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Kenya Institute System Curriculum

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Kenya Institute System Curriculum SFG3482 Public Disclosure Authorized State Department of Basic Education Public Disclosure Authorized ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK ANNEXES A-F Public Disclosure Authorized SECONDARY EDUCATION QUALITY IMPROVEMENT PROJECT Public Disclosure Authorized July 2017 100 ANNEXES A-F A. ESMF Workshop Reports/ Proceedings ..................................................................................... 102 i. Kisumu Stakeholder Consultation Workshop ........................................................................ 102 ii. Nakuru Stakeholder Consultation Workshop ........................................................................ 113 iii. Isiolo Stakeholder Consultation Workshop ........................................................................ 124 iv. Mombasa Stakeholder Consultation Workshop ................................................................ 133 B. STAKEHOLDER CONSULTATION ATTENDANCE SHEETS ................................................ 153 C. COUNTIES AND SUB COUNTIES SELECTED IN THE PROJECT ....................................... 172 D. GUIDANCE FOR ESIA AND GENERIC ESMP ..................................................................... 176 E. ENVIRONMENTAL AND SOCIAL SCREENING FORM ......................................................... 181 F. CHANCE FIND PROCEDURE ..................................................................................................... 187 101 A. ESMF Workshop Reports/ Proceedings i.Kisumu Stakeholder Consultation Workshop SECONDARY EDUCATION QUALITY IMPROVEMENT PROJECT (SEQIP) Environmental and Social Management Framework (ESMF) for SEQIP Workshop Venue: TOM MBOYA LABOUR COLLEGE, KISUMU Date: 27TH MAY, 2017 Counties that participated: BUSIA, HOMA BAY Total Number of Participants Including Facilitators: 38 102 Record of Stakeholders’ Consultations Project component Key activities Likely environmental and Proposed mitigation Institutional/ Human social impacts measures for each Resource/ Equipment impact Capacity Needs Component 1: Improve Building of classrooms • Noise pollution • Observe the cut 1 Management committee Retention and • Tree felling/ land cover plant two trees Transition change concept (Group A) • Respiratory health • Plant trees along hazards the school • Smuggling of boundary contrabands and drugs • Screening of into school workers at the gate • Improved aesthetics • Improved retention performance and completion Scholarship allocation to • Overdependence on • Community BOM VMGs donor scholarship empowerment on PTA • Congestion of learners income generating MoE activities • Construction of classes and dormitories Increase of human resource • Improved • Encourage • TSC in math, science and performance, retention training of • Management English and completion of indigenous committee school by learners peoples • Improved teacher • Improve security student ratio in unsecure areas • Enhanced effectiveness of teaching and learning processes • Congestion • Unwillingness to work in areas with insecurity 103 Project component Key activities Likely environmental and Proposed mitigation Institutional/ Human social impacts measures for each Resource/ Equipment impact Capacity Needs Conducting community • Improved livelihoods • Sensitization of • Community empowerment • Environmental communities on Project protection importance of Management • Access/ qualification involvement in Committee (PMC) for extension services community work • School from the ministry of Management Agriculture Committee • Community apathy/ lack of cooperation • Reduced crime rates Component 2: Improve Construction of new • Improved sanitation • Dig up litter pits Management committee School Environment classrooms and toilets • Minimized congestion • Enclose for Learning in • Illicit sexual construction site Targeted Areas relationships among • Sprinkle water (Group B) teachers and students regularly • Littering • Observe safety • Dust emission standards • Foul smell emissions • Construct during off class times • Sensitize teachers on TSC code of conduct Renovation of existing • Employment • Construct litter Management committee facilities • Health hazards pits • Littering • Observe safety and • Interference with standards drainage and power • Enclose the sites systems under renovation Drilling/ sinking boreholes • Noise pollution • Observe safety • Management • Danger of soil collapse standards committee • Improves sanitation 104 Project component Key activities Likely environmental and Proposed mitigation Institutional/ Human social impacts measures for each Resource/ Equipment impact Capacity Needs • Improves learners • Seek technical esteem guidance from • Improves performance public works • Work during school holidays Provision of lab and special • Improved productivity • Observe • Management needs equipment in both students and procurement and committee teachers disposal act • Improved learning outcomes • Increased enrolment • High retention rate • Corruption Recruitment of more • Reduction in • Fair selection • Ministry of teachers/ refresher courses unemployment process Education (MOE) for teachers • Corruption(in hiring) • Maintain a code of • Management • Improved teacher conduct Committe learner relationships • Improved performance Purchasing and • Improved text book • MoE distribution of textbooks learner ratio • Management Committe Catering for special needs • Biased procurement • Follow the • MoE group; low vision materials, procedures procurement and • Management braille, hearing aids disposal act Committee Assessment of needs • Ownership of the new • Kenya Institute system Curriculum 105 Project component Key activities Likely environmental and Proposed mitigation Institutional/ Human social impacts measures for each Resource/ Equipment impact Capacity Needs Component 3: System • Increased knowledge Development Reform Support on the CBC (KICD) (Group C) Developing the scope and • Achievement of content • KICD sequence charts for the new delivery CBC • Smooth transition Developing content • Disposal of old learning • Recycling into • School syllabus and related material that may lead usable learning administration support material to pollution materials Teacher induction • Improved competency • Induction to be • MoE and skill done during • Improved performance school holidays • Teacher apathy • Loss of teaching time Phase in new CBC grades • Adoption difficulty • Increase • MoE (4-7) (8-9) • Learner preparedness implementation • KICD for next grade time • Develop a policy to deal with the phasing in and out of the CBC and old curriculum respectively to avoid confusion Monitor and assess the • Smooth transition from • Monitoring team • MoE introduction of the new the old curriculum to should be friendly CBC the new CBC and create • Suspicion by teachers dialogue for follow of witch-hunting up 106 Other General Concerns Ms. Mbugua, the national SEQIP coordinator clarified that school feeding programmes lead to increase in school attendance. The project had targeted class 7-8 students but may not be feasible to feed half a school so the programme was left out of component 1. Other General Recommendations • Participants will be provided acknowledgement letters from the ministry • CBC will be implemented as a pilot progmamme in select schools as follows: Busia County; 435 primary schools and 51 secondary schools. Homa Bay County; 97 primary schools and 44 secondary schools. 107 PROCEEDINGS FOR THE REGIONAL COUNTY CONSULTATION WORKSHOP ON THE PROPOSED SECONDARY EDUCATION QUALITY IMPROVEMENT PROJECT (SEQIP).HELD ON 27TH MAY, 2017 AT TOM MBOYA LABOUR COLLEGE, KISUMU AT 8:00 A.M. Members Present -List Attached- Agenda • Prayers • Introduction and Apologies • Opening Remarks and Presentation of Project brief • Introduction of Workshop Objectives • Group Work • Group Presentations • Recommendations • AOB Preliminaries The meeting was called to order at 8:45 AM and kicked off with a word of prayer from one of the participants. Introduction & Apologies The SEQIP national coordinator, Ms. Jane Mbugua opened the meeting by thanking everyone for their attendance. She then asked the participants to introduce themselves for familiarization. Opening Remarks and Project Brief Ms. Mbugua recapped on the previous day’s workshop discussions, reemphasizing on the project development objective (PDO), which is to improve quality in basic education and transition from primary to secondary levels, all in targeted areas. Through interactive reminders with the participants, Ms. Mbugua informed the workshop that the PDO would be measured using the following Key Performance Indicators • Share of secondary school teachers using effective pedagogy at government schools in targeted sub-counties • Transition rate between primary and secondary levels in targeted sub-counties • Completion rate of secondary education at government schools in targeted sub-counties. She finally welcomed the consultant to give an overview of the workshop objectives. Introduction of Workshop Objectives Mr. Dennis Oyunge, the consultant’s representative started by giving a background of his studies and professional expertise after which he exemplified the role of the consultant in the Environmental and Social Management Framework (ESMF). He appreciated the participant’s presence and explained that the workshop was aimed at the integrated preparation of an ESMF for SEQIP. Mr. Oyunge defined ESMF as an instrument to examine issues and impacts associated when a project consists of a program and/or series of
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