific ESIAs/ESMPs : General Guidelines ...... 146
12 IMPLEMENTATION SCHEDULE ...... 14958
13 COST ESTIMATES ...... 150
14 REFERENCES ...... 151
15 ANNEXES ...... 152
Annex 1: Environmental and Social Screening Form (ESSF) proposed...... 153
Annex 2: Environmental and social checklist ...... 157
Annex 3: Safeguard Requirements for Bidding and Execution Contract ...... 159
Annex 4: COVID-19 Framework ...... 160
Annex 5: Template for the ESIA/ESPM (minimal content) ...... 162
Annex 6: Code of Conduct ...... 163
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Annex 7: Grievance Form ...... 165
Annex 8: Resolution Form ...... 166
Annex 9: Minutes of the MINEDH’s Workshop ...... 167
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Environmental and Social Management Framework (ESMF) Improving Learning and Empowering Girls in Mozambique - ILEGM (P172657)
LIST OF ABBREVIATIONS
DICIPE (in Portuguese) Integral Development of Children of Preschool Age (Desenvolvimento Integral da Criança em Idade Pré-escolar)
DIPLAC Planning and Cooperation Department
DNTDT National Directorate for Land and Territorial Development (Direcção Nacional de Terras e Desenvolvimento Territorial)
ECD Early Childhood Development
ESIA Environmental and Social Impact Assessment
ESF Social Safeguards Framework
ESS Environmental and Social Standard
ESSP Education Sector Support Project
FASE (in Portuguese) Education Sector Support Fund (Fundo de Apoio ao Sector Educaҁão)
GBV Gender-Based Violence
GoM Government of Mozambique
GPE Global Partnership for Education
GRS Grievance Redress Service
INDE National Institute of Development of Education
IST Implementation Support Team
IVA Independent Verification Agency
MIGCAS Ministry of Gender, Children and Social Action
MINEDH Ministry of Education and Human Development
NGO Non-Governmental Organization
SDEJT District Services of Education, Youth, and Technology
SEP Stakeholder Engagement Plan
WASH Water, Sanitation and Hygiene
WB World Bank
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LISTS OF TABLESS AND FIGURES
List of Tables
Table 1: Recommendations for Project Proponent and Contractor ...... 24
Table 2: Relevant environmental legislation ...... 26
Table 3: Land and Spatial Planning ...... 30
Table 4: Health and Safety Legislation ...... 31
Table 5: Important policy and legal documents on GBV ...... 32
Table 6: Legislation for Construction ...... 35
Table 7: Cultural Heritage Legislation ...... 36
Table 8: National and international political, strategic and operational instruments...... 40
Table 9: Environmental and Social Standards Relevance ...... 42
Table 10: Comparison between the WB’s ESS and National Legislation ...... 44
Table 11: Maximum noise levels by WHO in educational facilities and industrial areas ...... 776
Table 12: Monitoring Indicator ...... 90
Table 13: Environmental management plan matrix for construction (1/3) ...... 100
Table 13: Social management plan matrix for construction (2/3) ...... 102
Table 13: Occupational, Health and Safety plan matrix for construction (3/3)...... 109
Table 14: Environmental management plan matrix for operation (1/2) ...... 116
Table 15: Social management plan matrix for operation (2/2)...... 116
Table 16: Responsible institution per subcomponent ...... 120
Table 17: Basic training modules ...... 125
Table 18: Main Findings raised during Public Consultation (Sofala Province) ...... 133
Table 19: Main Findings raised during Public Consultation (Nampula Province) ...... 135
Table 20: Cost estimate for Implementation of Environmental and Social Safeguards ...... 150
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Environmental and Social Management Framework (ESMF) Improving Learning and Empowering Girls in Mozambique - ILEGM (P172657)
List of Figures
Figure 1: Altitude distribution in Mozambique ...... 49
Figure 2: Mozambique geomorphology...... 51
Figure 3: Distribution of vegetation types in Mozambique ...... 53
Figure 4: A view of the Corrane Primary School (EPC) in Nampula/ Meconta District ...... 69
Figure 5: Example of WASH facility recently constructed at EPC Namialo (Nampula province) ...... 71
Figure 6: Potential Land dispute with neighboring community (beside the EPC Milia – Beira city) .. 74
Figure 7: Poor management of toilet facility at EPC Milia (Beira city) ...... 74
Figure 8: Signaling & Referral Diagram...... 88
Figure 9: Arrangement for Implementation of GRM ...... 143
Figure 10: Implementation Schedule ...... 149
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Environmental and Social Management Framework (ESMF) Improving Learning and Empowering Girls in Mozambique - ILEGM (P172657)
EXECUTIVE SUMMARY
The Government of Mozambique (GoM) sees Education as a fundamental right of every citizen, an instrument for the affirmation and integration of the individual in social, economic, cultural and, political life; an indispensable factor for the further construction of a Mozambican society and for combating poverty. This was clearly evidenced in the previous Education Sector Strategic Plan– ESSP (2012-2019).
For this decade (2020-2029), the Ministry of Education and Human Development (MINEDH) has a new Strategic Plan-ESSP (2020-2029), which outlines several priority actions, namely i) construction, rehabilitation and requalification of school infrastructures; ii) adoption of measures to combat Gender Based Violence (GBV), sexual violence, forced marriages, early pregnancies and other factors that contribute to the high rates of absenteeism, failures and drop-out of girls; iii) Provision of inclusive school infrastructure and equipment to all students and resilient to the effects of natural disasters; iv) creation of access and learning conditions for children with special needs (e.g. appropriate infrastructure for the Inclusion process, including access ramps). This ILEGM project aims to have a visible impact on learning outcomes and school retention of girls. To do that, the project proposes to concentrate in two main bottlenecks in the education cycle in Mozambique, which are: (i) learning during the first three years of primary schooling; and (ii) girls’ retention and transition in upper primary.
The project is an Investment Project Financing (IPF) operation comprising five main components. Components 1- Improving learning in primary education; Component 2 - Increasing access and retention of girls in upper primary and lower secondary education; component 3 - Strengthening governance to improve efficiency and monitoring of education outcomes progress; Component 4 - Project management, monitoring and evaluation, and Component 5 - Contingency and Emergency Response Component (CERC).
To achieve the Project's development objective, the interventions will focus on the two main bottlenecks in the educational cycle, namely i) low school readiness and learning outcomes that lead to repetition, contribute to overcrowded classes and excesses, and result in high school dropout rates in grades 2 and 3; ii) transition to secondary, affecting girls more than boys.
The initial screening of foreseen project activities revealed that the proposed activities will have positive impacts on targeted beneficiaries (young girls and boys from poor communities), and for the country as a whole, because mostly focused on capacity building. School rehabilitation/construction activities, although will contribute to the very same positive effects with the refurbishing, renewal and/or expansion and making new classrooms more and easily accessible for disabled persons, will however generate adverse impacts both on the environment, as well as on the social. The risk rating was found to be Substantial although the impacts are small in size, localized, mostly site-specific and thus easily manageable.
Proposed activities in componentes 1 and 2 suggested the enabling of 7 out of 10 relevant safeguards standards, namely ESS1 (Assessment and Management of Environmental and Social Risks and Impacts), ESS2 (Labor and Working Conditions), ESS3 (Resource Efficiency and Pollution Prevention and Management), ESS4 (Community Health and Safety), ESS5 (Land Acquisition, Restrictions on Land Use and Involuntary Resettlement), ESS8 (Cultural Heritage), & ESS10 (Stakeholder Engagementand Information Disclosure).
At this stage of project processing, the physical footprints of project intervention areas are unknown, and will so be prior to appraisal. To comply with the prescriptions of ESS1 and other
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relevant ESSs described above, the borrower has prepared an environmental and social management framework (ESMF), a resettlement policy framework (CPR), an environmental and social commitment plan (ESCP), and a stakeholder engagement plan (SEP). The preparation of these instruments were consultative and participatory enough, and once approved, they will be publicly disclosed both in-country and on the website of the World Bank prior to project appraisal.
The ESMF sets forth the basic principles and prerogatives the project will be following during project implementation once the physical footprints are known to prepare site specific ESMP, amply consulted upon and publicly disclosed both in-country and on the project website prior to the physical start of project implementation.
The GoM will implement material measures and actions so that the Project is implemented in accordance with the new World Bank Environmental and Social Framework (ESF) enforced since October 1st, 2018, as well as its Environmental and Social Standards (ESSs) applicable to the project. The GoM will also comply with the provisions of any other E&S Safeguards instruments required under the ESF, such as the Environmental and Social Management Framework (ESMF) and the Resettlement Policy Framework (RPF), that would set the pathway forward for future site-specific Environmental and Social Management Plans (ESMP) and Resettlement Action Plans (RAP) respectively during project implementation stages, once the physical footprints are known; as well as both an Environmental and Social Commitment Plan (ESCP) and a Stakeholder Engagement Plans (SEP), respectful of the different timelines specified in those abovementioned E&S safeguards instruments.
This ESMF is prepared in compliance with the ESSs established by the funding agency, the World Bank (WB), as well as by the Mozambique Environmental and Social Management regulations which stipulate that funding of development projects and programs should be subject to prior assessment and the mitigation of potential environmental and social, including occupational health and safety (OHS), Gender-based violence/sexual exploitation and abuse/sexual harassment (GBV/SEA/SH) effects of future projects. Because at this very juncture of project processing the physical footprints of proposed project activities are unknown and will so prior to project appraisal, the option of an ESMF is chosen, as it will enable the screening process to facilitate early identification of potential negative environmental and social effects associated with the future construction of public infrastructure, specifically with regards to the safe location of projects intervention areas, identification of associated risks, impacts, opportunities or effects and other factors related to the installation, operationalization and maintenance of projects activities and infrastructures. The project is an Investment Project Financing (IPF) operation comprising five components. Components 1, Improving learning in primary education; Component 2: Increasing access and retention of girls in upper primary and lower secondary education; component 3 component 3 : Strengthening governance to improve efficiency and monitoring of education outcomes progress; Component 4: Project management, monitoring and evaluation, and Component 5: Contingency and Emergency Response Component (CERC).
Project beneficiaries are mainly education, teachers, principals./ and parents. While focusing on girls in upper grades of basic education (currently near 495,000 girls), the project will equally benefit boys and girls by promoting inclusion and support to students in disadvantaged areas. In a broader sense, by strengthening the education system and its capacity, 140,000 teachers and officials at different levels will benefit from a well-functioning system. Communities in targeted areas will also benefit from different activities of the project, including parental education, awareness raising on gender issues hampering girls' participation and success in education, among others.
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The main risks identified are clustered during project implementation, especially during construction and rehabilitation stages; more precisely from the mobilization of construction companies, their installation to their active construction period to their decommissioning, construction companies will generate different impacts on both the natural and the physical environments, including land acquisition with likely losses or restriction to access to socioeconomic assets and/or means of livelihoods for project affected people. Although variant from one area to another, these risks and impacts will be managed through mitigation hierarchy approaches (avoid, minimize, mitigate and offset) included in this Environmental and Social Management Framework (ESMF) and in the Resettlement Policy Framework (RPF) and subsequently in all sites-specific operational management plans, such as ESMPs and/or RAPs to be developed during the implementation stage once the detailed characteristics of project sites ate made known. No irreversible adverse impacts was foreseen since most of these risks and impacts are small in scale, localized and mostly site specific and easily manageable through these mitigation measures.
With regards to institutional arrangements for sustainably implementing, the ESMF recommendations, MINEDH will be responsible for the overall implementation of the project through DIPLAC and its other different Departments (DIEE, INDE, SDEJT, etc.) including associated ministries agencies (MIGCAS & MISAU).
The Planning and Cooperation Department (DIPLAC) will be responsible for the coordination of the project implementation with a well-staffed Project Implementation Support Team (IST) with an Environmental Safeguards Specialist, a Social Safeguards Specialist and a GBV Specialist. At the local level, MINEDH will rely on existing structures, with a project staff (including an Environmental and Social Safeguards Officer and, a GBV Officer in each province and a focal point at the District Services of Education, Youth, and Technology (SDEJT).
The School Infrastructure and Equipment Department (DIEE) will deal with the safeguards related to construction (e.g. making sure the Bidding Documents include provisions for observance of environmental and social safeguards issues by the contractors).
DIPLAC technical capacity would need to be further strengthened to ensure effective implementation and monitoring of environmental and social safeguards, as well as GBV/SEA/SH issues. Specific capacity support and technical assistance will be given to DIPLAC’s E&S specialists and GBV specialist at the central level so it is able to adequately implement and monitor safeguards standards and GBV/SEA/SH dimensions throughout the project implementing lifecycle.
The IST will be constituted by ( a : “Coach” or Project Manager, a Social Safeguards Specialist, an Environmental Safeguards Specialist, GBV Specialist, an FM specialist, a Procurement Specialist, a Procurement Specialist, an FMS and an M&E Specialist, just to get started.
The IST will also have representatives at the local level, one E&S safeguards officer per province (10 dedicated E&S Safeguard Specialists with responsibility to overseeing GBV/SEA/SH aspects), who will be responsible for coordinating, training, and supporting the project focal point at the SDEJT (77 Focal points).
To further strengthen the IST team and make the project manager aware of the challenges ahead, the IST will be reinforced with an International Technical Safeguards Adviser (ITSA) to serve as a “Coach” to both the Project Manager and the Safeguards and GBV Specialists working in tandem with other DIEE and sister agencies teams at central, provincial and district levels. The
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ITSA will help spearhead all safeguards, Gender/GBV, GRM and Social inclusion dimensions associated to project activities; strengthen the technical capacities of all key project stakeholders, quality review all project key documents prior to sharing with the Wolds Bank. The ISTA will report to both the PM, but also to all key Directors of MINEDH and the Permanent Secretary (PS) in terms of safeguards compliance and, overall project operationalization performance throughout the project lifespan.
Environmental and Social Monitoring will be performed regularly (on a bi-monthly basis) by the IST safeguards and GBV team to ensure that the ESMP is complied with and verified at all levels and stages of the project implementation lifecycle. The team will ensure that the Contractor is adhering to the contractual obligations regarding environmental, social, GBV, GRM, health and safety practices during construction, as prescribed in the bidding documents and Contracts (see Annex 3: Safeguard Requirements for Bidding and Execution Contract).
Cost Estimates
The estimated cost for the implementation of this ESMF was built upon information from “training/ capacity building and technical assistance”.
The table below presents the cost estimate for the entire implementation period (2021-2025).
Item Project Activity Total Cost (USD)
2 Assessment of training and capacity development needs Hiring external consultant to undertake assessment of training and 2.1 7,500.00 capacity development needs of MINEDH and other Ministries 2.2 Development of training plans and materials 15,000.00 3 Training and capacity development Implementation of capacity and development initiatives at national, 3.1 provincial level and across various agencies involved in the 600,000.00 implementation of projects. 3.2 Prepare site-specific ESMPs 500,000.00 4 Awareness campaign Awareness raising campaigns on GBV/SEA/SH, child labor in the 4.1 250 districts 5 Monitoring and documentation of project implementation Ensure implementation of mitigation measures, site visits, annual 468,000.00 5.1 projects audit by MTA, reviews, reporting TOTAL 1,840,000.00
It is envisaged that total annual cost estimate for the implementation of environmental and social safeguards is One Million Eight Hundred Forty Thousand United States American Dollars (US$ 1,840,000.00).
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SUMARIO EXECUTIVO
Introdução
O Governo de Moçambique (GdM) vê a Educação como um direito fundamental de cada cidadão, um instrumento de afirmação e integração do indivíduo na vida social, cultural, económica e política, um factor indispensável para a continuação da construção de uma sociedade moçambicana e de combate pobreza. Isso foi claramente evidenciado no Plano Estratégico do Setor da Educação anterior - ESSP (2012-2019).
Para esta década (2020-2029), o Ministério da Educação e Desenvolvimento Humano (MINEDH) tem um novo Plano Estratégico-ESSP (2020-2029), que delineia várias ações prioritárias, nomeadamente i) Construção, reabilitação e requalificação de infraestruturas escolares; ii) adoção de medidas de combate à Violência de Gênero (VBG), violência sexual, casamentos forçados, gravidez precoce e outros fatores que contribuem para as altas taxas de absenteísmo, insucessos e abandono de meninas; iii) Fornecimento de infraestrutura escolar inclusiva e equipamentos para todos os alunos e resilientes aos efeitos de desastres naturais; iv) criação de condições de acesso e aprendizagem para crianças com necessidades especiais (por exemplo, infraestrutura adequada para o processo de Inclusão, incluindo rampas de acesso). Este projeto ILEGM tem como objetivo ter um impacto visível nos resultados de aprendizagem e retenção escolar de meninas. Para tal, o projecto propõe concentrar-se em dois gargalos principais do ciclo da educação em Moçambique, que são: (i) a aprendizagem nos primeiros três anos do ensino básico; e (ii) retenção e transição de meninas no ensino fundamental superior O projeto é uma operação de Financiamento de Projetos de Investimento (IPF) que compreende cinco componentes principais. Componentes 1- Melhorar a aprendizagem no ensino básico; Componente 2 - Aumentar o acesso e a retenção de meninas na educação primária e secundária inferior; componente 3 - fortalecer a governança para melhorar a eficiência e monitorar o progresso dos resultados da educação; Componente 4 - Gerenciamento, monitoramento e avaliação do projeto, e Componente 5 - Componente de Contingência e Resposta a Emergências (CERC).
Para atingir o objetivo de desenvolvimento do Projeto, as intervenções incidirão nos dois principais gargalos do ciclo educacional, a saber, i) baixa prontidão escolar e resultados de aprendizagem que levam à repetência, contribuem para turmas superlotadas e excessos, e resultam no abandono do ensino médio taxas nas 2ª e 3ª classes; ii) transição para o secundário, afetando mais as meninas do que os meninos.
A triagem inicial das atividades previstas do projeto revelou que as atividades propostas terão impactos positivos sobre os beneficiários-alvo (meninas e meninos de comunidades pobres), e para o país como um todo, porque principalmente se concentram na capacitação. As atividades de reabilitação / construção de escolas, embora contribuam para os mesmíssimos efeitos positivos com a reforma, renovação e / ou expansão e tornando novas salas de aula mais e facilmente acessíveis para pessoas com deficiência, no entanto, gerarão impactos adversos tanto no meio ambiente, como no o social. A classificação de risco foi considerada substancial, embora os impactos sejam pequenos em tamanho, localizados, principalmente específicos do local e, portanto, facilmente administráveis.
As atividades propostas nos componentes 1 e 2 sugeriram a habilitação de 7 das 10 normas de salvaguardas relevantes, nomeadamente NAS1 (Avaliação e Gestão de Riscos e Impactos Ambientais e Sociais), NAS2 (Condições de Trabalho e Trabalho), NAS3 (Eficiência de Recursos e Prevenção da Poluição e Gestão), ESS4 (Saúde e Segurança da Comunidade), ESS5 (Aquisição
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de Terra, Restrições ao Uso da Terra e Reassentamento Involuntário), ESS8 (Patrimônio Cultural) e ESS10 (Engajamento das Partes Interessadas e Divulgação de Informações).
Nesta fase de processamento do projeto, as pegadas físicas das áreas de intervenção do projeto são desconhecidas e assim o serão antes da avaliação. Para cumprir as prescrições da NAS1 e outras NASs relevantes descritas acima, o mutuário preparou uma estrutura de gestão ambiental e social (ESMF), uma estrutura de política de reassentamento (CPR), um plano de compromisso ambiental e social (ESCP) e um envolvimento das partes interessadas plano (SEP). A preparação desses instrumentos foi consultiva e participativa o suficiente e, uma vez aprovados, serão divulgados publicamente no país e no site do Banco Mundial antes da avaliação do projeto.
O QGAS estabelece os princípios básicos e prerrogativas que o projeto seguirá durante a implementação do projeto, uma vez que as pegadas físicas são conhecidas para preparar o ESMP específico do local, amplamente consultado e divulgado publicamente tanto no país quanto no site do projeto antes do início físico de implementação de projeto.
O GdM implementará medidas e acções materiais para que o Projecto seja implementado de acordo com o novo Quadro Ambiental e Social (ESF) do Banco Mundial em vigor desde 1 de Outubro de 2018, bem como os seus Padrões Ambientais e Sociais (ESS) aplicáveis ao projecto. O GdM também cumprirá as disposições de quaisquer outros instrumentos de salvaguardas ambientais e sociais exigidos pelo ESF, como o Quadro de Gestão Ambiental e Social (ESMF) e o Quadro de Política de Reassentamento (RPF), que definiria o caminho a seguir para futuro específico do local Planos de Gestão Ambiental e Social (ESMP) e Planos de Ação de Reassentamento (RAP), respectivamente, durante as fases de implementação do projeto, uma vez que as pegadas físicas sejam conhecidas; bem como um Plano de Compromisso Ambiental e Social (ESCP) e um Plano de Engajamento de Partes Interessadas (SEP), respeitando os diferentes prazos especificados nos instrumentos de salvaguardas ambientais e sociais acima mencionados.
Este QGAS é preparado em conformidade com as ESSs estabelecidas pela agência de financiamento, o Banco Mundial (WB), bem como com os regulamentos de Gestão Ambiental e Social de Moçambique que estipulam que o financiamento de projetos e programas de desenvolvimento deve ser sujeito a avaliação prévia e a mitigação de potenciais ambientais e sociais, incluindo saúde e segurança ocupacional (OHS), violência baseada em gênero / exploração sexual e abuso / assédio sexual (GBV / SEA / SH) efeitos de projetos futuros. Como, neste exato momento do processamento do projeto, as pegadas físicas das atividades propostas do projeto são desconhecidas e assim o farão antes da avaliação do projeto, a opção de um ESMF é escolhida, pois permitirá o processo de triagem para facilitar a identificação precoce de potenciais negativos ambientais e sociais efeitos associados à futura construção de infraestruturas públicas, nomeadamente no que diz respeito à localização segura das áreas de intervenção dos projetos, identificação dos riscos, impactos, oportunidades ou efeitos associados e outros fatores relacionados com a instalação, operacionalização e manutenção das atividades e infraestruturas dos projetos
Os principais beneficiários deste projeto são 8 milhões de crianças em idade escolar na pré-escola e educação básica, professores, diretores e pais. Embora se concentre nas meninas nas séries superiores da educação básica (atualmente perto de 495.000 meninas), o projeto irá beneficiar igualmente meninos e meninas, promovendo a inclusão e o apoio a estudantes em áreas desfavorecidas. Em um sentido mais amplo, com o fortalecimento do sistema educacional e de sua capacidade, 140.000 professores e funcionários de diferentes níveis se beneficiarão de um sistema que funciona bem. As comunidades em áreas selecionadas também se beneficiarão de diferentes atividades do projeto, incluindo educação dos pais, aumento da conscientização sobre
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questões de gênero que dificultam a participação e o sucesso das meninas na educação, entre outros.]9
Os principais riscos identificados são agrupados durante a implementação do projeto, especialmente durante as fases de construção e reabilitação; mais precisamente desde a mobilização das construtoras, desde a sua instalação ao período ativo de construção até ao seu descomissionamento, as construtoras irão gerar diferentes impactos tanto no ambiente natural como no físico, incluindo a aquisição de terrenos com prováveis perdas ou restrição de acesso a bens socioeconómicos e / ou meios de subsistência para as pessoas afetadas pelo projeto. Embora variem de uma área para outra, esses riscos e impactos serão gerenciados por meio de abordagens de hierarquia de mitigação (evitar, minimizar, mitigar e compensar) incluídas neste Quadro de Gestão Ambiental e Social (QGAS) e no Quadro de Política de Reassentamento (QPR) e subsequentemente em todos os planos de gestão operacional específicos dos locais, como PGASs e/ou PARs a serem desenvolvidos durante a fase de implementação, uma vez que as características detalhadas dos locais do projeto sejam conhecidas. Nenhum impacto adverso irreversível foi previsto, uma vez que a maioria desses riscos e impactos são de pequena escala, localizados e principalmente no local e facilmente gerenciáveis por meio dessas medidas de mitigação.
No que diz respeito aos arranjos institucionais para a implementação sustentável das recomendações do ESMF, o MINEDH será responsável pela implementação geral do projeto através da DIPLAC e seus outros departamentos diferentes (DIEE, INDE, SDEJT, etc.) incluindo agências de ministérios associados (MIGCAS e MISAU).
O Departamento de Planeamento e Cooperação (DIPLAC) será responsável pela coordenação da implementação do projeto com uma Equipe de Apoio à Implementação do Projeto (AIP) bem equipada com um Especialista em Salvaguardas Ambientais, um Especialista em Salvaguardas Sociais e um Especialista em VBG . A nível local, o MINEDH dependerá das estruturas existentes, com uma equipe de projeto (incluindo um Oficial de Salvaguardas Ambientais e Sociais e um Oficial de VBG em cada província e um ponto focal nos Serviços Distritais de Educação, Juventude e Tecnologia (SDEJT).
O Departamento de Infraestrutura e Equipamento Escolar (DIEE) tratará das salvaguardas relacionadas à construção (por exemplo, certificando-se de que os Documentos de Licitação incluam disposições para a observância das questões de salvaguardas ambientais e sociais pelos contratantes).
A DIPLAC hospedará a Equipe de Apoio à Implementação do Projeto responsável pela implementação do Projeto proposto. É imperativo direcionar a DIPLAC para a capacitação para garantir a implementação e monitoramento eficazes de salvaguardas ambientais e sociais, bem como questões de GBV / SEA / SH. O apoio de capacidade específica será dado aos especialistas ambientais e sociais da DIPLAC e especialistas em GBV a nível central para que seja capaz de implementar e monitorar adequadamente os padrões de salvaguardas e dimensões de GBV / SEA / SH ao longo do ciclo de vida de implementação do projeto.
A capacidade técnica da DIPLAC precisaria ser fortalecida ainda mais para garantir a implementação e monitoramento eficazes de salvaguardas ambientais e sociais, bem como questões de GBV / SEA / SH. Apoio de capacidade específica e assistência técnica serão dados aos especialistas de E&S e especialistas em GBV da DIPLAC no nível central para que seja capaz de implementar e monitorar adequadamente os padrões de salvaguardas e as dimensões de GBV / SEA / SH ao longo do ciclo de vida de implementação do projeto.
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O IST será constituído por (um "Coach" ou Gerente de Projeto, um Especialista em Salvaguardas Sociais, um Especialista em Salvaguardas Ambientais, um Especialista em GBV, um especialista em FM, um Especialista em Aquisições, um Especialista em Aquisições, um FMS e um Especialista em M&E, apenas para obter começado.
O IST também terá representantes em nível local, um oficial de salvaguardas ambientais e sociais por província (10 especialistas em salvaguardas ambientais e sociais com responsabilidade de supervisionar os aspectos de GBV / SEA / SH), que serão responsáveis por coordenar, treinar e apoiar o ponto focal do projeto em o SDEJT (77 pontos focais).
Para fortalecer ainda mais a equipe do IST e tornar o gerente de projeto ciente dos desafios futuros, o IST será reforçado com um Consultor Técnico de Salvaguardas Internacional (ITSA) para servir como um "Coach" para o Gerente de Projeto e os Especialistas de Salvaguardas e GBV trabalhando em conjunto com outras DIEE e equipes de agências irmãs nos níveis central, provincial e distrital. O ITSA ajudará a liderar todas as salvaguardas, Gênero / GBV, GRM e dimensões de inclusão social associadas às atividades do projeto; fortalecer as capacidades técnicas de todos os principais interessados no projeto, revisar a qualidade de todos os documentos principais do projeto antes de compartilhá-los com o Banco Wolds. O ISTA se reportará ao PM, mas também a todos os Diretores-chave do MINEDH e ao Secretário Permanente (PS) em termos de conformidade de salvaguardas e desempenho geral da operacionalização do projeto ao longo de sua vida útil/cyclo de vida.
O Monitoramento Ambiental e Social será realizado regularmente (em uma base bimestral) pelas salvaguardas do IST e pela equipe de VBG para garantir que o PGAS seja cumprido e verificado em todos os níveis e estágios do ciclo de vida de implementação do projeto. A equipe garantirá que a Contratada esteja cumprindo as obrigações contratuais em relação às práticas ambientais, sociais, GBV, GRM, saúde e segurança durante a construção, conforme prescrito nos documentos de licitação e Contratos (ver Anexo 3: Requisitos de Salvaguarda para Licitação e Contrato de Execução).
Custos estimados O custo estimado para a implementação deste ESMF foi construído com base nas informações de “treinamento / capacitação e assistência técnica”.
A tabela a seguir apresenta a estimativa de custos para todo o período de implantação (2021-25). Custo Total Item Actividade do Projecto (USD) Avaliação das necessidades de treinamento e 1 desenvolvimento de capacidade Contratação de consultor externo para realizar avaliação das 1.1 necessidades de treinamento e desenvolvimento de capacidade do MINEDH e de outros Ministérios 7,500.00 1.2 Development of training plans and materials 15,000.00 2 Treinamento e desenvolvimento de capacidade Implementação de iniciativas de capacitação e desenvolvimento 2.1 a nível nacional, provincial e em várias agências envolvidas na 600,000.00 implementação de projetos. 2.2 Preparação dos PGA/ ESIAS 500,000.00 3 Campanha de Consciencialização
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Custo Total Item Actividade do Projecto (USD) Campanhas de sensibilização sobre GBV / SEA / SH, trabalho 3.1 250,000.00 infantil nos distritos 4 Monitoring and documentation of project implementation Garantir a implementação de medidas de mitigação, visitas ao 468,000.00 4.1 local, auditoria anual de projetos pelo MTA, revisões, relatórios Total 1,840,000.00
Prevê-se que a estimativa de custo total para a implementação de salvaguardas ambientais e sociais é de Um milhaõ, Oitocentos e quarenta mil, dólares norte-americanos (1,840,000.00 US$).
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1. INTRODUCTION
1.1. Overview
The Government of Mozambique (GoM) sees Education as a fundamental right of every citizen, an instrument for the affirmation and integration of the individual in social, economic, and political life, an indispensable factor for the further construction of a Mozambican society and for combating poverty. This was evidenced in the previous Education Sector Strategic Plan (2012- 2019), whose operationalization was through the also completed Project to Support the Education Sector (FASE), which had the support of several partners, including the World Bank.
For this decade (2020-2029), the Ministry of Education and Human Development (MINEDH) has a new Strategic Plan (2020-2029), which outlines several priority actions, such as: a) Construction, rehabilitation, and requalification of school infrastructures, according to quality and resilience standards, to comply with the Law of the National Education System (NES) that establishes the compulsory education of 9 classes (Law No. 18/2018, of 28 December) b) Adoption of measures to combat Gender Based Violence (GBV), sexual violence, forced marriages, early pregnancies and other factors that contribute to the high rates of absenteeism, failures and drop-out of girls c) Provision of inclusive school infrastructure and equipment to all students and resilient to the effects of natural disasters d) Creation of access and learning conditions for children with special needs (i.e. appropriate infrastructure for the inclusion process, including access ramps).
Among other initiatives for implementing the PEE (2020-2029), the GoM will implement the “Improving Learning and Empowering Girls in Mozambique Project” (the Project). The Government intends to implement the Project under the leadership of the Ministry of Education and Human Development (MINEDH) in collaboration with the Ministry of Health (MoH) and the Ministry of Gender, Children and Social Action (MGCAs). Within MINEDH, the following departments will be involved: the Planning and Cooperation Department (DIPLAC), the Directorate of School Infrastructure and Equipment (DIEE), and the Department of Cross- Cutting Issues (DAT). The International Bank for Reconstruction and Development/International Development Association (hereinafter the Bank) has agreed to provide financing for the Project.
To achieve the Project's development objective, the interventions will focus on the two main bottlenecks in the educational cycle, namely (i) Low school readiness and learning outcomes lead to repetition; and (ii) after grade 5 and transition to secondary, affecting girls more than boys.
The activities will be divided into five components: The first component aims to improve learning outcomes for girls and boys in the first three grades of primary education. The second component will focus on retaining girls in the final years of primary education and will support their transition to secondary school. The third component aims to improve the efficiency of the system and strengthen governance and management. The fourth is related to project management, monitoring and evaluation; and the fifth component Contingency and Emergency Response (CER) aims to provide immediate response to an Eligible Crisis or Emergency, as needed. This would finance emergency works and activities in the case of a disaster event by including a "zero-dollar" Contingency and Emergency Response Component (CERC).
The GoM will implement material measures and actions so that the Project is implemented in accordance with sound environmental and social management principles guided by both the World Bank’s Environmental and Social Framework (ESF), enforced since October 1st, 2018,
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alongside its applicable Environmental and Social Standards (ESSs), and the applicable national regulations.
The initial environmental and social screening of the ILEGM project revealed that the foreseen environmental and social risks, impacts and opportunities will be rather positive and beneficial to both recipient stakeholders (i.e. schools students and personnel) but also to the entire beneficiary communities; however, it will also generate some negative risks and impacts, which are small in size, low in scale and mostly site specific, thus easily mitigable and manageable. Consequently, the project overall risk rating has been set to “Substantial”, and found the following six (06) environmental and social standards relevant, namely: ESS1 (Assessment and Management of Environmental and Social Risks and Impacts), ESS2 (Labor and Working Conditions), ESS4 (Community Health and Safety), ESS5 (Land Acquisition, Restrictions on Land Use and Involuntary Resettlement), ESS8 (Cultural Heritage) and ESS10 (Stakeholder Engagement and Information Disclosure).
Because at this stage of project processing, the physical footprints of project activities is unknown and will so be prior to appraisal, the GoM will elaborate a handful of safeguards instruments, namely (i) an Environmental and Social Management Framework (ESMF), (ii) a Resettlement Policy Framework (RPF), an (iii) Environmental and Social Commitment Plan (ESCP), (iv) a Stakeholder Engagement Plan (SEP), and, (v) a Labor Management Procedures (LMP). . These standalone safeguards instruments will be prepared in a very consultative and participatory manner, and publicly disclosed both in-country and in the World Bank website prior to the project appraisal.
The current ESMF is prepared in compliance with the Environmental and Social Standards (ESSs) established by the funding agency, the World Bank (WB), as well as by the applicable Mozambique Environmental and Social Management regulations, which stipulate that funding of development plans and programs shall be subject to prior assessment and the mitigation of potential environmental and social risks and impacts.
The ESMF is an instrument that enables the screening process to facilitate early identification of potential negative environmental and social risks and impacts, let alone opportunities associated with the future construction and operationalization of public infrastructures, specifically with regards to the safe location of projects, identification and management of issues associated with deforestation, soil erosion, pollution of soil and water resources, waste, and other factors related to the installation, operation, and maintenance of projects. Additionally, the ESMF describes the process of assigning environmental and social categories for proposed sub-projects and outlines the institutional arrangements, roles, and responsibilities, including budget and timeframe for the implementation of mitigation and monitoring measures to be considered during project’s implementation phases. The ESMF is a dynamic instrument that should be reviewed and updated during the project implementation cycle.
This ESMF is structured as follows: i) introduction, the objectives and methodology used to develop ESMF; ii) Project description; iii) an overview of the legal and institutional framework and World Bank’s EESs; iv) baseline data; v) identification of environmental and social risks and impacts; vi) project mitigation measures; vii) analysis of alternatives to consider the sub-projects; viii) institutional arrangements for implementing and monitoring the ESMF; ix) training/capacity building and technical assistance; x) environmental and social monitoring; xi) public consultation and disclosure process; xii) procedural instruments for the implementation of the ESMF; xiii) implementation schedule; xiv) cost estimate; xv) grievance redress mechanism (GRM), xvi) lessons learned and recommendations; xvii) references and annexes.
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1.2. Scope and Objectives of the ESMF
The scope of this ESMF is to identify and proposes mitigation measures for the risks and impacts, as well as opportunities associated with planned activities in line with the Mozambican environmental and social legal framework as well as the World Bank’s ESSs.
The ESMF presents the basic environmental and social principles, rules, guidelines, and procedures for implementing the planned project. It outlines proposed activities, establishes procedures to assess the environmental and social risks and impacts, and proposes measures to reduce, mitigate and/or offset potential risks and impacts. It also identifies implementation arrangements for environment and social safeguards.
The ESMF is considered a relevant environmental and social management tool when the specific sites, scales and other design details of specific project interventions (subprojects) are unknown at this very juncture of project development, and not so be prior to project appraisal.
It is aimed at ensuring that the set of actions to be carried out, when such details project footprints become known. The ESMF covers:
• Environmental and social screening of proposed interventions including Environmental and Social Assessment (ESA), classification and identification of the type of impact assessment to be undertaken; • Steps to be taken to prepare site-specific ESMP, including an application for approval by the national agency in charge of environmental assessment in Maputo; • Institutional arrangements for the implementation of safeguards requirements and measures in the project; • Capacity building plan targeting key stakeholders in safeguards implementation, monitoring and reporting; • Monitoring and evaluation plan to track the implementation of environmental and social measures, including OHS and GBV/SEA/SH; • An annual environmental and social audit; • Compliance mechanisms; and • Descriptions of roles and responsibilities, including terms of reference.
Ultimately, the planning, implementation, and operation phases of the project must avoid causing damage to both the natural and social environment.
The basic principles and requirements of the ESMF will be applied throughout the project life cycle by all relevant actors, project managers, funders, designers, contractors, etc. during planning, design, construction, decommissioning, and operation.
1.3. Methodology Used to Develop the ESMF
The methodology used to develop the current ESMF followed basically four key steps clearly described in the following sections.
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1.3.1 Initial meetings
Ministry of Education and Human Development (MINEDH) has long experience in implementing World Bank and GPE projects and has overtimes, strengthened its capacity. The Project is directly aligned with the recently approved Education Strategic Plan 2020-2029, which was prepared through a highly consultative process, which ensures Government ownership at all levels. Furthermore, in December 2018 extensive Environmental and Social Systems Assessment (ESSA) consultations under the World Bank-funded Disaster Risk Management Project were undertaken, which as a Program-for-Results (PforR) is implemented by the Government of Mozambique through the National Institute for Disaster Management (INGC) and the MINEDH,. The ESSA had specific conclusions and recommendations, and these informed the design of the Improving Learning and Empowering Girls in Mozambique project (ILEGMP).
1.3.2 Secondary Data Review
During the initial phase of the project a deep-dive desk review took place, where a literature review of existing policies and legislation in Mozambique, of World Bank Environmental and Social Standards, other project documents and ESMFs in the education sector in Mozambique as well as of other countries. This exercise also targeted policy analysis of relevant national policies and legislation that are likely to have an impact on the implementation of the project. Another source of information consulted are from national socioeconomic figures as well as strategic education sector plans compiled by relevant government entities, namely National Institute of Statistical (INE) and MINEDH.
1.3.3 Fieldwork - Identification of environmental and social liabilities, risks and impacts areas, and other factors to consider
After getting familiarized with project content, considerate of COVID-19 pandemic constraints (i.e., preventive measures social distancing, wearing of facial masks and additional extra measures), the Consultant’s team conducted a fieldwork targeting two provinces of Sofala and Nampula (the northern province couldn’t be visited because of the ongoing conflict situation, especially in Cabo Delgado and nearby areas). In these two provinces handful of cities and districts, were visited: Beira city, Dondo and Nhamatanda districts (Sofala Province), and Nampula city, Meconta and Monapo districts (Nampula Province).
These site visits aimed at interviewing key informants from relevant Provincial Directorates of Education, Government officials at District Services of Education, Youth, and Technology, school administrators, teachers, and other school staff/personnel.
In Nampula, the team efforts to cover a much larger area were halted because of the sudden visit of the President of the Republic; hence all officials were de facto mobilized. While conducting these interviews the team also used the opportunity to identify potential environmental and social liabilities risks.
1.3.4 Public Disclosure and Consultation
A national workshop was held at MINEDH office in Maputo. In additional to MINEDH personnel, this public consultation meeting was attended by relevant government ministries and agencies, and took place, prior to the approval of the final version of this ESMF and other associated safeguards instruments.
In addition to making a general presentation of the project’s environmental and social safeguards instruments this national workshop aimed to gather institutional contributions to the
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Environmental and Social Commitment Plan (ESCP) and the Stakeholder Engagement Plans (SEP) of the project “Improving Learning and Empowering Girls in Mozambique”.
Relevant feedback from the session have been systematized and integrated into this ESMF.
2 PROJECT DESCRIPTION AND INSTITUTIONAL ARRANGEMENTS
2.1 The Project Area (Geographical Areas Covered)
The proposed project has a national coverage, and therefore, foreseen interventions will be nationwide, with special attention to fragile contexts and vulnerable populations, especially in the Cabo Delgado province. The focus on the North and Center for some key interventions of this projects aim at contributing to positively affecting communities living in fragile contexts. The project will complement other ongoing MINEDH operations to support Human Development (HD) including the upcoming multi-sector HD project for the province of Cabo Delgado, expected to be approved in FY22.
The project will build upon the achievements and lessons learned from the previous World Bank and GPE project (ESSP- P125127), which contributed to setting up the institutional structure for the ECD system in Mozambique and expanded the provision of ECD services to rural communities in five provinces.
It was noticed that the project would cover national geographical area depending on the sub- project targeting area. For instance, the project will support the strengthening of learning readiness by improving the reading skills in Portuguese in Grades 1 to 3 of primary education through a pilot and national program. Additionally, all schools identified for the upgrading would be supported, and that near 60%t of the upgraded schools is done in the most needed regions, concentrated in the North and Center, helping to reduce regional disparities. Also, the DL activities will prioritize implementation in the Northern and Central regions of the country, where supply of lower secondary schools is limited.
2.2 Project Development Objective (PDO)
PDO Statement Increase learning readiness and girls’ retention in upper grades of basic education in underserved areas of Mozambique.
PDO Level Indicators Improving learning readiness in primary education • Retention up to grade 3 among children benefiting from ECD interventions and literacy package in communities with low educational attainment (percentage disaggregated by gender) • Literacy proficiency at grade 3 in schools implementing the literacy package in communities with low educational attainment (percentage disaggregated by gender)
Increase girls’ retention in upper grades • Girls’ retention in upper grades of basic education in upgraded schools (percentage)
2.3 Project Components This project aims to have a visible impact on learning outcomes and school retention of girls. To do that, the project proposes to concentrate in two main bottlenecks in the education cycle in Mozambique, which are: (i) learning during the first three years of primary schooling; and (ii)
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girls’ retention and transition in upper primary. The project will build on the achievements and lessons learned of the previous project. Activities will be based on effective experiences in Mozambique and in other countries, and will use, to the extent possible, the existing strategies and systems already in place. The design of the activities supports the development of local capacity in the education system, not only at the central level but more importantly, at the provincial, district, school clusters and school levels.
Interventions will be nationwide, with special attention to fragile context and vulnerable populations. The focus on the North and Center for some key interventions of this projects aim at contributing to communities living in fragile context.
The project is an Investment Project Financing (IPF) operation comprising five components. Components 1, 2 and 3 will use a result-based approach, with part of their financing linked to Performance Based Conditions (PBCs). Component 4 will be a traditional IPF and will support the implementation of the project. Component 5 is the Contingency and Emergency Response Component (CERC) and will be used as needed to provide for immediate response to an Eligible Crisis or Emergency. The proposed instrument will allow the World Bank to continue to support MINEDH in developing capacity in key areas such as procurement and social and environmental safeguards, as well as on OHS and GBV/SEA/SH while increasing the focus on result-based financing. The project will include funding from both IDA and GPE to be channeled through FASE.
The first component of the project will aim at improving learning readiness. Interventions will be centered on consolidating and expanding ECD services and in developing reading skills for children by Grade 3. The second component will focus on retaining girls in the last years of primary education and support their transition to lower secondary. The third component will aim at improving system efficiency and strengthening governance and management. The fourth component will support the project’s management, monitoring and evaluation. The fifth component (Contingency and Emergency Response Component (CERC)) or “Zero-Dollar Component” will be used as needed to provide for immediate response to an Eligible Crisis or Emergency. This would help recover damage to infrastructure, ensure business continuity, and enable early rehabilitation.
2.3.1 Component 1: Improving learning in primary education
2.3.1.1 Sub-component 1.1 – Strengthening preschool services Through this sub-component, the project will support the consolidation of the subsystem, the reinforcement of the regulatory capacity of the Government, and the expansion of provision of preschool services, allowing more children to access quality early learning in Mozambique. It will build upon the achievements and lessons learned from the previous World Bank and GPE project (ESSP), which contributed to setting up the institutional structure for the ECD system in Mozambique and expanded the provision of ECD services to rural communities in five provinces through the Program for the Integral Development of Children of Preschool Age (DICIPE Desenvolvimento Integral da Criança em Idade Pré-escolar).
The preparation and implementation of the activities in this sub-component will be led by MINEDH in close collaboration with the Ministry of Gender, Children and Social Action (MIGCAS), since the national arrangements based on the new Education Law regulatory documents designate MIGCAS as responsible to define norms for opening, functioning and closing preschool facilities in Mozambique. This sub-component will also involve coordination with the Ministry of Health in the implementation of the nutrition interventions.
Key activities for this sub-component include:
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➢ Enabling the institutional framework and workforce: Activities will be focused on strengthening the governance of the preschool subsystem and fostering coordination between relevant government entities at all levels. ➢ Consolidating existing service provision: This project will ensure ongoing maintenance of the structures as well as continuity of construction and establishment of new escolinhas. ➢ Expanding service provision: 100 new additional escolinhas will be constructed based in rural areas. The location of the 100 rural escolinhas will overlap with the PIN implementation areas. ➢ Parental engagement: Under this project, in all existing and new escolinhas (the 333 from the original ESSP project, 879 from MGCAS administration and the additional 100 built by the project) a parenting engagement model will be developed and implemented.
2.3.1.2 Sub-component 1.2 – Strengthening reading skills in primary education Under this sub-component, the project will support the strengthening of learning readiness by improving the reading skills in Portuguese in Grades 1 to 3 through a pilot and national program. The pilot will be implemented in the provinces of Niassa and Manica, starting with Niassa in the school year 2021 and following with Manica during the school year 2022`.
Activities will include: ➢ Structured pedagogy, students learning material and assessment: This activity involves the development of detailed daily lesson plans for teachers (reading Grades 1, 2 and 3). These lesson plans will be easy to use and highlight instructional practices that have been shown to improve early grade reading ➢ Train coaches and teachers: Structured coaching methods will be implemented to train the teachers, where ZIP coordinators and selected pedagogical directors receive material and extensive training on how to observe a classroom and conduct feedback sessions with the teachers
2.3.2 Component 2: Increasing access and retention of girls in upper primary and lower secondary education
This component will support MINEDH in its efforts to increase retention in upper primary and lower secondary education especially for girls, improving the school environment and expanding the supply of lower secondary schools.
2.3.2.1 Sub-component 2.1– Facilitate access to upper primary and lower secondary for girls This sub-component aims at expanding supply of schools offering lower education and improving the conditions of school infrastructure to help attract and retain girls.
Activities include: ➢ Improvement of school infrastructure, including WASH facilities: MINEDH will conduct a detailed assessment of the 335 primary schools which can be equipped to teach lower secondary, identifying infrastructure and personnel needs. ➢ Training and allocation: the Human Resources Department will work to identify the list of teachers whose profile fulfills the established minimum requirements to teach in lower secondary. An assessment will also be done to ensure that the requalification of teachers does not generate teachers’ deficits in primary
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2.3.2.2 Sub-component 2.2– Strengthen the quality and expand the scale of Distance Learning There are currently 384 Distance Learning (DL) centers in Mozambique, usually established in secondary schools, providing services to 39,000 students (47% girls). MINEDH’s target is to increase the number of centers by 25% and reach 4.5% of total enrollment in secondary education.
The activities of this subcomponent include: ➢ Strengthening and expanding DL supply: The minimum requirements of equipment, materials and infrastructure for a DL will be revised. The project will include different actions. First, schools where new DL can be built will be identified, and the new DL centers will be built and equipped according to new standards. Second, complementary channels of DL will be implemented (radio and TV), using materials and programs developed during the COVID-19 response school closure and other relevant experiences. Third, the use of the online platform will be expanded to cover lower secondary contents ➢ Support to dropout girls: The project will also support adolescent girls who dropped out school with laptops or tablets which allow for DL enrollment and graduation. Beneficiaries will be identified in coordination with the social protection projects (HDD)
2.3.2.3 Sub-component 2.3– Promote a safe and inclusive school environment for girls This subcomponent will support the implementation of SRH education program and GBV awareness and mitigation in upper primary and lower secondary education schools.
The activities of this subcomponent include: ➢ Implementation of a sexual and reproductive health education program in upper primary and secondary schools ➢ Development of a GBV risk assessment, mitigation plan and monitoring: the focus of this intervention will be on the provinces with higher prevalence of GBV (i.e., Cabo Delgado, Niassa, Nampula, Zambézia, Manica, Gaza and Inhambane) ➢ Development and implementation of a referral mechanism ➢ Implementation of communication campaign addressing social norms in targeted communities. ➢ Implementation of a school-based mentorship program for girls in upper primary and lower secondary in upgraded schools
2.3.3 Component 3 : Strengthening governance to improve efficiency and monitoring of education outcomes progress The third component aims at: (a) improving the efficiency of the system in monitoring education outcomes –access, progression and performance; and (b) introducing a result-based financing program at the district level to improve efficiency in the allocation of teachers and reduce teachers’ absenteeism, and to boost the objective of this project in terms of girls retention.
2.3.3.1 Sub-component 3.1: Strengthening capacity to collect and analyze data, including disaggregation by gender This sub-component aims at strengthening MINEDH Directorate of Planning capacity to collect and analyze education statistics, as well as consolidating the national assessment system, to help monitor girls’ education progress.
Therefore, this subcomponent will support the following activities: ➢ Strengthening of the National Education Management Information System ➢ Consolidating the NLA system: Mozambique developed its first NLA in 2013 and a second assessment took place in 2016. A third assessment was planned for 2019, but due to procurement challenges in the process the assessment was conducted by INDE, which resulted in only covering the Southern region due to limited technical staff and short time
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to prepare. The next round of the NLA was planned for 2020, but due to COVID19 it has been postponed to 2021
2.3.3.2 Sub-component 3.2: Implementing result-based financing to improve education outcomes This sub-component will finance a performance-based financing mechanism. One at the school level and another one at the district level:
School level: Building on lessons from a 2018 pilot, the performance-based school-grants program will be scaled up and adjusted.
District level: A results-based program will also introduce incentives to improve education outcomes, inspired by the successful experience of the state of Ceará in Brazil, which revolutionized tax transfers to local governments, considerably improving levels of learning with a high level of efficiency in the use of resources. Districts will receive additional resources according to the improvement in educational indicators that will be defined in order to avoid possible conflicts of interest with their supervisory role and may include, among others: i) strengthening the capacity to monitor school indicators; ii) increase in girls' retention rate; i
2.3.4 Component 4: Project management, monitoring and evaluation This subcomponent will finance overall management of the project, as well as the implementation of its monitoring and evaluation mechanisms.
2.3.5 Component 5: Contingency and Emergency Response This component will provide immediate response to an Eligible Crisis or Emergency, as needed. This would finance emergency works and activities in the case of a disaster event by including a "zero-dollar" Contingency and Emergency Response Component (CERC). This would help recover damage to infrastructure, ensure business continuity, and enable early rehabilitation. In parallel, following an adverse event that causes a major disaster, the GoM may request the World Bank to channel resources from this component into an Immediate Response Mechanism (IRM). The IRM would enable the use of up to 5 percent of uncommitted funds from the overall IDA portfolio to respond to emergencies. This IRM has already been established for Mozambique and is now operational.
2.4 Project Beneficiaries Primary beneficiaries of this project are 8 million school children in preschool and basic education, teachers, principals, and parents. While focusing on girls in upper grades of basic education (currently near 495,000 girls), the project will equally benefit boys and girls by promoting inclusion and support to students in disadvantaged areas. In a broader sense, by strengthening the education system and its capacity, 140,000 teachers and officials at different levels will benefit from a well-functioning system. Communities in targeted areas will also benefit from different activities of the project, including parental education, awareness raising on gender issues hampering girls' participation and success in education, among others.
2.5 Expected Results The Theory of Change underlines the challenges and associated strategies defined in this project and is fully aligned with the ESP 2020-2029. It outlines some of the key challenges facing the sector, the priority activities identified to address those challenges, and how the expected outputs from these activities seek to achieve the key objectives of the project. The challenges, activities, outputs, and outcomes are organized under the three main components of this project: Improving learning in primary education; increasing retention of girls in upper primary and lower secondary education; and strengthening governance to improve efficiency and monitoring and education outcomes progress.
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2.6 Institutional Arrangements for Project Implementation The Ministry of Education and Human Development (MINEDH) is responsible for the overall implementation of the project. MINEDH will implement the project through its different units or departments and will have total fiduciary and safeguards responsibility. However, in line with the multisectoral approach being proposed for this project, MINEDH will coordinate with relevant Ministries. Sub-component 1.1 – Strengthening school readiness, will be implemented in straight collaboration with MIGCAS, as established in the regulation on the National Education Law. Representatives of MIGCAS participated in the preparation of the project. Similarly, this sub- component will also require coordination with the Ministry of Health, especially for the nutrition- related interventions. The adjustment and implementation of the Sexual and Reproductive Health Education program will also be done in collaboration with Ministry of Health. At the local level, MINEDH will rely on existing structures, including the District Services of Education, Youth, and Technology (SDEJT).
Within MINEDH, the Planning and Cooperation Department (DIPLAC) will be responsible for the coordination of the project implementation, with the support of an Implementation Support Team. While the main responsibility of the project implementation will be on MINEDH’s respective Directorates and departments, DIPLAC will be assisted by an Implementation Support Team (IST), whose role will be to strengthen MINEDH’s implementation capacity at both central and local levels, help in the daily management of the project, and support the coordination with the other sectors, key for the success of this project. The IST will act as a catalyst and coach to MINEDH staff at the central and provincial level to strengthen implementation management skills and accelerate the implementation of the planned and budgeted outputs. In terms of staffing, IST will be composed of socially dynamic and agile international and national coaches that perform on-the-job training in a very applied manner. At the central level, the IST will include a “coach” or project manager, an environmental safeguards specialist, a social safeguards specialist, a gender/GBV specialist, an infrastructure development specialist, a procurement officer, an FM specialist and an M&E specialist. The IST will also have representatives at the local level, one official per province, who will be responsible for coordinating, training and supporting the project focal point at the SDEJT. Based on needs and requirements, other specific members with specific skill sets and expertise can be added after a joint agreement between the Bank and MINEDH. The Terms of Reference for these positions will be prepared (activity included in the PPA) and agreed with the World Bank’s team. A mapping of available capacity at the SDEJT will also be developed with the PPA funds.
The IST will work directly with MINEDH’s Departments. The main counterpart of IST is the Implementation Core Team, which consists of Finance, Procurement, Safeguards including GBV, and the National Directors heading the main MINEDH programs (primary, secondary, teacher training, etc.). IST will support the Implementation Core Team on a regular basis, including with swiftly mobilized technical assistance, such as an International Technical Safeguards Advisor (ITSA) to support both the Coordinator/Project Manager and the IST-safeguards and GBV Specialists, strengthen their technical capacities and foster a safeguards quality-review stream of all project documents prior to sharing them with the World Bank, if requested. The anticipated impact of IST’s presence is rapid on-the-job skill development in implementation management and a gradual closing of the gap between what is planned and budgeted and implemented.
The project will contribute to the pooled fund FASE. As established in the FASE Memorandum of Understanding (MoU), funds will be allocated based on an agreed annual activity plan, prepared and budgeted each year by MINEDH. The annual plans are agreed with the Bank and the other cooperating partners. A new FASE MoU is being prepared and discussed between FASE members and MINEDH. As the project will be channeled through FASE, the structure of the IST will be finalized in consultation with the LEG and will be aligned with the revised implementation mechanism of FASE.
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To ensure synergies with other external support, IST will have a key role in coordinating Technical Assistance. An important function IST will play is to reinforce horizontal linkages between Planning, Budgeting, Financial Management, Procurement, M&E, Reporting, and Program Departments. As part of this function, IST will guarantee that Technical Assistance is responding to MINEDH’s HR Development Plan that highlights clear gaps and needs across the central and provincial levels of the ministry. An HR Development Plan will need to be developed and budgeted each year and, as a prerequisite for the approval of the annual plans and budgets. IST is in charge to manage and ensure interconnectivity and regular exchange between all Technical Assistance that is provided and relevant staff members. Given the intended shift from predominantly investing in quantity (i.e. number of students) to a targeted focus on quality through education reforms, reinforcing open exchange and joint learning is essential.
2.7 Lessons Learned from Previous Projects The project design incorporates several lessons learned from previous education projects in Mozambique and relevant World Bank projects around the world, as well as the discussion with education development partners and civil society.
The early literacy package, in subcomponent 1.2, adopts important elements of successful programs in Kenya, South Africa and Brazil (state of Ceará). Those programs, which resulted in visible improvement in students’ learning in five to ten years, combine a group of interventions at the school level, including scripted instruction, supporting teaching and learning materials, and teacher training based on classroom observation, peer feedback and coaching. Vamos Ler! in Mozambique also uses some of those elements, which will help the design and implementation of this project.
MINEDH has long experience in implementing World Bank and GPE projects. Yet, the limited capacity of several main stakeholders at lower layers of the Government structure increases implementation challenges. To mitigate these risks, and based on lessons learned of the previous project, this project includes some changes in the implementation arrangement, including the IST with representatives at the central and local level. While the main implementation responsibility will be with MINEDH’s main Directorates and Departments, the IST will help to identify institutional capacity needs and implement measures to address them, including coaching or coordinating further Technical Assistance within the project or with FASE financed activities. The ITS will be important to ensure key capacities at MINEDH are guaranteed, such as safeguards and GBV.
Some lessons from the MozSkills project considered a technical capacity building program to be carried out to a variety of stakeholders (PIUs, Contractors, MITA and Local Administration) aiming at improving the understanding of World Bank Safeguards policies as well as their implementation. The results of a series of 3 regional workshops (south, center and north) held within the lifespan of the project were visible as they helped to yield tangible results. The series of workshops were also used to update the Environmental and Social Clauses (ESC) included for contractors’ contracts. Under the new ILEGM project, the use of an International Safeguards Technical Advisor will greatly contribute to further strengthening both the project responsiveness and MINEDH’s knowledge and enabling power on safeguards and GBV handling in projects.
As per the preliminary screenings/assessments based on the World Bank operational environmental and social standards, the highest acceptable risks classification for this project activities is Substantial to Moderate, because the environmental and social adverse risks and impacts generated by the projects are moderate to low. However, the rehabilitation activities of the teaching infrastructures and related water supply and sanitation systems can have moderate adverse impacts, particularly in terms of public and private, land taking, disturbance and nuisances, and waste generation during the civil works. This ESMF takes into account - these
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For a better inclusion of the environmental and social management requirements in the implementation of the project activities, the following recommendations should be adopted before the selection of the sites intended to implement the subprojects: • Identify good environmental and social practice measures (i.e. environmental and social clauses) to be included in the terms of references of construction and/or rehabilitation works; • DIPLAC through the IST should organize frequent environmental, social and GBV supervision missions of the project and ensure that recommended mitigation measures by the ESMF and/or the ESMP are adequately complied with. During the project implementation, evaluation missions will include environmental, social and GBV experts who will produce a report and also a quarterly report on the implementation of the environmental and social management plan. • DIEE will prepare and submit to the Bank regular monitoring reports on the environmental, social, health and safety (ESHS) and GBV performance of the Project. • Increased role of the Cross-Cutting Directorate on Issues of Gender and GBV in the project, working closely with both MIGCAS and MISSAU to ensure consistency throughout the project lifecycle.
The table below summarizes the list of recommendations for both, the Project Proponent and Contractor, and should be implemented prior to commencement of civil works on site.
Table 1: Recommendations for Project Proponent and Contractor Project Proponent Contractor Have overall responsibility for ensuring that the Comply with the Safeguard Requirements for site-specific ESMPs for the rehabilitation Bidding and Execution Contract in Annex 3: activities are prepared and implemented, and Safeguard Requirements for Bidding and Execution that they comply with all legislative and Contract; contractual requirements Comply with all the site-specific ESMP Ensures that all ESIA activities related to the requirements of and shall, in accordance with construction / rehabilitation phase are accepted standards, employ techniques, practices incorporated in the contractor’s and and methods of construction that will ensure consultant’s contracts; this requires the compliance with relevant standards and, in general, inclusion of these activities (including any minimize environmental and social damages, relevant guidelines) in the tender documents in control waste, avoid pollution, prevent losses or order to make contractors and consultants aware damages to natural resources, and minimize effects of the need to comply with ESIA activities on surrounding landowners, occupants and the general public Such agreed remedial measures shall be undertaken Ensures that non-conformities are corrected immediately to prevent further damage and to repair any damage that may have occurred Organize labor, plant, transport and equipment to perform the civil works in accordance with the Ensures that subcontractors fulfil their environmental, social, OHS and GBV requirements; environmental, social, OHS and GBV if is so required, employ specialized firms in obligations ESIA?ESMP issues to plan and monitor all ESIA/ESMP activities during construction stages.
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Project Proponent Contractor Ensure that the resettlement action plan (RAP) Ensure the project is implemented in accordance is prepared consistently with prescriptions from with the environmental standards specified in both the RPF and being implemented, as required, the RAP and the ESMP by qualified personnel Advises managers, supervisors and employees of safety, health, and environmental and social Implement agreed actions resulting from routine requirements, and holds them accountable for monitoring, or inspections; their performance Monitors, evaluates, and reports on Implement own audits (mid-term and final) to performance in safety, health, social and ensure conformance with the requirements of the environmental protection site-specific ESMP Consistently with the needs assessed and confirmed Provides training when needed on topics on the ground, after consultations with project pertaining to environmental protection recipients Informs personnel that failure to report incidents and fulfil non-compliance will result in Ensure systematic stakeholder awareness raising disciplinary action in accordance with internal sessions are organized to further sensitize them disciplinary guidelines
3 LEGAL AND INSTITUTIONAL FRAMEWORK AND THE WORLD BANK'S ENVIRONMENTAL AND SOCIAL STANDARDS This section presents the relevant legal and institutional framework for environmental and social management in Mozambique, as well as international conventions and standards. It also summarizes the relevant World Bank’s environmental and social standards that should guide the overall project’s Environmental and Social Management.
3.1 Mozambican Governing Laws and Regulation
3.1.1 Relevant Domestic Laws and Regulations Mozambique’s Constitution recognizes that ecological balance, conservation, and preservation of the social and environment are key for the quality of life of its citizens. Several pieces of legislations and policies provide legal context and background for environmental and social management system in Mozambique. After the Rio Conference on Sustainable Development in 1992, Mozambique, like many other countries, has undergone major legal and institutional reforms in both the environmental and social sectors. The country has adhered to several international and regional conventions and protocols for the protection of the environment, and as a result continues to improve the legislations on many sustainable development issues in the country to ensure that Mozambicans enjoy quality living conditions.
The Ministry of Land and Environment is the Government institution responsible for ensuring the preservation and responsible use of natural resources including land, the coordination of environmental and social activities and the issuance of environmental licensing, given its nature and characteristics this is an area in which all the sectors and people have a role to play. This is also reflected in a series of institutional arrangements.
This section provides a summary of environmental and social related policies, laws and regulations in Mozambique, particularly those of relevance to the Project.
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3.1.1.1 The Constitution Chapter 5 Article 90 of the 2004 Constitution of the Republic of Mozambique, provides that all citizens have the right to live in a safe environment as well as the obligation to preserve it. The key objective of the clause related to the environment in the Constitution is to provide a legal framework for a proper use and management of the environment and its components, for the achievement of sustainable development in the country. This achievement involves proper management of the environment for the creation of conditions that guarantee health and well- being, socio-economic and cultural development of communities and the conservation of natural resources.
The state is also required by the Constitution to guarantee the sustainable use of natural resources and ecological stability for future generations and to promote land use planning to ensure that activities take place in the correct locations and that such activities contribute to balanced socio- economic development. The 2004 Constitution also creates an obligation on communities to protect and makes provisions for the conservation and preservation of the environment, with a view of guaranteeing the right to the environment and quality of life within the framework of sustainable development as stipulated under Article 117.
3.1.1.2 The Environmental Legislation Error! Reference source not found.Below summarizes the environmental legislation applicable for the project.
Table 2- Relevant environmental legislation Legislation Main Provisions Relevance GENERAL Resolution No. Establishes the basis for all environmental All developers are responsible for 5/95 legislation. According to Article 2.1, the main aim of ensuring that all their proposed this policy is to ensure sustainable development to activities conform to this policy to Environmental maintain an acceptable balance between the socio- ensure environmental and social Policy economic development and environmental sustainability. protection.
To achieve the above objective, the policy must ensure, among other requirements, the management of natural resources in the country and the general environment - to preserve its functional and production capacity for the present and future generations.
Law 20/97 It defines the legal basis for the proper use and This law determines the relevance management of the environment and its components. of environmental protection and Environmental It applies to all public and private activities that prevention of any harm that may Law directly or indirectly may influence environmental be caused to any of the components. In its Article 9 it outlaws any form of environmental components by pollution and environmental degradation. development project.
The Environment Act lays the foundation for there to be damage prevention and environmental protection. As far as the implementation of infrastructure is concerned, Article 14, clause 1 states that “the implementation of infrastructure for any other purpose which, by their size, nature and location, can cause significant negative impacts on the environment is outlawed”. This is especially applicable for zones susceptible for erosion or
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Legislation Main Provisions Relevance desertification, wetlands, environmental protection areas, and other ecological sensitive zones.
ENVIRONMENTAL IMPACT ASSESSMENT Decree No. It establishes the rules to be followed for This regulation forms the ESIA 54/2015 environmental licensing of any activity to be carried for project environmental out on national territory. This applies to the physical licensing processes that should be Regulation on subprojects under this project. followed. All provisions of this the piece of legislation will need to be Environmental It establishes the ESIA categories, namely: followed during project Impact Category A+ - For projects with likely significant implementation in relation to all Assessment relevant interventions. Process impacts decision making is reserved for the central level, in these instances a full ESIA is required to be undertaken and supervised by Independent Specialists Reviewers with verifiable experience;
Category A - For projects with likely significant impacts decision making is reserved for the central level, in these instances a full ESIA is required;
Category B - For projects with impacts considered less significant or which require less complex mitigation measures decisions are made at provincial and local levels, for instance, when a Simplified Environmental Study (EAS) is required;
Category C - Is for small projects that may not require an ESIA; but must follow the regulations for environmental impact. For these projects, decisions are also made at provincial level. Projects under this category are subject to Good Practices of Environmental Management Procedures, which should be elaborated by the project proponent and submitted to MTA or the entity responsible for the approval process
Decree No. Details the procedures for conducting an The environmental impact study 129/2006 environmental impact study, and the format, report must comply with the General structure, and content of the environmental (and specifications of this Decree. Guidelines for social) impact assessment report. The purpose of this Preparation of decree is to standardize the procedures to be Environmental followed and the presentation of the environmental Impact impact assessment report. Assessment
Decree No. Details the procedures to be followed in the All public consultation and 130/2006 consultation process within the environmental and participation processes must social impact assessment process. The purpose of follow the procedures issued by General this Decree is to ensure maximum project this Decree Directive for stakeholder participation during the environmental the Public impact assessment process. Participation Process For Category A+, A and B activities public consultations and participation are compulsory.
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Legislation Main Provisions Relevance Decree No. Highlights the importance of environmental and Once the project is authorized, the 25/2011 social audit as a tool for an impartial and documented developer must have in place a management process to ensure the protection of the functioning, frequent and Regulation of environment. It establishes procedures for evaluating independent internal audit system, the the operational and working processes in relation to irrespective of the public Environmental the requirements of the environmental and social environmental audit that the Audit Process management plan (ESMP), including environmental project may be subject to under legal requirements approved for a project. this decree. Article 7 (1) of Decree stipulates that at least one private environmental audit per year for Category A and Category B projects, should be conducted to guarantee environmental sustainability and verify the degree of implementation of the ESMP.
Decree No. Aimed at supervising, monitoring, and making The project will be subject to 11/2006 regular verification of compliance with inspections by MTA during its environmental protection standards at national level. implementation to verify Regulation on compliance with the environmental environmental and social inspection management plan and environmental legislation. The developer must cooperate with such inspections.
EMISSIONS AND AIR QUALITY Decree No. Provides parameters for the maintenance of air The project must meet the 18/2004 quality; standards for emissions of gaseous maximum permissible limits of air pollutants from various industries, including mobile quality standards established Regulation on sources. under this regulation, so as not to environmental harm the environment. quality Also emphasizes prevention and control of water standards and pollution and soil protection. The project must comply with the waste emissions standards of water quality and effluent emissions, considering emissions allowed by law, so as not to harm the environment. Any proposed action should consider the levels permitted under this decree. The violation of such is liable to a fine.
Decree no. Proposes Changes to Decree No 18/2004, which are Idem. 67/2010 included in Annexes I and V, referred to in Article 7 and 16 of the previous decree. This legal instrument amends and adds new standards for environmental quality to be considered in any activity in the country.
WASTE AND POLLUTION Decree 94/2014, In Article 7, establishes that the classification of solid The project should implement of 31st urban waste must be in accordance with the measures for the better December management of solid waste in accordance with this Regulation.
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Legislation Main Provisions Relevance Regulation on Mozambican Standard NM339 - Solid Waste- Urban Solid Classification. Waste Management Decree 83/2014, Establishes the classification of hazardous waste The project should implement of 31st (Article 6), the forms of segregation (Article 12), measures for the better December identification and packaging (Article 13), collection management of solid waste in Regulation on (Article 14), handling (Article 15 and 16), treatment accordance with this Regulation Hazardous methods, disposal, and final disposal (Article 17), Waste regulating the standards and requirements applicable Management to the management of hazardous waste resulting from production and disposal activities. Furthermore, it clarifies the powers vested in the Ministry that oversees the Environment Sector in this matter. MIT is responsible for licensing facilities or places for the storage and / or disposal of hazardous waste (paragraph b, article 5)
Decree 55/2010, Determines the prohibition of the production, use, of 22 November import, export and commercialization of this Regulation on substance and its derivatives to guarantee the the banning of protection of public health and the environment asbestos and its derivatives WATER Law 16/91 States that the use of public water basin as a The Developer has the Water Law management unit, is based on the principle of user responsibility to implement pays and polluter pays. The use of water requires an measures to prevent pollution of authorization by the regional administration of water water resources during, in the (ARA) that oversees the basin through license (short course of, and after project term) or lease (long term). The Water Act also implementation. If there is any emphasizes prevention and control of water pollution discharge to be made in shallow and soil protection. waters, an authorization by the respective ARA subject to a fee is required. These precautionary and management measures will apply to Contractors activities (water abstraction and discharge) Decree 26/91 of Creates 5 regional water administrations for all Defines the correspondent ARA November 14 – country1 and defines the territorial boundary between that has responsibility on water creation of them. resource management. ARAs Resolution States the following short term (2000) and long term All objectives of water policy are 46/2007 of (2015)2 objectives: (1) satisfaction of basic human to be considered in the project. August 21 needs; (2) improve sanitation to prevent waterborne Water Policy diseases; (3) economic development; (4) environmental conservation; (5) drought and flood vulnerability reduction; and (6) promotion of peace and regional integration.
1 Namely ARA Sul, ARA Centro, ARA Zambeze, ARA Centro-Norte and ARA Norte.
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Legislation Main Provisions Relevance Water resource The main objective of the national water resource Development of project is in same management management strategy is to implement the water line as stated in this strategy. strategy policy objectives. Related to the project is presented (approved in in: 22nd ordinary Chapter 2 – Water Resource Management. On this session of subject, the following strategic objectives are related Ministry to the project: Council, August 2.5 – Hydraulic infrastructures and 2.8 – Drought 21 of 2007) Management. The main actions in this strategy is to build and rehabilitate small dams in short term (<5 years) and built and manage medium and large dams in medium (5-10 years) and long term (>10 years). 2.9 – Water and Environment. Ensure that proposed infrastructures such as dams along the rivers do not threaten ecological services. One of important strategic actions is to ensure ecological flow according to downstream needs and avoid elimination of small floods or compensate with small artificial discharges reviewing constantly the operation rules. 2.10 – Water quality and pollution control. Actions: adopt polluter-pay approach, promote environmental impact assessment in any development initiatives along the water course, and monitor compliance of effluent discharges. Decree 43/2007 Regulates the private water utilization licensing of October 30 process. It also applies to discharge of effluents. This 2007 - regulation prioritizes the water supply for human Regulation on consumption and sanitation above all other uses. No water License license or concession would be issued if environment and concession is affected negatively. According to this regulation, ARAs are responsible to issue licenses and monitor implementation of contracts. Article 26 specifies that license and concession regime for hydraulic infrastructures (including dams) must observe existing and expected specific regulations.
3.1.1.3 The Land and Spatial Planning The land and spatial planning legislation is summarized in table below.
Table 3: Land and Spatial Planning Legislation Main Provisions Relevance Law No. 19/97 Defines the rights of people who use the land, The project must respect the land of indicating the details of the rights based on use rights of communities. If any October 1 customary claims and procedures to acquire titles for activity (such as agriculture, Land Law its use and benefit communities and individuals. housing, trade, etc.) is disturbed by the project, the parties affected should be compensated accordingly. Decree 66/98 of Operationalizes the objectives of the Land Law. This regulation defines zones of Defines total protection areas reserved for nature total and partial protection. In December 8 conservation and protection status, as well as partial these areas, land use is restricted. protection zones, which may be granted land use
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Legislation Main Provisions Relevance Land Law titles and where activities cannot be implemented in The Developer must meet these regulation the absence of a license. The partial protection areas regulatory requirements. include, among others, the strip of land with 50m wide from the edge of the lakes and rivers’ historic maximum, the 250m strip of land wide around the reservoirs, 100m bandwidth on the coast and estuaries. Decree No. Is intended to guide the spatial planning of the The Developer must consider fair 19/2007 of territory recognizing the rights of citizens enshrined compensation when it becomes July 18 in the Constitution. Article 20 refers to the necessary to expropriate private Land Planning expropriation of private property belonging to or property. Law used by the communities due to activities of public interest or necessity/usefulness. In these cases, fair compensation must be paid to cover, among others, the loss of tangible and intangible assets, disturbance of social cohesion and loss of productive assets. Decree No. Establishes the legal systems of land-use planning All procedures for possible 23/2008 of instruments at national, provincial, district and expropriation for dam July 1 municipal levels. construction should be followed. Regulation of Land Use Planning Act Decree No. Features in Chapter X procedures for expropriation The Developer should consider 60/2006 of for purposes of spatial planning. the guidelines in introducing the Urban Land planned infrastructure in the Use Regulation municipality areas, specially laying distribution network pipes.
3.1.1.4 Health and Safety The Mozambican legislation that provides health and safety guidance is presented in table below.
Table 4: Health and Safety Legislation Legislation Main Provisions Relevance Law No. Applies to legal relations of subordinate work The project should ensure that 23/2007 established between employers and workers, employees carry out their Labor Law national and foreign, of all industries operating in the activities in good physical and country. Chapter VI provides the principles and environmental conditions. Inform safety rules, hygiene, and health of workers. them about the risks of their work and instruct them on proper compliance with health and safety standards at work. Developers/contractors must also provide first aid in case of accident, sudden illness, poisoning or illness. The developer/contractor in cooperation with the unions shall inform the competent organ of labor administration on the nature of work accidents or occupational diseases, their causes and consequences, after making consultation and registration.
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Legislation Main Provisions Relevance Decree No. Prevention of occupational accidents and diseases. The Regulation applies to 62/2013 The employer shall adopt the measures prescribed in employees, national and foreign, Approves the laws and regulations relating to the prevention of on behalf of third parties, as well Regulation occupational accidents and diseases, and shall, as to managers, directors, establishing the among other measures, train workers on professional managers and the like. Legal Regime of risk prevention standards The Regulation does not apply to Occupational officials and agents of the State Accidents and and Local Authorities. It is of Diseases and relevance to subprojects repeals Legislative Decree 1706 of 19 October 1957
Law No. 5/2002 Sets out principles designed to safeguard all The developer/contractor must employees and employment seekers to not be train and guide all workers to Law of discriminated against in the workplace or when carry out their tasks even if they Protection of applying for jobs because they are suspected or have are infected with HIV-AIDS. Workers with contracted HIVAIDS. Article 8 provides that an HIV/AIDS employee who is infected with HIV in the The developer/contractor must workplace, as part of their professional occupation, raise awareness among workers to in addition to compensation they are also entitled to, prevent, and to know their status adequate medical care aimed at easing their state of on HIVAIDS and disseminate health, according to the Labour Law and other information about the disease and applicable legislation, funded by the employer. on how to prevent it.
HIV testing to workers, job seekers to assess them during their application, job maintenance or for promotion purposes is prohibited. All testing is voluntary and should have worker's consent. Decree No. Lays down rules on inspections, under the control of Developer/contractor must meet 45/2009 the legality of work. Article 4 paragraph 2 provides the requirements. In the case of Regulation on for employer's responsibility in the prevention of inspection, the the General occupational health and safety risks of the developer/contractor should help Labor employees. and provide all necessary Inspectorate information to the inspectors.
3.1.1.5 Gender-Based Violence (GBV)/Sexual Exploitation & Abuse (SEA)/Sexual Harassment (SH) In its quest to promote equality and in most recent times to reduce the daunting impacts of domestic violence (DV), Mozambican governmental and non-governmental entities have been making efforts to strengthen the legislative framework and improve the accessibility of care services for survivors of violence, as presented on table below.
Table 5: Important policy and legal documents on GBV Legislation Main Provisions Relevance Law 22/2019 of It applies to the community of members linked Children deserve special 11 December: together by kinship, marriage, affinity, and adoption protection provided by the family Family Law, (family), and it still recognizes as a family entity, law and this will create conditions revokes the law for patrimonial purposes, the unique, stable, free, for the children to attend school. no 10/2004 of and notorious union between a man and a woman. Therefore, this law is aligned with 25 August Article 3 of the law states that the use of the law project objectives. must be interpreted and applied, bearing in mind the best interests of the family, based on the principles of special protection of the child and equal rights Page 32 of 173
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Legislation Main Provisions Relevance and duties of its members and spouses among themselves. Penal Code, Aiming (in particular) to decrease discrimination With this law it is possible for the Law No. and promote the rights of women, decriminalize children’s abusers to be charged 35/2014, of abortions done within 12 weeks of pregnancy, and of contravention of any kind, once December 31 recognize sexual abuse and domestic violence as is prescribed by this law. This will punishable crimes. discourage discrimination and consequently empowering children (girls) – the objective of project. Law 29/2009 of It provides for the penal treatment of violence GBV is classified in diverse kind 29 September: against women in domestic and family which is helping to improve Law on relationships, which does not result in the victim's awareness on the types of Domestic death. The legal type of violence envisaged in this violence. This will discourage the Violence law includes simple physical violence, serious GBV incidents and Practiced physical violence, psychological violence, moral discrimination, consequently Against violence, non-consensual copulation, copulation empowering children (girls) – the Women with disease transmission, patrimonial violence, and objective of project. social violence.
Law 7/2008 of 9 The purpose of this Law is to protect children and to Children deserves protection July: strengthen, extend, promote, and protect the rights provided by the law and this will Legislation on of the child, as defined in the Constitution of the create conditions for the children the Promotion Republic, the Convention on the Rights of the Child, to attend school. Therefore, this and Protection the African Charter on the Rights and the Child law is aligned with project of the Child's Welfare and other child protection legislation. objectives. Rights Gender Policy Ensures integration of gender issues in sectoral Provides the grounds for the and Strategy plans. In the socio-cultural domain, Section 1.4 instruments on Gender approved for its establishes that: access to health services should be later on. This project is multi- Implementation increased, promoting quality services to the most sectoral and specific legislation (2006) vulnerable; reproductive health care should be from different ministries improved to ensure gender sensitive initiatives to respond to common reproductive health needs; better continuity with nutritional education campaigns promoting nutrient-rich products for children, pregnant women and elderly; and improvement in mother and child health care and shared family responsibilities between men and women. Health It aims to provide strategic guidance for the Ministry coordination of sector policies and programs in the Strategic Plan medium and long term. The document also provides (2014) a conceptual framework that will allow the health sector to prepare for planned reforms, as well as for decentralization over a five-year period. The sector intends to lead the production and provision of more and better basic health services, universally accessible, through a decentralized system that privileges partnerships, to maximize the health and well-being of all Mozambicans, allowing them to lead a life productive, towards personal and national development. To this end, it identified two fundamental pillars, which constitute the PESS approach: The first, called “More and Better” services, aims, essentially, to accelerate progress to
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Legislation Main Provisions Relevance fulfill the commitments assumed, especially in the areas of maternal and neonatal mortality, malnutrition, reduction of the weight of malaria, HIV, TB and Neglected Tropical Diseases, through the intensification of health promotion actions and the improvement of access to key quality interventions, including quick gains (quick wins) in the areas of support. The second pillar, contains a holistic reform agenda focused on decentralization, which strengthens the health system and makes it possible to sustain current and future gains in equitable improvement of health status. National The National Basic Social Security Strategy 2016- Is aligned with the project aim of Strategy for 2024 aims to materialize the Government's Five- retaining girls in the final years of Basic Social Year Program 2015-2019, through the primary education. Security (2016) implementation of actions that contribute to the reduction of poverty and vulnerability, ensuring that the results of the growth of the Mozambican economy benefit everyone citizens, especially those living in poverty and vulnerability. One of the objectives of the strategy is to prevent and respond to the risks of violence, abuse, exploitation, discrimination, and social exclusion, through social action services.
It is expected that with the operationalization of the programs provided for in the Strategy, it will contribute to improving the responsiveness to social risks (violation of social rights that includes domestic and sexual violence, premature marriages, child abuse, abandonment, isolation, discrimination, among others), through the establishment of a more comprehensive and balanced Social Action Services system, with emphasis on strengthening the preventive and response services component at the local level. At the same time, it will ensure greater school attendance and retention of students in primary and secondary education, reaching at least 25% of students at primary level, as well as increasing access to primary health care for the poorest and most vulnerable population and reducing rates maternal and infant mortality. National Plan It defines four guiding strategies: (i) Prevention, The Developer should be for Preventing Awareness and Education; (ii) responding to consistent with the provisions of and Combating Gender Based Violence; (iii) Improvement of the the plan by improving the Gender-Based Legal Framework; (iv) studies and research and (v) efficiency of the education system Violence Monitoring and Evaluation. The first strategic area and strengthen governance and (GBV), 2018- aims to contribute to reducing levels of GBV management. 2021 acceptance by raising levels of awareness and knowledge about gender-based violence in public and private spaces as a violation of human rights and increasing the involvement of community leaders and influencers of opinion on the prevention of GBV in public spaces. The second strategic orientation is aimed at expanding and improving the response to GBV through the consolidation of integrated assistance to victims; expanding the Page 34 of 173
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Legislation Main Provisions Relevance protection and safety of victims and the social and economic integration of victims. The third, it aims to improve the legal framework by harmonizing legislation to ensure a more consistent legal framework that promotes human rights, that promotes gender equality and the elimination of gender-based violence. Health Sector Recognizes existing inequalities in the health sector This project is about empowering Gender and proposes addressing them through: girls by improving their learning Equality improvement of institutional capacity in the gender skills. Thus, both the strategy and Inclusion unit; human resource development considering project will contribute for Strategy 2018- balanced distribution in male and female numbers reducing the inequalities. 2023 approved and decision-making roles; promotion of men’s in 2018 involvement in sexual and reproductive health; and measures to address gender-based violence. The Health Establishes the standard procedures at health Procedures will facilitate the Ministry facilities for gender related violence victims, who process, treatment at medical Dispatch on are mostly women and girls. creates conditions for Integrated identification of the Care for Gender Violence Victims, approved in January 12, 2012 Prevention and Seeks to eliminate child marriage and address its Is aligned with the project aim of Elimination of causal factors retaining girls in the final years of Premature primary education Marriage National Strategy, approved in 2015
3.1.1.6 Contracting for Public Civil Works Mozambique has approved legislations related to the Construction sector and is summarized in table below:
Table 6: Legislation for Construction Legislation Description Relevance
Ministerial Defines the requirements and conditions for Depending on the type of Diploma n.º exercise, modification suspension and termination of infrastructures to be developed 77/2015 of May the contractor activity in Mozambique. construction activity must be done 22 by registered/licensed contractors The contractor must have authorization (Alvara according to the procedures Regulation of (trading license)) of specific Category presented in this regulation. civil works activity There are five categories, namely: licensing a) Category I – Buildings and Monuments, Category II - Urbanization Works, Category III – Roadways;
b) Category IV – Electrical installations in buildings;
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Legislation Description Relevance
c) Category V – Hydraulic infrastructures for the project;
d) Category VI – Water perforations and intakes
In addition to the staff schedule the regulation also specifies the minimum equipment that contractors must posses Decree 5/2016 Specifies the procedures for tendering a public If project is to be public of construction service. investment, procedures for tender March 8 must comply with this regulation. Regulation of Contracting of Public Works, Supply of Goods and Provision of Services to the State Decree 94/2013 Establishes norms to the contractors and civil works Procedures for operation of of activity in Mozambique. Civil works are divided into consultant and contractors must December 31 the following categories: (1) buildings and follow this regulation. Regulation of monuments; (2) urban works; (3) communications; contractor and (4) building electrical installations; (5) hydraulic civil works infrastructures; (6) foundations and water intakes. consultant activity
3.1.1.7 Cultural Heritage The following table provides guidance on local legislations for cultural heritage.
Table 7: Cultural Heritage Legislation Legislation Description Relevance Decree 42/90 Stipulates that the burial of corpses in rural areas can Under the practice recommended be done in cemeteries or other places approved by by this decree, the Developer Regulation of the Authorities. But too often there are family should refer to local community Funeral cemeteries or even within the properties. leaders about the existence of Activity graves along the areas of work or No reference is made regarding the transfer of implementation of the new corpses in rural areas, that development projects sections of road. If so, should comply with. It is assumed that traditional recommendations for relocation leaders should be consulted to define appropriate incompliance to traditional burial sites and traditional practices to be followed practices should be observed. for this purpose. Law 10/88 Is aimed at legally protecting property and cultural Some artefacts can be found during and intangible heritage of Mozambique. Under this construction. If this happens, the Cultural law, the material cultural heritage includes Contractor shall immediately Protection Law monuments, groups of buildings (of historical, notify the relevant authority. artistic or scientific value), places (of archaeological, historical, aesthetic, ethnological or anthropological importance) and environments (physical and biological formations of interest).
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3.1.1.8 Resettlement Process Regulation on the Resettlement Process resulting from Economic Activities (Decree 31/2012 of 8 August) establishes the basic rules and principles on the resettlement process for the purpose of providing the opportunity to improve the quality of life of affected households. Article 4 lists the principles guiding the resettlement process resulting from public and private activities. These include principles on social cohesion; social equality; direct benefit; social equity; non-change of income level; public consultation and participation; environmental accountability; and social responsibility.
This Decree makes provisions for the resettlement process, including planning; provides the rights of the affected populations and makes provisions for fines in the event of non-compliance.
Ministerial Diploma 156/2014, of 29 September operationalizes Decree no. 31/2012 of 8 August and provides guidance on the elaboration and implementation process of resettlement plans. This Diploma also provides recommendations for the phasing of the resettlement process which are i) collection and analysis of physical and socio-economic information; ii) preparation of the resettlement plan; and iii) elaboration of the implementation action plan of the resettlement project.
During the data collection and analysis phase, the following information should be collected: • Identification and delimitation of the area of intervention, taking into account areas in the proximity of the project whenever possible; • Number of families that will be affected and their socio-economic profile, considering their current situation, their characteristics and lifestyles, their social and structural organization as well as position within the community that they are part of, the most vulnerable groups; and the • Biophysical characteristics of the area
The Resettlement Policy Framework (RPF) prepared in parallel to the present ESMF provides more details on the legal and guiding frameworks of the resettlement process in Mozambique and taking into account the World Bank Involuntary Resettlement Policy Standards, namely ESS5 (Land acquisition, Restriction on land use, Involuntary Resettlement) and provides specific guidance and steps to be followed to either avoid resettlement or mitigate any potential adverse impacts where this is found to be unavoidable.
3.1.1.9 Disaster Management The Disaster Management Law, 15/2014 of June 20, 2014 establishes the legal framework for disaster management and makes provisions for prevention, mitigation, recovery, and reconstruction. The main objective of disaster management, as defined by the law, is to prevent or reduce the adverse impacts of natural disasters on human lives. The law defines the following: solidarity, justice, efficiency and participation and cooperation as the essential principles of disaster management. Decree 7/2016 of 21 March, regulates the above Law and establishes the legal rules for disaster management in the country. Until recently, the Master Plan Natural Disaster Prevention and Mitigation (2006-2016) has been used as an operational document as it has specific objectives, expected results and actions or activities to be implemented to achieve the desired result.
3.1.1.10 The National Adaptation Program of Action (NAPA) NAPA sets out the immediate and urgent needs of the country that have been identified during a participatory and consultative evaluation process, for the purposes of strengthening national capacity to cope with the adverse effects of climate change.
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NAPA has 7 objectives: (i)strengthening early warning systems; (ii) strengthening capacities of subsistence farmers in dealing with the adverse impacts of climate change; (iii) improvement knowledge and the management of rivers; (iv) promote actions to limit erosion and ensure sustainable fishing; (v) promote actions that will contribute to the reduction of emission of greenhouse gases; (vi) promote public education on climate change and improve coordination between various actors working on issues related to the assessment of climate change vulnerabilities and risks reduction.
NAPA is a relevant document for the Project, given its specific focus on providing guidance on how to address and adapt to the effects of climate change in Mozambique. Of particular relevance, is that the document outlines four key actions that should be employed to reduce the adverse impacts of natural disasters through adaptation, highlighting the use of locally available resources and cost efficient, environmentally friendly, and sustainable approaches.
3.1.2 Institutional Framework
3.1.2.1 Ministry of Land and Environment (MTA) MTA is the central organ of the State apparatus that, according to the principles, objectives and tasks defined by the Government, directs, plans and coordinates, controls and ensures the implementation of policies in the fields of Administration and Land and Geomatics Management, Forests and Wildlife, Environment, Climate Change and Conservation Areas3
MTA is responsible for implementing the National Environmental Management Program (NEMP) and associated environmental policy and legislation. The Ministry has, primarily, a coordinating role. All ministries share environmental management and sector policies must incorporate environmental dimensions. The responsibilities of MTA are: to revise and develop policies and sustainable, inter-sectoral development plans; promote sectoral legislation; co- ordinate policy implementation; educate and promote public awareness; create regulations. Since its inception in 20044 this ministry has elaborated National Environmental Action Programmes and specifics strategies on Biodiversity Conservation, Climate Change and Desertification.
MTA is also responsible for regulating Environmental and Social Impact Assessment (ESIA) procedures in Mozambique. In this process, the National Directorate of Environmental and Social Impact Assessment (NDESIA) is the most involved structure. As indicated above, all projects likely to have significant environmental and social impacts are obliged by the Environmental Law to carry out an ESIA prior to construction.
The National Directorate for Land and Territorial Development (DNTDT) is one of the directorates with the many attributions at the ministry level, comprising the following domains a) regulation and policy-making; b) land administration and management; c) spatial planning; d) resettlement domain and d) institutional coordination. Its duties in the field of regulation and policy-making aim to ensure the implementation of policies, legislation, standards and procedures in the field of land administration and management, land use planning and resettlement at the national level. In addition, its task in the field of resettlement, this Directorate is the entity responsible for issuing technical opinions on resettlement of activities resulting from natural disasters, economic activities, and the need for public utility. It is also responsible for carrying out audits and auditing reports on the processes for preparing and implementing resettlement plans.
3 https://www.facebook.com/notes/1966206090323227/
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Legislation stipulates that it is MTA’s role to coordinate, assess, control, and evaluate the utilization of country’s natural resources, and in doing so, to promote their preservation and rational use. It should also coordinate the activities on the environment, to ensure the integration of environmental variables in the process of planning and managing socio-economic development.
Due to its role as a coordinating ministry, MTA’s performance depends to a large extent on the degree to which it manages to cooperate with other ministries and sectors because these sectors remain responsible for the integration of environmental and social matters into their own sectoral programs. This means that MTA must establish a working relationship with each of the sectors that deal with the environment, broadly speaking.
In the environmental management of the Project, the MTA national department will be responsible for giving the final approval of environmental assessments and certifying the compliance of the proposed activities with Mozambique’s ESIA legislation, for ESIAs that might have to be carried out for Project.
3.1.2.2 At provincial level MTA has established Provincial Directorates in all Provincial capitals. The level of organization and capacity varies from province to province. However, MTA is not represented at the lower levels of government (i.e. district level) in any of the provinces. The provincial structure follows, but does not strictly adhere to, the structure at central level.
In the Project, the Technical Review Committees of the MTA provincial Directorates will be responsible for reviewing the results of the environmental and social screening process, and, as necessary, the separate ESIA reports, and for recommending approval/disapproval of these documents to the MTA provincial Directorates.
3.1.2.3 Ministry of Education and Human Development (MINEDH) It was established in 2018. the Law no 18/2018, of 28 December (The National Education System - SNE), resulting from the revision of Law 6/92 (enacted in 1992, replacing Law 4/83 of 23 March, of the SNE). This Law provides for a compulsory education of 9 classes (1st thru 9th class). The National Education System now includes six subsystems, namely: Pre-school; General Education; Adult Education; Professional education; Education and Training of Teachers and Higher Education.
The project will cover basically the two education subsystems described below but excluding the second cycle of the secondary education level: • Pre-School Education - the management of this subsystem is carried out by the following Ministries that supervise the areas of: Gender, Children and Social Action (MIGCAS), Education and Human Development (MINEDH) and Health (MISAU). This subsystem has as its target group, children under the age of 6 years. • General Education - This subsystem is organized into two levels, Primary Education and Secondary Education o Primary Education - at this level of education the official age of admission, in the 1st class, is six years. Primary education comprises two cycles: ➢ 1st cycle - from 1st to 3rd class; ➢ 2nd cycle - from 4th to 6th class. o Secondary Education - this level of education comprises two cycles ➢ 1st cycle from 7th to 9th class; ➢ 2nd cycle, from 10th to 12th grade.
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Within the scope of the SNE Law (articles 7 and 8), compulsory education is from 1st to 9th grades. All children must be enrolled in 1st class, as long as, they are 6 years old. Primary school attendance is free in public schools, exempt from paying tuition fees including school materials. Basic education in 9 classes will increase demand in the 1st cycle of Secondary Education and imply the need to expand Distance Learning.
The Decentralization Law (Law No. 1/2018, Article 270) establishes a process of decentralization for the Education sector in the subsystems of General Education (Primary Education, Secondary Education) and Vocational Education. The process foresees an increase in decision making and decentralized management at provincial and district level, as well as an increase in human, material and financial capacity at these levels.
According to MINEDH (2019a), an important problem is that there are serious limitations on institutional and administrative capacity, at all levels, for the implementation of interventions in the education system. The cross-cutting challenge is to strengthen this capacity, in the context of decentralization, to achieve a positive impact on the education system. It is also important to ensure a greater interinstitutional link. The Education sector should work closely with the Health, Gender, Child and Social Action, Public Works and Water Resources sectors, specifically in the areas of Construction, Water and Sanitation), in order to ensure safe and attractive schools for the students.
The Strategic Education Plan 2020-2029 (PEE5) is based on the principles contained in Law No. 18/2018, of 28 December, the National Education System and the Constitution of the Republic of Mozambique. The design and implementation of the PEE takes into account the main instruments that guide governance, national priorities for social development and the international commitments of the Government. (see 5).
Table 8: National and international political, strategic and operational instruments Legislation Description National Agenda 2025 Reflects the long-term vision of the Mozambican State for the development of the country in all areas, where Education is reflected as one of the strategic areas
Government Five Year Program (PQG) Presents the Government's objectives and priorities for a five-year horizon, where the Education sector is included National Development Strategy until 2035 It reflects a holistic approach to development with an emphasis on structural transformation of the economy, where industrialization is the strategy for the transformation of the economy, and which materializes through development poles. National Strategy for Adaptation and Identifies key areas of action and actions that can be taken Mitigation of Climate Change (ENAMMC) - with a view to reducing the severity of impacts through 2013-2025 adaptation and climate risk reduction actions Medium Term Fiscal Scenario (CFMP) Defines the medium-term limits for the implementation of the Government plan (three years) considering all economic and social sectors.
5 In Portuguese: Plano Estratégico da Educação 2020-2029 Page 40 of 173
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Sectoral and Provincial Strategic Plans They present the main objectives to be achieved by ministries and provinces in the medium term and the specific strategies for their execution. The Strategic Plan for the Education sector is at this level and specifies the Government's priorities for the development of the Education sector as contained in the Government's Five- Year Program Annual Contingency Plans Led by the National Institute for Disaster Management (INGC) and present multisectoral actions to be implemented to prevent and mitigate the effects of natural disasters, which often have negative impacts on education, particularly in the destruction of school infrastructure. Economic and Social Plan Operationalizes the general guidelines of the PQG, transforming sectoral or provincial strategies into concrete sectoral actions to be implemented annually. Its implementation is evaluated on a semi-annual and annual basis through BdPES. State's budget Defines the sectorial financing available for the implementation of the actions specified in the PES. Its execution is guided on a quarterly basis through the Budget Execution Report Activities Program (PdA) Translates the actions identified in the PES by each sector into concrete activities linking them to the budget made available for its implementation (through the State Budget or other known contributions, but not included in the budget). Dialogue platform between MINEDH, Represented by the Education for All Movement (MEPT) - Cooperation Partners (CPs) and Civil carried out through the Local Education Group (LEG). Society LEG's main mandate is to monitor the implementation of the Strategic Education Plan as stipulated in the memorandum of understanding approved between MINEDH and partners in April 2017, under currently under revision. Specific coordination arrangement between It finances the Education budget, known as the Education MINEDH and cooperation partners Sector Support Fund (FASE). The memorandum of understanding between FASE partners and MINEDH.
The list above can be extended to include other thematic and international legal instruments that supports the education sector in Mozambique.
3.1.3 Ratified Regional/International Conventions and Treaties
The Republic of Mozambique is a party to many international and regional agreements on Biodiversity, Climate Change, Desertification, Endangered Species, Ozone layer protection, Marine Life, Conservation, etc. Below are some examples: • Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and their Disposal (1989) • Convention Concerning the Protection of the World Cultural and Natural Heritage, Paris (1972) • Development, Production and Stockpiling of Bacteriological (Biological) and Toxic Weapons, and their Destruction, London (1972) • Convention on Biological Diversity (1992) • Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) (1973) • Convention on the Ban of the Import into Africa and the Control of Transboundary Movement and Management of Hazardous Wastes Within Africa, Bamako, Mali (1991)
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• UN Convention to Combat Desertification in Countries Experiencing Serious Drought and/or Desertification particularly in Africa (1994) • Lusaka Agreement on Co-operative Enforcement Operations Directed at illegal Trade in Wild Fauna and Flora (1994) • Montreal Protocol on Substances that Deplete the Ozone Layer (1987) • Phyto-sanitary Convention for Africa, Kinshasa (1967) • UN Convention on the Law of the Sea (1982) • UN Framework Convention on Climate Change (1992) • Vienna Convention for the Protection of the Ozone Layer.
3.2 World Bank Environmental and Social Standards
The Environmental and Social Standards set out the requirements for Borrowers for the identification and assessment of environmental and social risks, impacts and opportunities associated with projects supported by the Bank through Investment Project Financing (IPF). The Bank believes that the application of these standards, by focusing on the identification and management of environmental and social risks, will support Borrowers in their goal to reduce or alleviate poverty and increase or share prosperity in a sustainable manner for the benefit of the environment and their citizens. The standards will: (a) support Borrowers in achieving good international practice related to environmental and social sustainability; (b) assist Borrowers in fulfilling their national and international environmental and social obligations; (c) enhance non- discrimination, transparency, participation, accountability and governance; and (d) enhance the sustainable development outcomes of projects through ongoing stakeholder engagement.
The ten Environmental and Social Standards (ESS), set forth in the new World Bank Environmental and Social Framework (ESF) enforced since October 1st, 2018, replacing the old environmental and social operational safeguards policies (OP/BP), establish the standards that the Borrower and the project will meet throughout the project life cycle, as follows: • Environmental and Social Standard 1: Assessment and Management of Environmental and Social Risks and Impacts; • Environmental and Social Standard 2: Labor and Working Conditions; • Environmental and Social Standard 3: Resource Efficiency and Pollution Prevention and Management; • Environmental and Social Standard 4: Community Health and Safety; • Environmental and Social Standard 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement; • Environmental and Social Standard 6: Biodiversity Conservation and Sustainable Management of Living Natural Resources; • Environmental and Social Standard 7: Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Local Communities; • Environmental and Social Standard 8: Cultural Heritage; • Environmental and Social Standard 9: Financial Intermediaries; and • Environmental and Social Standard 10: Stakeholder Engagement and Information Disclosure.
The following table summarizes the 10 ESS and their relevance to the project.
Table 9: Environmental and Social Standards Relevance E & S Standards Relevance ESS1 Assessment and Management of Construction (preschools) and Environmental and Social Risks and Relevant rehabilitation/expansion of schools Impacts (primary/secondary education schools;
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Design doesn’t consider children with disabilities. ESS2 Construction (preschools) and rehabilitation/expansion of schools Labor and Working Conditions Relevant (primary/secondary education schools; Intense levels of person-to-person contact. ESS3 Lack of waste management facilities and Resource Efficiency and Pollution Relevant inappropriate disposal practices; Prevention and Management Inadequate ventilation and lighting. ESS4 Assess high-risk environments for children and staff, and exacerbate Community Health and Safety Relevant children’s susceptibility to environmental health hazards ESS5 Land Acquisition, Restrictions on Construction (preschools) and expansion Land Use and Involuntary Relevant of schools Resettlement ESS6 Biodiversity Conservation and Not Currently Sustainable Management of Living Not Currently Relevant Relevant Natural Resources ESS7 Indigenous Peoples/Sub-Saharan Not Currently African Historically Underserved Not Currently Relevant Relevant Traditional Local Communities ESS8 Construction (preschools) and expansion Cultural Heritage Relevant of schools ESS9 Not Currently Financial Intermediaries Not Currently Relevant Relevant ESS10 Construction (preschools) and Stakeholder Engagement and Relevant rehabilitation/expansion of schools Information Disclosure (primary/secondary education schools;
3.3 Comparison between the Bank's Environmental and Social Standards and National Legislation
As a result of the series of reforms that Mozambique has been undertaking since the 1990’s there has been increased convergence between the GoM and WB laws and guidelines concerning the environmental and social management such that, at present, the two sets of legislation are very much in line.
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Table 10: Comparison between the WB’s ESS and National Legislation Concern Mozambican Legislation World Bank ESS Mitigation measure
Dispersed laws The laws and regulations governing The ESF and the ESS1 and ESS5, in particular, were The project should extensively use both and regulations environmental and social processes are prepared to coherently mainstream environmental and the national ESIA Decree no. 54/2015 and scattered across several documents, formulated social considerations into a program/project cycle. Resettlement Decree no. 31/2012 and at different times and contexts, which at times These are meant to assist program/project teams other relevant legal provisions. Where also contradict each other (i.e. Land Law, 1997 responsible for developing and implementing projects in these present gaps/inconsistencies with and ESIA Regulation, 2015) and may make it a way that is relatively easy to follow. the best practices, they should be difficult for practitioners to use and harmonize supplemented by the WB ESS and them to deal with specific issues. particularly ESS1 and ESS5. Project EIA required by Decree Nº 54/2015. Under ESS1, a full ESIA is required for all projects Despite minor differences there are no categorization screened with a High-risk rating. For Substantial to conflicts between the two sets of The same decree classifies the projects into 4 Moderate projects, some forms of environmental and legislation and the main aspects of project + categories: Category A (full ESIA subject to social assessment is required, usually less rigorous than categorization are similar at national and review by independent Expert Reviewers with a full ESIA and often taking the form of site-specific international levels proven experience); Category A requires an ESMPs. Beyond screening, no further ESMF/ESIA or EIA, subject to normal. A Simplified EIA is ESMP or RPF/RAP action is required for Low-risk The national categorization should be required for category B projects and category C rating project and a project is classified as FI if it followed while meeting the substantive only require a best practices guideline. involves investment of Bank funds through a financial requirements under ESS and ESS 1 and 5, The Mozambican legal framework does not intermediary in particular. consider higher level framework assessments, strategic assessments and management When the project location is not known the Bank planning related to interventions such as the requires the elaboration of the ESMF and RPF, project under consideration in this ESMF with instruments that guide the further development of ESIA, a footprint that is unknown at the time of ESMP, RAP/A-RAP development. Environmental It prescribes that the issuing of an ESS1 requires the approval and disclosure of ESIAs by Both processes prescribe that disclosure authority must environmental license shall precede any other the relevant government authority prior to project of environmental license takes place provide an required license. appraisal before approval and therefore any raised environmental concern is dealt with before project permit for approval and implementation. projects prior to appraisal.
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Concern Mozambican Legislation World Bank ESS Mitigation measure
Land In relation to land, Mozambique’s Constitution The WBG recognizes equitable land and property Under the project efforts will be made to expropriation stipulates firstly the maintenance of land as rights for all and the market value of the land. Even adopt comprehensive principles to State property. Secondly, land may not be recognizing that different countries have different land ascertain land rights and land and asset transferred (i.e., sold) and the country does not tenure systems it advocates secure tenure and accurate valuation principles that will ensure that have a “land market” per se. Holders of land up-to-date land records as enablers of value-based the rights of all recognizable land holders rights are able to transfer improvements, such property taxes that can contribute significantly to local are strictly respected and the valuation of as buildings, from one party to another. government revenues and services. Good land records their land assets and other assets on land Furthermore, other than stating that allow the application of mass valuation systems covers all aspects compensation should be paid when land is providing a way towards equitable and efficient property expropriated in the public interest, both the taxes Constitution and the Land Law (see below) do not expand on issues related to compensation, in terms of the principles, forms, eligibility, valuation, adequacy, procedures, timing and responsibilities National OHS legislation is in place (Labour Law no. The Performance Standards cover health and safety of The more comprehensive international guidelines and 23/2007) and implementation is the workers. The World Bank Group’s Environment, Health standards should be applied by the standards exist and Safety (EHS) Guidelines are referred to as technical Projects while ensuring that national responsibility of Ministries of Labour and for reference documents including general EHS Guidelines standards and guideline values as a Health as well as the work sites. The Labour Occupational (30 April 2007) and industry-specific guidelines of good minimum need to be met where such Law is relatively vague and deals with issues Health and international industry practices such those concerning exists (e.g. exposure levels). such as compensation, work related diseases, Safety (OHS). construction and Water supply and sanitation. Mozambican legislation does not provide workers protection, inspection etc. Decree no. specific standards for management of 18/2004 approves the Regulation on noise emissions for different industries. Environmental Quality and Effluents’ Therefore, World Bank standards (IFC Emissions and was updated through Decree no. OHS guidelines and IFC Environmental, 67/2010. The aim is to define environmental Health and Safety guidelines) are more quality requirements and ensure effective robust and shall be applied to comply with control and management of pollutant EES2. concentration levels. Air quality standards and emission requirements, water classification according to the uses and related quality standards are described in 26 articles and six (6) annexes covering several parameters, Page 45 of 173
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sectors and industries. Ex-MITADER (MTA) is responsible for implementation of the Decrees. Parameters covered include the maintenance of air quality; standards for emissions of gaseous pollutants from various industries including mobile sources. Prevention and control of water pollution and soil protection are included. Articles 23 and 24 and Annexes I and V of Decree no. 18/2004 have been amended by Decree no. 67/2010. Annexes IA and IB in the latter Decree deal with new standards of air quality, atmosphere polluting agents and parameters for carcinogenic inorganic and organic agents. Annex V lists potentially harmful chemical substances. As a member of the WHO, Mozambican Regulations that relate to health and safety comply with and/or endorses the international standards within the framework of the various UN agencies. Resource Pollution prevention measures has been ESS3 recognizes that economic activity and The project must meet the maximum Efficiency and applied in accordance with decree 18/2004 of urbanization often generate pollution to air, water, and permissible limits of quality standards Pollution 2nd July and altered by 67/2010 of 31st land, and consume finite resources that may threaten established under Mozambican Prevention and December: Regulation on environmental people, ecosystem services and the environment at the regulation, so as not to harm the Management quality standards and waste emissions local, regional, and global levels. environment. World Bank standards (IFC Environmental, Health and Safety General Guidelines): The project must meet the maximum permissible limits of noise quality standards established under this regulation, so as not to harm the environment
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The measures will be proportionate to the risks and impacts to address the pollution prevention and management. Community Law No. 23/2007: Labor Law ESS4 addresses the health, safety, and security risks and Section 3 (Community Health and Safety) Health and impacts on project-affected communities and the of the EHS General Guidelines addresses Safety Decree No. 62/2013: Approves the Regulation corresponding responsibility of Borrowers to avoid or the risks and impacts of the project on the establishing the Legal Regime of Occupational minimize such risks and impacts, with particular health and safety of the affected Accidents and Diseases attention to people who, because of their particular communities and traffic and road safety. circumstances, may be vulnerable. World Bank standards (IFC OHS guidelines and IFC Environmental, Health and Safety General Guidelines) Gender Biased GBV is covered under the Law Nr 29/2009 on The Bank has developed procedures to deal with GBV Mozambique has a law that is not clearly Violence Domestic Violence. in projects. And a channel for submission of the translated into action for specific sector. procedures complaint and assistance must be in place. In 2020 the Therefore, the Bank procedures will be Bank published an Interim Technical Note6 on this implemented for the project. subject to deal with the issue in a way that is commensurate with the latest findings. Cultural Is covered under the Law no 10/88: Cultural ESS8 recognizes that cultural heritage provides The ESS8 is relevant, therefore Chance Heritage Protection Law and Decree 42/90: Regulation continuity in tangible and intangible forms between the find procedures will be included in the of Funeral Activity past, present and future. It is applicable for all projects site specific ESMPs that are likely to have risks or impacts on cultural heritage. The current project involves at least excavations, demolition and movement of earth during construction activity.
6 World Bank (April 2020) “Grievance Mechanisms for Sexual Exploitation and Abuse & Sexual Harassment in World Bank-financed Projects – Interim Technical Note”, 2020 International Bank for Reconstruction and Development/The World Bank 1818 H Street NW, Washington, DC 20433
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As can be seen, in areas such as project categorization, land acquisition, guidelines and standards for Occupational Health and Safety (OHS), Gender Biased Violence differences remain.
Therefore, under this project where significant differences will exist the WB rules will prevail.
3.4 Identification and Evaluation of the Environmental and Social Requirements of Any Co-Financiers
The project is an Investment Project Financing (IPF) operation comprising five components. Components 1, 2 and 3 will use a result-based approach, with part of their financing linked to Performance Based Conditions (PBCs). Component 4 will be a traditional IPF and will support the implementation of the project Component 5 (Contingency and Emergency Response Component (CERC)) or “Zero-Dollar Component” will be used as needed to provide for immediate response to an Eligible Crisis or Emergency. This would help recover damage to infrastructure, ensure business continuity, and enable early rehabilitation.
The proposed instrument will allow the World Bank to continue to support MINEDH in developing capacity in key areas such as procurement and social and environmental safeguards, while increasing the focus on result-based financing. The project will include funding both from IDA and GPE and, as mentioned, will be channeled through FASE.
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4 BASELINE DATA OR REFERENCE CHARACTERIZATION
4.1 Physical Environment
4.1.1 Climate Mozambique has a tropical climate with two main seasons, a Wet season (from October to March) and a Dry season (from April to September).
Climatic conditions, however, vary depending on altitude. Rainfall is heavy along the coast and highlands and decreases in the south. Most of the coastline receives 750 to 1,000 mm of rain per year. The interior of the Zambezi Valley, in Tete province, is semi-arid, receiving less than 600 mm average annual rainfall. There are a series of very humid pockets associated with mountains areas e.g., Mt. Binga (Manica Province), Mt. Gorongosa (Sofala Province) and Mt. Namuli (Zambezia Province) which receive more than 2,000mm of rainfall per year.7 Annual precipitations vary from 350 to 1,400 mm depending on the region, with an average of 800 mm.
Mozambique frequently suffers from floods, cyclones, and droughtsthat sometimes reach disastrous proportions, causing death of people and animals, mass population displacement, negative effects on agricultural and socioeconomic productions, etc. , particularly in the central province (Beira region).
The temperatures present regional variations due to the interference of factors such as latitude, continentally and the relief itself. In general, temperature values tend to increase toward lower latitudes (HOGUANE, 2007). Figure 1: Altitude distribution in Mozambique
(a) and spatial distribution of annual mean precipitation, referring to the period 1980-2012 (b)/Source. Odete Amélia de Amílcar Macie, 2016
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However, due to interference of the relief (Figure 1a), there are lower temperatures in the higher regions and west of the country, which are located, from north to south, in the provinces of Niassa, Zambezia, Tete, Manica. In general, average annual temperatures are distributed as follows: from 18 to 20 °C in mountainous regions; from 22 to 24 ºC in the central and northern planar regions and the centre (MICOA, 2005). Atmospheric circulation is characterized by areas of influence of low equatorial pressures with NE monsoon winds during the summer (SAETRE and SILVA, 1979). The south and central winds are predominantly SE trade, and in the north are influenced by a monsoon regime with NE winds during the summer and SW during the winter.
4.1.1.1 Climate Change Issues A significant proportion of Mozambique territory is situated in favorable natural conditions for the occurrence of natural disasters, notably floods, droughts, and cyclones, particularly in the Central Province (Beira region). In recent times sea-level rise (SLR) and temperature increases are being added. Losses of lives, public and private assets which translate into GDP losses are a direct consequence of these disasters. These offset the country’s efforts to alleviate poverty, share prosperity, and promote sustainable development.
Vulnerability in general, and particularly to flooding and SLR, is related to heavy rainfall, hypsometry which explains that extensive plains are lower in relation to the rivers and sea levels, high flood flows from neighboring countries, in shared river basins (i.e. Zambezi, Shire, Rovuma, Incomati, Limpopo, Save, Buzi, Pungwe Rivers, etc.), changes in vegetation cover and land use.
Mozambique is part of the group of countries that are implementing the Pilot Program for Climate Resilience (PPCR), which encompasses support for the institutional and policies’ reform, for the funding of pilot projects (roads, agriculture, early warning systems, coastal cities and irrigation) and for knowledge management. Among other main funding agencies/initiatives comprise the World Bank, the Least Developed Countries Fund (LDCF), the PASA3, the African Development Bank, the JICA, the USAID and the Portuguese Carbon Fund.
4.1.2 Geomorphology In Mozambique, three main forms of relief are distinguished, namely: plain, plateaus and mountains. The relief of Mozambique is in the form of an amphitheater whereby a mountainous area is distinguished to the west, which decreases in flattened steps to the coastal plain to the east (see figure 2 below).
The relief is the result of the interaction of internal agents (volcanism, tectonism, and earthquakes) responsible for the formation of mountains, plateaus, and external agents responsible for erosion (rivers, winds, living-beings, lakes, seas, and oceans). As shown in the figure below, the above- mentioned amphitheater has 3 steps in which the lowest corresponds to the plain on the coast. The intermediate are plateaus and the highest, the mountains.
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Figure 2: Mozambique geomorphology
Thus, according to the altitude, plains, plateaus, mountains and depressions are identified in Mozambique. About half (44%) of the Mozambican territory is made up of plains, with altitudes up to 200 meters8.
4.1.2.1 Coastal plain The coastal plain extends along the entire coastal strip, narrowing from the mouth of the Rovuma River to the Zambezi Delta and extends in the south to the so-called great Mozambican plain (Muchango, 1999: 22), until Ponta de Gold. It occupies 1/3 of the national territory (IEDA, 2012: 11).
There are also the so-called depression plains that extend along the valleys of the main rivers, eventually receiving the name of the respective hydrographic basins, ex: Incomati plain, Limpopo, etc.
4.1.2.2 Plateaus The plateaus occur mainly in the central and northern regions of the country, where they are more expressive, especially in the provinces of Manica, Tete, Zambezia, Nampula, Niassa and Cabo Delgado, configuring themselves in island hills or “inselbergs”
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In the southern region of the country, the plateaus occupy only a small strip in the western part of the provinces of Maputo and Gaza in a mountainous alignment of approximately 900 km in length and 30 km in maximum width (Muchango, 1999: 28), near the border with Swaziland, Republic of South Africa and Zimbabwe;
In the plateau area, there are: • Medium plateaus (200m - 600m altitude) • Altiplanaltos (600m - 1000m altitude)
In some plateau areas there are accumulation plains that result from excavations in the river valleys, such as the valleys of the Zambezi, Messalo and Lugela rivers.
The main plateaus: Mozambican Plateau: Located in the provinces of Zambezia and Nampula. In this region the plateaus have altitudes that vary from 600 and 1,000 meters of altitude. The main feature of the Mozambican plateau is the occurrence of “inselbergs” called island or residual mountains. • Niassa Plateau - located in the province of Niassa along Lake Niassa; • Mueda Plateau - located in the province of Cabo Delgado; • Chimoio Plateau - located in the province of Manica next to the border with Zimbabwe; • Marávia Plateau – located in the province of Tete next to the border with Zambia; • Angónia Plateau – located in the province of Tete next to the border with Malawi;
4.1.2.3 The main mountains Mountain formations with altitudes equal to or greater than 1,000 meters are located at: • West of Niassa; • Northwest of Zambezia and Tete; • West of Manica.
Orographically, the backbone of the country is the mountain chain which forms the eastern escarpment of the continental plateau. It does not present a uniformly abrupt descent to the plains, but in places, as in the lower Zambezi district, slopes gradually to the coast. The Lebombo Mountains, behind Delagoa Bay, nowhere exceed 2,070 ft (631 m) in height. The Manica Plateau, farther north between the Save and Zambezi rivers, is higher, rising towards the Eastern Highlands along the border with Zimbabwe. Mont Binga (2,440 m or 8,005 ft), on the border with Zimbabwe, is Mozambique's highest peak. Mount Gorongosa (6,550 ft or 1,996 m) lies north- east of the Manica Plateau, and is, like it, of granitic formation. Gorongosa, rising isolated with precipitous outer slopes, has been likened in its aspect to a frowning citadel. East of Gorongosa a graben valley extends from the Zambezi to Pungwe Bay, the southern extension of the African Rift Valley. The Cheringoma Plateau lies east of the graben, sloping gently towards the coast.
The plateau lands west of the escarpment are of moderate elevation - perhaps averaging 2,000 to 2,500 ft or 610 to 762 m It is, however, only along the Zambezi and north of that river that Mozambique's territory reaches to the continental plateau. This northern plain has been categorized by the World Wildlife Fund as part of the Eastern miombo woodlands ecoregion.
4.1.3 Water Resources Mozambique comprises thirty-nine (39) major rivers which drain into the Indian Ocean along the country's 2,700 km coastline, nine of which are international9. The most important River in
9 Maputo, Incomati, Umbeluzi, Limpopo, Save, Buzi, Pungwe, Zambezi, and Rovuma
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Mozambique is the Zambezi. The Zambezi River enters Mozambique at Zumbo (in Tete province) where it immediately swells into the impoundment of Lake Cahora Bassa. The most important tributary of the Zambezi is the Shire River, which drains Lake Mozambique via the Rift Valley.
Besides the Zambezi, the most considerable river in Mozambique is the Limpopo which enters the Indian Ocean about 61 km north of Maputo Bay. The other Mozambican rivers with considerable drainage areas are the Komati, Save, Buzi, and Pungwe south of the Zambezi, and the Licungo (Likungo), Ligonha, Lúrio, Montepuez (Montepuesi or Mtepwesi), Messalo (or Msalu), and Ruvuma (or Rovuma) with its affluent the Lugenda (or Lujenda), north of the Zambezi.
4.1.4 Soil The northern and some parts of the central and western areas have red soils of varying texture (from light sandy soils to clay loams). Low fertility red soils occur in Sofala province north of Beira. Alluvial soils occur in the Zambezi river basin. Though prone to salinisation, particularly in delta areas, these soils have a high potential for agriculture. Due to slope, shallowness of soil and high rainfall there is a high potential for soil erosion in these areas.
4.1.5 Vegetation In Mozambique the main broad vegetation type, based on structure, is savannah woodland. The most common woodland type is “miombo” covering much of Niassa, Cabo Delgado, Nampula, Zambezia, 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 include: Acacia woodland. There are two extensive areas of Acacia woodland, a southern formation (in the area of Moamba, Magude and Guija) and a central formation, running approximately in a north-east direction through Manica and Sofala provinces; lowland palm savannah in coastal areas containing badly drained soils of Sofala province; vegetation on alluviums in the Zambezi Delta. A seasonally inundated lowland formation (the Gorongosa "tandos") links the Zambezi Valley with the Pungue River in the south via the Urema trough (Rift Valley); and Mangroves are well developed in coastal Zambezia and Sofala, (see figure 3 below).
Figure 3: Distribution of vegetation types in Mozambique
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Other vegetation types include: Acacia woodland. There are two extensive areas of Acacia woodland, a southern formation (in the area of Moamba, Magude and Guija) and a central formation, running approximately in a north-east direction through Manica and Sofala provinces; lowland palm savannah in coastal areas containing badly drained soils of Sofala province; vegetation on alluviums in the Zambezi Delta. A seasonally inundated lowland formation (the Gorongosa "tandos") links the Zambezi Valley with the Pungue River in the south via the Urema trough (Rift Valley); and Mangroves are well developed in coastal Zambezia and Sofala.
4.1.6 Fauna Mozambique has rich diversity of mammal fauna; 211 terrestrial mammal species and 11 marine mammals have been recorded. Only one mammal species is considered endemic to Mozambique, a white-bellied red squirrel confined to Namuli Mountain (Zambezia province). Approximately 900 species have been recorded for southern Africa; of these 581 have been recorded in Mozambique alone. There are, a number of, near endemic and restricted range species, mostly associated with isolated mountains habitats such as Gorongosa (Sofala), Chimanimani (Manica), Chiperone and Namrli (Zambezia) Mountains10
4.2 Socioeconomic Characteristics and Development Context
4.2.1 Population and Economy Mozambique has a young and rapidly expanding population, posing a challenge and an opportunity to long-term development. Over the last 30 years, the population in Mozambique increased from 12 million to 28 million. The fertility rate is one of the highest in the region and the world, with 5.2 children per adult woman. As a result, the Mozambican population has been getting younger and the dependency rate has been increasing11. While this large pool of young children puts pressure on social services and can undermine economic growth and poverty reduction, with the right investments, it can become the human capital that will lead Mozambique’s development.
Mozambique’s human capital development is low and there are large regional and gender disparities. Mozambique ranks 148 out of 157 countries according to the Human Capital Index (HCI). The HCI for Mozambique was 0.36 in 2018, which is below the Sub-Saharan African (SSA) average of 0.40 and far from the worldwide average of 0.57. Despite efforts over the last decades, illiteracy in Mozambique is still one of the highest in the region with an average adult illiteracy rate of 39%. Half of the rural population and half of Mozambican women are illiterate (compared to 18.8% of urban adults and 27% of men) and the highest rates are in the Northern part of the country. Moreover, women in Mozambique completed, on average, only 1.4 years of schooling, two years below the average schooling among men of 3.4 years which in itself is also very low.
The economy experienced strong and sustained progress over two decades, yet growth was not inclusive. After the end of the civil war in 1992, Mozambique experienced an impressive recovery, with an average growth rate of 8% over two decades. Poverty rate decreased from 60.3% in 2002/3 to 48.4% in 2014. However, growth disproportionally benefited the upper parts of the income distribution in urban areas, resulting in higher inequality. Poverty rates vary from 3.8% and 11.8% in Maputo city and Maputo province, respectively, to 66.7% and 64.9% in the northern provinces of Niassa and Nampula, respectively.
10 ESMF for the Education Sector Support Program, 2015
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Economic growth slowed down since 2016 and is likely to remain low due to the impacts of COVID-19 and the ongoing armed conflict in the Norther province, particularly Cabo Delgado, which is seriously affecting the safe and secure exploitation of countries important natural resources (gas, oil, eco-tourism, and other natural resources, etc.). In 2016, Mozambique’s economic performance experienced a sharp downturn, triggered by falling commodity prices, adverse climate conditions, and the revelation of a US$2.2 billion previously undisclosed public debt. In 2019, the country was also affected by the devastating impact of tropical cyclones Idai and Kenneth that resulted in loss of lives and widespread destruction. Gross Domestic Product (GDP) growth fell to an average of 3.3% between 2016 and 2019. As stated above, all figures show that growth prospects are modest and will likely be dampened by the impact of COVID-19 and the conflict threats in the northern (but also the central) provinces. The country’s medium- term economic prospects, however, are encouraging and bring a window of opportunity to leapfrog to a better development path. Income from massive gas deposits discovered off the country’s northernmost coastline are expected to boost Mozambique’s economy closer to 2025, if only the ongoing and somewhat lagging armed conflict in the province stops or is settled.
4.2.2 Financial Sector According to report on the Challenges of Access to Financial Services in the Agricultural Sector in Mozambique (2019), Mozambique’s Gross Domestic Product (GDP) growth was amongst the highest in Sub-Saharan Africa (SSA), averaging 7% per year, during the period 2011 - 2015. In subsequent years, the scenario changed to a downward trend, mainly due to an economic crisis and the unsustainable debt. Consequently, GDP growth decelerated to 3.8% in 2016 and 3.7% in 2017. Additionally, annual average inflation increased from 3.6% in 2015 to 18.0% in 2016, decreasing slightly to 15.5% in 2017. Moreover, small, and medium-size enterprise profitability levels, and capacity to generate employments, have also decreased. The balance of payments for the current account fluctuated from a negative 2.2 billion USD in 2011, to a negative 498 million USD in 2017. This change was mainly due to a decrease in imports, influenced by limited availability of funds for purchasing foreign products and services. Also, limited funds were in part due to the withdrawal of development partners from funding government activities, and to invest in Mozambique, resulting in a decrease in foreign direct investment (FDI) levels from an average of 4.8 billion USD per year during the period from 2011 to 2015, to 3.1 billion USD in 2016, and 2.3 billion USD in 2017. This slowing and erratic macro-economic performance has adversely affected Government revenues and fiscal imbalance, and a decrease in external assistance and public expenditure for all sectors and functions of the Government. However, the contribution of agriculture to the economy did not change significantly and its contribution to GDP remained stable at about 23% during the period 2013- 2017. Apart from service sector, which is composed of several economic activities/sub-sectors, agriculture is the main contributor to the GDP. The relative importance of the agricultural sector is even greater when other related sectors (industry, manufacturing, and services) are taken into consideration, and which are directly driven by the agricultural sector, as well as by the fact that approximately 80% of the total labor force in the country is employed in agricultural or related activities.
Since 2008, education spending in Mozambique averaged 19 percent of total government expenditure and nearly 6% of its GDP12. While this is higher than average in terms of international benchmarks, in a context of a rapidly expanding school population, these financial efforts translate into low spending per student. In 2019 the state education budget reached US$930 million, two thirds of which were allocated to basic education (primary and lower secondary), a share comparable to the SSA average. Nearly 80% of the Government’s budget is allocated to salaries. Most non-salaries expenditures of the sector (near 90%) are financed by external funds.
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4.3 Biophysical and Socioeconomic Characterization of the Project's Coverage Area
4.3.1 Cabo Delgado Province Cabo Delgado is the northernmost province of Mozambique with an area of 82,625 km² and a population of 2 333 278 (Census, 2017). The Province border the neighboring country of Tanzania, as well as the provinces of Nampula and Niassa. The region is an ethnic stronghold of the Makonde tribe. Macua and Mwani ethnic groups are also present. Cabo Delgado Province is subdivided into 16 districts (Ancuabe, Balama, Chiúre, Ibo, Macomia, Mecúfi, Meluco, Mocímboa da Praia, Montepuez, Mueda, Muidumbe, Namuno, Nangade, Palma, Pemba-Metuge, Quissanga), and 3 Municipalities (Mocimboa da Praia, Montepuez and Pemba).
The average temperature in Cabo Delgado ranges from 27 °C (81 °F) in January to 23 °C (73 °F) in July. High rainfall province with high number of rain days. Weakly decreasing trend in seasonal rainfall, with reduced rainfall in November-December and fewer rain days. Vegetation cover as a result has a decreasing tendency coming mostly in the early stages of the season. El Niño leads to much enhanced rainfall during October to December, and little to no impact during January to March. Some tendency for shorter El Nino seasons in the south of the province. La Niña has little effect.
Cabo Delgado has poorly drained soils and are often difficult for agriculture. There are very heavy soils along the coast, gray and black with muddy and poorly drained. Sandy soils are moderately washed, predominantly yellow to gray-brown, or with internal sand (feral sandy soils) or sandy coastal dunes (Haplic sandy soils). There are also soils of the coastal dune strip, with texture of sandy to clayey sandy and showing yellowish colors (iron sands). Hydromorphic sandy soils also occur in depressions and lowlands, alternating with higher lands.
The road network across the province is relatively poor. Of the total roads, 15% are classified as primary and 14% as secondary roads, while the majority (57% ) are classified as tertiary roads and the remainder are feeder roads.
The N1 links Cabo Delgado Province with the southern and central parts of the country and also connects the province with Nampula Province (cities of Nacala and Nampula) via the Erati and Nacaroa districts. The N14 links Cabo Delgado Province to Niassa Province. It intersects with the N1 at Miéze, then continues to link the Marrupa and Majune districts in Niassa Province.
The main economic activities of the population are agriculture, livestock, artisanal fishing, commerce, and logging. Mining industry is becoming important income source of the province.
The key sensitive area in the Cabo Delgado Province is the Quirimbas National Park (QNP) encompassing the southern part of the Quirimbas Islands, as well as a significant mainland area. The park protects 913,000 hectares of coastal forest, mangroves, and coral reefs. On land, there are sparse populations of elephants, lions, leopards, crocodiles, and even wild dogs. Habitats include mountains, forests, woodland, savannah, mangroves, beaches, coral reefs, and sea grass beds. The park contains a rich variety of marine life including sea turtles, dolphins, and many species of fish. Three hundred and seventy-five species (375) of fish have been identified, including threatened pipefish and seahorses.
4.3.2 Niassa Province Niassa is Mozambique's largest province with an area of 122,827 km2, covering approximately 16% of the country's total area and remains one of the world's last genuine wildernesses. On the other hand, Niassa has a population of 1,865,976 and is the most sparsely populated province in the country. The Ruvuma River forms much of the northern boundary of the province with Tanzania while Lake Niassa forms the western border of the province, separating it from Malawi.
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The province shares borders with Zambezia, Nampula and Cabo Delgado. It has 16 districts and Lichinga is the capital of the province. Niassa’s climate is based on two annual seasons, humid and dry, and is predominantly rainy with an annual precipitation that varies between 800 and 1,800 mm, mostly in October and March. The province has three hydrographic basins: the Rovuma Basin, the Zambezi and Lúrio Basin. Because of these hydro-climatic conditions, Niassa is extremely susceptible to floods.
Niassa’s economy is predominately based on agricultural which is the main source of employment and incomes for the rural population of the province. Apart from agriculture, Niassa’s income is largely dependent on natural resources, with forestry and livestock also making major contributions to the development of the province.
In terms of health services, the province access rate is said to be 64.6% at provincial level while national wise the same rate is 53%. All district capitals have maternity wards. All health units have a source of water which are also used to supply surrounding communities. In that last few years Niassa has seen an increase in diseases such as malaria, cholera, tuberculosis, and HIV/AIDS resulting from several issues including influx of people, natural disasters, unhygienic practices and poor sanitation, to mention a few. In 2009 Niassa is said to have had an HIV/AIDS prevalence of 3.7%. This figure has increased for 11.5% in 2015, which represent a considerable increase.
In terms of education and access to schools, Niassa is said to have literacy rate of 58%. In part this is challenging given the dispersed population and distances between communities. The ratio student/ professor is said to be 60%.
The province coverage for water supply is 44%, with the highest rate being in Mecula (95%) and the lowest in Lichinga (9%), (INE, 2017). As with the education and health networks, coverage and access to water sources for the vast population is a challenge given the size of the province, the low and dispersed population density.
4.3.3 Nampula Province The province of Nampula is located in northern Mozambique, sharing borders with the provinces of Cabo Delgado to the north-east, Niassa to the north-west, Zambezia to the south and the Indian Ocean to the east, with a population of 5 758 920 people (2017 Census), and an area of 81,606 km². The province has 23 districts, and the capital is Nampula. The province’s population growth rate is 2.39 % and the population’s total life expectancy is 53.7 years. Gross birth rate is high at 41.7%, but it is offset by a high mortality rate of 27.3% (Ministry of Finance, 2016).
Nampula has a humid tropical climate, characterized by a hot and rainy period that goes from November to March and a dry season that goes from May to October. The average temperature is 24.7oC and the annual average rainfall amount is 1095 mm. The month of September which is the driest, reaches up to 7 mm of rainfall and January is the most humid with average of 241 mm. The province is well endowed with rainfall, averaging 1059 mm per year, and is considered one of the most productive areas in the country, and is normally divided into a coastal, a central and an interior region with reference to environmental and economic characteristics. The economy is dominated by subsistence agriculture; a few of the cash crops include cashews, sesame seeds, tobacco, and cotton. Artisanal fishing and livestock production are also important subsectors in the socioeconomic life of the population for employment, income and food security. The extractive industry has recently taken off in Angoche, in Nampula, especially in the gas sector (BRILHO, 2019)13. At the coast, fishing and coconut farming are additional important sources of subsistence and income. Except for agricultural processing plants, there is only a small number
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of larger industrial enterprises in Nampula. The principal port for the province is Nacala on the northern coast of the province. Tourism is not yet developed, but the historically important Ilha de Mozambique (i.e. Mozambique’s first capital) draws many visitors on annual basis to the province.
Nampula province has 11% of the country’s surface area (81,000 km 2), 21% of the population: (5.76 million), 14.8% of the national GDP. Nampula’s economy is predominantly based on agriculture and commerce (71% of the province’s GDP). The region is a major producer of cotton and is known as the Cotton Belt of Nampula. Also produced in the province are cashew nuts, tobacco, gems and other minerals. Many of the cotton and tobacco farms in Nampula Province are state-owned (Ministry of Finance, 2016).
Agriculture is the main economic activity in the province of Nampula and is complemented by the creation of small domestic animals (especially poultry). The potential for the development of agriculture is 4,500,000 ha for rain-fed agriculture, 74,000 ha for irrigated agriculture and 83,000 ha for forestry. Nampula also have favorable conditions for livestock husbandry practices, especially in bovine, goat, sheep, and poultry in the districts of Mogovolas, Moma, Angoche and Nampula-Rapale which have some infrastructure for the expansion of the activity (Ministry of Finance, 2016).
In terms of education, Nampula is considered to have the highest illiteracy rates in the country. Some of the contributing factors for this include high population growth in the province, high levels of rural migration especially of the young population looking for better living conditions, the lack of coordination across sectors as well as weak monitoring and evaluation (Participant of Public Consultation Meeting).
One of the major challenges of the education sector in the province, as communicated during the public consultation meeting, is that of lack of spaces in the urban areas of the province (such as in Nacala-Porto) for the reconstruction of schools that were destroyed by climate change induced shocks. Recurrent climatic-shocks in some areas of the province are also a major hindrance to the school calendar and negatively affect teaching and learning conditions, particularly where classrooms are destroyed.
Data from 2007, of the human development index report, shows that Nampula is the third worst province in the country with respect to Human Development Index (HDI) (2.24), Human Poverty Index (HPI) (53.6), and life expectancy at birth (44.3 years), ahead only of the provinces of Cabo Delgado and Zambezia. Nampula is the fifth worst province with respect to poverty incidence (69% of the population), and children vulnerability. More than 77.1%14 of the population does not have access to electricity, 78% are deprived of access to radio and clean water, and 75% has no access to health assistance. Nampula is the third province with respect to adult illiteracy rate (64% in 2007); and is the province with the lowest gross and net rates of enrolment amongst the population in schooling age, both in the primary and secondary levels. In the primary school, for each teacher there are, on average, 61 students.
Estimates from the Ministry of Health indicate that the rate of prevalence of HIV/AIDS in Nampula was 8% in 2007, which is similar to the national average. It is estimated that the impact of this, and other endemic illnesses such as malaria, have a very significant negative impact on the ability of the families, particularly of the poorer and more vulnerable, to engage in income generation and poverty reduction activities. For example, it is known that the incidence of malaria is higher and more devastating during the sowing (raining and hot) season, when peasants also
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are less well fed and need more energy for the heavy work ahead. It is expected that HIV/AIDS will have a very significant demographic impact, with all its subsequent economic and social consequences.
The potable water supply network in Nampula still does not cover much of the population. According to INE data only 32% of the population of the province has access to safe drinking water. Some of the reasons for this include scarcity of infrastructures as well as limited availability of resources for expansion.
4.3.4 Sofala Province Sofala Province is located in central Mozambique, bordered by Zambezia and Tete Provinces to the North, Manica Province to the West, Inhambane Province to the South and the Indian Ocean to the East. It has an area of 68,018 Km², with a population density of 32.7 individuals per square kilometer, making the province relatively sparsely distributed. Beira city is the capital of Sofala Province. The province is divided into 13 Districts and 5 Municipalities. As of 2017, Sofala has a total population of 2 259 248, which is equivalent to roughly 8% of the national population (INE). About 51.60% of the population is female.
A sparsely distributed population combined with good rainfall and good conditions for agriculture (fertile soils) bode well for the expansion of irrigation and market access in this province. There are two distinct climatic seasons: a hot rainy season from December to March and a cooler drier season from April to November, with rainfall recorded in all months of the year.
Ecologically important areas in Sofala Province include the isolated Gorongosa Mountain Rift Valley Complex, which rises to 1,863m in the southern-most Mozambican sector of the African Rift Valley, as well as the Beira Corridor and the Buzi River floodplain. Orographic rainfall provides the mountain with an annual rainfall of over 2,000mm per year. The mountain supports tropical to mountain rainforest on its summits with heath grasslands. Endemic and near-endemic plants and animals occur within the mountainous habitats. Examples include the Green headed Oriole (Oriolus chlorocephalus) sub-species, characterized by a white wing patch found on the Gorongosa Mountain, the Dappled-mountain Robin (Modulatrix orostruthus), the Chirinda Apalis (Apalis chirindensis) a restricted range species, Swynnerton's Forest Robin (Swynnertonia swynnertoni) and separate subspecies of the Whitebreasted Alethe (Alethe fuelleborni). A variety of wetland habitats occur in the Rift Valley including rivers, lakes, temporary pans, reed swamps, floodplain grassland and palm savanna. The diversity of habitats in the Rift Valley makes it one of the finest wildlife grazing ecosystems in Africa as reflected by the spectacular wildlife that inhabited the Valley prior to the armed conflict15.
The economy is dominated by subsistence agriculture; a few of the cash crops include cashews, sesame seeds and cotton. Shallow water shrimp is one of the most valued fisheries in Mozambique. Livestock production is also important subsector in the socioeconomic life of the population for employment, income, and food security. Sofala Province is responsible for 10.2% of Mozambique’s Gross Domestic Product (GDP) and 49.56% of the population of the Province is living below poverty line.
In terms of infrastructure, in Sofala, the electricity access rate is approximately 38.20% (INE, 2017). Households with on-grid electricity are mainly located in urban areas. In Sofala, the most common energy source are batteries which come at a higher cost than most renewable energy sources, with a higher incidence in the rural area. Additionally, in rural Sofala, other sources of energy that are significantly used by the local communities include wood, car batteries and kerosene, as well as biogas from animal dunks. It is important to note that the rural population is
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still heavily reliant on biomass to fulfil their vital domestic needs of lightning and cooking. The nearest port is the Beira Port, located in Beira, the capital city.
4.3.5 Manica Province Manica Province covers an area of 61,661 km² and a total population of 1,911,237 (Census of 2017), distributed in three Municipalities (Catandica, Manica and Chimoio), and nine districts (Bárue, Gondola, Guro, Machaze, Macossa, Manica, Mossurize, Sussundenga and Tambara). The population of Manica represents 7% of the country’s population, with the surface area of the province (61,661km2) covering 7% of that of the country, and a population density of 31 people per square kilometer, making Manica relatively sparsely populated. This, combined with very high rainfall and good agricultural soils, makes it adequate for implementation of agriculture in the province in the form of the smallholder irrigation and therefore the need for effective roads system for transportation of agricultural products to the markets.
Manica Province is characterized by a tropical climate, with two distinct seasons: a rainy season from September to March, and a dry season from April to August. Because of its altitude and relief, Manica in general has relatively high rainfall. The Province consists of three topographic areas, namely mountains, plateaus, and plains. The mountains are located mainly in the far West, with generally higher altitudes of more than 1,000 m near the border with Zimbabwe. The soils in Manica Province are mainly brown and clayey soils and red clay-sandy soils. Manica is rich in water resources with the Zambezi River flowing in the far north, the Púnguè and Buzi in the central region, and the Save River flowing in the south of the province.
The key economic activities in areas around Manica province are centered primarily around agriculture, with a focus on food and cash crops; commercial activities, which are dominated by the informal market, focused on consumables needed by individuals and households); fishing; and timber exploitation, amongst others. Chimoio is the capital of Manica Province and is the fifth-largest city in Mozambique. The Chimoio area is also the major producer of bananas, located in Gondola.
The key sensitive areas in the Manica Province include the Chimanimani Massif, which forms part of the great eastern escarpment along the Mozambique-Zimbabwe border and comprises a high diversity of habitats and species. Nearly 1,000 vascular plant species have been recorded for the Chimanimani Mountains and three species of and two species of Protea are considered endemic. Large mammals are well represented although populations are depleted, meaning that their abundance is low. Two amphibians and one reptile species are considered endemic. Over 160 bird species have been recorded for Chimanimani (Dutton & Dutton 1975), some of which are considered endemic to the Afro-montane regions of eastern Africa. The massif belongs to the Chimanimani National Park in Sussundenga District. It also includes four forest reserves: Tsetsera, Moribane, Nhahezi and Mahate, which are embraced by the project of transboundary conservation area of Chimanimani along with the National Park.
4.3.6 Tete Province Tete province is located in the west-central part of the country, being the only one in border contact with 3 countries: in the northeast with Malawi, in the northwest with Zambia, in the southwest with Zimbabwe; and to the south with the provinces of Manica, Sofala and Zambezia. The province is crossed by the Zambezi River, and is the site of two of the four bridges crossing the river in Mozambique. Tete has an area of 98,417 km² and a population of 2,648,941 (2017 Census). The province is composed by 15 districts (Angónia, Cahora-Bassa, Changara, Chifunde, Chiuta, Tete-the capital city of the province, Doa, Macanga, Magoé, Marávia, Marara, Moatize, Mutarara, Tsangano, Zumbo). Two of the districts were recently created in 2013, Doa and Marara. There are four municipalities, Moatize, Nhamayábué, Tete and Ulongué.
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The climate of Tete is hot semi-arid (BSh in Köppen climate classification). A province with marked contrasting rainfall varying from fairly dry areas in the southern half to fairly wet in the areas bordering Malawi. Moderate increasing trend in seasonal rainfall due to enhanced rainfall in January. Growing period is fairly short for this latitude, mostly within 2 to 3 months, mostly due to very early end of season conditions more similar to Gaza than to wetter regions of this latitude. El Niño enhances early season rainfall and vegetation cover, but leads also to shorter seasons, while La Niña strongly increases rainfall in January to March, leading to longer growing seasons.
In the north-west, the Zambezi Valley, in the Tete Province, is the hottest area, as well as one of the driest, of the country. In Tete, the heat is intense for many months of the year, and slightly decreases only from May to August; the temperature can reach 45 °C (113 °F) in October and November, while it can exceed 40 °C (104 °F) from December to April. Only 630 mm (25 inches) of rain fall per year.
The geology of the Tete Province is structurally dictated by the regional Zambezi Rift, which trends E-W from the Zambia-Zimbabwe border, then swings SE to S-SE through Tete. The rift was formed in Proterozoic basement rocks, developing into a zone of active extensional tectonism and sedimentary deposition. The Proterozoic basement comprises of igneous, crystalline rocks, schists and met sediments. The geological structure in the Moatize Basin is dominated by a series of high angle faults, which divide the basin.
The key sensitive area in the Tete Province is the Magoe National Park. The park was proclaimed in October 2013, previously the area was an integral part of the Tchuma Tchato Community wildlife management program. The area in which the Mágoè National Park is located, while located in the south bank of the Cahora Bassa lake, is exposed to both floods and droughts, as well as man-made and climate change derived erosion. It has a Mopane forest, dominated mainly by deciduous and semi-deciduous tree species. The riparian and mountain forest formations represent an important habitat for several wildlife species, such as Hippopotamus (Hippopotamus amphibius), Leopard (Panthera pardus), Elephant (Loxodonta africana), Lion (Panthera leo), Buffalo (Syncerus caffer) among other species protected by law. Roan antelope (Hippotragus equinus), threatened across Africa by poaching and habitat loss, also find sanctuary in Mágoè National Park.
4.3.7 Zambézia Province Zambezia province is the second most populous in Mozambique, with a projected population of 5, 11 million (INE 2017), and has an area of 103 127 km², mostly covered by the Zambezi and Licungo Rivers and their tributaries. The province is located in the central-northern region, bordering Sofala, Tete, Niassa and Nampula provinces. The capital of Zambezia is Quelimane. The province is divided into 22 districts, of which at 6 municipalities, being Alto Molocue, Gurue, Maganja da Costa, Milange, Mocuba and Quelimane.
Zambezia has a tropical climate with two annual seasons dominated by rains. Between May and September, the climate is generally cold, and from November to March it is the raining season. The rest of the year, October to April, is considered the transition period. The province is subdivided into two ecological zones: i) “Alta Zambezia”, located in the northern interior of the country, with moderate climate conditions and generally low temperatures. In this region forestry is the predominant activity; and ii) “Baixa Zambezia” located in the coastal and southern region of the province. This region is characterised by very high and humid temperatures, and is susceptible to floods in the coastline, in the margins of the Licungo River and in the delta of the Zambezi River. The province has ideal agro-climatic conditions, fertile soils and is endowed with water resources.
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Zambezia, like most provinces in Mozambique, has a predominantly agriculture based economy, and because of the characteristics of the province, particularly of Baixa Zambézia, the agriculture season is cyclically affected by floods. Natural resources, timber and minerals, also contribute largely to the income of the province.
Zambézia is reported to have about 200 health units (including the provincial hospital based in the capital Lichinga, health centres and health posts in urban and rural areas). In relation to health indicators, Zambézia is reported to have high levels of malaria, diarrhoea, and water-borne illnesses because of the humid climatic conditions and the occurrence of cyclical floods. The HIV/ AIDS prevalence rate for the province was of 12.6% in 2009.
Education levels in Zambezia provinces are still very low as close to 70% of the provinces population is illiterate. Access to schools, as in the rural setting throughout the region, is also very low. Another reason for the poor education levels in the province are recurrent natural disasters which disrupt attendance of school by children for various reasons including temporary resettlement due to destruction of their homes and destruction of the schools themselves.
Although Zambézia province is endowed with water resources (due to the rivers that flow in the province) access to potable water is a major issue. No community located in the rural areas of Zambézia have access to a piped water network, and most of the population in these areas collect their water from water pumps, boreholes or directly from rivers.
4.3.8 Inhambane Province The Inhambane province is located in the southern part of Mozambique with an area of 68.615 km². The province is the second largest producer of cashew nuts after Nampula, and also produces coconuts, citrus fruit, cassava and maize, among other crops. The long coastline supports fishing. The Inhambane Bay area is of some interest for tourism, with a number of beaches, and one of the last remaining populations of dugongs in Mozambique
According to the 2017 Census, 1,496,828 people were registered in the province of Inhambane, of which 54.1% are Women and 45.9% Men. From 2007 to 2017, the population of the province of Inhambane increased by 192,004 inhabitants, representing an increase of 14.7% and from the total population 29% twice in urban areas. The province has 14 districts from which 5 are municipalities, namely Inhambane, Massinga, Maxixe, Quissico and Vilankulo.
The data indicate that 30.30% of the population cannot read or write, which is a 23.9% reduction in the illiteracy rate in 20 years, given that the illiteracy rate was 54.2% in 1997. The data also show that the illiteracy rate varies according to age and gender. Thus, illiteracy is lower at younger ages since the opportunity to access school is higher now than in the past.
Inhambane has a good climate, which is tropical throughout, more humid along the coast and dryer inland especially in Mabote and Funhalouro districts. Inhambane has a huge potential for fishing. According to Koppen's climatic classification, three types of climate are distinguished in Inhambane Province, namely the rainy savannah (Aw) tropical climate that occupies the entire coastal strip; Dry steppe climate, with dry season in winter (Bsw), occupying the interior of the province.
As for air temperature, the climate of Inhambane is hot, with the lowest annual average values on the coastal areas (23 to 24ºC) and the highest in the interior (25ºC). The mean values of the maximum daily temperatures during the hottest month (January inland and February in the coast) vary from 30ºC in the coast to 35ºC in the interior. The average values of minimum daily temperatures in the coldest month (July) vary from 10ºC in the interior to 16ºC in the coast. The
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average amplitude of the annual temperature variation ranges from 6ºC in the coast and 9ºC in the interior.
The average annual precipitation in Inhambane Province is approximately 800 millimeters. The rains start in November, ending in February in the interior and in the month of June on the coast. The duration of the rainy season increases progressively from 4 months in the interior region to 8 months on the coast. From the coast to the interior, the average annual rainfall ranges from less than 500 mm (inland) to more than 1000 mm (on the coast). The average annual precipitation between 800 and over 1000 mm is restricted to the coastal strip of the districts of Massinga, Morrumbene, Inhambane City, Jangamo, Inharrime and Zavala to the North. The interior of the Mabote, Funhalouro and Panda districts presents average annual rainfall below 500 mm.
The hydrology of Inhambane Province is composed of rivers, lakes / ponds and groundwater (aquifers). There are at least 4 major river basins in the province of Inhambane, some in the province in the case of the Govuro and Inharrime river basins, and others in other provinces, such as the Save and Limpopo river basins. In addition to these 4 larger basins, there are other smaller ones that play an important role at the local level, such as the Pedras river basin, Inhanombe.
The MOPHRH (2017) referrers that Groundwater resources in the national context are relatively modest but important at local level, especially for water supply to rural and small towns populations as well as for watering animals. It is estimated that the global annual recharge of aquifers in Mozambique, not counting the interaction with surface waters, is of the order of 2 km³, or about 1% of total water resources.
The aquifers present in the sedimentary formations south of the Save River have variable characteristics. The earliest formations are of marine facies, which is the reason why waters are generally very saline and not suitable for human consumption.
Some of the Tertiary aquifers produce very saline waters, while others produce good quality water, with medium to high flow rates.
Quaternary dune formations normally occur along the coast and often produce good quality water, although maximum productivity depends on the position of the interface between freshwater and seawater.
4.3.9 Gaza Province Gaza province is situated in the southern region of Mozambique. The province is known as the granary of southern Mozambique due to the fertility of the Limpopo Valley with suitable conditions for the cultivation of different cereals such as maize, rice, and a wide variety of vegetables. Conditions for livestock production are some of the best nationwide. Fisheries, aquaculture, tourism, and energy generation are some of the other sectors with high potential for investments. However, mineral resources such as heavy sands, diamonds and precious stones are found in the northern part of Gaza.
The province has a good network of infrastructure such as roads, railways and electricity. Gaza also has the advantage of being close to South Africa. The province has beautiful beaches, notably Xai-Xai, Chongoene, Bilene, which have attracted tourists from all around the world.
The capital of Gaza is Xai-Xai City, located about 210 km north of Maputo, the capital of the country. With an area of 75,709 km², the province is divided into 14 districts: Bilene, Chibuto, Chicualacuala, Chigubo, Chókwè, Chonguene, Guijá, Mabalane, Mapai, Manjacaze, Massangena, Massingir, Limpopo and Xai-Xai. The Gaza province is limited respectively to the north and south by the provinces of Manica and Maputo, to the west by South Africa and the
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Eastern Province of the Indian Ocean and Inhambane; and extends along the basins of the Limpopo and Changane, a lower plain land with coastal dunes.
According to the 2017 Census data the Gaza province has 1,422,460 inhabitants, around 30.2% of whom live in urban areas and 69.8% in rural areas. From 2007 to 2017 the population of the Gaza Province has increased by 186,176 inhabitants (i.e. by 15.06%). The Gaza province has 11 districts, from which 5 are municipalities, namely Chibuto, Chokwé, Macia, Mandlacaze, Xai- Xai.
According to INE (2017) data, 28.8% of people in the Gaza province cannot read and write. This corresponds to a 23.9% decrease in illiteracy levels from the year 1997 to 2017, as the literacy rate was around 52.7% in 1997.
The mean values of the maximum daily temperatures during the hottest month (January inland and February in the coast) is around 40.4ºC in the coast. The average values of minimum daily temperatures in the coldest month (July) is 11.4ºC in the interior. The average annual temperature is 23.8 ºC.
The average annual precipitation in Gaza Province is approximately 318.6 millimeters. The rains start in October, ending in April. The duration of the rainy season increases progressively from 4 months in the interior region to 8 months on the coast.
The hydrology of Gaza Province is composed of rivers, lakes / ponds, springs and groundwater (aquifers). The Gaza province has considerable number of rivers being the most important river basins, the Limpopo, Changane, Elefante and Save. In addition to these 4 larger rivers, there are other smaller ones that play an important role at the local level, such as the Chicungue, Changanine, Chongoene, Chegua, Munhuana, Nwanetsi, Chefu, Changane, Lumane, Chogombe, Chichacuane, Betzeuane, Bala-Bala and Shingudzi.
4.3.10 Maputo Province Maputo Province is located in Southern Mozambique, bordered by Gaza Province to the North, Swaziland and South Africa to the South-West and the Indian Ocean to the East. It has an area of 26,058 Km², with Matola as its capital city. The Province is divided into 8 Districts and 4 Municipalities.
As of 2017, Maputo Province has a total population of 1 968 906, which is equivalent to roughly 7% of the national population (INE). In terms of population density, it is the second highest in the country, with 76 hab/km². About 52.11% of the population is female. The economy is dominated by subsistence agriculture. Large scale enterprises are producing sugar cane under irrigated conditions. Small scale agriculture (e.g. production of horticultural crops), artisanal fishing and livestock production are also important subsectors in the socioeconomic life of the population for employment, income and food security. Other important industries in the Province include tourism (e.g. Ponta do Ouro, Partial Marine Reserve and Maputo Special Reserve) and large-scale manufacturing. Maputo Province is responsible for 16.3% of Mozambique’s Gross Domestic Product (GDP) and only 11.80% of the population of the Province is living below poverty line.
In terms of infrastructure, in Maputo Province, the electricity access rate is approximately 95.80%, which is the highest in the country (INE, 2017). Most households, both in rural and urban settings, are connected to the national grid. In rural Maputo, kerosene and candles are the most used alternatives for household energy. The nearest Port is the Maputo Port, which is approximately 14 km from Matola City.
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The geology of Maputo province, presents the following geological units, from bottom to top: Ponta Maona Formation, Ponta Vermelha Formation, Machava Formation, Malhazine Formation, Congolote Formation, Xefina Formation, Intra dune Deposits, Alluvial Deposits and Beach Deposits (see geological map below). In the southern most area there is calcareous formation called Salamanga Formation. In the western territory, the rocks are mainly from volcanic origin, composed of riolites and basalts of Pequenos Libombos, Pessene and Movene Formations Ponta, Maona Formation, presumably the oldest in this region is represented by sandstones, silts and fine bedded micro conglomerates, light pink color often impregnated with calcium carbonate, with thickness of 15-20 m and assigned to the Pleistocene age (Oliveira et al., 2012). This formation is more represented in Catembe region. The Ponta Vermeha Formation, with estimated age of the Pleistocene - lower Pleistocene (about 2.5 million years) lays on top of Ponta Maona Formation and consists of consolidated sandstones and siltstones, light in color, which passes to red sandstones on top, very ferruginous, hardened, with a total thickness of around 20 m. In this formation no micro conglomerate and impregnation of calcium carbonate were mapped. On top of previous units are found the Sandy formation, locally with impregnations of carbonates and ferruginous concentrations, with 15-20 m thickness, which was divided into two units, respectively forming the Matola Formation, in lower position, with reduced representation (clay succession occurs in the area of the city of Maputo), and the Machava Formation assigned to upper Pleistocene (given by human artifacts), which outcrops on the lower slopes of the valley of the Infulene River (Oliveira J. T.et al., 2012). Later, sands were deposited, forming the fixed dunes, traditionally regarded as inland dunes, which in Maputo were divided into two units namely: Malhazine Formation, consisting of reddish sands, and Congolote Formation, with light sand. The depressions between the dunes are filed with clay soils with presence of herbaceous vegetation because of freshwater in the lagoons. All units were considered to be late Pleistocene - Holocene. In the coastal region facing Maputo bay there is accumulation of alluvial muddy and sandy (sandy or silt alluvial cones), largely associated with the Incomati river terraces, as well as actual dunes similar to Xefina Formation, both formed at Holocene period. The Valley of Infulene and other low-lying areas of this coast (zone extending between Costa do Sol and Albasini) are intensively cultivated.
The soils in this zone is today profoundly altered by human activity. Landslides and slope instability occur frequently in the formation of Ponta Vermelha. According to the area's geology and geotechnical characteristics of the soil, they should allow infiltration of water to the lower layers. However, due to the loose nature of the soil during periods of heavy rainfall, combined with smaller surface area available for infiltration, water saturates the soil decreasing its consistency and as a consequence, this area has experienced landslides, giving way to steep slopes towards the east coast and the alluvial cones in terminal parts (Vicente, M. et al., 2006). The area of Maputo is characterized by two terrains: recent alluvial, with flat topography and little raised terrains, composed of sandy soil. The areas are separated by large valley zones with decline, filled with water flowing in the South direction (Maputo Bay) and forming lagoons along its way. Old meanders of Incomati, Maputo and Infulene Rivers form depressions which accumulate water for the whole period of the year. Maputo, Tembe and Umbeluzi rivers flow from south to the Maputo Bay. The recent alluvial terrain is composed of soils of low deep, showing gray to black colors, medium texture and poor organic material. On the other hand, there are deep soils 70-100 centimeters, gray to black with heavy texture and clay in size. The last type of soils in Maputo, are composed of Alluvial and are stratified, corresponding to cycles of flooding and dry season. The second terrain, the relatively high terrain, shows the sandy soils, formed as consequence of sedimentation of dunes, with sandy/silt texture. The color varies from gray, yellowish, brownish to reddish and are directly connected to the local geology.
The climate of Maputo is rainy tropical savanna, influenced by the proximity of the sea. It is characterized by warm temperatures with an average annual value exceeding 20º C and amplitude of less annual variation at 10º C. The relative humidity varies between 55 to 75% and its precipitation is moderate, with an annual average of 500 mm in interior and 1,000 mm on the Page 65 of 173
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coast. The rainy season runs from October to April, with 60% to 80% of concentrated rainfall in the months of December to February.
The non-oceanic water is formed by Maputo, Tembe, Umbeluzi, Incomati and Matola Rivers. Within the area, there are some insignificant lakes left with the development of the coast line. Maputo River flows from the south and ends in Maputo a Bay and serves, for a few kilometers, as a border between Mozambique and KwaZulu-Natal in South Africa. Tembe River flows from the south meeting and entering Umbeluzi River before reaching the Maputo Bay. Matola and Incomati flow from north, with the difference that Matola River ends in Maputo Bay while Incomati forms a delta at Marracuene and Macaneta area. The Maputo Bay, which together with Incomati and Maputo rivers limits the capital, bordering on, 40 km from Maputo to Inhaca Island, is considered biological heritage of humanity. It houses admirable and magnificent multicolored corals, sea turtles, marine mammals and a range of fish species. Infulene Valley has no potential for drinking water. This river or valley has a very important agrarian system, serving Maputo and Matola towns. There is a great potential for underground water exploitation in Maputo, mostly in the western side, covered with sand and silt deposits up to 80 meters deep. The eastern portion is characterized by shallow sand and marine sediments, holding salt water.
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5 IDENTIFICATION OF ENVIRONMENTAL AND SOCIAL RISKS AND IMPACTS
5.1 Preliminary Assessment of the Project The project will likely target schools that have similar characteristics: poor water, sanitation, and hygiene conditions. Schools, particularly those in rural areas, often completely lack of drinking- water and sanitation and hand-washing facilities; alternatively, where such facilities do exist, they are often inadequate in both quality and quantity. Schools with poor water, sanitation and hygiene conditions, and intense levels of person-to-person contact, are high-risk environments for children and staff, and exacerbate children’s susceptibility to environmental health hazards, including risks to COVID-19. Moreover, some schools have poor infrastructures, including crowded classrooms, inadequate ventilation and lighting, lack of waste management facilities and inappropriate disposal practices and their designs didn’t consider children with disabilities.
The project will include a strong emphasis on prevention through the identification and management of GBV risks and impacts as well as social norms conducive to unsafe school environment for girls and boys. Sub-component 2.3, will support the implementation of a sexual and reproductive health education (SRH) program and GBV awareness and mitigation in upper primary and lower secondary education schools.
5.2 Risks and Impacts Assessment Methodology and Criteria The risks and impacts will be managed through mitigation hierarchy approaches (avoid, minimize, mitigate, and offset) to be included in this Environmental and Social Management Framework (ESMF) and in the Resettlement Policy Framework (RPF) and subsequently in all operational management plans, such as site-specific ESMPs and/or RAPs, wherever deemed necessary.
5.3 Risk Classification
5.3.1 Environmental and Social Risks Under the new ESF enforced since October 1st, 2018, the Bank classifies all projects into one of four risk classifications: High , Substantial , Moderate or Low . In determining the appropriate risk classification, the Bank takes into account relevant issues, such as the type, location, sensitivity, and scale of the project; the nature and magnitude of the potential environmental and social risks and impacts; and the capacity and commitment of the Borrower to manage the environmental and social risks and impacts in a manner consistent with the ESSs. Other areas of risk may also be relevant to the delivery of environmental and social mitigation measures and outcomes, depending on the specific project and the context in which it is being developed. These could include legal and institutional considerations; the nature of the mitigation and technology being proposed; governance structures and legislation; and considerations relating to stability, conflict, or security.
The preliminary screening of the ILEGM project considered the environmental and social risks as Substantial. Schools with poor water, sanitation and hygiene conditions, and intense levels of person-to-person contact, are high-risk environments for children and staff, and exacerbate children’s susceptibility to environmental health hazards, including risks to COVID-19 and other skin or transmissible diseases. Moreover, in addition to the risk of land acquisition because of the lack of sufficient space to expand the schools, some schools have poor infrastructures, inadequate facilities/means such as sitting desks/tables, including crowded classrooms, inadequate ventilation and lighting, lack of waste management facilities and inappropriate disposal practices and often, their design doesn’t consider children and/or teachers/school personnel with disabilities. The project will include a strong emphasis on prevention through the identification and management of GBV risks and impacts as well as social norms conducive to unsafe school environment for girls and boys. The GRM will be consolidated, expanded and enhanced to cover all project related impacts, including GBV, Sexual Exploitation and Abuse (SEA), Sexual Page 67 of 173
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Harassment (SH) and Violence Against Children (VAC), and improve its accessibility and systematic monitoring prior to signature of the first civil works contract. The project will follow the prescriptions of the newly enforced World Bank Environmental and Social Framework (ESF), and although MINEDH technical staff had received training, nonetheless, additional support is required, and will be provided under this ILEGM project. MINEDH has limited capacity and experience in monitoring GBV risks, also implementation of a strong GRM. To mitigate this risk and help develop capacity at MINEDH, during the implementation of the project, the IST will receive support of a GBV/Gender Specialist, a Social Safeguards Specialist and an Environmental Safeguard Specialist. Yet, the environmental and social risks are rated substantial, after these broader risks and their likely mitigation measures.
5.3.2 Climate Risks Mozambique presents a differentiated disaster risk profile between the three regions. The Southern and Central regions of the country and the coastal zone are the areas most affected by disasters. The Southern and Central regions concentrate the provinces most affected by floods, mainly along the Incomáti, Limpopo and Save basins in the Southern region, and the Basins of Búzi, Zambezi and Licungo in the Central region. All coastal provinces, in a length of 2,700 km, from Maputo province in the South to Cabo Delgado in the northern region are affected by cyclones and tropical storms.
Cyclones, floods, and droughts are the main threats and greatest concern to the country, and their frequency, magnitude and severity may increase due to climate change. 58% of the population are exposed to at least two natural threats, mainly droughts, floods, and cyclones. Over the past 50 years (1956-2016), 71 disasters have been recorded (of which 34 floods, 22 cyclones and 13 droughts) have affected 33 million people across the country. Climate projections point to a probable temperature increase of around 2.5ºC to 3ºC by 2065, which may induce an increase in the frequency and intensity of cyclones, as well as a marked change in the precipitation regime, which may cause larger magnitude floods and more severe and prolonged droughts in the South and Central regions. Climate conditions are not expected to change in the northern region of the country16.
Floods and cyclones pose a threat to the security of infrastructure and the school community. The education sector is the social sector most affected by disasters in the country. At least 34,742 classrooms are at risk of being affected by at least one natural threat each year. Of these, at least 5,000 classrooms are at greater risk of being damaged or destroyed by cyclones and strong winds in the provinces of Maputo, Gaza, Inhambane, Sofala, Zambezia, Nampula, Cabo Delgado and Niassa. Additionally, each year, at least 550 classrooms are destroyed by disasters, costing $2.1 million, and affecting 55,000 students. The strengthening of classroom coverage ceilings is considered the most cost-efficient measure to stop the loss of classrooms and accelerate coverage of the deficit of classrooms across the country17.
Climate and disaster risk screening has been conducted for the Project during concept note and pre-appraisal phases and resulted in recommendations to adapt the proposed interventions to increase climate co-benefits. For example, the upgrading of primary schools to teach lower secondary education and the construction of preschools will use climate resilience standards, which are already applied in all school constructions in Mozambique. Also, the upgraded schools will use solar panels to ensure access to sustainable energy, and the likely usage of some of these schools classrooms for evening classes and/or after-school activities (mentoring/coaching
16 World Bank. Mozambique Disaster Risk Management and Resilience Program. Program-for-Results (PforR). January 2019.
17 World Bank. Mozambique Disaster Risk Management and Resilience Program. Program-for-Results (PforR). January 2019. Page 68 of 173
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students in helping to do their homework since most of these may perhaps not have proper lightening in their homes; hence making evening rehearsals very improbable).
5.4 Preliminary Identification and Classification of Potential Risks and Impacts It is expected that potential negative environmental and social impacts, including GBV/SEA/SH and OHS, associated with the proposed project will be of localized and of short-term nature and can be significantly minimized through adequate planning and a thorough implementation of the site-specific and constructor’s Environmental and Social Management Plans (ESMP/C-ESMP).
5.4.1 Potential Positive Impacts In general, the project is likely to have positive impacts on the social issues in Mozambique, in the short, medium, and long term, for the following reasons: i. The project aims to have visible impacts on learning outcomes and school retention of girls. To do that, the project proposes to concentrate in two main bottlenecks in the education cycle in Mozambique, namely: (i) learning during the first three years of primary schooling; and (ii) girls’ retention and transition in upper primary. ii. Through the increase of number of children accessing quality preschool and increase in enrollment of girls in DL programs, it will improve learning readiness of students, while increasing the retention of girls in upper grades of basic education. These initiatives might have positive effects by providing additional opportunities for public health awareness and education for protection and prevention against GBV. Thus, the improvement of the teaching facilities will have major positive effects on the education system in general: increase of the number of schools, particularly at the rural areas; improve of learning conditions; improve water supply and sanitation, etc. iii. In existing schools, the rehabilitation of teaching facilities as well as the administration premises and related water supply and sanitation systems are likely to contribute to improvements in the visual aesthetics of the environment including good landscape integration. More specifically, these activities can help improve the dilapidated state as well as the environmental hygiene at these facilities. iv. From institutional perspective, it is expected that the capacity building will improve quality and use of education statistics, improve presence of teachers at school (PBC), etc.
5.4.1.1 Requalification of primary schools through Construction or Rehabilitation of school infrastructures: The requalification of primary schools may require some construction or rehabilitation of teaching facilities. This will increase the number of children accessing preschool, and particularly boost a qualitative and quantitative development of the education system in the concerned areas.
The works will contribute towards recreating healthy school environments (schools are enclosed and are not used anymore as open sewers, and access is controlled), the strengthening of the quality of learning and work context for respectively pupils and teachers - the tranquility of premises is ensured with the erected fences).
Figure 4: A view of the Corrane Primary School (EPC) in Nampula/ Meconta District
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This will encourage also many more parents to send their children to school and mainly strengthen proximity teaching in concerned areas. This situation will also help to improve hygiene, reduce begging and the number of children in the streets.
Construction and rehabilitation will also contribute to: (i) the increase of the number of schools (increase of the number of available classrooms, seats and working desks for students including working conditions; (ii) the decrease of disparities between girls and boys; access to basic education for the poorest social strata; (iii) the improvement of the quality of education, increasing schools attendance rate; (iv) improvement of hygiene in the schools; (v) the reduction of begging and the number of children in the streets; (vi) the reduction of children working in the crafts industry and household economies; (vii) the rebuilding of confidence in poor and desperate families, (viii) the eradication of illiteracy as well as the reduction of disparities between regions.
Construction and rehabilitation works will also contribute to consolidating and creating jobs in the towns and villages hosting the teaching facilities to be targeted by the project. The civil works will bring about a high local manpower usage and the hiring of skilled workers (masons, carpenters, building workers, plumbers, electricians, etc.), this will increase the incomes of the local populations, reboots the building/fostering of stringer local economy, improve their living conditions, and contribute significantly to the fight against poverty.
5.4.1.2 Construction and rehabilitation of the WASH facilities in schools: The availability of clean water and/or water harvested rainwater in schools will help pupils to have correct personal hygiene and dietary habits and reduce the effects of lethal and debilitating diseases, see Figure 5. The living conditions will be improved because the pupils will no longer use unsanitary water sources. Moreover, the repair of some damaged pipes will allow for a reduction of water leaks and will contribute thus to fighting against the waste of water.
The absence or the non-operation of sanitary installations (WC) in schools can be a cause for serious nuisances. The building or restoration of sanitary installations will strengthen hygienic conditions prevailing in the concerned areas, avoid them to be areas for the development and proliferation of waterborne diseases and other diseases given by insects, the deterioration of living conditions of school attendants, to avoid the pollution of ground-waters and other water sources by wastewaters, etc. The sanitary installations in schools must be regularly cleaned to offer the pupils an environment where it is pleasant to study.
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Figure 5: Example of WASH facility recently constructed at EPC Namialo (Nampula province)
5.4.2 Potential Negative Impacts
5.4.2.1 Environmental impacts (Construction) The potential negative environmental impacts of the project will mainly be generated from the rehabilitation and construction works of the additional classrooms, schools and teaching facilities, erection of fences and related water supply and sanitation systems (examples of impacts might be: loss of vegetation, soil and ground water pollution, soil erosion, generation of dust and noise; generation of solid and liquid wastes, etc.). Some rehabilitation activities to be considered are as follow: water proofing of leaking roofs, replacement of broken fittings, repairing of malfunctioning drainage, water and electrical installations, painting, fencing, improper signage, etc.
The extraction of construction materials from quarries could constitute a source of adverse impacts on the natural environment in terms of loss of vegetation, but also the degradation of the landscape aesthetics. The temporary quarries will certainly need to be restored after exploitation.
The environmental impacts are expected to be limited to the management of wastes at the construction sites (wastewater, solid waste, rejection, and elimination of wastes such as oils and paints), asbestos disposal, as well as dust and noise during the works and the transport of materials. The environmental impacts such as soil erosion, soil and water pollution, vegetation loss, and the impact caused by the increase of solid and liquid wastes can originate from the rehabilitation activities, from the subsequent operation of these teaching facilities and the use of quarries as sources of construction materials. These impacts depend mainly on the scope and scale of the works, but also on the rolling stock to be mobilized, the surface area needs and the surface area availability, the importance of the supply needs, etc. Therefore, the direct and indirect effects of these actions are indicated below: • During excavations or other earth moving activities may create conditions for disturbance of soil and subsequent erosion. • Loss in vegetation and natural habitats of plants and animals due to excavation and other earth activities. • Soil compaction as result of use of heavy equipment and machinery on site
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• Pollutions related to uncontrolled discharge of solid and liquid wastes may result in negative impacts by contaminating the soil and water as well as causing a general public health (exposure to bad smell, generation of dust, fumes). • Risk of accident due to the improper safety security protection of the civil-works sites. • Air pollution as a result of dust/ toxic chemicals emission from the movement of equipment and machinery on site • Risk of groundwater’s contamination by infiltration due to use of machines working with fuel, oils and lubricants. This kind of effects might be felt particularly in some communes where the groundwater is shallow. • Unsafe disposal of hazardous material such as asbestos (from degraded roofs, etc.). Anarchical rejection of this hazardous waste may cause nuisances on public health if any safe system is not taken for their disposal. • It might be possible that some of the schools and teaching facilities of the project to be constructed may fall within protected areas. If such situations occur, the ESMP measures shall be enforced and all the necessary permits and clearances must be obtained from the relevant government authorities. • The use of (i) firewood for cooking and (ii) use of wood for construction and school equipment may lead to deforestation in certain areas. MINEDH will select the most appropriate and sustainable options for the selection of construction material and cooking energy.
5.4.2.2 Environmental impacts (Operation) Below are listed the potential negative environmental impacts of the project generated from the operation of the education facility: • Soil erosion resulting from the excavation of soils for repairs or maintenance of school infrastructure • Loss in vegetation and natural habitats of plants and animals due to repair or maintenance activities
5.4.2.3 Contamination of water and soils as a result of poor waste management (from toilet facilities/ waste storage containers);Social Impacts (Construction) The social issues that most characterizes Mozambique are listed below: • Acute Poverty - poverty is widespread in the country, despite its potential and rich resource endowment • Lack of job opportunities for local communities due to either the lack of opportunities given by the constructor who has transported his/her workers from elsewhere; and/or influx of neighboring workers who end up being hired instead of the locals; • Community health and safety issues due to the presence of influx workers whose presence may threaten the community health conditions ; • Risk of social conflict between construction companies workers, influx and/or corruption • The Tragedy of HIV/AIDS: HIV/AIDS/IST affects both education coverage and quality. It dampens the demand for education as affected households have fewer resources to spend on education either because of reduced income due to morbidity of income earners or diversion of source resources for health care. • The construction workers, visitors, students and communities are exposed and with the risk of infection from the pandemic COVID-19 • The Crisis in Education - An exceedingly small proportion of the Mozambican age group completes secondary education. • Gender Issues and cultural norms - Women are often poorer than men, own less land and livestock and have fewer years of schooling.
The social issues presented above have significant impact at country level.
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At local level, the effects of social impacts generated by implementation of project activities (through rehabilitation/ construction works) are presented below: • Poor performance of civil works contractors (and their supervisors) leading to unsuccessful incorporation of the proposed mitigation measures. • Poor implementation of the maintenance plan during operational phases of the public service infrastructure/school financed under this project, due to a lack of funds, negligence of staff or failure in the monitoring at this stage. • On the human environment, the goings and comings of vehicles transporting the building materials may hold up the traffic and mobility in general, thus adding to the nuisances (noise, dusts, effluents, etc.) the populations will be exposed to, without forgetting to mention road accidents. The same applies also to the handling of dust materials (cement gravels and sand) that may annoy neighboring inhabitants (dusts & noise).
Besides, these effects may be caused by the impacts listed below: • Involuntary resettlement of local communities as a result of acquisition of land that may be required for construction works of new “escolinhas” (see • Figure 6) • Impacts on the health of the populations: The different pollution and nuisances associated with the works could have some effects on the health of neighboring populations: dust, noise, road and accidents. • Management of toilet facilities at schools (including waste management), (see • Figure 7) • Sanitary risks associated with quarries: potential environmental and social impacts due to the use of borrow pits as sources of construction materials for the rehabilitation of the teaching facilities. Quarries (mainly temporary ones) for extracting the material necessary for rehabilitation of infrastructures could contribute to the proliferation of disease carrier insects (malaria), they can also be the cause of drowning particularly with children, elderly, disables, livestock, and contribute to the development of waterborne disease such as bilharzias • Risk of outbreak of social conflicts: In terms of local employment, the non-use of local resident manpower during the rehabilitation and construction of the infrastructures could cause some frustrations at the local level (and could lead to social conflicts). • Occupation of private lands during works: In case of occupancy of private lands during construction works (installation of building sites bases, storage of equipment, parking of machines, etc.), this could lead to the degradation of concerned lands or even be a source of loss of revenue and livelihoods for their owners and users in terms of exploitation or/valorization. In addition, other adverse social impacts are likely to arise from the following: a) Absence of a participatory and inclusive process involving local communities in the preparation of their District and Provincial Schools Development Plans by their Local Governments. b) Exclusion of vulnerable groups from participating in and benefiting from project activities, i.e., from socio-cultural barriers to access to enrolment in secondary schools due to stigmatization, harmful cultural practices, acute poverty among vulnerable groups, discrimination, lack of participation in the planning process etc. c) Land acquisitions/use resulting in involuntary resettlement or loss of livelihoods – these issues will be addressed in the Resettlement Policy Framework. • Construction of facilities could lead to the damage or destruction of cultural property in certain site. In this case existing national procedure and Chance Find Procedures will apply and enforced by the MINEDH. • Workers should take care during removal of asbestos material from school wall and roofs (if existing) to avoid breathing asbestos fibers that can cause asbestosis and lung cancer in the long run if measures of precaution are not taken Page 73 of 173
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• Setting-up of semi-permanent work sites may lead to accumulation of solid waste, and disposal of human waste which may contaminate water and soils in sites • Disruption in school classes as a result of noise from the setting-up of semi-permanent work sites • Work-related accidents as a result of lack of use of personal protective equipment (PPE) by workers during the construction and during maneuver of heavy equipment and machinery on site • Work-related accidents as a result of lack of use of personal protective equipment (PPE) by workers during the construction on building construction • Fire outbreaks in project areas as a result of exposure of flammable materials during construction • Increase in HIV/AIDS rates due to immigration of workers from other areas of the country • Occupational Health and Safety risks related with working at heights, falling, trapping, and injuries from using machineries and equipment, etc. • Traffic of vehicles transporting material and equipment to site may result in road accidents and community health and safety threat; • Lack of personnel/staff gathering site/point in case of emergency to facilitate the safe recording, monitoring, and evacuation of local communities.
Figure 6: Potential Land dispute with Figure 7: Poor management of toilet facility neighboring community (beside the EPC at EPC Milia (Beira city) Milia – Beira city)
5.4.2.4 Social Impacts (Operation) During operation it is expected that the environment will suffer with some action by project: • Increase in HIV/AIDS rates as well as GBV/SEA/SH resulting from face-to-face Interaction among students • Risk of water borne illnesses such as cholera or malaria due to poor waste management (toilet facilities/ waste storage containers) • Occupational Health and Safety risks (working at heights, falling, trapping, and injuries, etc.) resulting from maintenance activities/ using machineries and equipment • Road accidents/ community health and safety threat due to high traffic resulting from traffic of vehicles transporting staff performing supervision on GBV on schools
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5.4.3 Occupational, Health and Safety Impacts/ Risks (Construction)
• Consumption of non-potable water Dirty and unclean water not complying with health requirements can result in diseases for workers, ending in fatality. Since the work will be carried out in locations without access to drinking water, there is a risk of contamination from unsafe water consumption during construction. Depending on the location of areas of work such as construction sites, quarries, pits, this risk can be great. • Injuries and deaths due to manual handling of cargo Incorrect manual handling of loads during construction can result in diseases and musculoskeletal injuries in different parts of the body (back, neck, shoulders, arms, hands, etc.). These include sprains and strains, muscle injuries, joints and blood vessels. Other injuries include cuts, bruises, lacerations and fractures. • Falls and Slipups During the construction phase there is the risk of falls by tripping and slipping. The incorrect cleaning and storage can be the cause of accidents such as tripping over loose objects on the floor, stairs and platforms, slipping on wet or oily surfaces, shock against poorly stacked materials and out of place. This can cause mild to serious injuries. • Falls from height Some work at height as at the bridge sites can endanger workers during the construction phase and demobilization. Falling from high level associated with working on ladders and scaffolding work or on the edges or near excavations (ex. sandpits) are significant sources of permanent disabling injuries and fatalities. • Flying objects Construction and demolition activities can bring significant hazards related to the potential fall of materials and tools. Being struck by an object can cause both minor injuries such as minor cuts, and serious injuries such as amputation, blindness or death. • Injuries and deaths due to the circulation of machinery or vehicles The circulation of vehicles and machinery on the construction site may pose temporary hazards such as physical contact, spillage, dust, gas emissions and noise. As a result, the following may occur: (a) people being hit by vehicles; (B) overturning of an industrial vehicle; (C) vehicle rollover (B) one drop of the industrial vehicle. • Dust emission The sources of dust during the construction phase include the movement of vehicles and machinery, operations in sandpits and quarries and earthmoving works and earthworks. Inhalation of dust may cause irritation, discomfort and possible respiratory diseases to workers. • Exposure to chemicals, hazardous and inflammable objects
Chemicals such as fuels, oils, lubricants, asphalt and others used during construction can pose risk of illness or injury, whether for single acute exposure or by repeated chronic exposure, particularly where the chemical has a corrosive, toxic or oxidizing property.
They also carry a risk of uncontrolled reactions, including the risk of fire and explosion, if incompatible chemicals are inadvertently mixed.
• Electrical shocks
Incorrect handling or poor maintenance of power tools, cables and wires can be sources of electrical shock. Also, non or improper insulation of wires and cables can cause electric shock, resulting in a fatality. The severity of shock damage depends on the current voltage, amount of current, the body's resistance to electric shock and the time that the body was in contact with the current. The
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combination of these factors can have consequences ranging from a slight tingling to instant death. • Potential impacts related to Noise and Vibrations During construction, noise levels along the areas of influence will be higher due to the use of heavy equipment standing still or moving. The maximum noise levels recommended by the World Health Organization (WHO, see below), should be adhered to.
Table 11: Maximum noise levels by WHO in educational facilities and industrial areas
Leq Exposure time Lmax Environment Health implications [dB(A)]a (hours) (dB)b Speech intelligibility, disturbance to retain Classroom, indoor 35 During classes - information Kindergarten, indoor Sleep disturbance 30 Resting time 45 School, playground Irritation 55 Playing time - Public areas, indoor Hearing deficiency 85 1 110 and outdoor Industrial areas, Hearing deficiency 70 24 110 commercial, traffic, indoor and outdoor Source: http://www.who.int/docstore/peh/noise/guidelines2.html
5.4.4 Other Relevant Project Risks and Impacts
Other relevant project risks and impact are summarized in
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Table and Table 2 on section 10.3. These risks were identified during the site visit to the provinces of Sofala and Nampula.
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6 PROJECT MITIGATION MEASURES
This chapter presents the mitigation measures to be adopted during the various phases of the Project, with greater emphasis on construction, with a view to minimizing disturbances caused by the implementation. These mitigation measures were grouped into two types of impacts, namely environmental and social impacts, as presented below. 6.1 Mitigation Measures for Environmental Impacts • Avoid or minimize clearing of vegetation during preparation for rehabilitation and construction works in the targeted areas, to reduce chances of soil erosion and the damage of natural habitats. This can be done by carrying out works in areas that have already been disturbed, or by minimizing clearing vegetation where new areas have been identified because it has been deemed that the existent ones are not appropriate; • Construction activities generally expose soil to erosion. Therefore, careful design for the rehabilitation and construction of primary schools can avoid the occurrence of erosion problems; • Following the completion of construction work, vegetation should be restablished around structures so that bare soil is not exposed to erosive forces; • Increase safety and security measures on construction site to avoid unnecessary accidents (nails, sharp objects, blocks on walkways, etc.); • Proper disposal of hazardous materials (such as asbestos from existing school infrastructures) in sealed plastic containers to be buried for example in municipal landfills, or burned in crematoriums or adequate facilities; • Ensure availability of adequate sanitary facilities for the construction workers close the working sites, to avoid contamination of water and soils from human waste in the area of work and surrounding areas; • Avoid construction works and work site waste disposals close to waterways to ensure the protection of water resources; • Construction sites and areas of work ought to have suitable waste management regime in place as informed by the WBG General Guidelines on Waste Management18 Guidelines which advocates establishment of waste management hierarchy that considers prevention, reduction, reuse, recovery, recycling, removal and only then disposal. Among other things, this framework promotes avoiding or minimizing the generation of waste as far as practicable; where waste generation cannot be avoided, look to minimize, recover, and reuse; and where waste cannot be recovered or reused, consider treating, destroying and disposing of in an environmentally sound way.
6.2 Mitigation Measures for Social Impacts • Ensure participation of all relevant stakeholders, including local communities in all processes of the project cycle, from planning and design phases, to implementation and participation. • Considering the specific rights, needs, and vulnerabilities of women, orphans and marginalized people in relation to natural resources, and promote equitable access to recovery. • Ensure that vulnerable groups are targeted and involved during construction. • Raise awareness on communities to avoid engaging in child labor. • Contractor to ensure preparation and dissemination of code of conduct with regards to Contractors’ Staff behavior at communities, specifically to not engage on: o Sex exploitation and human trafficking,
18 Accessible at: WBG General EHS Guideline: Environmental Waste Management http://www.ifc.org/wps/wcm/connect/6e4e348048865839b4cef66a6515bb18/1- 6%2BWaste%2BManagement.pdf?MOD=AJPERES Page 78 of 173
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o Crime including theft; o Gender Based Violence including sexual exploitation of women and children • COVID-19. Given the evolving nature of this disease/pandemic a general framework is offered in Annex 4: COVID-19 Framework: • Build capacity for green construction, and ensure consultation/coordination with relevant stakeholders (affected populations, interested parties, civil society) in construction. • Destruction of cultural and heritage sites should be completely avoided. The project proponents should determine whether the proposed project locations are in areas where cultural heritage is expected to be found either during construction or operation. The Chance Find Procedure is to be used, where any cultural heritage site or material is subsequently encountered during construction works. Where these are not related to conservation areas or heritage, the RPF should provide guidance on the transfer of this sites and compensation for the affected populations. • The RPF should provide guidance on the mechanism and tools that should be employed to address the potential scope of resettlement and land acquisition, where involuntary resettlement is unavoidable. This includes the establishment of clear communication channels between the project and the PAPs to convey and report potential social conflicts. The Grievance Redress Mechanism (GRM) is recommended to be used to deal with potential grievances and dissatisfaction raised by the PAPs in relation to the project. In Mozambique, the grievances raising mechanism is usually as follows: i) issue raised firstly to the village chief, traditional leader, or village head; ii) then to the Head of Post; iii) to Consultative Council; iv) to the District Administrator and finally; v) to court. If communities feel their grievances are not adequately addressed, they have the option to go up to Provincial level or still further, national level. • Conduct information sharing and awareness campaigns on the causes and preventative measures of HIV/AIDS, tuberculosis and other epidemics for construction workers, suppliers as well as local communities. • Ensure availability of adequate sanitary facilities for the construction workers close the working sites, to avoid contamination of water and soils from human waste which may have adverse impacts on the health of workers and population of the surrounding areas. • Include other support measures such as safe water points, storage facilities, electricity etc. for project site workers. • Ensure hygiene and security measures are respected in work sites to reduce risks of work- related accidents. • Restrict access to construction sites and make provisions for security guards at entrances and exits of construction sites • Provide proper training on the use of equipment as well as training on health and safety procedures in the workplace • Allocate Personal Protective Equipment to workers (such as helmets, gloves, goggles, boots, gloves, …) and enforce a daily 10/15min of safety debriefing prior to the start, etc. • Provide a first aid kit and prepare an emergency response plan, • Avoid working at night, and when this is inevitable ensure that sufficient lighting is available for night works • Establish speed limits at site areas to avoid accidents
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6.3 Gender-Based Violence Action Plan (GBVAP)
According to the World Bank research group (2018)19, no country, community, or economy can achieve its potential or meet the development challenges of the 21st century without the full and equal participation of women and men, girls and boys. The World Bank is therefore committed to closing gaps between males and females globally for lasting impact in tackling poverty and driving sustainable economic growth that benefits all (World Bank, 2018).
According to a 2013 WHO analysis, worldwide, about 35-40% of women have experienced either non- partner sexual violence or physical and/or sexual intimate partner violence (IPV); both manifestations of Gender-Based Violence (GBV). Every community in which the World Bank has operations includes women or girls who have experienced or will experience GBV. Globally, the Women Business and the Law report of 2018, found that out of 189 economies surveyed, 69% of them were found to have legislation addressing sexual harassment in employment. Experience elsewhere has proven that sustainable development project, such as ILEGMP, involving moderate to major civil works can increase the risks of several forms of GBV, in particular sexual exploitation and abuse (SEA), and sexual harassment (SH) (hereafter referred to SEA/SH), in both public and private spaces, by a range of perpetrators and in a number of ways, such as (i) Projects-driven changes in the communities that cause shifts in power dynamics between community members and within households (i.e. male jealousy, abusive behavior, etc.); and, (ii) Job opportunities for women and girls limited by the lack of appropriate means of transportation options ; and in the case of schools, girls involuntarily trading their sexuality to earn grades or the fear to be reprimanded by the Teacher or a member of the school management team/board.
The socio-cultural and technical barriers that women face, such as the burden of women having the responsibility of most of the chores in the household with little assistance from men, the gap in literacy levels, socio-cultural barriers on women’s mobility and language barriers, causing women to have less access to training and information. The unpaid work, the time burden and due to these, the lack of time for women and youth to participate in meetings, trainings and platforms for decision making. The lack of political empowerment of women is visible in the lack of women’s involvement at the level of local development planning and management. This situation is worsened by less female extension officers and/or teachers targeting opportunities for women to attend trainings, making women less connected to new agricultural and/or education practices and technologies.
In the ILEGM project area in Mozambique, women, especially girls have less access-rights to school, have often less time given the household level workload, have less access to small financing and/or sources of incomes. Moreover, women have less acces to decision making boards and therefore, have to struggle to keeping in their concerns.
While men opt for migration when natural disasters and/or conflicts occur and destroy the household livelihoods resources, women are more limited because of the domestic responsibilities and the traditional roles and gender division of labor. When men migrate, women have to cope with the post- disaster and conflict situation and take care of the household, decide on how to provide enough income for food, education and the broader needs of the family. In climate change, natural disasters and conflict related contexts, an increase in gender-based violence has been documented. As such, barriers for effective participation of women and increased conflicts on access to Education services, pastures, water, land will increase tensions and could lead to higher number of cases of Gender Based Violence (GBV). Finally, natural disasters effects on crop yields can lead to higher indebtedness’ of the households and this can as well contribute to more tensions at the household level and incidences of GBV.
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According to the 2015 Inter-Agency Standing Committee Gender-based Violence Guidelines and the UN Glossary on Sexual Exploitation and Abuse 2017, Gender-based violence (GBV) is an umbrella term for any harmful act that is perpetrated against a person’s will and that is based on socially-ascribed (i.e., gender) differences between males and females. It includes acts that inflict physical, sexual or mental harm or suffering, threats of such acts, coercion, and other deprivations of liberty. These acts can occur in public or in private. It includes three equally important factors, namely (i) Sexual exploitation (SE)that is understood as any actual or attempted abuse of a position of vulnerability, differential power or trust for sexual purposes, including, but not limited to, profiting monetarily, socially, emotionally or politically from the sexual exploitation of another human-being; (ii) Sexual abuse (SA) defined as actual or threatened physical intrusion of a sexual nature, whether by force or under unequal or coercive conditions; and, (iii) Sexual Harassment (SH) seeing as any unwelcome sexual advances, request for sexual favors, and other verbal or physical conduct of a sexual nature.
The ESF’s Environmental and Social Standards (ESSs) set out the requirements for Borrowers relating to the identification and assessment of environmental and social risks and impacts associated with projects supported by the World Bank. While the ESF itself does not explicitly mention SEA/SH, various ESSs are in alignment with the recommendations of the World Bank Good Practice Note (GPN) for addressing GBV/SEA/SH, including: • ESS1: Assessment and Management of Environmental and Social Risks and Impacts; • ESS2: Labor and Working Conditions; • ESS4: Community Health and Safety; and • ESS10: Stakeholder Engagement and Information Disclosure.
Though there are four broad categories or manifestations of GBV that may be exacerbated by World Bank-financed IPF involving moderate to major civil works; precisely only two of them, namely SEA and workplace SH are the types of GBV most likely to occur in or be exacerbated by IPF. Our risk identification and mitigation of these forms of GBV will therefore be primarily focused on them.
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Figure 1: Types of GBV that May Be Exacerbated by IPF Involving Moderate to Major Civil Works
Risks Areas for GBV in WBG funded Investment Operation
Sexual Exploitation Workplace Sexual
& Abuse (SEA) Harassment (SH) Exploitation of a Unwanted sexual vulnerable position, advances Differential power or Request for sexual trust for sexual favors purpose (including early forced Sexual physical marriage) contacts
Actual or threatened sexual physical intrusion Areas typically covered in the CoC
Source: CATS – December, 2020
In the very context of World Bank-financed operations in Mozambique such as ILEGMP, project
beneficiaries or members of project -affected communities (women, girls, men, and boys) may, sometimes, experience SEA and/or SH. Bank-financed projects may introduce goods, benefits, or services to a project-affected community, either momentarily or indefinitely. Likewise, project workers
may broker access to the goods, benefits or services that are Bank financed. This creates a power differential between project workers who uses access to the goods, benefits, or services to extract gain or favor from those who seek them. The power differential is created when a project worker has real or perceived power over a resource that can then be used to leverage or pressure a community member into an unwanted sexual act20. If the project worker uses this differential power to extract sexual gain, he is sexually exploiting a project beneficiary.
The Gender-Based Violence Action Plan broadly proposes a variety of activities and targets for each of the project components and outputs that should enable the project to contribute to empowerment of women and girls, through their participation, capacity building, institutional and regulatory systems and gender sensitive planning and development for improved management of locust affected areas. By its end, the project is expected to improve learning outcomes and enhancing girls' education, helping to reduce current gender inequalities, while aiming to have a long-term impact on Mozambique's sustainable development of education. Regional inequalities will also be addressed, considering geographical disparities.
At the household level the relations between women and men will be improved through the implementation of gender norms in the areas of shared responsibilities and shared decision-making on
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incomes, secured access to land for investments in women’s production and processing units, women’s mobility and participation of women in trainings, meetings and decision-making processes.
Diagnosis and referencing The 2004 Constitution of the Republic of Mozambique stipulates that all citizens are considered equal before the law and that “Every citizen has the right to participate in the political, economic, social and cultural life of the country”. Today, many Mozambican activist women believe that though this prescription is not fully fulfilled yet, there is, however, still room and time to further include women in the social, political, economic, and cultural life of the country. Lots is being done, but lots more need to be done.
As stated above and furthermore, Gender-based violence (GBV) is one of the human rights violations that worsen in times of emergency, such as in the northern province of the country affected by a lagging conflict. In the case of some development projects, women and adolescent girls are often particularly exposed to the risks of sexual violence, exploitation and abuse, denial of resources and harmful traditional practices. Men are also concerned. According to a UNIFEM research study on VAW (2009), a significant number (70%) of the male perpetrators of violent acts against their female partners never face charges as a consequence of violent behavior outside of their homes, which suggests that these men are not violent except with their female partners. “ It seems, therefore, that violence against women is a very specific type of violence, related with the masculine domain and patriarchal values, as well as with gender roles and expectations. ”
GBV has significant and lasting effects on the health and psychosocial and socio-economic well-being of those affected. According to consultations with stakeholders, especially women, there are several cases of GBV in the project areas. Some of the stakeholders met underlined the fact that victims of GBV always prefer to remain silent, not to talk about it given the socio-cultural constraints and weight on these issues.
ILEGMP Gender-Based Violence/GBV Specialist
A GBV Specialist will be recruited under the World Bank-funded ILEGMP to monitor all risks related to gender-based violence. S/He will closely monitor all preparation and implementation activities, working in tandem with his safeguards peers and together with schools, parents-teachers' councils, provincial and district education authorities, teachers, male and female students, the contractor and civil works supervisor, and local communities. The GBV Specialist will facilitate the preparation and full functioning as well as monitor and guide all HBV-related activities of the GBV service provider and the HIV/AIDS-COVID-19 service provider (if any) and frequently report to DIEE and the PIU every fifteen (15) days.
Code of Conduct (CoC) Applied under the coordination of ILEGMP and the Maputo-based PIU, a dedicated consultant will help develop a code of conduct with the support of the Safeguards and GBV specialists. It must be signed by all those working on the various project sites throughout the country (provinces). Indeed, the GBV prevention protocol within the framework of the implementation of this emergency Project (ILEGMP) is fundamentally based on the development and adoption of a Code of Conduct (CoC) covering the commitment and responsibility of any of the Contractors hired/intervening in this project (i.e. collective code of conduct, involving the contractor as an entity), but also the staff of the contractor and all other people involved in its implementation. • Contractor’s personnel; • Staff of the control mission; • Security services and providers (security forces, if needed, especially in the Cabo Delgado province); • Consultants, sub-contractors, and other service providers recruited under the Project. Page 83 of 173
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This code of conduct must be prepared and signed by all the structures or associated partners of the Project. The signing of the code will confirm the commitment of the Project and all stakeholders individually, to fight against all forms of violence based on gender or committed against children, especially young girls and boy in schools, but also to report, in complete confidentiality, all suspected or actual acts of GBV committed by one of the actors of the Project (including school’s administration: directors, professor, school workers, etc.). The clauses relating to the prevention of acts of gender-based violence and the code of conduct must be included in all tender documents launched as part of the implementation of the Project. All external stakeholders must comply with these requirements and pay particular attention to the protection of children and women and report any act of sexual abuse.
GBV monitoring and Reporting Mechanism, and Support Framework The Civil works supervision team's ToRs will be reviewed in accordance with the World Bank Standard Procurement Documents ToR model to include clear safeguards and GBV/SEA/SH reports. GBV/SEA/SH and HIV/AIDS-COVID-19 Service Providers will report directly to the supervisor. The supervisor will analyze all reports from service providers and comprehensively assess the implementation of the contractor's Environment, Safety and Health management plans and present hollistic reports capturing all safeguard and GBV/SEA/SH issues in their Monthly Reports shared directly with PIU/DIEE/MINEDH.
During field visits, it was found that there were a number of cases of GBV in some schools that seemingly were not dealt with in an appropriate and adequate manner in accordance with the World Bank guidance notes on GBV/SEA/SH risk and impacts monitoring. Therefore, for monitoring and preventing future risks and impacts of gender-based violence, some measures should be taken:
MINEDH to develop its own GBV Policy To guide the reduction of GBV risks and impacts, MINEDH will develop its own GBV/SEA/SH Policy to guide all operations and how GBV/SEA/SH issues will be dealt with internally and in the project. The GBV/SEA/SH Policy will be developed during project implementation.
Prevention The adage that "prevention is better than cure" applies to the field of gender-based violence in terms of its individual and collective consequences. The main objective is to awaken the awareness of the actors (i.e. MINEDH, contracting company, etc.) and of the project beneficiary communities. It is:
Sensitization/Awareness Raising and Information : Three (03) information and awareness raising sessions are planned at the start and during the implementation of the Awareness project. An NGO specializing in the management of GBV should be recruited by the company in the project intervention area to carry out Information, Education and Communication /Communication (IEC) campaigns in the project-affected neighborhoods (villages/districts).
Behavior Change (IEC) on GBV/SEA/SH and information signature of the code of conduct by the staff of the contracting company and the School Principal/Director Office staff, and any person working on the ILEGMP sites around the country or any person recruited under the project will be required to sign and strictly observe the code of conduct prescriptions. Indeed, it is incumbent on all these actors to take measures to prevent GBV/SEA/SH within their own structure. Just like all school personnel, all contractors should ensure that all their personnel working on the various school construction sites have good knowledge of GBV/SEA/SH. Before the start of civil work, all recruited staffs must receive training on GBV/SEA/SH and a refresher
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session every quarter. All these sessions must/ought to be recorded and adequately filed under the project.
Support for "surviving" victims:
Case registration Any victim must be immediately accompanied to the selected/designated NGO to provide this specialized service. The NGO receives the GBV incident report and then takes care of the treatment procedure.
Supported When it is proven that a person (young girl, boy) is a victim of GBV/SEA/SH, the NGO will seize the school principal and/or the contractor, MINEDH, the National Committee for the Fight against Gender-Based Violence (CNLVBG), the Local Police, for responsibility for the victim at the expense of the actor considered to be the aggressor (i.e. contractor, Schools personnel, and any person intervening on the site or recruited within the framework of the project). Support will concern the following components: • medical, • psychosocial, • legal and judicial, • reintegration (wherever deemed possible).
Institutional roles and responsibilities of the GBV control mechanism The coordination of prevention and response activities to GBV is ensured globally by the National Committee for the Fight against GBV in Mozambique, particularly at each provincial office, through a structure based on several levels of coordination (district/village, etc.).
For the ILEGM Project, the coordination framework will be as follows: • the established GBV control committee, which is the operational technical body for project implementation monitoring & evaluation (inclusive of the GBVO). It will take care of GBV victims in collaboration with the designated/selected NGO; • ILEGMP will monitor the support and mobilization of financial resources from the aggressor. • The given NGOs will have for mission, among other things, the registration and transmission of the complaint to the ILEGMP’s PIU and to the contractor, support the affected survivor to/at the victims’ reception center, follow-up and assistance to the victim until his successful reintegration into the school and/or community/society. Indeed, the mechanism provides that in case of GBV, the filing of the complaint is made at the level of a women's organization, in particular a designated NGO which intervenes in the field of assistance to GBV/SEA/SH victims which in turn calls on the social and welfare services. depending on the type and level of violence suffered by the said-victim.
Reporting procedure The risks related to the implementation of the Project are: Sexual harassment, Sexual exploitation and abuse, physical violence, Moral violence, Sexual violence, Negligence, Stigmatization, refusal of care, discrimination…). They will be continuously updated, in order to adapt the proposed responses.
Within the contracting company, and/or the School the reporting of cases will be done through several channels: boxes made available to staff and partner structures, email (the NGO will provide a functional email address), existing hotlines (Law enforcement emergency call/help line numbers: Police, WhatsApp Groups, etc.). Monthly reports will be submitted to the PIU/DIEE/MINEDH to ensure overall compliance. Page 85 of 173
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The principles/procedures for reporting are: guarantee of anonymity, confidentiality, security and assessment of residual risks, guarantee of human dignity, confidence. In accordance with the standard operating procedures for the care and prevention of GBV adopted by Mozambique, the care will include a medical and psychological response, support towards a safety and security response and a legal response.
Figure 8: Signaling and referral diagram TELL SOMEONE WHAT HAPPENED AND ASK FOR HELP The survivor tells someone what happened to her: The survivor herself reports what using the box provided, the toll-free number or the happened to her to a service provider email, or telling her family, a friend or a member of (NGO) the community; to the NGO recruited for this occasion. The NGO person accompanies the survivor at the psychosocial or health "point of entry".
IMMEDIATE RESPONSE The service provider (NGO) must provide a safe and caring environment for the survivor and respect her wishes and the principle of confidentiality; ask what their immediate needs are; provide them with clear and honest information about the services available. If the survivor agrees and requests it, obtain informed consent and make referrals; support them to help them access services. Medical / health entry point [the NGO must Entry point for psychosocial support [Indicate tell the survivor the name of the medical the name of the psychosocial service provider (s) center (s) that fulfill this role], fulfilling this role]
IF THE SURVIVOR WANTS TO BRING LEGAL ACTION / COMPLAINT - OR - IF THERE ARE IMMEDIATE RISKS TO THE SAFETY AND SECURITY OF OTHERS the NGO must refer and accompany the survivor to the police - or - to legal aid for information and assistance for referral to the police. Police / Security Legal aid advisers or protection officials [The NGO will give the survivor specific [the NGO will tell the survivor the names of information on the security actor (s) to contact - organizations working to help and protect specifying where to go and how to contact them] against GBV
RESPONSE FOLLOWING IMMEDIATE RESPONSE, FOLLOW-UP AND OTHER SERVICES Over time and depending on the survivor's choices, the NGO must monitor the progress of the treatment of cases, constraints, additional needs in terms of assistance / support. Heath Care Psychosocial Protection, Security Basic needs such as safe Services and justice actors. shelter, services for children, etc. Source : CATS, December, 2020 For all cases of violence directed to the care services previously identified, the care will include:
The medical response Health care providers must ensure confidential, accessible, compassionate and appropriate medical care for survivors / victims of GBV, in an environment of safety. For sexual violence, medical care includes at least: • An examination and a written description of the victim's conditions, including injuries and bruises • Treatment of injuries/bruises
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• Prevention of sexually transmitted diseases, including HIV-AIDS, COVID-19, etc. • Prevention of unintended pregnancy; and wherever found obvious, the management of the pregnancy • Collecting minimal forensic evidence • Psychological/emotional support • Medical documentation (issuance of a free medical certificate for the survivor for all cases of GBV, but at the expense of the contractor/company) • List of psychological, legal/judicial assistance services, security, social reintegration; • A trace….
Psychosocial response, emotional support, and safety and security response The company and/or the School Principal, through the designated NGO, will work in close collaboration with the response and care structures for survivors of GBV/SEA/SH existing at national and regional levels and with the competent services listed in the pamphlet or directory of services support for GBV in Mozambique. For cases of sexual harassment, exploitation and/or sexual abuse: • All cases must also be systematically reported to the ILEGMP PIU within 24h without providing specific details to preserve confidentiality but with clear information on: the nature of the case; the linkage with the Project; the age and sex of the victim/survivor, if available, and referral to services if this was the case. • A space for survivors to report SEA/SH incidents and provide a safe, ethical, and survivor-centered response should be created and facilitated by trained individuals and/or NGO.
Monitoring and evaluation In accordance with the principles of ethics, security and confidentiality, no information that could identify the survivor/ victim, her family and the perpetrator should appear in a data report. These must be kept secret and very confidential, Monitoring makes it possible to share the progress of case processing, constraints, additional needs in terms of assistance/support. This role will be performed by the NGO which is the GBV focal point of the Project, which will be the interlocutor of the reporting and support services.
The principles to be observed in the documentation and follow-up of cases: Complete the incident report forms in accordance with the set-guidelines; • Ensure the absolute confidentiality of information gathered; • Respect the victims; • Keep the completed incident forms in locked cabinets Depending on the seriousness of the case, periodic (either a bi-weekly or a monthly) report will be prepared to report on the status of the management of registered GBV complaints. The following key information should be included in this report: • Number of cases of gender-based violence and violence against children reported • Types of incidents (definition or categorization of cases) • Number or percentage of incidents (by type of incident) according to: o the time of day (morning, afternoon, evening, night) o the place in general (without forgetting that too precise mention of a place can easily identify a survivor) o the survivor's age, marital status, or other demographic information o the relationship between the abuser and the survivor o the number of aggressors; o the age of the abuser and other demographic information o services received, referrals made and pending actions
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o results of medical, social, psychological, legal care, etc. (i.e. number of cases treated and closed, number of cases under treatment, constraints, etc.) o Sanctions taken internally wherever applicable.
These reports will be supplemented by an analysis to be carried out continuously throughout the duration of the implementation of the Project. The results will be shared with the populations and Project staffs. This essential information will allow MINEDH, the contractor and ILEGMP to better adapt or orient prevention and care activities (i.e. awareness raising messages, redefinition of targets, valorization and capitalization of lessons and experiences, including missed opportunities), and to better collaborate with community stakeholders and workers on the site, particularly women (female teachers), young girls and/or boys (students) and elderly (service workers).
Monitoring indicators The indicators to be followed in the implementation of GBV cases management are listed in the below table:
Table 12: Monitoring indicators Sector Prevention Response Number of training / awareness campaigns on GBV Number of registered GBV/SEA/SH cases; / SEA/SH prevention organized per month; Number of GBV/SEA/SH cases taken care of Number of people sensitized (men & women) on the within the deadline; General prevention of GBV/SEA/SH per month; Number of cases of GBV/SEA/SH linked to Number of people affected by the Code of Conduct; the project; Number of staff/students/employees and/or service Number of referred GBV/SEA/SH cases providers who have signed the code of conduct. GBV/SEA/SH cases follow-up report prepared for the period. Number of monthly awareness sessions on the Number of girls / women who received medical aspects of GBV/SEA/SH; medical care within 72 hours of rape; Medical Number of follow-up forms completed by GBV Number of GBV Survivors referred to medical committee members reporting on the medical structures. aspects of GBV/SEA/SH. Number of girls / women who received medical care Number of GBV/SEA/SH survivors followed within 72 hours of rape up as part of an individual care plan. Psychosocial Number of GBV Survivors referred to medical structures. Number of monthly awareness raising sessions on Percentage of GBV/SEA/SH survivors who legal aspects related to GBV/SEA/SH; filed a complaint; Percentage of gender-based Justice violence complaints that resulted in a Number of follow-up forms completed by members summons of GBV committees that report on legal aspects. Number of GBV Survivors (girls/women/men/boys, transgender) who have benefited from legal and/or judicial assistance
Source : CATS, December, 2020
Information/Awareness raising program, environmental and social education & Communication
Context A coherent program of information, awareness and environmental and social education and communication in the beneficiary neighborhoods of ILEGMP intervention areas in Mozambique, particularly in the northern and central provinces, can significantly contribute to mitigating the Page 88 of 173
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likely negative impacts of the project, in particular issues related to gender-based violence (GBV/SEA/SH).
The program will allow the development of targeted methods and the implementation of appropriate information, awareness and education actions for populations, schools personnel, contracting company staff and any other services provider’s personnel to prevent violence on/towards women (female teachers/service workers), children, the disabled (students), elderly (services workers), etc.
Definition The communication, education, awareness raising, and public consultation and participation program is a public policy and change management tool that aims to encourage and mobilize individual or collective actions to respond to the environmental and social issues generated by the project, including GBV. It is based on a series of tools for communication, information exchange, social marketing, education and training programs as well as participatory processes.
Goals The general objectives of this Environmental and Social Education awareness raising information program are: • maintain or even improve the quality and the living environment of the beneficiary populations; • take all measures to prevent GBV/SEA/SH, including COVID-19, HIV-AIDS, other STIs; • encourage the beneficiary population of the project, the personnel of both education sector and contracting companies, MINEDH and/or PIU staff on mission to adopt a behavior aimed at respecting human rights. • inform all project stakeholders on the survivor care circuit, and its absolute confidentiality nature. Principles To achieve these objectives, the Information, Awareness raising, Education and Communication program will be based on the following principles: • Communication It concerns the establishment of a multi-partner dialogue, to identify and make known the expectations of each, and the dissemination of information, to strengthen the action capacities of actors and beneficiaries. To this end, the MINEDH-led PIU (ILEGMP) will develop a community-driven and victim-centered communication plan to ensure no-one is left behind. • Education and Training Education and training promote awareness raising and empowerment schemes by developing and updating community-centered knowledge about GBV/SEA/SH prevention and avoidance. Part of those will/could be taught in school to deepen the effect and maximize its foreseen impact. • Sensitization/Awareness Raising Public awareness raising reveals interest in knowing the drivers, risks and consequences of GBV/SEA/SH and promotes the behavioral change of populations; which in turn could possibly have a positive replica effect on the occurrence of GBV/SEA/SH actions in the schools. • Public Consultation and Participation Public consultation and participation is an iterative process that goes throughout the project lifespan. As such, it stems from the need to conduct a consultative and participatory approach in the implementation of preventive and protective community and victim-centered actions against GBV/SEA/SH. It ensures the relevance of the measures adopted and greatly facilitates their easy and sustainable implementation due to the suitability and openness mindset of the beneficiaries.
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As a result, it guarantees the easy acceptance and integration of the project into its receiving environment.
Activities The activities of this proposed program could be focused on: • Conferences/workshops and public talks/brainstorming o the organization of public conferences/workshops in the districts/village schools; o the organization of public talks/brainstorming using local media; o the organization of community driven and centered activities in the neighborhoods. • Education actions by o production and distribution of newsletters and prospectuses, as well as poster on the billboards; o activities in schools, community centers, etc. • Actions to support capacity building at the local level: o create and/or maintain support staff for continuous awareness raising and education (Focal Points) o Encourage grassroots community associations and associations with a human rights defense interest to manage the programs and provide them with the necessary equipment (i.e. necessary, technical support, protection and mainstreaming means, etc.). • Awareness raising campaigns to further mobilize the population. o This involves carrying out citizen engagement/mobilization campaigns to promote the participation of women, young people (girls and boys), populations and local communities in awareness-raising and education and communication sessions. • Campaigns to support the development of NGOs and Local CBAs o This involves leading community-centered campaigns to support the development of NGOs, CBAs and Mentor-Groups with an interest in the protection of human rights, victims’ rights and in particular the establishment and training of community-relay facilitators and/or mentors.
Target people The capacity building, information and awareness raising plan will target all/key project stakeholders: • School students, personnel and service workers; • Construction companies and their subcontractors • Education, Health and Social Services authorities and administrative services • Municipal authorities and Technical Services of the mayorship • Security and law enforcement agencies/forces • Local people living around the works (religious/cultural leaders, women, young people and community leaders/neighborhood leaders, volunteers, etc.)
Communication media and channels likely to be used Several types of communication media could be used to inform and raise awareness among site workers, residents, and end-users. Among these communication media, we can retain the following: • The posters • The brochures • Group interviews
Training on GBV/SEA/SH, Grievance Case handling mechanism Goals The general objectives of this training program are:
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• Train those responsible for handling complaints in empathetic and non-judgmental listening to treat each survivor with care, respect and dignity so that she/he is able to tell her/his story in her/his own words, while ensuring that she/he can keep her/his story for her/him; • Educate actors on the importance of consent from the survivor who must be aware and understand all available options and their consequences; • Learn how to provide victims with comprehensive, detailed and communicated information in an easy-to-understand manner about services and the complaints/grievance/case mechanism; • Know the procedures for reporting/taking charge of and securing (i.e. confidentiality, protection, respect for dignity) of victims of sexual abuse/harassment and of the people who report them, and of the sanctions provided for by law and by the Project regulations; • Make everyone aware of the complaints/grievances’ management mechanism: who to contact, the different stages, regardless of the entry point, into the care-circuit; and the other available courses one could still explore in case of unsuccessful stream.
Targets Training sessions can also be organized to build the capacities of grassroots community organizations, NGOs/CBA, structures specializing in GBV/SEA/SH. To this end, it is interesting that from the onset of the site, that the project organizes and runs, through an NGO/CBA specializing in GBV, an awareness-raising / training session on the one hand for the technical managers of the foreseen works/activities (i.e., drivers, supervisors, and controllers of works, security guards wherever necessary, etc.) all project staff and not just technical managers, even those intervening temporarily; and on the other hand the school administration and overall personnel, students themselves, as well as neighboring populations on the core drivers/triggers and basics of GBV/SEA/SH.
Such an activity has the added advantage of familiarizing the staff and key players with specific actions on the prevention/avoidance of GBV/SEA/SH in the performance of their respective tasks, duties; and to make them more aware, conscientious and autonomous in the implementation of these important actions.
As the work progresses and depending on the capacity building needs of core/key stakeholders, other training sessions on specific themes such as the fight against GBV/SEA/SH, the process of taking charge of survivors, social reinsertion of victims, etc. can be successfully and sustainably organized.
Likewise, because of the FCV nature of the country given the ongoing conflict in the northern regions, and because also Mozambique is prone to many climate-driven natural disasters (i.e., cyclones Idai, Kenneth), targeted training on the triggering and use of funding under the CERC component to ensure heady training and awareness raising sessions are offered and sustained throughout the duration of this context.
These will be led by professionals in the field. In addition to this, the project can make broadcasts via local radio stations, involving community leaders if possible, to ensure communication that meets its objectives.
GBV Complaints/Grievance Redress Mechanism According to consultations with stakeholders, especially women, victims of GBV always prefer to remain silent, not to talk about it given the socio-cultural constraints on these issues. The complaints/grievance redress mechanism is akin to the GBV impact process.
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It provides that in the event of GBV, the complaint is lodged at the level of an NGO which intervenes in the field of assistance to GBV, which in turn makes use of the National Police and/or the Social Services on duty, depending on the level of violence suffered by the victim.
The victim can also directly contact the Social Services of the locality to explain her/his situation than necessarily going through an NGO and the rest of the process remains the very same. Once seized, the national police initiate legal proceedings in the matter when the violence is proven by a medical certificate. If the victim has suffered trauma, she/he will be referred to the local Social Center for care. In caring for the victim, one of the most important points concerns his social reintegration.
Coordination and Collaboration The ILEGMP PIU and DIEE will make sure that the GBV Prevention and Response Action Plan is implemented and facilitated by the Service Provider/NGO; establish consistent coordination with other government ministries, departments and agencies; review the terms of reference, and facilitate coordination of all the GBV/SEA/SH, HIV/AIDS-COVID-19 Service Providers, NGOs/CBAs, Contractor company’s civil works supervisor, as well as school administrations in avoiding or reducing existing and future GBV risks.
6.4 Labor Management Plan (LMP)
During the fieldwork it was found that there were breaches in labor management, which generated discontent among workers. The following actions aim to help solve the problems raised;
a. Policies and Procedures The Mozambican Labor Law 23/2007 of August 1st, currently under review, makes provisions for individual and collective persons in relation to paid- labor in the country. For the purposes of the current ESMF, the Chapters I (General Provisions), III (Individual Work Relations) and IV (Hygiene, Safety and Health of Workers) of the Labor Law are highlighted, however all provisions stipulated under the law should be observed.
The law makes special provisions for women workers, child labor, and health, safety and hygiene in the workplace. The legal framework in Mozambique for the latter goes beyond the Labor Law and includes the Constitution of 2004, the ILO Conventions related to the matter and other regulations such as the Judicial Regime on Work Related Accidents and Work-Related Illnesses. The Constitution makes provisions for the right to retribution and safety in the workplace as well as the right to healthcare. Article 85 (2) stipulates that all workers shall have a right to protection, health and safety at work, and Article 89 stipulates that all citizens shall have the right to health and medical care and shall have the duty of promoting and protecting public health. Such provisions shall be abided to during the implementation of the project.
As a basic contractual requirement, the contractor must ensure that all documentation related to environmental and social management, but also hygiene, health and safety at work / for workers, including the Labor Management Plan (LMP) is available for inspection at any time by MINEDH and/or the Ministry of Labor or its appointed representatives. The contractual arrangements with each project worker must be clearly defined in accordance with the Laws of Mozambique, in particular Labor Law No. 23/2007 of 1 August. In addition, MINEDH must have an HIV/AIDS, ITS/STI, COVID-19 Policy and a Sexual Exploitation and Abuse Policy, including Sexual Harassment / sexual harassment in the workplace.
Under no circumstances will contractors or subcontractors engage in forced, child labor. Forced labor includes (working against an impossible debt), excessive limitations on freedom of movement, excessive notice periods, retention of worker identity or other documents issued by
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the government or personal property, imposition of recruitment or employment fees payable at the beginning of the employment, lost or delayed wages that prevent workers' rights to terminate employment within their legal rights, substantial or inappropriate fines, physical punishment, use of security or other personnel to force or extract work from project workers, or other restrictions which oblige the project worker to work on a non-voluntary basis.
DIEE will always make sure that all relevant policies and procedures are in place and are being properly implemented. Monthly progress report, should be submitted, based on a reporting structure previously agreed with MINEDH/DIEE, including all activities performed, accidents, incidents, in particular on GBV/SEA/SH, should be prepared and submitted by the contractor for review by the supervisor and approval of MINEDH. DIEE will conduct visits and supervisory and monitoring meetings for project implementation activities, as well as monthly progress reports and will apply the penalties and non-conformities provided to the contractor who does not comply with the defined and agreed policies and procedures. b. Employment Minimum Age According to Law No. 23/2007 of 1 August, which approves the applicable Labor Law in Mozambique (i.e. paragraph 1 of Article 26 - Admission to Work), it establishes that the employer can only admit to work the minor who has completed fifteen years of age, with authorization from his legal representatives. The minimum age for hiring for this project will be 15 years and to ensure compliance with the law, all workers must present national identification documents required for hiring, as proof of their identity and age. If any contractor employs a person under the age of 18, the contract will not only be terminated by MINEDH, but will also be reported to the authorities and applicable law will apply. c. Employment Terms and Conditions All workers will be required to have a copy of the employment contract with all conditions. Contractors must also comply with the most current regulations on wages, as prescribed by the Ministry of Labor and Social Security (MITESS). The contractor will provide his workers with a salary receipt that must clearly indicate how much the employee has earned in a month and all deductions made and the net salary. According to Labor Law 23/2007, contractors are obliged to enroll all workers in the Social Security System (INSS) within 15 days of being hired, as established by Article 256 (Social Security), which establishes that All workers are entitled to social security, as financial conditions and possibilities for the development of the national economy. According to Article 257, the objectives of the social security system, is to guarantee the material subsistence and social stability of workers in situations of lack or reduction of capacity for work and old age, as well as the survival of workers’ dependents in the event of death.
To ensure full compliance with the applicable law, the contractor company will be required to provide the PIU/DIEE with copies of the contract for his entire workforce. All local and foreign workers must sign the Code of Conduct (CoC), with specific clauses on GBV/SEA/SH. The contractor will not be allowed to assign any worker to work on the project if such a copy of the signed employment contract and code of conduct has not been delivered to the PIU/DIEE through the site supervisor.
A copy of the code of conduct must be displayed at one location within the contractors' premises and at all visible locations where the project is implemented. It must be provided in Portuguese and, wherever needed, in the local language of the project area. d. Workers' Complaints/Grievances Redress Mechanism Article 181 of the labor law establishes the means of collective conflict resolution in the following terms:
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1. Collective conflicts arising from the celebration or revision of collective labor regulation instruments can be resolved through alternative extrajudicial mechanisms, through conciliation, mediation or arbitration. 2. The extrajudicial resolution of collective conflicts can be carried out by public or private entities, with or without profit motive, under the terms that the parties agree or, in the absence of agreement, according to the provisions of this Law. 3. In mediation processes, the worker can be represented by the union body and the employer by the employers' association. 4. The creation and functioning of the conciliation, mediation and arbitration bodies is regulated by specific legislation.
However, within the scope of the project, workers will be required to submit their complaints through the GRM workers' committee, which will also have representation from the supervisor to ensure direct access to the resident Engineer for quick reporting and repair in case of any incidents. When workers' concerns are not addressed, the national system will be used as established in the policy, but the Project implementation team will keep track of the resolutions and will reflect them within regular quarterly reports to the World Bank. Contractor's workers will be notified of the grievance redress mechanism and awareness will continue during the project's implementation through posters and regular meetings and following the provisions of article 181 above. e. Disciplinary Procedure If a contractor's employee commits an infraction, disciplinary action must be taken. Disciplinary action aims at correction, prevention and rehabilitation instead of punishment, except in cases of serious infractions, which justify dismissal in the first instance. Misconduct can be classified into two (2) types, namely, secondary misconduct and primary misconduct. What constitutes minor and major misconduct should be defined in the code of conduct. The first is usually dealt with by the employee's immediate supervisor through counseling and progressive discipline actions in the following instances, a single misconduct which is a minor violation of the Code; a single act of poor finishing or poor performance at work; and/or repeated poor performance. The latter deals with offenses considered to be very serious and, if they are discovered or reported, a formal disciplinary hearing action must be held.
In the event that a formal disciplinary hearing is required, the employee first has the opportunity to explain why a disciplinary hearing should not be held against him and if the response is unsatisfactory, he receives an investigation notice that should not take more than two (2) weeks, except in exceptional circumstances. Thereafter, the employee is informed of the disciplinary hearing if the investigation finds irregularities. At the hearing, the worker has the following rights that are read to him by the president of the hearing panel before the hearing begins, these rights are also incorporated in the letter inviting him to the disciplinary hearing, these are: (i) the right to an interpreter when applicable; (i) the right to be present and to present evidence personally; (iii) the right to representation by a maximum of two co-workers or union leaders; (iv) the right to call witnesses; (v) the right to question the witnesses of the contractor; (vi) the right to a decision (guilty or not); (vii) the right to be warned of the penalty imposed (if found guilty); (viii) the right to present mitigating factors; (ix) the right to a labor lawyer, and (x) the right to an appeal. f. Appeal Procedure The employee has the right to appeal the president's decision if he is not satisfied with the result within fifteen working days after receiving the sanction. The worker who appeals has the following rights: (i) to be represented by a lawyer who can assist him in the preparation and presentation of the grounds for the appeal; (ii) be heard and have an adequate opportunity to present and argue the grounds for their appeal, including the calling of witnesses, if necessary and
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appropriate; (iii) all other relevant rights that an employee normally has during a formal disciplinary hearing (as initially stated in his contract and/or the company’s bylaws).
If the worker is not satisfied with the final decision made by the contractor, he must have the right to file a complaint with the district labor officer in order for his case to be heard. This can be facilitated by the GRM workers' committee. When applicable, an exit interview must be carried out with the worker who left the job, as a last resource/resort the labor court can be used.
Health and Safety Issues The Labor Law its Art. 216 on Hygiene, Health and Safety at Work, establishes the following;
All workers have the right to work in conditions of hygiene and safety, with the employer being responsible for creating and developing appropriate means to protect their physical and mental integrity and to constantly improve working conditions.
When during a routine supervision mission by the Safeguards and GBV specialists of the PIU and/or DIEE, it was found/discovered that there were some serious non-conformities in occupational Health and Safety management, Supervisor Engineer and Contractor system, despite the contractor's environmental and social management plans (C-ESMP) being in place; the mission will take the following initiatives to help improve the system: a. Engagement of a empowered security officer The contractor must hire at least one safety representative with full powers to perform his duties as stipulated in his terms and employment reference. The contractor's occupational health, safety specialist ensures daily compliance with specified safety and security measures, and compliance with the C-ESMP and the recording of any incidents/accidents, etc.
The security officer will work with the contractor's environment, health and safety specialist to ensure the proper implementation of the C-ESMP and must report minor incidents to the PIU/DIEE through the environmental and social safeguards specialists and the GBV specialist on a fortnightly basis; while serious incidents must be immediately reported to the PIU/DIEE MINIDEH, and within 24 hours, inform the World Bank immediately. All / Any incidents related to the project will be reflected in the quarterly reports to the World Bank and clearly remembered in the project documents; the main issues are reported to the World Bank immediately. The contractor must present a monthly report that indicated the incidence / accident record in the work. b. Establishing a Health and Safety Committee The contractor must form a Health and Safety Committee (HSC), which must examine all aspects of Occupational Health and Safety on site. The Contractor, the supervisor and a school representative must be part of the committee. The committee should take into account the gender balance in its composition (men and women) and/or student (gender participation, ensuring that one of the members is a woman and/or a student). In addition, the contractor must have at least one Safety, Health, Social and Environment Representative for the workplace or a section of the workplace. The Representative must: a) Identify potential hazards; b) Investigate the cause of accidents at work; c) Inspect the workplace including facilities, machinery, substances, in order to verify the safety and health of employees, and/or visitors; d) Accompany an inspector while on a mission in the workplace; e) Attend the meetings of the safety and health committee of which the safety and health representative is a member; f) Subject to item (g), make recommendations to the contractor in relation to health and safety issues that affect employees, through a health and safety committee.
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g) When there is no safety and health committee, and health representatives must make recommendations directly to the contractor regarding any safety and health issues affecting employees.
In accordance with these provisions, and to avoid work-related accidents and injuries, the contractor will: • Organize periodic training in occupational health and safety, with material appropriate to the literacy conditions of the workers involved in the works. • Systematically provide Personal Protective Equipment (PPE), including protective masks, helmet, overalls and safety shoes and goggles, as appropriate. • Provide earplugs or earplugs to workers in high-noise areas. • Ensure the permanent availability of the First-Aid kit box. • Provide employees with access to toilets in the camp, as well as on the work fronts and drinking water. • Provide occupational safety and security measures to workers with Individual PPE. • Systematically conduct daily 15-minute sessions on occupational health/safety awareness, HIV/AIDS, COVID-19, among others. • Properly dispose of both solid and liquid wastes in landfills at designated permitted locations, allocated by local authorities and cleaning funds; and attach the waste receipt from the landfill competent authority. • Perform all procedures to prevent oil and fuel leaks that can be discharged into water courses.
In addition to enforcing compliance with environmental and social management, contractors are responsible for the safety of the shipyard's equipment, labor and the daily lives of the workers who attend the construction sites and the safety of the citizens for each shipyard under projects, according to mandatory measures. c. Additional Training Contractors must, at all times, have a qualified environmental, social and health safety Specialist, as well as a GBV/SEA/SH Specialist. If training is necessary to improve the qualifications of the existing security officer, it will be the responsibility of the contractor. The security officer will provide instructions to the contractor's personnel. The contractor will be required to make staff available for any training or qualification required by the PIU/DIEE/MINEDH in the context of implementing social, environmental safeguards, OHS and monitoring gender-based violence (GBV/SEA/SH). d. Risk assessment of workplaces A risk assessment will be carried out before making an intervention. This assessment will detect the likely hazards, identify all those affected by the hazards, assess the risks and offer and prioritize appropriate control measures. Based on the identified risk, all managers, supervisors and employees will be trained to understand and deal with workplace hazards.
Coordination with other government agencies The PIU/DIEE/MINEDH will establish a Steering Committee (SC) to provide periodic oversight for the implementation of the project. The steering committee of each sub-project that will focus on the laboral, GBV, OHS, Environmental and Social aspects of the project. The committee will be composed of the following governmental and non-governmental actors; • Department of Environmental and Social Affairs • Ministry of Education and Human Development • Ministry of Gender, Children, Disability and Social Welfare (including the District Gender Officer and District Social Welfare Officer) • Local Government • Ministry of Labor
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• Non-state actors (NGOs/CBAs) • School management • Parents' Council / Association of Parents and Teachers.
The PIU/DIEE/MINEDH will perform secretarial functions for this committee. The steering committee must hold quarterly follow-up meetings in the implementation of the safeguards recommendations and provide the recommendations to sustainably settle the matters.
6.5 Mitigation Measures for Occupational, Health and Safety The following aspects should be considered for the various potential risks identified: Consumption of non-potable water • The drinking water to be provided by the Contractor must comply with the recommendations and national and applicable WHO guidelines. • Water should be stored in a cool, shady place.
Injuries and deaths due to manual handling of cargo • The Management Plan for Health and Safety shall include procedures to avoid repetitive movements and incorrect manual handling of loads; • Use load-lifting equipment, whenever deemed necessary; • Arrange the manual handling tasks safely, dividing into smaller loads; • Provide information and training to workers in the tasks, the use of equipment and the correct techniques for handling loads; • The manual work should be performed by workers who have physical conditions to carry out tasks without bringing risks to their health; • They must be implemented and organized with enough breaks to ensure that there is a rest, especially in conditions of too much heat. Arrangements of breaks should be communicated to all the workers concerned; • Proven and appropriate Personal Protective Equipment (PPE) must be provided to each employee at no cost at all; • The employers must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
Falls and Slipups • The Health and Safety Management Plan should include procedures to avoid slips and falls and ensure the maintenance of local works. • Good practice for cleaning and storage include: o Covering the cables and ropes on the ground and crossing paths to prevent falls (and damage to own power cables); o Remove the obstacles from paths/walkways (nails, sharp tools, etc.); o Remove sweeping or scrubbing material that remains on the ground; o Keep the work areas and walkways well-lit; o Making the rugs and carpets safer (hold the ground, create grip, etc.); o Close the file cabinets and drawers. • Work instructions should be implemented to avoid the presence of garbage debris, construction materials and liquid spillage outside the areas designated for them; • Signs must be placed to warn against potential risk of falling, even if it is temporary; • All employees must be vigilant to situations that cause distress and always communicate with the supervisors; • Provide appropriate PPE and systematize the 15min safety & security debrief;
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• The employers must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
Falls from height • Scaffolding and ladders o should be inspected by a competent person before being used. So they can be used on level ground and must be in good condition - no damage or missing parts - that may affect the safety of the ladder or scaffolding; o the scaffolding can be erected by competent persons; o the Before using a ladder or scaffolding, the appointed employees should be familiar with the risks and the results of evaluations; • Trenching and excavation o There must be protection against the workers falling into the ditch; o The Trenches should be shaped to allow workers to get out in case of a fall (e.g. have a slope.); • Use fall prevention devices o The safety belts and lanyards with rod limiter to allow access to the areas with the danger of falling; o Fall protection devices such as safety harness used in conjunction with shock absorbing lanyards tied to a fixed anchor point or horizontal lines-of-life; • Installation of bodyguard bars, including security footers on the edge of any fall hazard area; • Proper training in the use, maintenance and integrity of the required PPE; • Inclusion of rescue plans and/or recovery, and equipment to respond workers after a fall. • The employers must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
Flying objects − Building materials must be protected against falls if they are to be used at high levels. Appropriate measures depend on the height of the work being performed and should include: o Use of network security, security platforms or awnings to retain or divert an object from falling; o Use of safety footers, screens, or bodyguard in scaffolding bars to prevent objects from falling. − The health and safety team must provide information to workers on the risk of being struck by objects, during health and safety meetings; − Power tools should only be used by trained and competent workers; − PPE must be used (especially eye protection and helmets); − Whenever working at heights, this area should be barricaded, and safety signs should be erected indicating how hazardous the area is; − The runners should be marked to avoid the walking and/or working under moving/suspended loads. − The employer must ensure that their employees carry out their activities in good physical and environmental conditions; − The employers must provide first aid in case of any accident or illness.
Injuries and deaths due to the circulation of machinery or vehicles
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• Establish a traffic plan for the construction site: prioritization (right of way), speed limits, car inspection requirements, standards and operating procedures (e.g. forklifts always with forks down.) And control standards and directions of traffic in and around the construction site; • Ensure that all drivers and visitors are reported to the administration of the work before entering the construction site; • Ensure the segregation of vehicles and pedestrians (provide a physical barrier to make this segregation where possible); • Ensure segregation of vehicles and pedestrians (provide a physical barrier to make this segregation where possible); • Installation of speed humps and warning signs. These signs should be implemented to warn about the possible risks of moving machinery; • There should be traffic aids and operations available to help drivers and operators as needed; • Construction vehicles shall have audible warning devices (e.g. trucks to give rear movement sound.) Headlights and flashing lights (to increase the visibility of vehicles); • Clearly demarcate areas of restricted access to the public and other workers; • The circulation of private vehicles and delivery vehicles should be restricted to those areas and defined routes; giving preference to one-way roads, where appropriate; • Planning by the architects and construction managers to reduce the risk of vehicle accidents; • The industrial vehicle operators should be trained and qualified in the safe operation of specialized vehicles, such as forklifts, bulldozers, compaction rollers, scrapers, etc. • The employer must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
Dust emission • Where it is not possible to prevent, control methods should be initiated such as: o The use of wet suspension (dirty tracks and the land exposed through excavations should be kept wet on regular basis to prevent dust formation); o Use of vacuum cleaners instead of brooms; • PPE use can be vital, but it should be the last resource for protection. The PPE should not replace the control of dust and should only be used where dust control methods are not effective or are inadequate.
Exposure to chemicals, hazardous and inflammable objects • The fuel tanks are at lower practicable volume. Spillages should be prevented and if they occur, be removed immediately. • Fuel storage areas must be protected from damage and collision by vehicles; • Enclosed spaces should be provided with adequate ventilation; • Emergency numbers should be available and made public; • Workers should be trained and qualified to handle chemicals and hazardous materials or flammable products; • Workers should be instructed to follow the emergency risk plan, particularly for cases of contamination and fire hazard; • Provide fire extinguishers and instruct workers on how to use them.
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• All energized electrical devices must be marked with warning signs for danger; • Cables and extensions must be protected from damage in traffic areas by covering them or suspending them; • The identification of "electrical hazard" in the control rooms with high-voltage equipment or in places where entry is prohibited or controlled should be fixed; • Before starting any excavation-work there is a need to carry out detailed identification and indication of all buried electrical wiring.
Potential impacts related to Noise and Vibrations • Select less noisy equipment; • Install mufflers on some equipment, when possible; • Install noise barriers, particularly in crossing areas of high population density such as schools, churches, places of worship, etc. Barriers should be located closer to the source or receiver to be more effective; • Limit the hours of work for certain mobile machinery, particularly in urban areas; • Place sources of noise at less sensitive areas to take advantage of distance and natural barriers; • Locate road construction areas (concrete plants, Asphalt plants, quarries, etc.) and distant construction site communities whenever possible; • Use the topography as an advantage to naturally reduce the effect of noise during the construction of construction sites; • Develop mechanism to register and respond to claims; • Be alert to effects on health, education and training of employees to avoid generating unnecessary noise; • Schedule the noisiest jobs to times where fewer workers are present; • Surveillance of the places where noise exposure is significant; • Reducing the level of noise to a minimum. Noise levels should be kept below 80 dB (A) whenever possible; • Concentrating all activities to the daytime hours will decrease the incidence of noise effects; • No construction activity should be performed when the noise exceeds 45 dB (A) during the night (22:00 to 7:00) near residential, institutional or educational areas; • Vehicles and equipment should be inspected regularly to ensure their proper operation and minimize noise emission; • Avoid working on heavy windy days, in order to control the incidence of this impact; • If possible, reduce the impact of noise at source through devices such as noise mufflers to be fitted to the equipment; • Provide hearing protection gear for all staff who will work directly with the noise generation machines, including their short stay in areas where noise is excessive; • The Transportation of materials must be done within the loading and speed limits. On unpaved roads the speed should be limited to 20 km/h.
The environmental and social impact are summarized on Table below which relates to each impact to a specific mitigation measures.
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Table 13 : Environmental management plan matrix for construction (1/3) Environmental/ Responsibility Project Activity Mitigation Measures Period Social Impact Implementation Monitoring
Rehabilitation of site’s disturbed soils immediately after completion of MINEDH/ Beginning of During works; DIPLAC-CEE construction excavations or Implement appropriate soil erosion control measures such as minimizing Soil erosion Contractor work / Verified other earth run-off, building terraces and diversions, etc. Environmental at the end of moving activities Combine civil construction, tree-planting and small earth movements to help & Social/EHS construction stabilize soils Focal Point
Avoid or minimize clearing of vegetation during preparation for MINEDH/ Beginning of During rehabilitation and reconstruction works. DIPLAC-CEE Loss in vegetation and construction excavations or Carry out works in areas that have already been cleared natural habitats of Contractor work / Verified other earth Establishment of vegetation around structures so that bare soil is not exposed Environmental plants and animals at the end of moving activities to erosive forces & Social /EHS construction Reinstatement of vegetation cleared following completion of works Focal Point
MINEDH/ Beginning of DIPLAC-CEE Use of heavy construction Careful choice of equipment and machinery and should consider the size of equipment and Soil compaction Contractor work / Verified the location/ area where works will be carried out Environmental machinery on site at the end of & Social/EHS construction Focal Point Use of heavy equipment, machinery and Superior soils should be separated/ removed and replaced/ placed back once MINEDH/ vehicles on site the works have been concluded DIPLAC-CEE may result in spill Contamination of water Use of chemical products such as oils, lubricants and fuels should be limited Contractor Weekly basis of chemicals (oils, and soils and controlled/ supervised. Environmental fuels and Drainage systems in the Project sites should be equipped with a water/ oil & Social/EHS lubricants, separator. Focal Point remains of paints, etc.).
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Environmental/ Responsibility Project Activity Mitigation Measures Period Social Impact Implementation Monitoring MINEDH/ Removal of Exposure of asbestos DIPLAC-CEE asbestos material may contaminate water Safe asbestos removal, disposal in sealed plastic containers to be buried or Contractor Monthly from school walls and soils in schools and burned for example in municipal landfills or crematoriums/burners Environmental and roofs surrounding areas & Social/EHS Focal Point
MINEDH/ Accumulation of solid Availability of adequate sanitary facilities for the construction workers close DIPLAC-CEE Setting-up of waste, and disposal of the working sites, to avoid contamination of water and soils semi-permanent human waste which The contractor should categorize all waste, and should adopt the practice of Contractor Weekly basis Environmental work sites may contaminate water recycling whenever possible & Social/EHS and soils in sites Make provisions for access to potable water and washrooms during works Focal Point
Watering surfaces to reduce dust and reduce usage of chemicals; and avoid MINEDH/ Use of equipment fires DIPLAC-CEE and machinery on Air pollution as a result Daily/ Adequate preparation of construction material such as cement site and handling of dust/ toxic chemicals Contractor Weekly Reduction of speed limits and/ or access to roads that lead to the project Environmental of construction in the air basis areas & Social/EHS material Ensure regular maintenance of vehicles and equipment used on sites Focal Point
Use of firewood MINEDH/ for cooking and DIPLAC-CEE use of wood for Sustainable options and use of alternative energy sources for the different construction/ Deforestation sites Contractor Monthly Environmental rehabilitation Include awareness rising in the curriculum & Social/EHS works with local Focal Point materials Unsafe use of MINEDH/ chemicals with the DIPLAC-CEE Painting wood for possibility of causing Include "Safe use of chemicals" measures in contracts with service providers Contractor Monthly termite control harm to the Environmental environment or human & Social/EHS being Focal Point
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Table 12: Social management plan matrix for construction (2/3) Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Acquisition of Involuntary If resettlement is unavoidable, the process should follow guidance MINEDH/ MINEDH Prior to the land that may resettlement of local provided in the RPF DIPLAC-CEE Beginning be required for communities Implementation of rehabilitation Consultant Support Team construction or construction (IST) work / civil works Verified at the end of construction Land Involuntary Prepare and implement the Resettlement Policy Framework (such as site- MINEDH/ MINEDH Prior to the acquisitions/use resettlement or loss specific RAP) to properly address these issues DIPLAC-CEE Beginning resulting of livelihoods Implementation of Consultant Support Team construction (IST) work / Verified at the end of construction Construction Impacts on the health Choosing less noisy equipment and make use of equipment in good Contractor MINEDH/ Weekly activities and of the populations conditions; DIPLAC-CEE basis vehicles associated with District movement different pollution Usage of silencers to reduce vibrations of equipment during construction Services for and nuisances (dust, phases; Infrastructure noise, pollutants, road and accidents) Where necessary, reduce construction time and the running speed of noisy equipment;
Planning and logistics should be appropriate – plan noisy activities for early hours of the day and inform local inhabitants of activities that will result in noise and vibrations; Monitor noise and vibrations
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Construction Inadequate toilets Provision of adequate sanitary facilities with handwashing means for the Contractor MINEDH/ Monthly works management in construction workers close the working sites, to avoid contamination of DIPLAC-CEE construction areas water and soils District Health & Social Services for Infrastructure Poor Proliferation of Solid waste should be covered to avoid contamination of water; Contractor District Health Monthly management of disease carrier & MIGCAS borrow pits as insects (malaria), spay the entire area with biopesticides. Services sources of potential of drowning Distribute mosquito nets to project workers who remain on-site as well as construction particularly with to local communities in surrounding area of the project; Safeguards & materials for children, elderly, GBV the disables, and Outbreaks of malaria, urinary infections and water-borne illnesses should Specialists rehabilitation contribute to the be monitored Team of teaching development of facilities waterborne disease such as bilharzias Hiring non- Frustrations at the Highly recommend contractor to hire local workers wherever possible. Contractor MINEDH/ Beginning local local level (and could This will raise the acceptance of the population to the project and ease the DIPLAC-CEE of manpower lead to social way-out during construction periods. District Labor construction during the conflicts). Priority to be given to local construction firms with knowledge of the Inspection work / rehabilitation local social norms Services for Verified at and Infrastructure the end of construction of construction the infrastructures Occupation of Degradation of lands Public consultation and participation with local communities, and prior Contractor MINEDH/ Beginning private lands or even be a source authorization on areas that can be used by contractors for setting-up DIPLAC-CEE of during works of loss of revenue temporary camp-sites, disposal of waste, storage and parking of vehicles, + IST construction (Erecting of and livelihoods for signs of Code-of conduct and safety measures, equipment and machinery Safeguards & work shipyard, their owners and to be used in construction site GBV /throughout temporary users in terms of Specialists + construction facilities) exploitation Associated period/ or/valorization District Verified at Services for the end of Infrastructure construction
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring During Destruction of Destruction of cultural heritage should be completely avoided MINEDH/ MINEDH/ Prior to the preliminary cultural heritage sites Identification of location process should determine whether the proposed DIPLAC-CEE DIPLAC-CEE Beginning works/ location of a project is in areas where cultural heritage is expected to be + IST of excavations or found, either during construction or operations. Safeguards & construction other earth GBV work / moving Specialists + Verified at activities Provincial the end of Directorate of construction Culture + District Services for Infrastructure Engage with PAPs and interested persons prior to consultations with local MINEDH/ MINEDH/ Beginning communities, in order to identify construction areas and cultural heritage DIPLAC-CEE DIPLAC-CEE of of importance Consultant + IST construction Allow for continued access to the cultural site or provision of alternative Safeguards & work / access routes GBV Verified at Restoration of the functionality of the cultural heritage that is discovered Specialists + the end of and tampered with during construction work. Provincial construction Where these are not related to conservation areas or heritage, the RPF Directorate of should provide guidance on the transfer of this sites and compensation for Culture the affected populations. Chance Find Procedures to be Adopted as follow: District 1. Identifier should cease all activities in the site and its proximities Services for 2. Identifier should inform the supervisor Infrastructure 3. Supervisor should ensure site is secured and has limited/ controlled access 4. Site supervisor should inform project proponent, who will determine subsequent steps
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Removal of Breathing asbestos Safe asbestos handling, disposal in sealed plastic containers to be buried Contractor MINEDH/ Weekly asbestos fibers can cause or burned for example in municipal landfills or crematorium/burning DIPLAC-CEE basis material from asbestosis and lung place IST team school walls cancer in the long Workers to be well equipped with PPE for works – gloves, masks, District and roofs run if measures of goggles, helmets, boots Services for precaution are not Infrastructure taken Setting-up of Accumulation of The contractor should categorize all waste, and should adopt the practice Contractor MINEDH/ Weekly semi- solid waste, and of recycling whenever possible DIPLAC-CEE basis permanent disposal of human IST Team work sites waste which may District contaminate water Services for and soils in sites Infrastructure Use of heavy Disruption in school Choosing less noisy equipment and make use of equipment in good Contractor MINEDH/ Weekly equipment and classes as a result conditions DIPLAC-CEE basis machinery on from noise Usage of silencers to reduce vibrations of equipment during construction site phases District Where necessary, reduce construction time and the running speed of noisy Services for equipment; choose to undertake works during school holiday period to Infrastructure avoid disruptions in learning environment Plan noisy activities for early hours of the day and inform local inhabitants of activities that will result in noise and vibrations Monitor noise and vibrations
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring
Health and Safety requirements should be put in place: systematize the daily 15 safety debriefing sessions Restrict access to construction sites and make provisions for security guards at entrances MINEDH/ Work-related and exits of construction sites DIPLAC-CEE accidents as a result Make provisions for proper training on the use of equipment as well as + IST of lack of use of training on health and safety procedures in the workplace Safeguards & Building Weekly personal protective Provide safety equipment to workers (such as helmets, gloves, goggles, Contractor GBV construction basis equipment by boots) etc. Specialists + workers during the Make provisions for a health unit or first aid and -prepare an emergency District construction response plan Services for Avoid working at night, and when this is inevitable ensure that sufficient Infrastructure lighting is available for night works Establish speed limits at site areas to avoid accidents
MINEDH/ Fire outbreaks in Availability of fire extinguisher equipment and/or fire alarm systems and DIPLAC-CEE Construction project areas as a appropriate storage areas for chemicals, hazardous and flammable Contractor Monthly works result of exposure of materials to reduce risks Environmental flammable materials Proper storage of dangerous chemical products at the Project sites & Social/EHS Focal Point Beginning MINEDH/ of Influx of Increase in Contractor/ NGOs DIPLAC-CEE Conduct information sharing and awareness raising campaigns on the construction workers HIV/AIDS, IST or Community + IST Team causes and preventative measures of HIV/AIDS, IST, COVID-19 work / coming from COVID-19 infection Based Provincial GBV/SEA/SH tuberculosis and other epidemics for construction workers, during, and other areas of rates, + Organizations Directorate of suppliers as well as local communities Verified at the country GBV/SEA/SH cases (CBOs) Health/ District the end of Health Services construction
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring MINEDH/ DIPLAC-CEE Waste + IST Solid and/or Liquid waste should be covered to avoid contamination of Management Safeguards & water (toilet facilities/ Risk of water borne GBV Distribute mosquito nets to project workers who remain on-site as well as MINEDH/ waste storage illnesses such as Specialists + Quarterly to local communities in surrounding area of the project DIPLAC-CEE containers) cholera or malaria District Outbreaks of malaria, urinary infections and water-borne illnesses should Management of Services for be monitored quarries Infrastructure District Health Services • Restrict access to construction sites and make provisions for security guards at entrances and exits of construction sites • Provide proper training on the use of equipment as well as training on health and safety procedures in the workplace • Allocate Personal Protective Equipment to workers (such as helmets, gloves, goggles, boots) etc. • Provide a first aid kit and prepare an emergency response plan • Avoid working at night, and when this is inevitable ensure that MINEDH/ sufficient lighting is available for night works DIEE Beginning Occupational Health • As per the World Bank EHS Guidelines fall prevention and Contractor/ NGOs DIPLAC+ IST Construction of and Safety risks protection measures should be implemented whenever a worker is or Community Safeguards & activities/ Use construction (working at heights, exposed to the hazard of falling more than two meters and may Based GBV of machineries work / falling, trapping, and include: Organizations Specialists + and equipment Weekly injuries, etc.) o Installation of guardrails with mid-rails and toe boards at the (CBOs) District basis edge of any fall hazard area Services for o Proper use of ladders and scaffolds by trained employees Infrastructure o Use of fall prevention devices, including safety belt and lanyard travel limiting devices to prevent access to fall hazard area, or fall protection devices such as full body harnesses used in conjunction with shock absorbing lanyards or self-retracting inertial fall arrest devices attached to fixed anchor point or horizontal life-lines o Appropriate training in use, serviceability, and integrity of the necessary PPE
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring o Inclusion of rescue and/or recovery plans, and equipment to respond to workers after an arrested fall
MINEDH/ • Establish speed limits at site areas to avoid accidents DIEE Traffic of • Employing road signs and flag persons to warn of dangerous Beginning Contractor/ NGOs DIPLAC+ IST vehicles Road accidents due conditions of or Community Safeguards & transporting to high traffic and • Improve signage, visibility and overall safety of roads, particularly construction Based GBV material and community health work / along stretches located near schools or other locations where Organizations Specialists + equipment to and safety threat children may be present Weekly (CBOs) District site basis • Collaborating with local communities on education about traffic Services for and pedestrian safety (e.g. school education campaigns) Infrastructure
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Table 13: Occupational, Health and Safety plan matrix for construction (3/3) Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Construction Occupational • Restrict access to construction sites and make provisions for security guards at Contractor/ NGOs MINEDH/ DIEE Beginning of activities/ Health and Safety entrances and exits of construction sites or Community DIPLAC+ IST construction Use of risks (working at • Provide proper training on the use of equipment as well as training on health Based Safeguards & work / machineries heights, falling, and safety procedures in the workplace Organizations GBV Specialists Weekly basis and trapping, and • Allocate Personal Protective Equipment to workers (such as helmets, gloves, (CBOs) + equipment injuries, etc.) goggles, boots) etc. District Services • Provide a first aid kit and prepare an emergency response plan for • Avoid working at night, and when this is inevitable ensure that sufficient Infrastructure lighting is available for night works • As per the World Bank EHS Guidelines fall prevention and protection measures should be implemented whenever a worker is exposed to the hazard of falling more than two meters and may include: o Installation of guardrails with mid-rails and toe boards at the edge of any fall hazard area o Proper use of ladders and scaffolds by trained employees o Use of fall prevention devices, including safety belt and lanyard travel limiting devices to prevent access to fall hazard area, or fall protection devices such as full body harnesses used in conjunction with shock absorbing lanyards or self- retracting inertial fall arrest devices attached to fixed anchor point or horizontal life-lines o Appropriate training in use, serviceability, and integrity of the necessary PPE o Inclusion of rescue and/or recovery plans, and equipment to respond to workers after an arrested fall Traffic of Road accidents • Establish speed limits at site areas to avoid accidents Contractor/ NGOs MINEDH/ DIEE Beginning of vehicles due to high traffic • Employing road signs and flag persons to warn of dangerous conditions or Community DIPLAC+ IST construction transporting and community • Improve signage, visibility and overall safety of roads, particularly along Based Safeguards & work / material and health and safety stretches located near schools or other locations where children may be Organizations GBV Specialists Weekly basis equipment to threat present (CBOs) + site • Collaborating with local communities on education about traffic and District Services pedestrian safety (e.g. school education campaigns) for Infrastructure
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Occupational, Consumption of • The drinking water to be provided by the Contractor must comply with the Contractor MINEDH/ DIEE Construction Health and non-potable water recommendations and national and applicable WHO guidelines. DIPLAC+ IST / Weekly Safety • Water should be stored in a cool, shady place. Safeguards & basis GBV Specialists + EHS Focal Point + District Services for Infrastructure Occupational, Injuries and • The Management Plan for Health and Safety shall include procedures to avoid Contractor MINEDH/ DIEE Construction Health and deaths due to repetitive movements and incorrect manual handling of loads; DIPLAC+ IST / Weekly Safety manual handling • Use load-lifting equipment (wherever needed or deemed necessary); Safeguards & basis of cargo • Arrange the manual handling tasks safely, dividing into smaller loads; GBV Specialists • Provide information and training to workers in the tasks, the use of equipment + and the correct techniques for handling loads; EHS Focal Point • The manual work should be performed by workers who have physical + conditions to carry out tasks without bringing risks to their health; District Services • They must be implemented and organized with enough breaks to ensure that for there is a rest, especially in conditions of too much heat. Arrangements of Infrastructure breaks should be communicated to all the workers concerned; • Proven and appropriate Personal Protective Equipment (PPE) must be provided to each employee at no cost at all; • The employers must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Occupational, Falls and slips • The Health and Safety Management Plan should include procedures to avoid Contractor MINEDH/ DIEE Construction Health and slips and falls and ensure the maintenance of local works. DIPLAC+ IST / Weekly Safety • Good practice for cleaning and storage include: Safeguards & basis − Covering the cables and ropes on the ground and crossing paths to GBV Specialists prevent falls (and damage to own power cables); + − Remove the obstacles from paths/walkways; EHS Focal Point − Remove sweeping or scrubbing material that remains on the ground; + − Keep the work areas and walkways well-lit; District Services − Making the rugs and carpets safer (hold the ground, create grip, etc.); for − Close the file cabinets and drawers. Infrastructure • Work instructions should be implemented to avoid the presence of garbage debris, construction materials and liquid spillage outside the areas designated for them; • Signs must be placed to warn against potential risk of falling, even if it is temporary; • All employees must be vigilant to situations that cause distress and always communicate with the supervisors; • Provide appropriate PPE & daily 15min safety and security debriefing session • The employers must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
Occupational, Falls from height • Scaffolding and ladders Contractor MINEDH/ DIEE Construction Health and − should be inspected by a competent person before being used. So they can DIPLAC+ IST / Weekly Safety be used on level ground and must be in good condition - no damage or Safeguards & basis missing parts - that may affect the safety of the ladder or scaffolding; GBV Specialists − the scaffolding can be erected by competent persons; + − the Before using a ladder or scaffolding, the appointed employees should EHS Focal Point be familiar with the risks and the results of evaluations; + • Trenching and excavation District Services
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring − There must be protection against the workers falling into the ditch; for − The Trenches should be shaped to allow workers to get out in case of a Infrastructure fall (e.g. have a slope.); • Use fall prevention devices − The safety belts and lanyards with rod limiter to allow access to the areas with the danger of falling; − Fall protection devices such as safety harness used in conjunction with shock absorbing lanyards tied to a fixed anchor point or horizontal lines- of-life; • Installation of bodyguard bars, including security footers on the edge of any fall hazard area; • Proper training in the use, maintenance and integrity of the required PPE; • Inclusion of rescue plans and/or recovery, and equipment to respond workers after a fall. • The employers must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness. Occupational, Flying objects • Building materials must be protected against falls if they are to be used at high Contractor MINEDH/ DIEE Construction Health and levels. Appropriate measures depend on the height of the work being DIPLAC+ IST / Weekly Safety performed and should include: Safeguards & basis − Use of network security, security platforms or awnings to retain or divert GBV Specialists an object from falling; + − Use of safety footers, screens, or bodyguard in scaffolding bars to EHS Focal Point prevent objects from falling. + • The health and safety team must provide information to workers on the risk of District Services being struck by objects, during health and safety meetings; for • Power tools should only be used by trained and competent workers; Infrastructure • PPE must be used (especially eye protection and helmets); • Whenever working at heights, this area should be barricaded, and safety signs should be erected indicating how hazardous the area is; • The runners should be marked to avoid the walking and/or working under moving/suspended loads. • The employer must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Occupational, Injuries and • Establish a traffic plan for the construction site: prioritization (right of way), Health and deaths due to the speed limits, car inspection requirements, standards and operating procedures Safety circulation of (e.g. forklifts always with forks down.) And control standards and directions machinery or of traffic in and around the construction site; vehicles • Ensure that all drivers and visitors are reported to the administration of the work before entering the construction site; • Ensure the segregation of vehicles and pedestrians (provide a physical barrier to make this segregation where possible); • Ensure segregation of vehicles and pedestrians (provide a physical barrier to make this segregation where possible); • Installation of speed humps and warning signs. These signs should be MINEDH/ DIEE implemented to warn about the possible risks of moving machinery; DIPLAC+ IST Safeguards & • There should be traffic aids and operations available to help drivers and GBV Specialists operators as needed; Construction + • Construction vehicles shall have audible warning devices (e.g. trucks to give Contractor / Weekly EHS Focal Point rear movement sound.) Headlights and flashing lights (to increase the basis + visibility of vehicles); District Services • Clearly demarcate areas of restricted access to the public and other workers; for • The circulation of private vehicles and delivery vehicles should be restricted Infrastructure to those areas and defined routes; giving preference to one-way roads, where appropriate; • Planning by the architects and construction managers to reduce the risk of vehicle accidents; • The industrial vehicle operators should be trained and qualified in the safe operation of specialized vehicles, such as forklifts, bulldozers, compaction rollers, scrapers, etc. • The employer must ensure that their employees carry out their activities in good physical and environmental conditions; • The employers must provide first aid in case of any accident or illness.
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Occupational, Dust emission • Where it is not possible to prevent, control methods should be initiated such MINEDH/ DIEE Health and as: DIPLAC+ IST Safety − The use of wet suspension (dirty tracks and the land exposed through Safeguards & GBV Specialists excavations should be kept wet on regular basis to prevent dust Construction + formation); Contractor / Weekly EHS Focal Point − Use of vacuum cleaners instead of brooms; basis • PPE use can be vital, but it should be the last resource for protection. The PPE + should not replace the control of dust and should only be used where dust District Services control methods are not effective or are inadequate. for Infrastructure Occupational, Exposure to • The fuel tanks are at lower practicable volume. Spillages should be prevented MINEDH/ DIEE Health and chemicals, and if they occur, be removed immediately. DIPLAC+ IST Safety hazardous and • Fuel storage areas must be protected from damage and collision by vehicles; Safeguards & inflammable • Enclosed spaces should be provided with adequate ventilation; GBV Specialists Construction objects • Emergency numbers should be available and made public; + Contractor / Weekly EHS Focal Point • Workers should be trained and qualified to handle chemicals and hazardous basis materials or flammable products; + • Workers should be instructed to follow the emergency risk plan, particularly District Services for cases of contamination and fire hazard; for • Provide fire extinguishers and instruct workers on how to use them. Infrastructure Occupational, Electrical shocks • Power tools must be inspected regularly (for frayed or exposed wires) to Health and ensure they are in safe conditions of use; MINEDH/ DIEE DIPLAC+ IST Safety • All energized electrical devices must be marked with warning signs for Safeguards & danger; GBV Specialists • Cables and extensions must be protected from damage in traffic areas by Construction + covering them or suspending them; Contractor / Weekly EHS Focal Point basis • The identification of "electrical hazard" in the control rooms with high- + voltage equipment or in places where entry is prohibited or controlled should District Services be fixed; for • Before starting any excavation-work there is a need to carry out detailed Infrastructure identification and indication of all buried electrical wiring. Occupational, Potential impacts • Select less noisy equipment; MINEDH/ DIEE Construction Health and related to Noise • Install mufflers on some equipment, when possible; Contractor DIPLAC+ IST / Weekly Safety and Vibrations Safeguards & basis
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Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring • Install noise barriers, particularly in crossing areas of high population density GBV Specialists such as schools, churches, places of worship, etc. Barriers should be located + closer to the source or receiver to be more effective; EHS Focal Point • Limit the hours of work for certain mobile machinery, particularly in urban + areas; District Services • Place sources of noise at less sensitive areas to take advantage of distance and for natural barriers; Infrastructure • Locate road construction areas (concrete plants, Asphalt plants, quarries, etc.) and distant construction site communities whenever possible; • Use the topography as an advantage to naturally reduce the effect of noise during the construction of construction sites; • Develop mechanism to register and respond to claims; • Be alert to effects on health, education and training of employees to avoid generating unnecessary noise; • Schedule the noisiest jobs to times where fewer workers are present; • Surveillance of the places where noise exposure is significant; • Reducing the level of noise to a minimum. Noise levels should be kept below 80 dB (A) whenever possible; • Concentrating all activities to the daytime hours will decrease the incidence of noise effects; • No construction activity should be performed when the noise exceeds 45 dB (A) during the night (22:00 to 7:00) near residential, institutional or educational areas; • Vehicles and equipment should be inspected regularly to ensure their proper operation and minimize noise emission; • Avoid working on heavy windy days, in order to control the incidence of this impact; • If possible, reduce the impact of noise at source through devices such as noise mufflers to be fitted to the equipment; • Provide hearing protection gear for all staff who will work directly with the noise generation machines, including their short stay in areas where noise is excessive; • The Transportation of materials must be done within the loading and speed limits. On unpaved roads the speed should be limited to 20 km/h.
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Table 14: Environmental management plan matrix for operation (1/2) Project Environmental/ Mitigation Measures Responsibility Period Activity Social Impact Implementation Monitoring Excavation of Soil erosion Rehabilitation of disturbed soils immediately after completion of repair Contractor/ School MINEDH/ DIPLAC- During soils for repairs works; Manager/ Student CEE Operation phase or maintenance Implement appropriate soil erosion control measures such as minimizing community + IST Safeguards & of the school of school run-off, building terraces and diversions, etc. GBV Specialists infrastructure Monitor evolution of soil erosion in areas impacted by human activities + Environmental & Social/EHS Focal Point Repair or Loss in vegetation Avoid or minimize clearing of vegetation during preparation for repair and Contractor/ School MINEDH/ DIPLAC- During maintenance and natural maintenance works. Manager/ Student CEE Operation phase activities habitats of plants Avoid removing tree-plants and small earth movements to help stabilize community + IST Safeguards & of the school and animals soils Establishment of vegetation around structures so that bare soil is not GBV Specialists exposed to erosive forces + Environmental Focal Monitor growing of reinstated vegetation Point Waste Contamination of Follow waste management plan School Manager/ MINEDH/ DIPLAC- During Management water and soils Brief students on waste management NGOs or CEE Operation phase (toilet facilities/ Cleaning drainage systems and container within school premises Community Based + IST Safeguards & of the school waste storage Organizations GBV Specialists containers) (CBOs) + Provincial Directorate of Health/Social District Health Social Services
Table 15: Social management plan matrix for operation (2/2) Project Environmental/ Responsibility Mitigation Measures Activity Social Impact Implementation Monitoring Period Face-to-face Increase in Conduct information sharing and awareness raising campaigns on the causes School Manager/ MINEDH/ DIPLAC- During Interaction HIV/AIDS, IST, and preventative measures of HIV/AIDS, IST, COVID-19 & GBV/SEA/SH NGOs or CEE Operation phase among COVID-19 tuberculosis and other epidemics cases for students as well as local Community Based Provincial Directorate of the school students infection rates, + communities Organizations of Health & Social/ GBV/SEA/SH (CBOs) District Health & Social cases Services
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Project Environmental/ Responsibility Mitigation Measures Activity Social Impact Implementation Monitoring Period Waste Risk of water Solid waste should be covered to avoid contamination of water; School Managers/ MINEDH/ During Management borne illnesses Ensure proper waste management procedure is being applied by the students Student DIPLAC/DIEE Operation phase (toilet such as cholera or and school managers community/ Provincial District of the school facilities/ malaria Promote distribution of mosquito nets to students and local communities in Contractor/ NGOs Services for waste storage surrounding area of the project or Community Education containers) As a result of Malaria outbreaks, joint forces to promote awareness Based + campaigns to prevent urinary infections and water-borne illnesses should be Organizations District Health Social monitored (CBOs Services Maintenance Occupational • Restrict access to working sites Contractor/ School MINEDH/ During activities/ Health and • Provide proper training on the use of equipment as well as training on Managers DIPLAC/DIEE Operation phase Using Safety risks health and safety procedures in the workplace Provincial District of the school machineries (working at • Allocate PPE to workers (such as helmets, gloves, goggles, boots) etc. Services for Education, and equipment heights, falling, • Provide a first aid kit and prepare an emergency response plan Health and Social trapping, and • Avoid working at night, and when this is inevitable ensure that injuries, etc.) sufficient lighting is available for night works • As per the World Bank EHS Guidelines fall prevention and protection measures should be implemented whenever a worker is exposed to the hazard of falling more than two meters and may include: o Installation of guardrails with mid-rails and toe boards at the edge of any fall hazard area o Proper use of ladders and scaffolds by trained employees o Use of fall prevention devices, including safety belt and lanyard travel limiting devices to prevent access to fall hazard area, or fall protection devices such as full body harnesses used in conjunction with shock absorbing lanyards or self-retracting inertial fall arrest devices attached to fixed anchor point or horizontal life-lines o Appropriate training in use, serviceability, and integrity of the necessary PPE o Inclusion of rescue and/or recovery plans, and equipment to respond to workers after an arrested fall
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Project Environmental/ Responsibility Mitigation Measures Activity Social Impact Implementation Monitoring Period Traffic of Road accidents/ • Obey road speed limits to avoid accidents NGOs or MINEDH/ DIEE During vehicles community • Collaborating with local communities on education about traffic and Community Based Provincial Directorate Operation transporting health and safety pedestrian safety (e.g. school education campaigns) Organizations of Health & Social/ phase of the staff threat due to • Defensive driving training; monitoring drivers behavior; proper (CBOs) District Health & school performing high traffic and maintenance of the vehicles, fatigue management enforcement; speed Social Services supervision on limit enforcement and implementation of randomly alcohol and drug GBV on test schools
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7 INSTITUTIONAL ARRANGEMENTS FOR IMPLEMENTING AND MONITORING THE ESMF
7.1 Agreed Institutional Arrangements:
MINEDH will be responsible for the implementation of the project through its different Departments. Subcomponent 1.1 “Strengthening preschool services”, will be implemented by the Preschool Division within the Department of Primary Education, in coordination with the Department of Children in MIGCAS. Activities related to nutrition in this subcomponent will be coordinated with the Department of Nutrition and Health within MINEDH and the Ministry of Health. Subcomponent 1.2 “Strengthening reading skills in primary education”, will require the coordination of several units within MINEDH at the central level, including Department of Primary Education, Department of Teacher Training, INDE and Department of Quality Assurance. Subcomponent 2.1 “Facilitate access to upper primary and lower secondary for girls” will be implemented by the Department of Secondary Education, in coordination with the Department of Primary Education, Department of School Infrastructures, Department of Teacher Training and Department of Human Resources. Subcomponent 2.2 “Strengthen the quality and expand the scale of Distance Learning” will be implemented by the Department of Secondary Education, in collaboration with the Department of Teacher Training and INDE. Subcomponent 2.3 “Promote a safe and inclusive school environment for girls” will be implemented by the Department of Nutrition and Health (sexual and reproductive health education program) in coordination with the Ministry of Health, and by the Department of Cross-cutting Issues (GBV, SEA/SH, gender, HIV/AIDS activities). Subcomponent 3.1 “Strengthening capacity to collect and analyse data, including disaggregation by gender” will be implemented by the Department of Statistics and subcomponent 3.2 “Implementing result-based financing to improve education outcomes” will be led by the Department of Quality Assurance in coordination with the Department of Finance.
The Planning and Cooperation Department (DIPLAC) will be responsible for the coordination of the project implementation (Component 4. Project management, monitoring and evaluation). As for component 5 - Contingency and Emergency Response Component (CERC)) or “Zero-Dollar Component”, it will be used as needed, to provide for immediate response to an Eligible Crisis or Emergency. This would help recover damages to school infrastructure, ensure business continuity, and enable early rehabilitation. Once activated, it will be implemented by INGC, the national disaster management agency, working in tandem with the PIU and associated sister agencies. At the local level, MINEDH will rely on existing structures, with a project staff in each province and a focal point at the District Services of Education, Youth, and Technology (SDEJT).
The DIEE will deal with the safeguards, OHS and GBV/SEA/SH dimensions related to construction (e.g. making sure the Bidding Documents include provisions for observance of environmental and social safeguards, OHS and GBV/SEA/SH issues by the contractors). The DAT is responsible for addressing issues related to SRGBV. Within DAT, a Gender Department deals specifically with violence and abuse of women and girls.
In addition, the project will also have focal points at MIGCAS and MISAU to support implementation of subcomponents 1.1 and 2.3.
The below Table summarizes the project responsible entities per subcomponent.
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Table 16: Responsible institution per Components’ subcomponents Project Subcomponent • Responsible Entity
1.1 “Strengthening preschool services” • Preschool Division within the Department of Primary Education (MINEDH), • Department of Children (MIGCAS) • Department of Nutrition and Health (MINEDH) and • Ministry of Health (MISAU). 1.2 “Strengthening reading skills in primary • Department of Primary Education (MINEDH) education“ • Department of Teacher Training (MINEDH) • INDE (MINEDH) and • Department of Quality Assurance (MINEDH). 2.1 “Facilitate access to upper primary and lower • Department of Secondary Education (MINEDH) secondary for girls” • Department of Primary Education (MINEDH) • Department of School Infrastructures (MINEDH) • Department of Teacher Training (MINEDH), and • Department of Human Resources (MINEDH). 2.2 “Strengthen the quality and expand the scale • Department of Secondary Education (MINEDH), of Distance Learning” • Department of Teacher Training (MINEDH) and INDE (MINEDH). 2.3 “Promote a safe and inclusive school • Department of Nutrition and Health (sexual and reproductive health education program)- (MINEDH) environment for girls” • Ministry of Health (MISAU) • Department of Cross-cutting Issues (GBV, SEA/SH, gender, HIV/AIDS activities) - (MINEDH) 3.1 “Strengthening capacity to collect and • Department of Statistics (MINEDH) analyse data, including disaggregation by gender
3.2 “Implementing result-based financing to • Department of Quality Assurance in coordination with the Department of Finance (MINEDH) improve education outcomes”
Component 4 – Project Management, • DIPLAC/PIU Monitoring & Evaluation
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Component 5 – Contingency and Emergency • INGC in tandem with MINEDH/DIPLAC-PIU + MIGCAS & MISAU Response Component or Zero-Dollar Component
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7.2 Assessment of the Institutional Capacity of the Responsible Entities
According to the Strategic Education Plan 2020 - 2029 (PEE 2020 - 2029), the analysis of the Sector reveals that despite significant improvements in the cycle of Planning, Budgeting, Execution, Monitoring and Evaluation (POEMA), there are still challenges to be faced under management level of the Education System. Among the challenges, there is the need to improve the operationalization of sectoral policies, harmonization of the decision-making process, at all levels, to guarantee oriented results.
With regard to one of the components of this project, the Sector also faces numerous difficulties for the implementation of school building and procurement programs, which has resulted in high balances from the sector's external funds.
Below are some aspects that were highlighted in the scope of PPE 2020 - 2029, with regard to the challenges of the sector:
• SDEJT should be empowered with human, material, and financial resources, in order to carry out the supervision of schools. • Procurement reforms must be accelerated to keep pace with the growth of school staff. • Outdoor 'classrooms' should be replaced with conventional classrooms, establishing a time horizon for this purpose. Likewise, the conditions of schools in rural areas must be significantly improved, including water and sanitation, fencing, shaded and recreational spaces. The schools must also be resilient to frequent natural disaster. • The principals must be evaluated according to their contribution to the functioning of the school. In this sense, it is imperative to develop quality standards and indicators for ES.
Given the abovementioned challenges from the Education Sector, the project considers to establish an Implementation Support Team (IST) to support DIPLAC in the project coordination and support to implementation. The lessons learned from the previous project highlighted the need to strengthen support to DIPLAC in the implementation of the project, coordinating activities, and coaching and supporting capacity building within MINEDH. One of the main roles of the IST will be to strengthen MINEDH’s implementation capacity at both central and local levels, coaching and providing on-the-job training to MINEDH staff at the central and provincial level to strengthen implementation management skills and accelerate the implementation of the activities. The IST will be led by a “coach” or project manager and will include specialists to support the main areas of the project, including a social safeguards specialist, an environmental safeguards specialist, a gender/GBV specialist, an infrastructure development specialist, and fiduciary specialists (procurement and FM). Other members of the team with specific expertise can be added as the needs are identified during the project implementation. The IST will also have representatives at the local level, one official per province, who will be responsible for coordinating, training and supporting the project focal point at the SDEJT. The project manager, fiduciary, safeguards and GBV specialists and provincial representatives will be hired under a full-time contract, while the areas specialists will have part-time contracts.
Another key role of the IST will be to coordinate Technical Assistance (TA). An important function IST will play is to reinforce horizontal linkages between Planning, Budgeting, Financial Management, Procurement, Safeguards, Gender/GBV, M&E, Reporting, and Program Departments. The IST will guarantee that TA is responding to MINEDH’s HR Development Plan that highlights gaps and needs across the central and provincial levels of the ministry. IST will ensure that all TA is being effective to develop internal capacity.
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Given the fact that MINEDH intends to implement Procurement reforms it is a must to have a dedicated team providing TA within the Ministry and making the link across central and provincial levels.
It is recognizable that MINEDH has a long history of cooperation with the World Bank and very recently it has been implementing a project also financed by the World Bank - “Emergency Resilient Recovery”, which consists of building resilient schools and providing technical assistance to MINEDH. Lessons from that project suggests that MINEDH does not represent a significant fiduciary risk in terms of financial management and implementation of the project.
Although, the performance of MINEDH E&S Safeguard unit is conditioned by the limited number of staff. This unit is not represented in all provinces; where it exists the staff is part of specific projects spearheaded by MINEDH and these staffs are not properly trained in E&S safeguards nor on OHS and Gender/GBV issues. This situation could affect MINEDH's ability to put the WB ESS regulatory framework into practice in its projects. Therefore, MINEDH's limited staff to implement E&S aspects could constitute a risk to the implementation of the project if the IST is not established. To tangibly and sustainably mitigate and overcome that factual risk, MINEDH/DIPLAC will hire, as part of the IST, an International Technical Safeguards Advisor (ITSA) who will help spearhead the well-functioning of the Safeguards team, including OSH and Gender/GBV and GRM dimensions. The ITSA will advise both the PIU Coordinator/Project Manager and the IST Safeguards and GBV team, as well as sister agencies and provincial teams, quality review the project documents, strengthen their technical capacities, and ensure project is in compliance throughout its lifecycle. The ITSA will report directly to the Project Manager and subsequent MINEDH’s involved Agencies Directors or the Permanent Secretary, for consistency purpose.
7.3 Training Requirements for Contractors and Service Providers
The Contractor shall comply with the provision of the Safeguards, OHS and GBV/SEA/SH Requirements for Bidding and Execution Contract. Therefore, should provide sufficient training to his own personnel to ensure that they are all aware of the specifications of the C-ESMP of the Heath, Safety and Hygiene Management Plan (HSHMP), and are able to fulfil their expected roles and functions. In addition, the Bill of Quantities should contain the item “Compliance with Environmental and Social Management including OHS and GBV/SEA/SH Conditions”. This item should cover costs associated to the observance of Environmental and Social Compliance as well as with Occupational Health and Safety, and GBV/SEA/SH during the works. No other payments will be made to the Contractor for compliance with any request to avoid and/or mitigate an avoidable environmental and social and/or health, safety and GBV/SEA/SH impact.
Moreover, for reporting consistency purpose, the project is expected to hire an external consultant to perform the annual, mid-term and final Audits as stated in section 9.2.3. This consultant has to be fully knowledgeable and familiar with both national regulations and World Bank ESF as we well as of the country as a whole.
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8 TRAINING/CAPACITY BUILDING AND TECHNICAL ASSISTANCE- TRAINING AND CAPACITY BUILDING REQUIREMENTS
DIPLAC will host the Project Implementation Support Team responsible for implementing the proposed Project. Within the IST, Safeguards Specialists will be hired to ensure that the Project safeguards, including OHS and GBV/SEA/SH recommendations are fully met throughout the project lifecycle. It is imperative to target DIPLAC for capacity building to ensure effective implementation and monitoring of environmental and social safeguards, OHS and GBV/SEA/SH. Specific capacity support will be rendered to DIPLAC’s E&S specialist at central level so that it is able to implement and monitor safeguards policies throughout the project implementing cycle.
A number of staffing recommendations have been made. The IST will be constituted by: • “Coach” or Project Manager; • one (1) Environmental Safeguards Specialist • one (1) Social Safeguards Specialist • one (1) GBV Specialist; • one (1) Infrastructure development specialist; • two (2) Fiduciary Specialists (Procurement and FM); • one (1) M&E Specialist.
The IST will also have representatives at local levels, one E&S safeguards officer per province (10 dedicated E&S Safeguard Specialists), who will be responsible for coordinating, training and supporting the project focal point at the SDEJT (77 Focal points). These specialists will help ensure that project interventions in all components are in compliance with the World Bank's safeguards policies and national legislation and regulations. These specialists will also be required to provide technical support and training to the other project Implementation entities, such as service providers/contractor companies.
8.2 Training and Capacity Building Action It is recommended that the training and capacity development needs be identified for each of the associated implementing entities, and that these are integrated into the training program and/ or a Capacity Development Plan developed for each of the implementing institutions of the Project. General training requirements and capacity development should be placed on a dedicated section. The training program should help to improve the capacity of local authorities in the management of environmental and social safeguards as well as OHS and GBV/SEA/SH impacts during the planning, implementation, and operation phases of the project in the selected provinces/districts.
The design of the training program should consider the following aspects: • Technical analysis of the screening and scoping processes of projects being proposed to take place in the districts and facilitate decision making regarding their broader environmental and social sustainability; • Technical analysis of the environmental, social, OHS, GBV/SEA/SH impact assessment reports prepared by consultants; • Technical capacity for monitoring the implementation of the environmental and social management plans as well as environmental and social audits; • Awareness raising of the participants on the relevance and the need for environmental and social management, including OHS and GBV/SEA/SH in the planning, implementation and operation of sustainable development projects; and • GRM, compensation strategy, community health and safety.
The trainings should emphasize on the relationships between environmental, social, OHS, GBV/SEA/SH and natural resource management and sustainable rural livelihoods, ESIA
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procedures, legislation, use of this ESMF, RPF, potential impacts, land acquisition and community involvement, etc.
Thus, it is recommended that the selected basic training modules included in Table 17 are undertaken at all the implementing agencies level so to ensure that the ESMF recommendations are well-understood and effectively implemented and monitored.
Table 17: Basic training modules Basic training modules Topics
• Project Screening process categorization; • Classification of the severity of impacts; Basic practices • Environmental and social impact assessment process; • Public consultation and participation • Involuntary Resettlement procedures; • Census methodologies;
• Roles and Responsibilities for the effective planning and implementation of resettlement activities • E&S, and Occupational and Community Health and Safety Social Impacts • Gender - GBV and SEA/SH mitigation/prevention • HIV/AIDS/ IST/ COVID-19 • Disability inclusion/exclusion • Labor management procedures • Selection of project intervention areas by reducing environmental and social risks and adverse impacts; Environmental Impacts • Mitigation of adverse impacts measures to be included in Tender documents; • Adverse Impact management during construction stage • Transparency and public administration at the planning stage, Monitoring and redress of • Responsibility for recording and monitoring during the complaints implementation phase, • Procedure for registering complaints and their efficient handling
8.3 Methodological Approach to Implement Training Activities Training and capacity development activities to the provincial and district officials should be identified and recommended for each of the implementing entities, and integrated into the training program and/ or a Capacity Development Plan.
It is acknowledged that staff turnover, new staff who will be involved in the project will need training and gradual adaptation stages. Therefore, to ensure that new staff are adequately equipped, training programs will be planned as required.
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Training programs should target groups/ persons who are guaranteed to be involved in the construction work, i.e. construction engineers, technical officers, etc.
8.4 Financing for Environmental and Social Training and Capacity Building
The proposed finances to cover for the environmental and social trainings and capacity building are considered in section 14 below.
8.5 Technical Assistance (TA)
Technical assistance will be need for the design of safeguards management and implementation tools, including training, design, dissemination and Implementation of the Complaints and Grievance Mechanisms.
An important function IST will play is to reinforce horizontal linkages between Planning, Budgeting, Financial Management, Procurement, M&E, Reporting, and Program Departments. The IST will guarantee that TA is responding to MINEDH’s HR Development Plan that highlights gaps and needs across the central and provincial levels of the ministry. IST will ensure that all TA is being effective to develop internal capacity.
As regards to Safeguards, OHS, GRM, GBV/SEA/SH, MINEDH/DIPLAC will hire, as part of the IST, an International Technical Safeguards Advisor (ITSA) who will help spearhead the well- functioning of the Safeguards team, including OSH and Gender/GBV and GRM dimensions. The ITSA will advise both the PIU Coordinator/Project Manager and the IST Safeguards and GBV team, as well as sister agencies and provincial teams, quality review the project documents, strengthen their technical capacities, and ensure project is in compliance throughout its lifecycle. The ITSA will report directly to the Project Manager and subsequent MINEDH’s involved Agencies Directors or the Permanent Secretary, for consistency purpose.
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9 ENVIRONMENTAL AND SOCIAL MONITORING
9.1 Monitoring Plan
Monitoring and reporting on progress are critical areas for the successful implementation of the present ESMF as well as of the overall project. Reporting is based on a set of indicators which should be reported on, on a regular basis with specific responsibilities indicators set out here will be mainstreamed into the overall monitoring and evaluation (M&E) system for the project. The specific objective of the monitoring process is to ensure that the ESMP is complied with and verified at all levels and stages of the project implementation cycle. Monitoring shall be a continuous process and should include the status of compliance as well as achievement of the objectives of the project.
Monitoring comprises on-site inspection of activities to verify that measures identified in the ESMP are being implemented. This type of monitoring is like the normal tasks of a supervising engineer (especially during classroom construction) whose task will be, by contractual arrangements, to ensure that the Contractor is adhering to the contractual obligations regarding environmental, social, GBV/SEA/SH, health and safety practices during construction, as prescribed in the bidding documents and Contracts (see Annex 3: Safeguard Requirements for Bidding and Execution Contract).
9.2 Monitoring Schedule and Responsibilities
The Implementation Support Team (IST) Safeguards and Gender/GBV Specialists will be responsible for coordinating and monitoring the implementation of the ESMF and ESMP. The team will be responsible for implementing sensitization programs with the view of informing interested and affected persons of the framework, how it works and what is expected with it.
9.2.1 Monthly or as needed
Contractors will report verbally on a weekly basis to the site engineer, and submit monthly progress reports to the site engineer on compliance with the general conditions on site, progress on the C-ESMP if any, and on his/ her own Health, Hygiene and Safety Management Plan. The site engineer shall report on a bi-monthly basis to the IST for the oversight and day-to-day management of the project implementation activities.
IST at district level should supervise and monitor activities and report monthly to the site meetings. Monthly site meeting should be attended by the representative of the IST at provincial and national level as well as the representative of the funding agency. During this meeting implementation aspects of the project will be discussed and all matters of community concern not resolved should be given a solution. During this meeting the Contractor Environmental and Social or EHS officer shall present, prior to the approval of the engineer, the monthly report
The monthly report should include at least information on the Construction, Environmental and Social Management Plan (C-ESMP) implementation, conflict resolution/GRM, OHS, HIV, GBV and CAE ICE reports.
9.2.2 Quarterly IST at national level has to submit, for the approval of the World Bank a quarterly report on environmental, social, health and safety (ESHS) performance of the Project. The basic information for the quarterly report is provided by site engineer on a monthly basis, and the safeguards team synthetizes it for the benefit of the World Bank.
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9.2.3 Annually
An annual monitoring report shall be submitted to executing agencies. This report is compiled based on a regular monitoring by the E&S, Gender/GBV Specialist at IST. The purpose of these reports is to provide:
• A record of Project and sub-project transactions; • A record of experience and issues running from year to year throughout the Project that can be used to identify difficulties and improve performance; and • Practical information for undertaking an annual review
9.2.4 Mid-Term Audits
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/MTA will conduct its audit to verify compliance with the GoM requirements, mainly based on the ESMP, while DPDTA will focus on compliance of the project requirements as such. The two audit teams will report to MINEDH 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. Below are indicated some basic information that the Audit Reports will include: • A summary of the environmental, social, health and safety performance of the sub- projects, based on the ESIAs, ESMPs, RAPs and the implementation of the Environmental and Social Clauses in the Contractor Contracts and Contractor ESMPs; • A presentation of compliance and progress in the implementation of the sub-projects ESMPs; • A summary of the environmental and social monitoring results from sub-projects monitoring measures; • 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 and camping sites including borrow and quarry 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 • Prepare a list of health and safety and environmental and social concerns of past and on- going activities.
9.3 Environmental and Social Monitoring Indicators
Indicators serve to evaluate the efficiency of implementation of the mitigation measures during construction activities. On this ESMF is proposed to use the following monitoring indicators: a) Environmental indicators o Maintenance of improved sanitation systems at the teaching facilities
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o Water quality at the teaching facilities meets local standards o Compliance with the Environmental Guidelines for Contractors o Safe disposal of hazardous material b) Social indicators o Number of people provided with environmental and social training to implement the ESMF o The number of local workers used during of the construction activity o Integration of less than 5% of female workers o More than 2 complaints regarding violence against women that are direct or indirectly related to the project o Complaints for lack of access motivated direct or indirectly by project implementation c) Complaints management o Registration of Non-compliance with complaints management plan o Lack of or delay in response for a complaint for more than 30 days o Lack or poor filing of complaints
Besides, these monitoring indicators are supposed to be dynamic and should be further developed during construction phase. The minimum period envisaged is within the first three months and will be captured by the IST team at provincial level.
9.4 Emergency Report (ERP)
Emergency incidents occurred during construction or rehabilitation activities may include hydrocarbon spillage, failure of solid waste and wastewater treatment facilities, fire, floods, cyclones. These emergency events are likely to seriously affect workplace, teaching operation, community and the environment.
Minimum content that an ERP will include is prescribed in paragraph 21 of the WB ESMF, as extracted to bullets below: a) engineering controls (such as containment, automatic alarms, and shutoff systems) proportionate to the nature and scale of the hazard; b) identification of and secure access to emergency equipment available on-site and nearby; c) notification procedures for designated emergency responders; d) diverse media channels for notification of the affected community and other stakeholders; e) a training program for emergency responders including drills at regular intervals; f) public evacuation procedures; g) designated coordinator for ERP implementation; and h) measures for restoration and cleanup of the environment following any major accident The Contractor should prepare this ERP prior to commencement of construction and should ensure its implementation.
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10 PUBLIC CONSULTATION AND DISCLOSURE PROCESS
10.1 Main elements of the Pubic Consultation Plan: The Bank adopts a dynamic process to classify all projects (including projects involving Financial Intermediaries (FIs)). It uses the following four risks classifications/categories: High Risk, Substantial Risk, Moderate Risk or Low Risk. These would roughly correspond to Categories A+, A, B and C, respectively, under the Mozambican categorization.
Moreover, under the WB system, risk classification and project categorization consider multiple factors and issues, such as the type, location, sensitivity, and scale of the project; the nature and magnitude of the potential environmental and social risks and impacts; and the capacity and commitment of the Borrower (including any other entity responsible for the implementation of the project) to manage the environmental and social risks and impacts in a manner consistent with the ESSs.
Other areas of risk that can also be relevant in environmental and social mitigation measures and outcomes, depending on the specific project and the context in which it is being developed, include (i) legal and institutional considerations; (ii) the nature of the mitigation and technology being proposed; (iii) governance structures and legislation; and (iv) considerations relating to stability, conflict or security.
For the three higher categories the Borrower must disclose their studies (ESIA or ESMP) for public consultation at a place accessible to local people (e.g., at a Municipal office, District Administration office, Administrative post, Environment departments) in a form, manner, and language they can understand. The information disclosure can take several forms and must be widely available and accessible.
During this preliminary phase of the ESMF it was scheduled a workshop in Maputo and Nampula city, although the last did not take place for reason beyond the project’s control. Subsequently, a series of consultations with government personnel at district levels and provincial levels were conducted. The public consultation held in Maputo is documented in Annex 7: Grievance Form
The first dedicated Public consultations were carried out in two provinces which are targeted by the Project, namely in Sofala and Nampula, focusing at the provincial and district level, with the objective of gathering government officials’ perceptions of the proposed activities, i.e. rehabilitation of existing schools and construction of new “escolinhas” facilities, Gender aspects, community health and safety, conflicts, etc., as well as of the Education sector and key areas of intervention. The consultation process comprised two methods (i) consultation with key stakeholders (officials from MINEDH at central level, the technical staff from targeted provinces), and (ii) public meeting/ workshop held in Maputo province.
Information on the purpose and dates of the public consultation meetings was decided in agreement with Government entities at central level, as well as at provincial level. ToR of the project was shared with provincial directorate.
The objective of the consultation process was to gather general perceptions and views of all relevant stakeholders (project affected persons as well as interested persons) on the proposed project. Among others, the Consultant sought to identify and confirm conditions in the different provincial contexts, and determine specific impacts that would require to be addressed under the scope of the present ESMF.
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10.2 Identification of Stakeholders
The identification of stakeholders engaged during the first round of site visit held from 8th to 11th December 2020 was basically possible with the involvement of education sector’s responsible personnel at several levels, either central, provincial and district level. The list of contacted personnel is indicate per province on Table.
The aim was to engage several stakeholders, who participate very actively and support MINEDH in its efforts to make progress to achieve the prioritized goals.
10.2.1 Maputo province All the public consultation and participation process was coordinated through the Ministry of Education office in Maputo and subsequently the other provinces were informed and prepared for the coming meetings. The workshop that took place in Maputo city is well documented in Annex 7: Grievance Form that includes the list of attendee and content of the discussion.
10.1.2 Sofala province
In this area of the country, three different districts were visited, namely Beira city, and both Dondo and Nhamatanda districts. The engagement between the Consultant and the government officials at district or provincial level services took place as well as with the school directors, professors and administrative staff. 10.1.3 Nampula province Here, it was possible to meet with the government officials at provincial directorate of education (Nampula city) and government officials at district services of education (Meconta district and Monapo district).
10.1.4 Summary of Stakeholder identification and consultation During the meetings with the government officials, professors and administrative staff in both provinces, it was possible to take note of some NGO’s that provides social services on Gender Based Violence awareness. To mention few, there is “JAMO” initiative that provides snacks at schools (Beira city), “Viva Mais” initiative – an NGO from Baptist Church that promotes girls’ empowerment (Dondo district). Other examples of NGO’s were also recorded in Monapo district (Nampula province), where FDC provides social awareness covering numerous topics including land right, sexually transmitted disease, etc.
During the consultation in Sofala and Nampula provinces it was noticed that the official are well informed on the existence of environmental and social safeguards that should be implemented for projects managed by the WB. In addition, it is embedded on the institutions’ procedures the need to include GBV focal points at provincial, district and school level.
The stakeholders’ engagement is an ongoing process and this first round of interaction allowed identification of most active entities at district level.
These consultation and participation process, served as well to sense the feeling and hear the voice of the people on ground on aspects related to security, fragility and vulnerability in the centre and north region because this poses a challenges to the project implementation. The focus on the North and Center for some key interventions of this projects aim at contributing to positively affecting communities living in fragile contexts. The project will complement other operations to support Human Development (HD) including the upcoming multi-sector HD project for the province of Cabo Delgado, expected to be approved in FY22. As the conflict in the North escalates increasing fragility, interventions in these areas will be implemented seeking collaboration with stakeholders with vast experience in working in fragile contexts and in the Northern region of Mozambique,
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in particular. These include United Nations (UN) agencies and non-governmental organizations (NGOs), which would help identify beneficiaries and implement the activities of the project adapting to the context and the needs of these communities.
The approach presented above, i.e., including experienced NGO’s would be beneficial to the project if we consider the worst case conditions of having the whole province or specific regions totally inaccessible but the project needs to reach out to those young girls and boys. The use of these Third Party Monitoring (TPM) can be an extended arm to the IST to help monitor and report upon project activities. 10.3 Main Findings during the Public Consultation The tables below summarizes the main findings raised during engagement with stakeholders at provincial and district level.
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Table 18: Main Findings raised during Public Consultation (Sofala Province) Province Consulted Entity Representative Main Findings
Sofala Provincial Provincial Director Expressed strong commitment with the project, and hope that the project improve the girls’ Directorate of conditions at school and thus increase the number of girls in upper primary and lower secondary Education (DPE) Head of Department of Studies and levels. Planning
DPE technician who escorted the team to Beira, Dondo and Nhamatanda (Mr. Miguel) Sofala Education Planning Technician (Mr João They consider that girls' menstrual hygiene issues are crucial to their retention at school. Department of the Francisco) City of Beira Technician of the General Education Department (Mr Domingos Semba) Sofala EPC de Milha 3 Deputy Director (Mrs Belta Isabel Expansion of the teaching classes (Bairro Vaz-11º Francisco) - The school is located in a very humid area, with poor infrastructure conditions. The school was Bairro) severely affected by cyclone IDAI. Teacher (Paulino Meque) Causes for girls (or students in general) dropouts - Natural disaster risks, such as IDAI contributed to the relocation of many families, which contributed for high level of dropouts
Damaged school sanitation infrastructure - Contributes negatively for girls’ dropout
Water supply - Lack of water connection contributes for poor hygiene condition, especially for girls
Land dispute/ lack of DUAT - Small plot of the school is under dispute with neighboring. This issue is being handled by the government entities. Sofala District Services of Head of General Education At the district level, the Baptist Church is implementing a program for empowering the girl. Education, Youth, Department (Mr Carlos Manuel) The program is implemented in partnership with DPE. and Technology (SDEJT) - Dondo It was confirmed that the district has a technician working on GBV issues Page 134 of 173
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Province Consulted Entity Representative Main Findings
Head of the reproductive sexual health department (Mr Estevão Chaga) Sofala EPC dos School Director (Mrs Maria Da Causes for girls’ dropout at school: Combatentes Graça Manjate) - Extreme poverty, low financial capacity (Dondo) - One school estimated in between 6 to 10 girls that dropout school due to various reasons, which Pedagogical Director (Mrs Candia include at least one GBV case. Emílio Damissona) Strengthening for girls’ (or students in general) retention - Provision of food/ school snacks by NGO’s - Past experience of an NGO’s that used to distribute school snacks (Apoiar), teachers capacity building (Terra dos Homens), CARE and SAVE the children (construction of sanitation facility)
Gender Based Violence (GBV) - The school has a focal point for GBV issues and this showed relevant for having high cases girls retention at school Sofala District Services of Gender Focal Point (Mrs Maria Clara Strengthening for girls’ (or students in general) retention Education, Youth, Vasco Jon) - The district is working with Instituto Patrocínio e Assistência Jurídica-IPAJ and have solved a and Technology case of GBV involving a father and daughter (SDEJT) - Head of the Human Resources Nhamatanda Department (Mr José Domingos) Impacts of girls’ dropout at school level - It is verified at these schools located more in country side, e.g. EP1 of Mituchira due to relative distance to the center district
Impact on awareness activity - Due to lack of fuel or even means of transportation to reach the schools located relatively far from the center of the district; - COVID 19 is one of the reasons for decreasing the awareness coverage at district level because children have had to stay at home during this pandemic period, which increases interactions with “potential” child abuser
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Table 2: Main Findings raised during Public Consultation (Nampula Province) Province Consulted Representative Main Findings Entity Nampula DPE Head of Planning Department (Mrs Has demonstrated commitment with the project and coordinated the field work with the district Caetana) Education sector government entities UCEE coordinator (Mr Abdul Checha Jamal) Safeguards Specialist (Mr Evaristo) Architect of DPE-UCEE (Mr Saico) Nampula District Head of the Administration and Causes for girls (or students in general) dropouts Services of Planning Department (Mr Abu Ali - Many schools suffer from natural disaster risks, such as IDAI contributing for relocation of a Education, Issufo Canjy) Youth, and large number of families, and consequently for high level of dropouts Head of the General Education Technology Department (Mr Faustino Simão) (SDEJT) - School sanitation infrastructure Meconta - Lack of sanitary facilities causing boys and girls to use the same location. This contributes negatively for girls’ dropout (require rehabilitation)
Capacity building - Government officials would like to benefit of capacity building from the project in order to improve their knowledge in GBV issues.
Strengthening for girls’ (or students in general) retention - It was suggested to engage with schools councils for better interaction and problem resolution which would contribute for decrease in girls dropouts; - Review the number of professors (woman) that teachers at vulnerable locations because this increases girls’ trust and consequently retention at school
Land dispute/ lack of DUAT
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Province Consulted Representative Main Findings Entity - Lack of funds for solving an increase number of schools with land dispute cases. The schools are being invaded by neighbors, thus contributing for land dispute. This issue is being handled by the government entities
Nampula District Director (Mrs Laura Rita Manuel) Causes for girls’ dropout at school: Services of - The district is vulnerable to natural disaster risks with contributes for more damaged Education, Youth, and infrastructures and consequently overcrowded classrooms Technology - Families moves to other regions looking for fertile land because of high dependence in (SDEJT) - Monapo agriculture Strengthening for girls’ (or students in general) retention - Provision of food/ school snacks by NGO’s - Example of FDC (NGO) which provides social awareness covering numerous topics including land right, sexual transmission disease, etc.
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The engagement process was initiated during ESMF, RPF, SEP and ESCP preparation and it should be continued during the subsequent phases of the project, with a view to: • Keep Project Interested and Affected Parties (PI&APs) informed about key issues and findings of each stage of the simplified ESIA/ESMP; • Gather concerns and interests expressed by various project stakeholders; • Obtain contributions/opinions of stakeholders in terms of avoiding/minimizing possible negative impacts (such as gender aspects, community health and safety threat, conflicts between contractor and local workers, etc.) and maximize positive impacts of the project (rehabilitation of WASH infrastructures). • Lastly, support the social dialogue and identify from the onset, stakeholders’ perceptions and expectations, which can contribute to the action planning and effective communication to minimize the impacts of the project. The process also allows for rethinking the project’s technical aspects.
The process will support a Stakeholder Engagement Plan and for it to be effective there are norms and procedures to be observed throughout.
The ESIA/ESMP/RAP processes emphasize the clear need for frequent interaction and communication between the public, parties affected by the proposed Project, local NGOs, external interested and concerned organizations, as well as Project scientists and engineers. Local people and other stakeholders should be organized into a Social Committee to easily articulate the various aspects in an organized and continuous fashion.
Each aspect of the technical investigations generally includes a data collection and verification phase, followed by analysis and evaluation, then synthesis and conclusions. The findings of each phase are communicated as appropriate to external parties.
During the entire process of public consultations a special care was taken into consideration regarding the implementation of prevention measures against COVID-19, as prescribed by Decree no 79/2020 of 4 September21: Declares the Situation of Public Calamity and Activates the Red Alert. Among other aspects, the prevention and mitigating measures for the pandemic COVID-19, as per the above stated regulation includes: • Ensure use of masks and / or visors at all time during the meeting; • Provide and ensure frequent hand washing with soap and water or ash • Maintain interpersonal distance to minimum of 1.5m • Use of cough etiquette; and • Not sharing personal use utensils • Limit the number of attendees to the meeting venue to a maximum of 40 (forty) people, when applicable; • Provide awareness on COVID-19 at the beginning of the meetings. These briefing can cover information about the virus, symptoms of the disease, protection measures and other relevant aspects; • Monitoring implementation of the protection measures and provide prompt feedback to all attendees.
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11 PROCEDURAL INSTRUMENTS FOR THE IMPLEMENTATION OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK Eligibility Criteria for Exclusion of Subprojects The project will likely target schools that have similar characteristics: poor water, sanitation and hygiene conditions. Schools, particularly those in rural areas, often completely lack drinking- water and sanitation and hand-washing facilities; alternatively, where such facilities do exist, they are often inadequate in both quality and quantity. Schools with poor water, sanitation and hygiene conditions, and intense levels of person-to-person contact, are high-risk environments for children and staff, and exacerbate children’s susceptibility to environmental health hazards, including risks to COVID-19. Moreover, some schools have poor infrastructures, including crowded classrooms, inadequate ventilation and lighting, lack of waste management facilities and inappropriate disposal practices and the design doesn’t consider children with disabilities. Project civil works envisage construction (preschools) and rehabilitation/expansion of schools (primary/secondary education schools), including access to water and overall WASH (water, sanitation and hygiene) facilities.
The project will include a strong emphasis on prevention through the identification and management of GBV risks and impacts as well as social norms conducive to unsafe school environment for girls and boys. Sub-component 2.3, will support the implementation of a sexual and reproductive health education (SRH) program and GBV awareness and mitigation in upper primary and lower secondary education schools.
11.2 Screening of Subproject Activities
The screening process described in this section is aimed at determining which activities (construction/rehabilitation works) are likely to result in significant negative environmental and social effects with a view to determine appropriate impact mitigation measures for those activities, and ensure environmental sustainability of sub-projects undertaken in the Project areas, through effective monitoring of impacts during the construction/rehabilitation phase of works in the districts. The outcome of the screening process will determine the extent of environmental considerations required preceding the carrying out of activities of the Project related to construction and rehabilitation works.
Prior to any site visit to the new “escolinhas” to be constructed or schools to be rehabilitated, a desk appraisal of the project details (plans and activities), including structural designs, will be done by the E&S Safeguard Specialist, based at IST within DIPLAC.
Once that step is accomplished, the initial screening in the field will be carried out by the Environmental and Social Safeguard Specialist. The E&S Safeguard Specialist will complete the Environmental and Social Screening Form (Annex 1: Environmental and Social Screening Form (ESSF) proposed). Completion of this screening form will facilitate the identification of potential environmental and social impacts, determination of their significance, assignment of the appropriate environmental category, proposal of appropriate environmental and social mitigation measures, and conduct of an Environmental and Social Impact Assessment (ESIA), if needed.
It is necessary to equip the E&S Safeguard Specialist with the necessary tools and knowledge to be able perform a correct screening in the various project locations, thus an environmental and social training will be provided to him/she. The E&S Safeguard Specialist will travel to the locations at the time the construction/ rehabilitation activities are planned.
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The environmental and social screening forms should be submitted to DPDTA22 for review and decision-making on the category of the project and the World Bank for review and approval. At this stage, DPDTA will be responsible for reviewing the results and recommendations submitted by the E&S Safeguards Specialist team based on the environmental and social screening form (Annex 1);
11.3 Assessment and Categorization of Subprojects
Under the ESS1, a full ESIA is required for all projects screened as a High risk rating project. For Substantial to Moderate Risk rating projects, some forms of environmental and social assessment are required, usually less rigorous than a full ESIA and often taking the form of site-specific ESMP. Beyond screening, no further ESMF/ESIA or ESMP or RPF/RAP action is required for Low level risk rating project and a project is classified FI if it involves investment of Bank funds through a financial intermediary.
When the project location is not known the Bank requires the elaboration of the ESMF and RPF, instruments that guides the further development of ESIA, ESMP, RAP/A-RAP
This task is performed based on the information provided in the environmental and social checklist form (Annex 2: Environmental and social checklist). The E&S Safeguard Specialist will be responsible for categorizing a construction/ rehabilitation activity.
Project civil works envisage activities such as construction of preschools (escolinhas) and improvement of overall WASH (water, sanitation and hygiene). Given the nature of this activities and the provisions of the Mozambican Environmental Legislation it is most likely that the sub- projects classification falls under Substantial / Moderate Risk and Low Risk as their potential environmental and social impacts are expected to be site-specific, minimum and easily mitigated through a simple environmental management plan (Moderate Risk) and environmental management best practices (Low Risk) projects.
This means that there is no room for funding any rehabilitation or construction activities that have been assigned the environmental category A+ or A as per Mozambican legislation and High risk as per ESS, based on the environmental and social screening results. For subprojects considered to be of substantial risk by ESS1 and / or Category “A” by Decree 54/20015, the team of environmental and social experts will reevaluate the location and design of the subproject to identify alternatives that can avoid, eliminate or minimize these possible risks and environmental and social impacts to levels considered moderate to low. If an alternative is not found, the subproject activity will not be implemented in this project.
Nonetheless, consideration should be made of the fact that under both the GoM and the WB guidelines being a category C/ Low Risk project doesn’t necessarily prevent a project from ensuring adequate monitoring of both environmental and social aspects of projects that are beyond safeguards. This is consistent with the inherent quest to not only “not do harm but also maximize benefits” in project development.
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11.4 Preparation, Approval and Disclosure of Environmental and Social Management Instruments
11.4.1 Development of environmental and social instruments
The subprojects will require an environmental and social management instrument based on the categorization. Ministry of Land and Environment (MTA23) may require a simplified ESIA, ESMPs or Good Practice be prepared by a registered and authorized consultant by the MTA. These studies are prepared alongside detailed subproject design, so that mitigation measures under environmental and social management instruments are reflected/integrated into the detailed subproject design, as well as into the bidding documents. Detailed description of process/procedures for developing the environmental and social management instruments are presented in following sections.
11.4.1.1 Simplified ESIA/ESMP A simplified ESIA/ESMP is the type of study required for projects under category B. Prior to the undertake of this study, the DIPLAC team with support of the IST team will draft the ToRs for appointment/engagement of a registered consultant to conduct the simplified ESIA, which shall include an ESMP and well conducting respective stakeholder consultation process. The drafting of the TOR for conducting the simplified ESIA shall be in line with the identified potential risks/impacts identified in the screening phase, and these ToR shall be submitted to the Bank‘s environmental and social specialists for review and a no-objection response before submission to DPDTA24. The Simplified ESIA (this includes the ESMP) from the consultant work shall be reviewed by the IST team before submission to the Bank for a no-objection, then submitted to the DPDTA. Any contractor engaged in the project, shall prove being sufficiently competent and experienced, and compliance with the terms in the ESMPs and these terms shall be integral part of the bidding documents and contracts. Before commencement of any construction work, the contractor shall prepare and submit to DIPLAC/ IST for approval, a contractor’s ESMP (C- ESMP), and this C-ESMP shall be integral part of the contract.
11.4.1.2 Environmental and Social Management Good Practice Guide An environmental and social management good practice guide shall be applied for sub-projects categorized as “C” with specific adaptation to the projects’ site. Also, individual environmental, health and safety (EHS) guidelines shall be applied and these shall be submitted to Bank for a no- objection, and shall be included in the bidding documents. After the approval by the WB this document should be assessed and approved by Government environmental entities, prior to work start on site.
11.4.1.3 Public Consultation, Participation, and Disclosure The Regulations on Environmental Impact Assessment Process (Decree 54/2015) and the Ministerial Diploma 130/2006, as described in section 3.1, stipulate that public consultation is an integral part of the EIA process and should be considered throughout the project cycle, and should include all relevant bodies, the Project Affected and Interested Parts (PAPs). The public consultation and participation process should include (i) one or more public meetings with relevant stakeholders and (ii) capture all issues raised during the consultation period, therefore communication channels between the public and the project team has to be established with a view to gather public perception regarding the proposed project. The results of the consultations will be included in the Simplified ESIA report and made available to the public.
23 In Portuguese: Ministério da Terra e Ambiente (MTA)
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For the current project, it is proposed that the consultation with public be carried out throughout all phases of the project cycle.
11.4.1.4 Monitoring, reporting and auditing Once the report (ESIA or Environmental and Social Management Good Practice Guide) has been assessed and approved by the authorities, the project can be implemented. During the implementation phase it is important to perform monitoring of the compliance of project implementation for each sub-project.
Monitoring activities will be done at local levels, by Technical services of districts where “escolinhas” and schools should be constructed/ rehabilitated, yet the capacities of these officials need to be reinforced in environmental monitoring.
Monitoring comprises on-site inspection of activities to verify that measures identified in the ESMP are being implemented. This type of monitoring is like the normal tasks of a supervising engineer whose task will be by contractual arrangement to ensure that the Contractor is adhering to the contractual obligations regarding environmental, social, health and safety practices during construction, as prescribed in the Environmental and Social Clauses (ESC) included in the bidding documents and Contracts or as described in the Contractor ESMP.
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, as described in section 9.2.4.
11.5 Integration of Safeguard Requirements/Instruments in the Bidding and Execution Contract
The integration of environmental and social, health and safety requirements or instruments into the bidding documents should be done through clauses integrated into Contracts for the Design, Construction and Operation of the sub-projects (see Annex 3: Safeguard Requirements for Bidding and Execution Contract). 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.
It should be noticed that the C-ESMP shall be prepared by the Contractor and adopted by both Contractor and Subcontractors. A template of the Code of Conduct is presented in Annex 6: Code of Conduct. This shall be revised by Contractor and adopted by both Contractor and Subcontractors.
11.6 Grievance Redress Mechanism (GRM)
11.6.1 Complaint Resolution Process
Communities and individuals who believe that they are adversely affected by the rehabilitation or construction of new “escolinhas”, because the construction process occurred without negotiation or Contractor does not respect the concerns of the Project Affect Parties, may submit complaints to existing project-level grievance redress mechanisms or the WB’s Grievance Redress Service (GRS).
It should be established a GRM for construction phase of the project, where influx workers will be working within the “escolinhas” or school premises and in direct contact with the school community and the contractor activities may also affect surrounding area. 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
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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.
Besides, the operational phase of the school facilities the implementation of the GRM will be used to solve complaints and conflicts that may rise regarding the teaching process at each “escolinhas” or schools. This implies that it require the beneficiaries (students, teachers, parents and surrounding community) 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 (PAP), and will be handled at the local level.
Regarding the complains related to land acquisition, land use change and resettlement or other environment, health and safety impacts are more straightforward and easily identified and managed, while a range of other negative impacts and complains can rise within an education institution, such as the gender based violence/sexual exploitation and abuse, sexual harassment (GBV/SEA/SH), 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/SH, Law 29/2009 of 29 September: Law on Domestic Violence Practiced against Women, was launched to provide for the penal treatment of violence against women in domestic and family relationships. Overall, This is expected to discourage GBV incidents and discrimination, hence empowering children (especially girls).
As per the consultations held in Sofala and Nampula, most (if not all) provincial and district services of education as well as at school level have designated GBV focal points. These could be identified to be part of the GRM Committees where they will be responsible of creating and updating a GRM database at school level, receive complains, classify them, and provide adequate/timely responses related to gender-based violence/sexual exploitation and abuse to the PAPs.
Grievance redress mechanisms should involve local community leaders in providing a first level of listening and informal resolution. These leaders should be represented or involved in the project co-management committees and working groups covering the various aspects of project development and be involved in creating awareness that they may also be used for the transmission of grievances to these fora for informal resolution. Certain conflicts may be resolved by local leaders.
Another independent team comprising district government representatives (local administration, education institutions) and Service Provider (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 footprints of the site-specific project are defined, public consultation and participation will be organized within the project area targeting the project beneficiaries and surrounding communities. In these meetings, the project beneficiaries and the affected community
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will be informed about existence and procedures of the grievance redress mechanism, communication channels, entry points and the timing of responses as well.
The GRM will involve the education institution and other Committee representatives of the district government (representatives of the health, social protection, religious, police and justice sectors). Representatives of MINEDH at central level (IST/ Safeguards Specialists/ GVB Specialist), local leaders, beneficiaries/students/PAPs, etc. The committee will facilitate procedures about issues raised by beneficiary students and PAPs during the implementation process. The GRM procedure will be disseminated in the affected communities to raise awareness, particularly among girls and boys. This task in the Project will be conveyed by Human rights prone NGO or UN institutions/agencies such as UNICEF and prominent and active civil society organization “Centro de Aprendizagem e Capacitacão da Sociedade Civil (CESC)” or others, which together with MINEDH developed a reporting mechanism in schools and in communities with specific detail on roles and responsibilities of school personnel, authorities, and communities. This reporting mechanism includes different referral channels, some of which are independent from the school. See Figure for further clarification.
Figure 9: GRM Implementation Arrangements
The same will be applicable for the project beneficiaries selected to attend the education institutions, in case any complain arises and need to be solved. All attempts shall be made to settle grievances harmoniously and amicably. Those seeking redress and wishing to state grievances will do so by notifying the focal point or using the available telephone number. 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 and well-recorded.
If the PAP member/group who lodged the complaint is not satisfied with the decision of the Committee, then as an ultimate recourse he/she/they may submit it to the court system.
All grievances/complaints should be logged orally or in writing, and in the language that the PAPs understand and are familiar with and channeled to the Local Leader, the Committee or Education institution’s focal points. Copies of the complaint shall be sent to the Implementation Support Team/Environmental & Social Safeguards Personnel/Teams within 15 days after the public notice. Channeling complaints through the Local Leader or Education institution’s focal points is aimed at addressing the problem of distance and costs the beneficiaries or PAP may have to face. The procedure for handling grievances is summarized as follows.
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1. Complaints or grievance related to construction activities should be submitted to the Local Leader or directly to the Education institution’s focal points by the project beneficiaries or PAPs. The grievance memo 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 memo and emboss the letter with his/her thumbprint. The GRM focal point at school will also be available to assist with the completion of the form mentioned above (see Annex 7: Grievance Form). If it appears that the PAP does not understand the process or entitlement process, the focal point will be expected to provide explanation and play a facilitator’s role. 2. The Local Leader, GRM school focal point will then 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 GBV discrimination, the committee should also receive the complains and provide adequate response. In this case, the aggrieved person must be notified, within 7-10 days, by the Local Leader or school focal point that his/her complaint is being considered. If the resolution proposed by the Local Leader/ School 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 (using the Annex 8: Resolution Form), otherwise step below will be followed in appeal; 3. If the PAP does not receive a response after 10 days, or is not satisfied with the outcome within the agreed time he lodges his grievance to GRM/ GVB Specialist or School Focal Point. An intention to appeal should be communicated through the Focal Point and recorded in the Grievance Register.
The GRM/ GVB Specialist or School Focal Point 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.
Given their sensitivity, it is suggested that cases of Gender Based Violence (GBV) be transmitted directly from the person affected to the PIU with the support of local E&S focal point/ community leaders, including local NGOs and CBOs dedicated to working on this matter. Compliance with WB guidelines on this matter as captured in instruments such as the most recent technical notes (WB, April 202025) must be consistent.
Communication should be accessible through telephone numbers including green lines that link students and support groups to service providers. This could 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 District Education Entity 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
25 World Bank (April 2020) “Grievance Mechanisms for Sexual Exploitation and Abuse & Sexual Harassment in World Bank-financed Projects – Interim Technical Note”, 2020 International Bank for Reconstruction and Development/The World Bank 1818 H Street NW, Washington, DC 20433
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manifestations/signs of GBV such as early pregnancies and premature marriages. An integrated response to GBV including SEA requires an 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.
11.7 Chance Finds Procedures
11.7.1 Objectives
A chance-find is an archaeological material encountered unexpectedly during school infrastructure construction or operation.
The aim of a chance find procedure is to establish a set of project-specific procedures, which will be followed if previously unknown cultural heritage is encountered during excavations for school infrastructures construction. Thus, the set of procedures previously established should be implemented to properly manage the chance finds procedures during construction or operationalization of the school infrastructures.
11.7.2 Control and Measures to Deal with Sacred Elements
When a random discovery of a cultural site or material (for example burial sites) occurs during construction, it is necessary to ensure that a qualified specialist is called in to make a specialized decision on what is required in the situation and, if necessary, to perform emergency recovery. Therefore, it is recommended that the proponent have a contingency plan, so that operations can temporarily continue elsewhere, while the material and data are recovered. In order to control the cultural heritage chance finding the following procedures can be implemented: • to notify relevant authorities of found objects or sites by cultural heritage experts; • fencing off the area of finds or sites to avoid further disturbance; • conduct an assessment of found objects or sites by cultural heritage experts; • identify and implement actions consistent with the requirements of national law and World Bank Safeguards Policy; and • train project personnel and project workers on chance-find procedures.
11.7.3 Enhancement of the Region's Cultural Heritage
Cultural heritage can be sites, structures, and remains of archaeological, historical, religious, cultural, and aesthetic value. Cultural heritage is a particular form of expression of human values which serves to record past achievements and discoveries. In order to enhance region’s cultural heritage, it is important to assess site to understand the significance of a site, according to its aesthetic, historic, scientific, and social value, in addition to its amenity value.
11.8 Traffic and Road Safety General Guidelines
11.8.1 Traffic / Road Safety
Road safety concern will increase due to mobility of construction vehicle, machinery and equipment transporting material, workers or other goods from or to construction site, with potential of causing adverse effects to the individuals afflicted, and may lead to a variety of direct and indirect harm to the health and safety of the surrounding community including students. Traffic accidents because of negligent crossing or walking, undefined crossing sites, narrow road, low quality shoulder surface, poor visibility, careless driving in high speed, rushing in the
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roadway, lack of non-motorized lanes, inadequate traffic signs, inappropriate road standards and designs, and by natural disasters, destruction of traffic signs by community’s members.
There are many features of a road and its associated structures which influence the risk or the severity of a road. Pertaining parameters include: (i)pavement and shoulder condition, roughness and surface grip; (ii) presence of roadside poles, trees, ditches, steep slopes, and barriers; (iii)signage, markings, intersection layout; (iv)roadside access, parking, and bus stop arrangements; (v)provision of pedestrian, cyclist and other non-motorized road users. (vi) Traffic control and enforcement of traffic rules, (vii) driver’s behavior and license system (viii) public safety awareness and educational standards (ix) vehicle maintenance road maintenance, etc.
11.8.2 Emergency Preparedness and Response In case the situation above occur, Contractor should be ready to respond and implement an action plan. This emergency preparedness and response plan should be activated when needed and may include the following actions: (i) The school directorate should liaise with local authorities (district/ municipality) to allocate a traffic police; (ii) Make use of volunteer Parents or any other individual used by the school directors/principal to help monitor traffic during these specific moments (i.e. kids crossing traffic lights or road to enter/leave school, etc.) (iii) Adopt and implement a transportation plan for vehicles assigned to the construction site aiming to minimize the interference with the local experience in terms of population mobility, particularly in the vicinity of villages (iv) The selected Contractor must submit a Traffic Management Plan to the bidder prior to the start of activity. The traffic management plan should address at least the following sub-plans: • Traffic control: site risk assessment, risk assessment of procedures and special provisions • information to the public: defines the processes for responding to unplanned events or traffic incidents in the work area, so that incident response operations are efficiently managed • Ways of implementation: identifies responsibilities and procedures to ensure that traffic management sub plans are developed and implemented in a coordinated manner. It identifies the qualifications, responsibilities and duties of the supervisory and management personnel responsible for implementing the traffic management plan • Contact: provides details of the entities responsible for responding to emergencies / assistance, other responsible entities of a generic nature and the contractors of the person responsible for the contractor's side (v) The route of heavy vehicles in the vicinity of sensitive receivers, if unavoidable, must be kept as short as possible and carried out at reduced speed, in order to reduce the atmospheric, noise and vibration emissions of these vehicles. (vi) Remove, as far as possible, the locations assigned to the shipyards, material deposits and other spaces to support the work, from the residential areas, with the correct delimitation and signage (the work and the yards being sealed); the removal must consider the existence of favorable conditions for its implantation
11.9 Preparation of Site-Specific ESMPs : Guidelines
11.9.1 ESMPs Contents
This general guidelines for the preparation of the ESMP (ESIA) are indicative and should be revised and adopted for specific proposed subproject. Its content was compiled based on the
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regulation on environmental impact assessment (decree 54/2015 of 31 December) and is presented in Annex 4: COVID-19 Framework
The announcement, on March 11, 2020, by the World Health Organization (WHO), of the fact that the COVID-19 infection had reached the proportions of a worldwide pandemic, triggered worldwide, and also in Mozambique , a series of reactions in order to contain and control its spread.
Differently from other diseases such as STDs and HIV / AIDS, knowledge about COVID-19 as well as the prevention and care to be taken about it are still limited and have an evolving character in which new data and consequently new control and care measures and approaches come to light regularly. An open attitude is required to incorporate forms of action as the understanding of this pandemic progresses.
The GoM and the World Bank subscribe to the guidelines of the World Health Organization (WHO) regarding the definition of this pandemic and the precautions and care to be taken with it. While the pandemic lasts and vaccine / effective treatment of the disease are not widely accessible, special care is recommended to avoid contamination and reinforce its containment.
Without going into many practical details, which each moment, place and context must adopt, below are outlined some of the important recommendations to be adopted in the project's work environments, either by contractor and beneficiaries. These, which are generally applicable to most occupational health and safety situations, include, but are not limited to:
General Principle: The best way to protect workers and the general public is to prevent the potential for exposure to the virus whenever possible. Where exposure cannot be avoided entirely, the hierarchy of controls should be applied to determine the safest and most effective approach to continue with tasks. The hierarchy is explained below and ranges from the most effective mitigation measures to the least effective:
Elimination or substitution physically removes a hazard. An example would be not to take an action, such as canceling a non-essential meeting. Substitution replaces a hazard. An example would be the use of online tools to hold a meeting virtually or simply disseminate audiovisual materials and establish channels to receive feedback in the same way;
Engineering controls isolate workers / public from danger. They are integrated into infrastructure, equipment or processes within the projects. Examples include physical barriers to separate the public from the workplace (fences / barricades, access security) and the use of portable / mobile latrines / toilets (so that workers do not have to use public or private toilets);
Administrative controls change the way people work. These include policies, procedures, shift systems and training to lessen the threat of danger to an individual. They are usually less effective than the engineering controls above, as they depend on individual action and are more effective when used in conjunction with Personal Protective Equipment (PPE), as may be the case with masks, frequent hand washing, sanitizing products and frequent sanitizing;
Safe work practices are a type of administrative control. These are procedures that workers / individuals can adopt to reduce the duration, frequency or intensity of exposure to COVID-19. Examples include social distancing and good hygiene (frequent hand washing / sanitizing, avoid touching eyes, nose and mouth). Workplaces / meetings must be structured to promote and allow such practices. Whenever possible, meetings will be held in open spaces and will have the minimum number of people recommended to allow for social distance;
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Personal Protective Equipment (PPE), which in this case mainly includes masks, provides protection through equipment that a worker / member of the public wears.
The engineering, administrative and safe working practices mentioned above are the most effective risk mitigation measures. When social distance cannot be achieved consistently, PPE must be adopted to interrupt the path of exposure / contamination.
All opportunities should be used to pass on knowledge and practical experiences about these management actions.
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Annex 5: Template for the ESIA/ESMP (minimal content).
12 IMPLEMENTATION SCHEDULE
As per the project concept note and pre-appraisal document the implementation period is from 2021 until 2025, that is, five years. Most of the activities will be implemented since the beginning of the project and run concurrently with the project activities. Although, there are some periodic activities, such as recruitment of staff and preparation of site-specific ESMPs that will occur at certain stage of the project then stopped.
Figure10: below provides an indicative schedule for the implementation of the various project activities.
Figure 10: Implementation Schedule Item Project Activity 2021 2022 2023 2024 2025 1 Contracting project staff 1.1 Recruitment process of all project staff Payment of wages and benefits of 4 people at IST central level (Project Manager, 1.2 Gender/GBV Specialist, Infrastructure development Specialist, Fiduciary Specialist) Payment of wages and benefits of IST 1.3 Provincial Official Payment of wages and benefits of Focal 1.4 point at the SDEJT Assessment of training and capacity 2 development needs Hiring external consultant to undertake assessment of training and capacity 2.1 development needs of MINEDH and other Ministries 2.2 Development of training plans 3 Training and capacity development Implementation of capacity and development initiatives at national, provincial level and 3.1 across various agencies involved in the implementation of projects. 3.2 Prepare Simplified ESIAs, ESMP 4 Awareness campaign Awareness raising campaigns on GBV in the 4.1 districts Monitoring and documentation of project 5 implementation Ensure implementation of mitigation 5.1 measures, site visits, annual projects audit by MTA, reviews, reporting
Legend: Periodic On going
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13 COST ESTIMATES
The cost estimate for implementation of this ESMF was built upon information from the previous chapter, relating to “training/ capacity building and technical assistance”. The cost breakdown is summarized in four (04) major budget lines:
i. Hiring project staff; ii. assessment of training and capacity development needs; iii. training and capacity development; iv. awareness campaign; and v. Monitoring and documentation of project implementation
The table below presents the cost estimate for the entire implementation period (2021-2025).
Table 3: Cost estimate for Implementation of Environmental and Social Safeguards
Total Cost Item Project Activity (USD)
1 Assessment of training and capacity development needs
Hiring external consultant to undertake assessment of training 1.1 and capacity development needs of MINEDH and other 7,500.00 Ministries 1.2 Development of training plans 15,000.00 2 Training and capacity development Implementation of capacity and development initiatives at 2.1 national, provincial level and across various agencies involved 600,000.00 in the implementation of projects. 2.2 Prepare Simplified site-specific ESMP 500,000.00 3 Awareness campaign Awareness raising campaigns on GBV/SEA/SH, GRM and 3.1 250,000.00 OHS in the districts
4 Monitoring and documentation of project implementation
Ensure implementation of mitigation measures, site visits, 468,000.00 annual projects audit by MTA, reviews, reporting 4.1
TOTAL 1,840.500
It is envisaged that total annual cost estimate for the implementation of environmental and social safeguards is One Million, Eight Hundred Forty Thousand Five Hundred ($1,840.500) United States American Dollars.
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14 REFERENCES
GoM. (2009). Policy and Legislation on Spatial Planning. Maputo: MICOA;
GoM. (2015). Ministry of Land, Environment and Rural Development (MITADER): Decree no 54/2015 of 31 December, Regulation on Environmental Impact Assessment Process.
GoM. (2012). Perfis Distritais. Cidade da Beira: Ministério da Administração Estatal.
GoM. (2013). Perfis Distritais. Cidade de Nampula: Ministério da Administração Estatal.
INE (2019). Recenseamento Geral da População e Habitação, 2017. Resultados Definitivos.
Ministry of Finance. Emergency Resilience Recovery Project for the North and Central Regions (ERRP): Environmental and Social Framework (ESMF). November 2016.
MINEDH (2015). Education Sector Support Program. Environmental and Social Framework.
MINEDH (2020). Education Strategic Plan 2020-2029. Moçambique.
World Bank (2020:17). PAD, Improving Learning and Empowering Girls in Mozambique.
MOPHRH. (2019). “Integrated Feeder Road Development Project. Environmental and Social Management Framework.” Moçambique.
MOPHRH. (2017). Mozambique Emergency Resilience Recovery Project for the Southern Region, Gaza and Inhambane Provinces: Environmental and Social Framework (ESMF). May, 2017.
World Bank. (2017). “The World Bank Environmental and Social Framework.” Washington, DC.
World Bank. Mozambique Disaster Risk Management and Resilience Program. Program-for-Results (PforR). January 2019
World Bank (April 2020) “Grievance Mechanisms for Sexual Exploitation and Abuse & Sexual Harassment in World Bank-financed Projects – Interim Technical Note”, 2020 International Bank for Reconstruction and Development/The World Bank 1818 H Street NW, Washington, DC 20433
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15 ANNEXES
Annex 1: Environmental and Social Screening Form (ESSF) proposed
Annex 2: Environmental and social checklist
Annex 3: Safeguard Requirements for Bidding and Execution Contract
Annex 4: COVID-19 Framework
Annex 5: Template for the ESIA/ESMP (minimal content)
Annex 6: Code of Conduct
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Annex 1: Environmental and Social Screening Form (ESSF) proposed
This is an adaptation to the MTA’s screening form and was adopted from MINEDH previous project. The aim is to turn the MTA’s form more robust and allow it to appreciate the adverse effects of projects activities. To complete this gap, the precise Environmental and Social Screening Form has been designed to assist in the evaluation of planned construction and rehabilitation activities under previous project. The form is designed to place information in the hands of implementers and reviewers so that impacts and their mitigation measures, if any, can be identified and/or that requirements for further environmental impact assessment be determined. The ESSF contains information that will allow reviewers to determine the characterization of the prevailing local bio-physical and social environment with the aim to assess the potential impacts of construction and rehabilitation activities on this environment. The ESSF will also identify potential socioeconomic impacts that will require mitigation measures and/or resettlement and compensation. Name of sub-project……………………………………………………. Sector…………………………………………………………………… Name of the region/community in which the construction and rehabilitation of teaching facilities is to take place ……………………………………………… Name of Executing Agent…………………………………………… Name of the Approving Authority ………………………………………… Name, job title, and contact details of the person responsible for filling out this ESSF: Name: ------Job title: ------Telephone numbers: ------Fax Number: ------E-mail address: ------Date: ------Signature: ------PART A: BRIEF DESCRIPTION OF THE PROPOSED ACTIVITIES Please provide information on the type and scale of the construction/rehabilitation activity (area, required land, approximate size of total building floor area). ______Provide information about actions needed during the construction of education facilities including support/ancillary structures and activities required to build them, e.g. need to quarry or excavate borrow materials, laying pipes/lines to connect to energy or water source, access road etc. ______
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Describe how the construction/rehabilitation activities will be carried out, including support/activities and resources required to operate it e.g. roads, disposal site, water supply, energy requirement, human resource etc. ______PART B: BRIEF DESCRIPTION OF THE ENVIRONMENTAL SITUATION AND IDENTIFICATION OF ENVIRONMENTAL AND SOCIAL IMPACTS Describe the education facility’s location, sitting; surroundings (include a map, even a sketch map) ______Describe the land formation, topography, vegetation in/adjacent to the teaching facility’s area ______Estimate and indicate where vegetation might need to be cleared. ______Environmentally sensitive areas or threatened species Are there any environmentally sensitive areas or threatened species (specify below) that could be adversely affected by the education facility’s? (i) Intact natural forests: Yes ______No ______(ii) Revering Forest: Yes ______No ______(iii) Surface water courses, natural springs Yes ______No ______(iv) Wetlands (lakes, rivers, swamp, seasonally inundated areas) Yes______No ______(v) How far is the nearest wetland (lakes, rivers, seasonally inundated areas)?______km. (vi) Area of high biodiversity: Yes ______No ______(vii) Habitats of endangered/threatened or rare species for which protection is required under the Mozambican national law/local law and/or international agreements. Yes ______No ______(viii) Others (describe). Yes ______No ______Rivers and Lakes Ecology Is there a possibility that, due to construction and operation of the teaching facility, the river and lake ecology will be adversely affected? Attention should be paid to water quality and quantity; the nature, productivity and use of aquatic habitats, and variations of these over time. Yes ______No ______Protected areas Is the education facility (or parts of the facility) located within/adjacent to any protected areas designated by the government (national park, national reserve, world heritage site etc.). Yes ______No ______Page 155 of 173
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If the teaching facility is outside of, but close to, any protected area, is it likely to adversely affect the ecology within the protected area (e.g. Interference with the migration routes of mammals or birds). Yes ______No ______Geology and Soils Based upon visual inspection or available literature, are there areas of possible geologic or soil instability (prone to: soil erosion, landslide, subsidence, earthquake etc.)? Yes ______No ______Based upon visual inspection or available literature, are there areas that have risks of large scale increase in soil salinity? Yes ______No ______Based upon visual inspection or available literature, are there areas prone to floods, poorly drained, low-lying, or in a depression or block run-off water Yes ______No ______Contamination and Pollution Hazards Is there a possibility that the education facility will be a source of contamination and pollution (from latrines, dumpsites, industrial discharges etc.) Yes ______No ______Landscape/aesthetics Is there a possibility that the education facility will adversely affect the aesthetic attractiveness of the local landscape? Yes ______No ______Historical, archaeological or cultural heritage site. Based on available sources, consultation with local authorities, local knowledge and/or observations, could the education facility alter any historical, archaeological, cultural heritage traditional (sacred, ritual area) site or require excavation near same? Yes ______No ______Resettlement and/or Land Acquisition Will involuntary resettlement, land acquisition, relocation of property, or loss, denial or restriction of access to land and other economic resources be a result of the construction/ rehabilitation of teaching facilities? Yes ______No ______If “Yes” OP 4.12 Involuntary Resettlement is triggered. Please refer to the Resettlement Policy Framework (RPF) for appropriate mitigation measures to be taken. Loss of Crops, Fruit Trees and Household Infrastructure Will the construction/rehabilitation of the teaching facility result in the permanent or temporary loss of crops, fruit trees and household infra-structure (such as granaries, outside toilets and kitchens, livestock shed etc.)? Yes ______No ______Block of access, routes or disruption of normal operations in the general area Will the teaching facility interfere with or block access, routes etc. (for people, livestock and wildlife) or traffic routing and flows? Yes ______No ______Noise and Dust Pollution during Construction and Operation Will the operating noise level exceed the allowable noise limits? Yes______No______Will the operation result in emission of copious amounts of dust, hazardous fumes? Yes ______No ______
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Degradation and/or depletion of resources during construction and operation Will the operation involve use of considerable amounts of natural resources (construction materials, water spillage, land, energy from biomass etc.) or may lead to their depletion or degradation at points of source? Yes ______No ______Solid and/or Liquid Wastes Will the education facility generate solid or liquid wastes? (including human excreta/sewage, asbestos) Yes ______No ______If “Yes”, does the architectural plan include provisions for their adequate collection and disposal, particularly asbestos? Yes ______No ______GBV and Student Retention at School Does the education facility has sanitary infrastructures for boys and girls separately? Yes ______No ______What kind of sanitary infrastructures does the education facility has? Latrine?______Conventional sanitary?______Does the sanitary infrastructures has potable water connection? Yes ______No ______Does the sanitary infrastructures provide for special entrance for disabled person? Yes ______No ______Does the education infrastructures has a focal point for GBV issues? Yes ______No ______
Occupational health hazards Will the construction/rehabilitation of the teaching facility require large number of staff and laborers; large/long-term construction camp? Yes ______No ______Are the construction/rehabilitation activities prone to hazards, risks and could they result in accidents and injuries to workers during construction or operation? Yes ______No ______Will the education facility require frequent maintenance and/or repair Yes ______No ______Public Consultations Has public consultation and participation been sought? Yes ______No ______PART C: MITIGATION MEASURES For all “Yes” responses, describe briefly the measures taken to this effect. Once the Environmental and Social Screening Form is completed it is analysed by the Environmental Focal Point who will classify it into the appropriate category based on a predetermined criteria and the information provided in the form.
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Annex 2: Environmental and social checklist
For each construction or rehabilitation of proposed “escolinhas”/ schools, fill the corresponding line on the checklist in order to screen potential environmental and social risk level while allocating relevant ESS for each line. Name of sub-project……………………………………………………. Sector…………………………………………………………………… Name of the region/community in which the construction and rehabilitation of teaching facilities is to take place ……………………………………………… Name of Executing Agent…………………………………………… Name of the Approving Authority …………………………………………
Questions Answer ESS Next step relevance yes no
Construction and rehabilitation “escolinhas”/ schools
Are there cultivated or non-cultivated lands, natural resources, structures or other properties, used or non-used for any purpose?
Will there be any vegetation loss during construction/rehabilitation?
Are there appropriate departments for the collection of scheduled waste during Construction/rehabilitation works?
Will the construction/rehabilitation be often cleaned?
Will the refuse generated during
Construction/rehabilitation works collected?
Will the materials and assistance facilities be available during construction/ renovation works?
Operation and rehabilitation “escolinhas”/ schools
Are there pollution risks of groundwater by work sites activities?
Are there ecologic and sensitive zones in the neighboring areas of the infrastructure that could be adversely impacted?
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Questions Answer ESS Next step relevance yes no
Are there impacts on the health of the populations living next to the “escolinhas”/ schools scheduled to be build /renovated?
Are there visual impacts caused by work site installations but also during the transport and discharge of work site wastes?
Are there smells coming from the discharge of work site wastes?
Are there human settlements and land uses (such as agriculture, recreational areas) next to the school infrastructures, or sites of cultural, religious or historic importance?
Note: 1. Based on the ESS relevant column, the proponent is expected to provide the risk rating (high, substantial, moderate or low). 2. Based on the Next step column, the proponent is expected to envisage the type of study required, either an ESIA, ESMP or Good Environmental and Management Practice.
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Annex 3: Safeguard Requirements for Bidding and Execution Contract
1. The Contractor shall adopt and implement an Environmental and Social Management Plan (ESMP) for the works to be carried out and shall prepare the workplan considering relevant provisions of the ESMP. 2. The Contractor shall maintain status on site after completion of civil works to ensure that significant adverse impacts arising from such works have been appropriately addressed. 3. The Contractor shall adhere to the proposed activity implementation schedule and the monitoring plan to ensure effective feedback of monitoring information to project management is provided and that impact management can be implemented properly. 4. DIPLAC/ IST will deploy a Safeguard Specialist to oversee compliance with environmental and social regulation and proposed mitigation measures. The Contractor shall comply with directives from such Specialist to implement measures required. 5. The Contractor shall implement all measures necessary to avoid adverse environmental and social impacts wherever possible, restore work sites to acceptable standards, and abide by any environmental and social requirements specified in the ESMP. 6. If the Contractor fails to implement the approved ESMP after written instruction by the MINEDH representative within the stipulated time, he/she shall be liable and made accountable in accordance with the rules and regulations in place in Mozambique. 7. The Contractor shall prepare a Health, Safety and Hygiene Management Plan to ensure adequate management of the health, safety, environmental and social aspects of the works, including implementation of the requirements of these general conditions and any specific requirements of an ESMP for the works. 8. The Contractor’s Health, Safety and Hygiene Management Plan will be reviewed and approved by the Project Proponent prior to the beginning of the works, to ensure that the Contractor’s Health, Safety and Hygiene Management Plan covers all of the identified impacts, and has appropriate measures to counteract any potential impacts. 9. The Contractor shall prepare monthly progress reports to the Site Engineer on compliance with these general conditions, the project ESMP, and his/ her own Health, Safety and Hygiene Management Plan. 10. The Contractor shall provide sufficient training to his own personnel to ensure that they are all aware of the specifications of the ESMP of the Heath, Safety and Hygiene Management Plan, and are able to fulfil their expected roles and functions. 11. The contractor shall comply with all relevant Mozambican laws and regulations relating to construction, environmental and social management. 12. The Bill of Quantities should contain the item “Compliance with Environmental Management Conditions”. This item should cover costs associated to the observance of Environmental and Social Compliance as well as with Health and Safety during the works. No other payments will be made to the Contractor for compliance with any request to avoid and/or mitigate an avoidable environmental and social or health and safety impact Page 160 of 173
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Annex 4: COVID-19 Framework
The announcement, on March 11, 2020, by the World Health Organization (WHO), of the fact that the COVID-19 infection had reached the proportions of a worldwide pandemic, triggered worldwide, and also in Mozambique , a series of reactions in order to contain and control its spread.
Differently from other diseases such as STDs and HIV / AIDS, knowledge about COVID-19 as well as the prevention and care to be taken about it are still limited and have an evolving character in which new data and consequently new control and care measures and approaches come to light regularly. An open attitude is required to incorporate forms of action as the understanding of this pandemic progresses.
The GoM and the World Bank subscribe to the guidelines of the World Health Organization (WHO) regarding the definition of this pandemic and the precautions and care to be taken with it. While the pandemic lasts and vaccine / effective treatment of the disease are not widely accessible, special care is recommended to avoid contamination and reinforce its containment.
Without going into many practical details, which each moment, place and context must adopt, below are outlined some of the important recommendations to be adopted in the project's work environments, either by contractor and beneficiaries. These, which are generally applicable to most occupational health and safety situations, include, but are not limited to:
General Principle: The best way to protect workers and the general public is to prevent the potential for exposure to the virus whenever possible. Where exposure cannot be avoided entirely, the hierarchy of controls should be applied to determine the safest and most effective approach to continue with tasks. The hierarchy is explained below and ranges from the most effective mitigation measures to the least effective:
Elimination or substitution physically removes a hazard. An example would be not to take an action, such as canceling a non-essential meeting. Substitution replaces a hazard. An example would be the use of online tools to hold a meeting virtually or simply disseminate audiovisual materials and establish channels to receive feedback in the same way;
Engineering controls isolate workers / public from danger. They are integrated into infrastructure, equipment or processes within the projects. Examples include physical barriers to separate the public from the workplace (fences / barricades, access security) and the use of portable / mobile latrines / toilets (so that workers do not have to use public or private toilets);
Administrative controls change the way people work. These include policies, procedures, shift systems and training to lessen the threat of danger to an individual. They are usually less effective than the engineering controls above, as they depend on individual action and are more effective when used in conjunction with Personal Protective Equipment (PPE), as may be the case with masks, frequent hand washing, sanitizing products and frequent sanitizing;
Safe work practices are a type of administrative control. These are procedures that workers / individuals can adopt to reduce the duration, frequency or intensity of exposure to COVID-19. Examples include social distancing and good hygiene (frequent hand washing / sanitizing, avoid touching eyes, nose and mouth). Workplaces / meetings must be structured to promote and allow such practices. Whenever possible, meetings will be held in open spaces and will have the minimum number of people recommended to allow for social distance;
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Personal Protective Equipment (PPE), which in this case mainly includes masks, provides protection through equipment that a worker / member of the public wears.
The engineering, administrative and safe working practices mentioned above are the most effective risk mitigation measures. When social distance cannot be achieved consistently, PPE must be adopted to interrupt the path of exposure / contamination.
All opportunities should be used to pass on knowledge and practical experiences about these management actions.
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Annex 5: Template for the ESIA/ESMP (minimal content)
1. Non-technical summary 2. Identification and address of the proponent 3. Identification of the interdisciplinary team that prepared the ESIA 4. Legal framework of the activity, including resettlement, counterbalance, territorial planning plans for direct and indirect influence areas, 5. Description of the activity, 6. Description and detailed comparison of the different alternatives, 7. Delimitation and geographical representation of the area, 8. Characterization of the environmental and social situation of reference, 9. Forecasting the future environmental situation, with or without mitigation measures, 10. Summary of the environmental and socio-economic impacts and viability of the proposed alternatives, 11. Identification and analysis of the impact of the project on the health, gender and vulnerable groups of affected communities and mitigation measures 12. Identification and evaluation of direct, indirect, residual, cumulative impacts and mitigation or compensation measures, 13. Presentation of the provisional or definitive DUAT of the project area, 14. The ESMP of the activity, 15. Management Plan for biodiversity balance as an annex, if necessary, 16. Report of the Physical and Socioeconomic survey, as separate annex when necessary, 17. Public participation report in accordance with the stipulations
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Annex 6: 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 a 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 into my place of residence 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;
• Immediately report concerns or allegations of child and women exploitation and abuse and policy non-compliance in accordance with appropriate procedures;
• Immediately disclose all charges, convictions and other outcomes of an offence, which occurred before or occurs during my association with the Employer that relate to child exploitation and abuse. When photographing or filming a child or using children’s images for work-related purposes, I must: • Assess and endeavor to comply with local traditions or restrictions for reproducing personal images before photographing or filming a child;
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• Obtain informed consent from the child and parent or guardian of the child before photographing or filming a child. As part of this I must explain how the photograph or film will be used;
• Ensure photographs, films, videos and DVDs present children in a dignified and respectful manner and not in a vulnerable or submissive manner. Children should be adequately clothed and not in poses that could be seen as sexually suggestive;
• Ensure images are honest representations of the context and the facts;
• Ensure file labels, meta data or text descriptions do not reveal identifying information about a child when sending images electronically or publishing images in any form;
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:
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Annex 7: 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: ______
GBV Focal Point / Local Leader representative: ______Date: ______
Local Authorities: ______Date: ______
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Annex 8: Resolution Form
Name of Person: ______
Position: ______
Review/Resolution
Date of Meeting on Grievance: ______/ ______/______
People Present at Meeting (attach list):
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): ______
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Annex 9: Minutes of the MINEDH’s Workshop
(TBC)
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