Education Infrastructure “47 Schools” within the Education ... 2 - EMP Site-specific.pdf · e...
Transcript of Education Infrastructure “47 Schools” within the Education ... 2 - EMP Site-specific.pdf · e...
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Education Infrastructure “47 Schools” within the
Education Quality Activity
commissioned by the Millennium Challenge Account Namibia
with funding from the Millennium Challenge Corporation
Site Specific Environmental Management Plan - Package 3
LOT 2 (Omaheke Region) at:
Epako JSS
Gustav Kandji CS
Rietquelle JSS
01 February 2011
Project NameProject NameProject NameProject Name
Stage of ReportStage of ReportStage of ReportStage of Report
ClientClientClientClient
Lead ConsultantLead ConsultantLead ConsultantLead Consultant:::: EnvironmentalEnvironmentalEnvironmentalEnvironmental
Date of ReleaseDate of ReleaseDate of ReleaseDate of Release
Contributors to the ReportContributors to the ReportContributors to the ReportContributors to the Report
ContactContactContactContact
AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements
PackagePackagePackagePackage 3333 –––– Lot Lot Lot Lot 2222
Epako Junior Secondary SchoolEpako Junior Secondary SchoolEpako Junior Secondary SchoolEpako Junior Secondary School
Section 2: Section 2: Section 2: Section 2: SSSSite specific EMP Componentite specific EMP Componentite specific EMP Componentite specific EMP Component
Final
Omugongo Joint Venture for MCA-Namibia
Enviro Dynamics cc
P O Box 4039
Windhoek
Namibia
01 February 2011
EMP: Norman van Zyl, Eloise Carstens, Jonas Hausiku, Quanita
Daniels.
Norman van Zyl
Tel: (061) 223336
E-mail: [email protected]
We acknowledge Hugo Scheepers Architects for providing the
site lay-outs.
We also acknowledge and thank the Regional Councillors for
assisting with arranging the stakeholder consultation meetings.
EMP: Norman van Zyl, Eloise Carstens, Jonas Hausiku, Quanita
Architects for providing the
We also acknowledge and thank the Regional Councillors for
assisting with arranging the stakeholder consultation meetings.
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TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS
1. GENERAL INFORMATION ..................................................................................................... 1
1.1. PROJECT DESCRIPTION ...............................................................................................................1
1.2. LOCALITY ......................................................................................................................................1
1.3. SCHOOL LAYOUT AND PROPOSED FACILITIES ........................................................................3
1.4. BASELINE DESCRIPTION OF THE SITE ...........................................................................................6
1.5. COMMUNITY CONSULTATION ...................................................................................................7
2. ENVIRONMENTAL MANAGEMENT PLAN .......................................................................... 10
2.1. CONSTRUCTION PHASE: .......................................................................................................... 10
2.2. POST - CONSTRUCTION PHASE: .............................................................................................. 15
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F IGURES & TABLESF IGURES & TABLESF IGURES & TABLESF IGURES & TABLES
Figure 1: Road Map indicating the nine schools of Package 3. ................................ 2
Figure 2: Lay-out of current and proposed facilities on the school ground (Source:
Hugo Scheepers Architects). ..................................................................................................... 5
Table 1: Proposed Facilities to be built at Epako Junior Secondary School. ............... 3
Table 2: Baseline description of the Epako school ground based on site
assessments. .................................................................................................................................. 6
Table 3: Communication register of meetings held with the affected communities.8
APPENDICESAPPENDICESAPPENDICESAPPENDICES
Appendix A: Species list of all trees occurring on the School ground of Epako
Junior Secondary School.
Appendix B: MCA 47 School Project – Work package initiation meeting at
Epako Junior Secondary School.
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ABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMS
AIDS Acquired Immune Deficiency Syndrome
CC Community Committee
EMP Environmental Management Plan
ESAF Environmental and Social Assessment Framework
GPS Global Positioning System
HIV Human Immunodeficiency Virus
MCA Millennium Challenge Account
MCC Millennium Challenge Corporation
MoE Ministry of Education
PHPSAP Public Health and Public Safety Awareness Plan
RE Resident Engineer
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1.1.1.1. GENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATION
1.1.1.1.1.1.1.1. PROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTION
As part of the agreement between the Millennium Challenge Corporation (MCC)
and the Namibian Government, 47 schools have been identified by the Millennium
Challenge Account (MCA) to receive funds for the expansion and upgrading of the
current facilities. In doing this, MCA aims to improve the ability of the identified
schools to provide up-to-standard education by improving the physical conditions
and facilities at each school.
To ensure that all biophysical and social implications of the project are identified
and mitigated, Enviro Dynamics cc was subcontracted as the environmental
consultant. As part of their responsibility, the environmental consultant is expected
to draw up a generic Environmental Management Plan (EMP), to which, after a site
inspection, a site specific component will be added.
Section 1: Generic EMP Component described the general environmental conditions
and requirements of all EMPs for the 10 schools of Package 3.
This document is called Section 2: Site specific EMP Component – Package 3 and
provides the site specific environmental conditions and requirements of each
school. This section of the EMP elaborates on practical measures that need to be
taken to ensure that potentially negative impacts on the environment (ecological
and social) are minimized or completely avoided, whilst the positive impacts are
maximized. The EMP covers all aspects of the project life cycle at the school,
including the planning, construction, and operational phase of the project.
1.2.1.2.1.2.1.2. LOCALITYLOCALITYLOCALITYLOCALITY
Located 4.5 km north-east of Gobabis (S22˚25’55”, E18˚59’25”) in the Omaheke
Region, Epako Junior Secondary School forms part of the east and east-central
group and is included in Package 3 of the MCA program. This urban school (Figure
1) is within the town of Gobabis and falls under the Gobabis Constituency.
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Figure 1: Road Map indicating the nine schools of Package 3.
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1.3.1.3.1.3.1.3. SCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIES
At present, Epako Junior Secondary School consists of seven classroom blocks that
amounts to 21 classrooms, a laboratory and a library (Figure 2). An administration
block, three storerooms and an ablution block also forms part of the facilities on the
school ground.
A small computer room exists on the school ground as well as a separate building
block that houses a kiosk, a home economics classroom as well as ablution facilities.
Although the school ground is fenced, the fence is in a very poor condition,
providing very little security to the school. The school ground also has existing
walkways and a netball court.
Renovations:
The fence around the school ground will be upgraded, as well as the water and
electrical systems.
Renovations on the existing school buildings, including the administration block and
ablution facilities will be done by replacing all broken windows, doors, ceilings and
floors. The roof timber structure will be replaced where necessary, cracks in the walls
will be opened and wedged and new aprons to detail will be added. Both the
interior and exterior of the existing buildings will be re-painted.
Construction:
The facilities in Table 1 have been proposed to be built at Epako Junior Secondary
School after a need assessment was done by MCA and the Engineers/Architects.
The preliminary location of proposed facilities is shown in Figure 2.
Table 1: Proposed Facilities to be built at Epako Junior Secondary School.
Proposed facilities to be built
Extra office added to Administration block
Laboratory
Toilet block
Walkways
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Site Works:
Low lying areas are found all over the school ground as the school is located in a
depression. Water often accumulates between classroom blocks. These areas will
be raised to prevent pooling or divert runoff away from the school facilities. Erosion
along aprons or foundations of buildings will be addressed by adding additional soil
to the eroded areas.
Lot 2
1456.70
FLR
Project Name:
School Name:
Drawing Title: Module: Approval for Omugongo: Approval for MCA:
Approval Date: Approval Date:
Project No.:
Scale:
Drawing No.:
Drawn:
EDUCATION INFRASTRUCTURE "47 SCHOOLS"
WITHIN THE EDUCATION QUALITY ACTIVITY
EPAKO SITE PLAN
MLA-W09/1531SITE PLAN
EPAKO COMBINED SCHOOL
(OTJINENE REGION)
Epako/Site Plan/S01
1:250 TCL
ELECTRICAL SUBSTATION
1456.36
BM2
W ATER MAIN S
W ATER MAIN S
Valv e
=1456.50MH
1456.65
FLR
1456.70
FLR
1456.41MH
IL
1456.67FLR
TAP
IL
FLAG
=1456.28MH
Concrete
Concrete
Gate
=1455.41
=1454.60
Gate
CONCRETE NETBALL COURTS
SCHOOL HOSTELL TERRAIN
ADMIN ADD
ABL2 LARGE CLA Sc FLR
1456.40
FLR
1456.50
NEW WALKWAY
NE
W W
AL
KW
AY
NE
W A
PR
ON
NEW DRINKING
FOUNTAUN
NEW DRINKING
FOUNTAIN
NE
W A
PR
ON
NEW APRONNE
W A
PR
ON
NEW WALKWAY
NE
W A
PR
ON
NEW APRON
NEW APRON
NE
W W
AL
KW
AY
NEW WALKWAY
Renovate Classroom Renovate Classroom Renovate Classroom
Renovate ClassroomRenovate Classroom Renovate Classroom Renovate Classroom
Renovate Classroom
Renovate Toilet
R E
NEW WALKWAY
New
Razor
Mesh F
ence 9
8.8
0m
Renovate
Building
Renovate
Building
Renovate
Admin Block
NE
W W
AL
KW
AY
NE
W A
PR
ONNew Man Hole
facilities on the school ground (Source: Hugo Scheepers Architects).
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1.4.1.4.1.4.1.4. BASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITE
A full description of the environmental conditions on the Epako school ground
together with aspects that need to be considered during the construction is
provided in Table 2. Further regional baseline information has been provided in the
Environmental and Social Assessment Framework (ESAF).
Table 2: Baseline description of the Epako school ground based on site assessments.
ENVIRONMENTAL CONDITIONS ON THE SCHOOL GROUND
FEATURE DESCRIPTION
Drainage The school ground is relatively flat and contains large portions of
bare patches covered with sandy soil. The school appears to be
located in a depression as all runoff from the roads on the eastern
and western boundary of the school, collects on the school ground.
It is especially the open space between the classrooms that are
severely affected by runoff during the rainy season.
Water sources and usage There are no open water sources near the school. Water is supplied
to the school by the municipality of Gobabis and the Ministry of
Education pays for the water used by the school. The contractor
and the school management should come to an agreement
regarding the payment of water used by the construction team
during the project as groundwater is a scarce commodity in the
area.
Surface run-off Although run-off often collects on the open space between the
classrooms, the school facilities have never been flooded. The
occurrence of these vast amounts of water on the school ground
makes access to the classrooms difficult.
Protected trees The Ana tree (Fadherbia albida) is a protected tree that is planted
on the school ground. For a complete list of trees found on the
school ground as well as their conservation status, refer to Appendix
A.
Shade Shade is not a problem at the school as a sufficient number of trees
occur on the school ground. Unfortunately most of these trees are
planted alien or alien invasive trees such as Seringa (Melia
azedarach). Larger indigenous trees such as Camel thorn (Acacia
erioloba) are found outside the current school fence. The principal
and teachers need to be enlightened on the dangers that alien
invasive trees can pose. Common dangers associated with alien
and alien invasive plant species include the poisoning of livestock
and humans and invasion of surrounding habitats that are currently
dominated by indigenous plants.
Archaeology No archaeological or historical place is found near the school.
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ASPECTS TO BE CONSIDERED DURING CONSTRUCTIONASPECTS TO BE CONSIDERED DURING CONSTRUCTIONASPECTS TO BE CONSIDERED DURING CONSTRUCTIONASPECTS TO BE CONSIDERED DURING CONSTRUCTION
ASPECT DESCRIPTION
Waste management The municipality of Gobabis removes waste from the school ground
to the local municipal waste site once a week. The cost of this
service is carried by the MoE. Recommendations with regard to
waste management during the construction process are addressed
in the EMP.
Establishment of storage area
and site office on school
ground
A construction camp site will not be established at this school due to
the fact that the school is located in an urban area. Instead a
fenced-off area should be constructed on the school ground where
building material and equipment will be stored for the duration of
the project. The exact location of this area will depend on further
consultation with school management and the community
committee. Further requirements for the establishment of this site are
set out in the EMP.
Security issues The school’s fence has two lockable gates, which are locked after
school hours and has controlled access during the day. The
condition of the fence is however very poor and is not sufficient to
prevent intruders from coming onto the school ground and exercise
theft.
Land conflict/issues No land conflict or ownership issue occur on the site.
Land use outside school fence The school ground extends along its southern border up to the road.
This piece of land is used by the school for sports, exercises and
athletics.
Roads There is an existing tar road that branches from the B6 main road
towards the school. This road passes through a township and is
utilised by children and vehicles. No safety signs are on this road and
according to the principal, accidents involving cars and people
have happened in the past on this road.
Dust generation The school ground is very bare. Although dust is not currently a
problem at the school, dust control measures should be kept in mind
when construction starts.
1.5.1.5.1.5.1.5. COMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATION
During a Community Consultation Meeting held at Epako Junior Secondary School
on the 14th of June 2010 (Table 3), 27 members from the Gobabis community
attended, consisting primarily of parents, members of the school board, teachers
and other school staff. During the meeting the community was informed by the
architects and engineers on the lay-out of the proposed facilities on the school
ground after which the community was given the opportunity to raise their concerns
and questions regarding the construction of these facilities.
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Table 3: Communication register of meetings held with the affected communities.
Date Time Schools Region Venue
Consultation with School Principals and School Board Members
6 October 2009 11h00-13h00 Package 3
schools
Khomas and
Omaheke
Habitat Research
and Development
Centre
Community Consultation and site visit
14June 2010 15:00 – 18:00 Epako JSS Omaheke Epako School
ground
In addition, a committee was elected during this meeting by the community to
represent them in future site meetings. The elected committee members are as
follow:
Mr. Makgone (Principal)
Mrs. Sara Araes (School Board)
Mrs. Mathilde Naodes (Community Representative)
Mr. E. Kandetu (Traditional Authority)
Mr. Phillip Garus-oab (Youth Leader)
The community committee (CC) will have monthly site meetings with the contractor.
During the public forum part of the meeting, the CC will have the opportunity to air
all the issues that the community has raised during the month. Specifically on:
• Communication with the community (e.g. concerns raised)
• The implementation of the PHPSAP & EMP (e.g. workshops held, attendance
at workshops)
• Intervention taken from the contractor’s side to address previous issues
The second part of the meeting will consist of the contractor sharing technical
information such as progress and delays experienced on the project. Committee
members wanting to gain information on these details could choose to attend this
part of the meeting as well, but would merely be present as observers. The
information gathered from the technical part of the meeting can be communicated
to the community, thereby ensuring transparency on the project.
The main purpose of the CC, which will be chaired by the principal, will be to ensure
that there is sufficient communication between the contractor and the community.
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The CC will however also have specific responsibilities in terms of the implementation
of the PHPSAP and the EMP. Specific issues requiring the involvement of the CC are
highlighted below and are elaborated on in the EMP:
• The CC will assist the contractor in translation during meetings. This person
needs to be both fluent in English and the local language (e.g. oshiwambo)
but will also have some background on the project.
• The CC will invite and inform the community of any HIV/AIDS training and
Public Health and Public Safety workshops.
• The CC will communicate any information on employment opportunities to
the community. The CC will NOT recruit people and will NOT promise any
employment to the locals. Information on the recruitment of locals will come
directly from the contractor. The CC will merely convey the information to the
community.
• The CC together with the school’s management will report any improper
behaviour between children and contract workers to the contractor.
• The contractor will work through the CC to communicate with water point
committees about any issues relating to the use of communal water (where
applicable).
• The CC will point out any culturally significant trees or vegetation (e.g. fruit-
bearing trees or trees of religious significance) to the contractor prior to
construction. These trees or vegetation will be marked and catalogued to
ensure that it is not removed in the process.
The minutes of the meeting are attached in Appendix B.
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2.2.2.2. ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL MANAGEMENT PLANMANAGEMENT PLANMANAGEMENT PLANMANAGEMENT PLAN
2.1.2.1.2.1.2.1. CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
SOCIAL AND ECONOMICAL ENVIRONMENT:
1.1.1.1. Social Social Social Social eeeenvironment:nvironment:nvironment:nvironment:
Trespassing on
nearby private
property
Construction workers /
construction team.
Under no circumstances are
construction workers or any member
of the construction team to wander
onto private property adjacent to the
school ground, without permission of
the owners.
CC to give feedback
and record complaints
at site meetings.
RE, Contractor, CC. Site meeting minutes.
BIO-PHYSICAL ENVIRONMENT:
1.1.1.1. Soil Soil Soil Soil cccconservation:onservation:onservation:onservation:
Drainage issues Surface run-off. Surface protection work is
recommended on the low-lying areas
between the classrooms, as water
from run-off tends to collect at these
areas.
Site works are required to prevent
RE to evaluate on site
and provide contractor
with instructions on how
to rectify.
Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
structural damage to the foundations
of the buildings.
Soil pollution Garbage, cement,
concrete, sewage,
chemicals, paints,
fuels, oils or any other
objectionable or
undesirable material.
All hazardous waste should be
transported to the municipal waste
site in Gobabis. Companies such as
the WESCO Group (Johannes Kruger:
081 1298 997) collect used oil from
construction sites and remove it to the
recycling plant in Walvisbay.
Under no circumstances should
cement be mixed on open soil. A
designated metal sheet should be
made available for this purpose.
In case of accidental spills, the
contaminated soil must be suitably
disposed of in a container for
hazardous waste.
Daily monitoring by
contractor.
Regular visual and
records inspection by
the RE.
Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
Sand excavation sites Sand mining Sand for construction purposes should
be bought from local suppliers and
not excavated by the contractor. A
sufficient number of local suppliers
exist within Gobabis and excavations
at the expense of the client are
therefore not justified. This will also
minimise the impact on the
environment.
Knowledge on the
available suppliers in the
area.
Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
2.2.2.2. Conservation of Conservation of Conservation of Conservation of vvvvegetationegetationegetationegetation
Areas on school
grounds with
insufficient shade
Insufficient trees or
vegetation on school
grounds.
A number of trees were planted on
the school ground to provide shade;
some of these are aliens such as the
Syringa and the Wonder tree. These
trees should preferably be replaced
(through a systematic process) with
indigenous species (e.g. Purple Pod
Terminalia trees).
No alien vegetation may be
introduced to the site in the form of
seeds or plants, for beautification of
office areas or any other purpose. All
plants brought onto the school ground
shall be cleaned at the site it was last
used, to avoid any seed or alien
vegetative material of plants from
germinating or taking root.
Photographic records of
site before construction
starts.
Regular review of
photographic records.
RE, Contractor, CC. Photographic
records.
CONSTRUCTION ACTIVITIES:
1.1.1.1. EstablishmentEstablishmentEstablishmentEstablishment of storage areaof storage areaof storage areaof storage area and site officeand site officeand site officeand site office on school groundon school groundon school groundon school ground::::
Negative impact on
the social and
ecological
environment
Stockpiling of
materials on site.
Fence off an area on the school
ground to be used as a site office and
storage area for materials and
equipment (e.g. wheelbarrows) used
during construction. Materials are to
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
be stored in a neat fashion.
Containers to store sensitive materials
such as cement, steel, glass and
ceramic products and consumables
will also be stationed within this area.
Under no circumstances may vehicles
be serviced within this area. It is
recommended that vehicles be
repaired at the various local
dealerships available in Rundu.
recommendations.
Stockpiles must be of a safe height of
less than 2m high and 45° slope angle.
Cement stacks must not be higher
than 1.5m.
Daily monitoring by
contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
This area should be demarcated by
means of a fence and access
controlled. No child should be
allowed within the boundaries of this
area. The contractor may appoint
someone from the construction team
to reside on this area and to act as a
security guard.
Daily monitoring by
contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Security guard at all
times.
Foam fire extinguishers must be kept
on the storage site. Personnel should
be trained to handle and operate this
equipment.
Daily monitoring by
contractor.
Regular visual and
records inspection by
RE and Contractor. Safety equipment
such as fire
extinguishers.
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
Large trees found within this storage
area should not be removed.
the RE.
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2.2.2.2.2.2.2.2. POST POST POST POST ---- CONSTRUCTION CONSTRUCTION CONSTRUCTION CONSTRUCTION PHASEPHASEPHASEPHASE::::
Environmental
management impacts
requiring mitigation
Sources of
impacts
Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
POST-CONSTRUCTION MONITORING & REHABILITATION:
Monitoring of constructed
facilities
Ineffectiveness of
constructed
facilities.
Monitoring of the following:
• Signs of erosion along newly
constructed facilities.
• Record of flooding.
• Functionality of septic tanks.
• Functionality of toilets.
• The safety and functionality of
electrical components.
Inspection of the various
components.
Contractor and
Engineer.
Periodical monitoring.
Decommissioning of
construction storage area
and site office
Abandoned
construction
facilities, failing to
remove
construction
material from the
storage area.
At the end of the project the
construction storage area and site
office must be returned as close as
possible to its natural status.
All temporary facilities including the
fence used for demarcation, excess
building materials and waste such as
domestic, construction and hazardous
waste should be removed from this
site.
The contractor should
accept responsibility for
the decommissioning of
the construction storage
area and site office.
The environmental
consultant to monitor.
Contractor, RE, CC. Tools required for the
removal of heavy
materials.
Section 2: Site specific EMP Component – Package 3 – Lot 2
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LIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICES
Appendix A: Species list of all trees occurring on the school ground of Epako
Junior Secondary School.
Appendix B: MCA 47 School Project – work package initiation meeting at
Epako Junior Secondary School.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Epako School
Enviro Dynamics cc July 2011
APPENDIX APPENDIX APPENDIX APPENDIX A:A:A:A: SPECIES LIST OF ALL TREES OCCSPECIES LIST OF ALL TREES OCCSPECIES LIST OF ALL TREES OCCSPECIES LIST OF ALL TREES OCCURRING URRING URRING URRING ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF EEEEPAKOPAKOPAKOPAKO JUNIOR JUNIOR JUNIOR JUNIOR SECONDARYSECONDARYSECONDARYSECONDARY SCHOOL SCHOOL SCHOOL SCHOOL
Scientific Name Common Name Status
Acacia erioloba Camelthorn Indigenous – protected
Eucalyptus camaldulensis Red gum Alien
Fadherbia albida Ana tree Indigenous – protected
Jacaranda mimosfolia Jacaranda Alien
Lantana camara Lantana Alien invassive
Leucaena leucocephala Wonder tree Alien invassive
Melia azedarach Syringa Alien
Mundulea sericea Kork bush Indigenous- not protected
Olea europea _ africana Wild olive Indigenous –not protected
Phoenix reclinata Wild date palm Indigenous – not protected
Piliostigma thonningi Camel’s foot Indigenous – not protected
Pinus halepensis Aleppo pine Alien
Prosopis glandulosa Glandular mesquite Alien invassive
Schinus molle Pepper tree Alien
Schinus terebinthifolius Brazilian pepper tree Alien
Terminalia sericea Silver cluster leaf Indigenous –not protected
Widdringtonia nodiflora Mountain cypress Alien
Section 2: Site specific EMP Component – Package 3 – Lot 2
Epako School
Enviro Dynamics cc July 2011
APPENDIX B:APPENDIX B:APPENDIX B:APPENDIX B: MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT ---- WORK WORK WORK WORK PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT EPAKO JUNIOR EPAKO JUNIOR EPAKO JUNIOR EPAKO JUNIOR SECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOL
DATE: MONDAY, 14 JUNE 2010
VENUE & TIME: EPAKO SCHOOLGROUND, 15:00
INTRODUCTION AND WELCOMING (ENVIRO DYNAMICS)
*The meeting was conducted in Afrikaans.
Introduction and welcoming (Mr Makgone: Principal).
The principal welcomed everyone present and handed the floor to the Omaheke
Region Education Planner (Mr. Mungunda). Mr. Mungunda explained to the
community that 47 schools throughout Namibia have been selected. These 47
schools will be assisted by MCA Namibia and will be upgraded. He also mentioned
that Epako JSS is one of the 47 selected schools.
Mr. Mungunda then handed the floor to Eloise Carstens who presented on behalf of
the MCA team.
Words of welcome were expressed by the MCA team (Eloise Carstens). Mrs.
Carstens then introduced the team of consultants to the community. She gave
those attending the meeting a brief background of MCA Namibia and its affiliation
with the Namibian government.
It was also explained to the community that this meeting will consist of two parts:
(a) the development that will take place at the school - presented by the
architects/engineers; and
(b) the election of a committee to represent the community led by Enviro
Dynamics.
The architects/engineers were then formally given the opportunity to present.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Epako School
Enviro Dynamics cc July 2011
ARCHITECTS/ENGINEERS PRESENTATION (HUGO SCHEEPERS ARCHITECTS)
Presentation delivered by Hugo Scheepers (Hugo Scheepers Architects).
Mr. Scheepers explained to the community that the architects and engineers are
part of the technical team working on the project and that it is an honour to be
present at the school. He then introduced the engineers and elaborated on their
field of study.
It was explained to the community that the presentation will deal with the facilities
that will be constructed on the school ground as well as the renovations that will be
made.
The process of needs assessment was described and made clear to the community
and that MCA revised the school’s original needs assessment due to financial
constraints. The facilities proposed earlier might be less than what will be
constructed at the school.
New facilities to be constructed at the school:
• Science lab
• 1 extra office will be added to the admin block
• 1 Ablution block
• Fences and gates
• Walkways linking all facilities
Renovations will also take place. All classrooms will be renovated where necessary,
the existing ablution block, the administration block, water and electrical systems will
be renovated and upgraded. Mr. Scheepers mentioned that construction activities
will most likely start early next year (2011) and that approximately N$3.2 million will be
available for development.
QUESTION/COMMENTS
No. Date Question/Comment/Request Response
1 14/06/2010 We thought we are going to be provided
with extra classrooms to accommodate Gr.
12 as well.
No funds were available for extra
classrooms. The number of
classrooms needed per school is
calculated according to the ratio
of 35 learners per classroom. Due
to budgetary constraints, no extra
classrooms could be provided.
- Hugo Scheepers
2 14/06/2010 There is a need for classrooms as we have in Noted.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Epako School
Enviro Dynamics cc July 2011
No. Date Question/Comment/Request Response
the meantime added Gr. 11 and propose to
add Gr. 12 as well. We are just mentioning
this need. We are also in need of a school
hall as we are currently making use of the
community hall for examination purposes. If it
could please receive attention if money is still
left over, it will be appreciated.
- Principal Makgone
3 14/06/2010 Our current computer laboratory is very small.
We have computers, but they are stored in
boxes. We cannot make use of them as we
have insufficient space.
We take note and will bring it
under the attention of MCA
Namibia.
Mrs. Carstens thanked the community for actively partaking and then excused the
architects and engineers so as to continue with electing the committee.
COMMITTEE ELECTION (ENVIRO DYNAMICS)
It was explained to the community that there is a need for them to participate and
be involved within this project.
The role of the committee was explained and also what bodies the committee must
consist of. The community was enlightened that the committee will serve as a
communication channel between the contractor and the community. Any
complaints from the community, with regard to construction, will be raised and
diverted to the committee who will then convey the message to the contractor.
Avoiding a situation where the contractor is directly confronted by the community.
The committee will also be responsible for ensuring that the community participates
in the workshops that will be organised by the contractor and also to attend monthly
site meetings when construction starts. It was also mentioned to the community that
there might be jobs available for unskilled workers, as the contractor will be advised
to make use of the local community as far as possible where unskilled labour is
concerned.
The nomination and voting process was then explained to the community. It was
also explained that the committee is non-beneficial and voluntary but that it will not
interfere with their work if they are employed. It was also mentioned that two or
more women should serve on the committee, as MCA Namibia has a very strict
gender policy. The election then took place where people were nominated,
seconded and voted/elected by the community.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Epako School
Enviro Dynamics cc July 2011
Committee: Mr. Makgone (Principal)
Ms. Sara Araes (School Board)
Ms. Mathilde Naodoes (Community)
Mr. E. Kandetu (Traditional Leader)
Mr. Phillip Garus-oab (Youth Leader)
Community was urged to make use of their committee when problems arise, if these
problems are related to the project.
GREETINGS AND WORDS OF THANKS
Words of thanks from the MCA team to the community for attending, as well as the
representatives from the Ministry of Education (Eloise Carstens).
On behalf of the community and the school, the MCA team and Ministry of
Education representatives were also thanked for the development that will be
taking place and for attending the meeting. The meeting attendants were also
thanked for their presence (Principal Makgone).
The community was then courteously dismissed and the newly elected committee
was asked to stay behind in order to complete the questionnaire.
SEE ATTACHED SEE ATTACHED SEE ATTACHED SEE ATTACHED DOCDOCDOCDOCUMENT FOR ATTENDANCE REGISTERUMENT FOR ATTENDANCE REGISTERUMENT FOR ATTENDANCE REGISTERUMENT FOR ATTENDANCE REGISTER
Project NameProject NameProject NameProject Name
Stage of ReportStage of ReportStage of ReportStage of Report
ClientClientClientClient
Lead Lead Lead Lead ConsultantConsultantConsultantConsultant: Environmental: Environmental: Environmental: Environmental
Date of ReleaseDate of ReleaseDate of ReleaseDate of Release
Contributors to the ReportContributors to the ReportContributors to the ReportContributors to the Report
ContactContactContactContact
AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements
PackagePackagePackagePackage 3333 –––– LotLotLotLot 2222
Gustav Kandjii Secondary SchoolGustav Kandjii Secondary SchoolGustav Kandjii Secondary SchoolGustav Kandjii Secondary School
Section 2: Section 2: Section 2: Section 2: SSSSite specific EMP Componentite specific EMP Componentite specific EMP Componentite specific EMP Component
Final
Omugongo Joint Venture for MCA-Namibia
Enviro Dynamics cc
P O Box 4039
Windhoek
Namibia
01 February 2011
EMP: Norman van Zyl, Eloise Carstens, Jonas Hausiku, Quanita
Daniels.
Norman van Zyl
Tel: (061) 223336
E-mail: [email protected]
We acknowledge Hugo Scheepers Architects for providing the
site lay-outs.
We also acknowledge and thank the Regional Councillors for
assisting with arranging the stakeholder consultation meetings.
EMP: Norman van Zyl, Eloise Carstens, Jonas Hausiku, Quanita
Architects for providing the
We also acknowledge and thank the Regional Councillors for
assisting with arranging the stakeholder consultation meetings.
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Section 2: Site specific EMP Component – Package 3 – Lot 2
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Enviro Dynamics cc July 2011
TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS
1. GENERAL INFORMATION ..................................................................................................... 1
1.1. PROJECT DESCRIPTION ...............................................................................................................1
1.2. LOCALITY ......................................................................................................................................1
1.3. SCHOOL LAYOUT AND PROPOSED FACILITIES ........................................................................3
1.4. BASELINE DESCRIPTION OF THE SITE ...........................................................................................6
1.5. COMMUNITY CONSULTATION ...................................................................................................8
2. ENVIRONMENTAL MANAGEMENT PLAN .......................................................................... 11
2.1. CONSTRUCTION PHASE: .......................................................................................................... 11
2.2. POST - CONSTRUCTION PHASE: .............................................................................................. 16
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F IGURES & TABLESF IGURES & TABLESF IGURES & TABLESF IGURES & TABLES
Figure 1: Road Map indicating the nine schools of Package 3. ................................. 2
Figure 2: Lay-out of current and proposed facilities on the school ground (Source:
Hugo Scheepers Architects). ..................................................................................................... 5
Table 1: Proposed Facilities to be built at Gustav Kandjii Secondary School. ......... 3
Table 2: Baseline description of the Gustav Kandjii school ground based on site
assessments. ........................................................................................................... 6
Table 3: Communication Register of meetings held with the affected
communities. .......................................................................................................... 8
APPENDICESAPPENDICESAPPENDICESAPPENDICES
Appendix A: Species list of all trees occurring on the School ground of Gustav
Kandjii Junior Secondary School.
Appendix B: MCA 47 School Project – Work package initiation meeting at
Gustav Kandjii Junior Secondary School.
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Section 2: Site specific EMP Component – Package 3 – Lot 2
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Enviro Dynamics cc July 2011
ABBREVIATIONS AND ACABBREVIATIONS AND ACABBREVIATIONS AND ACABBREVIATIONS AND ACRONYMSRONYMSRONYMSRONYMS
AIDS Acquired Immune Deficiency Syndrome
CC Community Committee
EMP Environmental Management Plan
ESAF Environmental and Social Assessment Framework
GPS Global Positioning System
HIV Human Immunodeficiency Virus
MCA Millennium Challenge Account
MCC Millennium Challenge Corporation
MoE Ministry of Education
PHPSAP Public Health and Public Safety Awareness Plan
RE Resident Engineer
uPVC Unplasticised Polyvinyl Chloride
1
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
1.1.1.1. GENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATION
1.1.1.1.1.1.1.1. PROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTION
As part of the agreement between the Millennium Challenge Corporation (MCC)
and the Namibian Government, 47 schools have been identified by the Millennium
Challenge Account (MCA) to receive funds for the expansion and upgrading of the
current facilities. In doing this, MCA aims to improve the ability of the identified
schools to provide up-to-standard education by improving the physical conditions
and facilities at each school.
To ensure that all biophysical and social implications of the project are identified
and mitigated, Enviro Dynamics cc was subcontracted as the environmental
consultant. As part of their responsibility, the environmental consultant is expected
to draw up a generic Environmental Management Plan (EMP), to which, after a site
inspection, a site specific component will be added.
Section 1: Generic EMP Component describing the general environmental conditions
and requirements of all EMPs for the 10 schools of Package 3.
This document is called Section 2: Site specific EMP Component – Package 3 and
provides the site specific environmental conditions and requirements of each
school. This section of the EMP elaborates on practical measures that need to be
taken to ensure that potentially negative impacts on the environment (ecological
and social) are minimized or completely avoided, whilst the positive impacts are
maximized. The EMP covers all aspects of the project life cycle at the school,
including the planning, construction, and operational phase of the project.
1.2.1.2.1.2.1.2. LOCALITYLOCALITYLOCALITYLOCALITY
Located within the rural town of Otjinene (S21˚07’19.0”, E18˚45’52.0”) in the
Omaheke Region, Gustav Kandjii Junior Secondary School forms part of the east
and east-central Package and is included in Package 3 of the MCA program. The
school falls under the Otjinene Constituency (Figure 1).
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Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
Figure 1: Road Map indicating the nine schools of Package 3.
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Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
1.3.1.3.1.3.1.3. SCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIES
At present, Gustav Kandjii Junior Secondary School consists of four classroom blocks
amounting to 14 classrooms, one storeroom and three specialist classrooms (Figure
2). Other facilities located on the school ground include an ablution block,
administration block and a garden.
A flagpole and parking space are also present.
Although the school ground is fenced in, the fence is in a poor condition, providing
very little security to the school.
Renovations:
All existing school buildings will be renovated where necessary. Renovations include
repairing and replacing broken windows, doors, ceilings and damaged floors. All
buildings will also be repainted. The sewer line will be upgraded as well as the
ablution block. Since the fence is in poor condition, this too will be repaired and/or
replaced.
Two existing classrooms will be upgraded and converted into two specialist
classrooms, i.e. a computer lab and science laboratory. Buildings will be provided
with new aprons and existing walkways will be repaired.
Construction:
The facilities in Table 1 have been proposed to be built at Gustav Kandjii Secondary
School after a need assessment was done by MCA and the Engineers/Architects.
The preliminary location of proposed facilities is shown in Figure 2.
Table 1: Proposed Facilities to be built at Gustav Kandjii Secondary School.
Proposed facilities to be built
Extension of current administration block
Water storage
Site Works:
Low lying areas are found in front of the administration block and between
classroom blocks. These areas will be raised to prevent or divert floods at the school
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Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
facilities. Erosion along aprons or foundations of buildings will be addressed by
adding additional soil to the eroded areas.
Water Storage:
Elevated water tanks will be constructed for the storage of water. These will consist
of one or more 10m³ uPVC tanks.
Lot 2
Gustav Kandjii/Site Plan/S01KUSTAV KANDJII COMBINED SCHOOL
(OMAHEKE REGION)
GUSTAV KANDJII SITE PLAN
SITE PLAN
Project Name:
School Name:
Drawing Title: Module: Approval for Omugongo: Approval for MCA:
Approval Date: Approval Date:
Project No.:
Scale:
Drawing No.:
Drawn:
EDUCATION INFRASTRUCTURE "47 SCHOOLS"
WITHIN THE EDUCATION QUALITY ACTIVITY
MLA-W09/1531
1:500 TCL
1 4 3 0 . 8 5
1 4 2 9 . 3 0
= 1 4 3 0 . 3 1M H
M H
= 1 4 2 9 . 6 8
M H
= 1 4 2 9 . 8 9M H
1 4 3 0 . 4 1
M H
I L = 1 4 2 9 . 0 3
= 1 4 2 8 . 7 7I L
= 1 4 2 8 . 7 5I L
= 1 4 2 8 . 9 6I L
= 1 4 2 9 . 3 5I L
= 1 4 2 9 . 5 1I L
14 29.87FL R
14 30. 47FL R
14 29.85FL R
14 30. 01FL R
1 4 2 9 . 5 6M H
1 4 2 9 . 2 1
M H
1 4 3 0 . 4 1
B M 2 .
= 1 4 3 0 . 7 1M H
= 1 4 2 9 . 9 5I L
= 1 4 2 9 . 3 7M H
1 4 2 9 . 4 4
T A P
M H = 1 4 2 9 . 8 8
= 1 4 3 0 . 5 2M H
= 1 4 3 0 . 5 7M H
= 1 4 2 9 . 7 3I L
= 1 4 2 9 . 0 6I L
= 1 4 2 8 . 8 9I L
14 30.28FL R
= 1 4 3 0 . 8 5M H
= 1 4 3 0 . 0 9M H
B M 1
wm
= 1 4 3 0 . 3 5
FL R
14 30. 47
I L = 1 4 2 9 . 1 2
= 1 4 2 9 . 6 0M H
= 1 4 2 8 . 5 8
I L
= 1 4 2 8 . 3 7I L
14 29. 93FL R
= 1 4 2 9 . 4 7M H
weather station
Guardhouse
Erf boundary
Erf
boundary
B M 3
New Ex tention t o
Sfaff Room
NEW A
PRON
NEW A
PRON
NEW A
PRON
NEW A
PRON
Renovate Clas sroom
Renovate Clas sroom
Renovate Clas sroom
Renovate Build ing
Renovate Build ing
Renovate Building
No
Intervent ion
facilities on the school ground (Source: Hugo Scheepers Architects).
6
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Enviro Dynamics cc July 2011
1.4.1.4.1.4.1.4. BASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITE
A full description of the environmental conditions on the Gustav Kandjii school
ground together with aspects that need to be considered during the construction is
provided in Table 2. Further regional baseline information has been provided in the
Environmental and Social Assessment Framework (ESAF).
Table 2: Baseline description of the Gustav Kandjii school ground based on site assessments.
ENVIRONMENTAL CONDITIONS ON THE SCHOOL GROUND
FEATURE DESCRIPTION
Drainage Gustav Kandjii has a flat landscape and most of the ground is
covered with natural growing grasses with a few bare patches
between the classroom blocks, at the entrance gate and in front of
the administration building. The school ground gently slopes towards
the southern boundary. The soil on the school ground is mainly
sandy.
Water sources and usage There are no open water sources near the school. The Otjinene
community as well as the school get their water from boreholes
supplied by NamWater. MoE pays for the water use at the school.
Found at depths of more than 70m below the ground surface,
groundwater in this area is prone to over-extraction. The contractor
should therefore establish an agreement with the school in terms of
water usage during construction.
Surface run-off The school has never been flooded before. Water only gathers on
open spaces between the classrooms and in front of the
administration block. The school hostel is located outside of the
northern boundary of the school ground. The topography of this
area is slightly higher than the rest of the school ground, causing run-
off from the hostel to form natural drainage channels across the
school ground that promotes erosion.
Protected trees Acacia erioloba is a protected tree that grows naturally on the
hostel grounds, bordering the northern fence of the school ground.
For a complete list of trees and their conservation status refer to
Appendix A.
Shade Few trees occur on the school ground and unfortunately most of
these trees are planted alien or alien invasive trees such as Seringa
(Melia azedarach). Larger indigenous trees such as Camel thorn
(Acacia erioloba) are found outside the current school fence, on
hostel ground, and are also used by the children for shade. The
principal and teachers need to be enlightened on the dangers that
alien invasive trees can pose. Common dangers associated with
alien and alien invasive plant species include the poisoning of
livestock and humans and invasion of surrounding habitats that are
currently dominated by indigenous plants.
Archaeology Otjinene has two historical sites of importance. The first is Ngauzepo,
a Camel thorn tree on which the Herero’s were hung by the
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Enviro Dynamics cc July 2011
ENVIRONMENTAL CONDITIONS ON THE SCHOOL GROUND
FEATURE DESCRIPTION
Germans, and the second is Ozombuzovindimba which is situated
approximately 4km north of Otjinene. A graveyard is also situated
500 meters north-east of the school.
Although it is not foreseen that the construction activities at the
school will interfere with these archaeological sites, it is important
that the contractor takes note of its location when considering the
location of the construction camp.
ASPECTS TO BE CONSIDERED DURING CONSTRUCTION
ASPECT DESCRIPTION
Waste management Currently the school makes use of a local contractor to remove
waste from the school ground. The cost of this service is carried by
MoE. Mowed grass from the school is burnt in the south-western
corner of the school ground.
The school makes use of flushing toilets but during the site assessment
it was noticed that the toilets are blocked and can therefore
currently not be use. Learners are thus forced to make use of toilets
at the hostel.
Location of the construction
camp
The location of the construction camp site will be established during
the site-handover site visit when the contractor will be available to
accompany the team. The exact location will depend on further
consultation with the headman/traditional authority, school principal
(if in close proximity of the school) and affected members from the
community. The location will be based on the requirements set out
in the EMP.
Security issues The school is fenced off and has two gates which are locked after
hours. The fence is however in a very poor condition and is not
sufficient to prevent intruders from coming onto the school ground
and exercise theft. Although a security guard stands guard on the
school ground during the night, the school has had problems with
thieves in the past when some computers were stolen from the
school.
Land conflict/issues No land use or ownership issue occur on the site.
Land use outside the school
fence
Some community houses are located approximately 700m west of
the school and the staff accommodation is situated 100m north of
the school. The area south and east of the school property is open
space.
Roads A track road connects the school to Otjinene. The present road
passes through a settlement and is utilised by children, animals and
vehicles. No safety signs or pedestrian crossings are located on this
road.
Dust generation The school ground is mainly covered with sparse natural-growing
grasses with patches of bare ground between the classrooms. Dust
is not an existing problem but dust control measures should be kept
in mind when construction starts.
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1.5.1.5.1.5.1.5. COMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATION
During a Community Consultation Meeting held at Gustav Kandjii Junior Secondary
School on the 15th of June 2010 (Table 3), 14 members from the Otjinene community
attended, consisting primarily of parents, members of the school board and
teachers. The attendees were informed by the architects and engineers on the lay-
out of the proposed facilities on the school ground after which they were given the
opportunity to raise their concerns and questions regarding the construction of these
facilities.
Table 3: Communication register of meetings held with the affected communities.
Date Time Schools Region Venue
Consultation with School Principals and School Board Members
6 October 2009 11h00-13h00 Package 3
schools
Omaheke Habitat Research
and Development
Centre, Katutura
Community consultation and site visit
15 June 2010 10:00 – 13:00 Gustav Kandjii
JSS
Omaheke Gustav Kandjii
School ground
Due to the fact that so few members from the community attended the community
consultation meeting, it was suggested that the committee be elected at a
following parents meeting under the supervision of the school’s management. The
function and the responsibilities of the committee were explained to the chair of
school board and the principal, who conveyed the message to the elected
committee. Once the committee was elected, the following names of the elected
committee were forwarded to the environmental consultant:
Mr. Ismael Kazondanga (Principal)
Mrs. Alpha Katjatenja (School Board)
Mr. Gerson Mukungu (Community Representative)
Mr. J.T. Putuaota (Traditional Authority)
Ms. Charlotte Tjirera (Youth Leader)
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The community committee (CC) will have monthly site meetings with the contractor.
During the public forum part of the meeting, the CC will have the opportunity to air
all the issues that the community has raised during the month. Specifically on:
• Communication with the community (e.g. concerns raised)
• The implementation of the PHPSAP & EMP (e.g. workshops held, attendance
at workshops)
• Intervention taken from the contractor’s side to address previous issues
The second part of the meeting will consist of the contractor sharing technical
information such as progress and delays experienced on the project. Committee
members wanting to gain information on these details could choose to attend this
part of the meeting as well, but would merely be present as observers. The
information gathered from the technical part of the meeting can be communicated
to the community, thereby ensuring transparency on the project.
The main purpose of the CC, which will be chaired by the principal, will be to ensure
that there is sufficient communication between the contractor and the community.
The CC will however also have specific responsibilities in terms of the implementation
of the PHPSAP and the EMP. Specific issues requiring the involvement of the CC are
highlighted below and are elaborated on in the EMP:
• The CC will assist the contractor in translation during meetings. This person
needs to be both fluent in English and the local language (e.g. oshiwambo)
but will also have some background on the project.
• The CC will invite and inform the community of any HIV/AIDS training and
Public Health and Public Safety workshops.
• The CC will communicate any information on employment opportunities to
the community. The CC will NOT recruit people and will NOT promise any
employment to the locals. Information on the recruitment of locals will come
directly from the contractor. The CC will merely convey the information to the
community.
• The CC together with the school’s management will report any improper
behaviour between children and contract workers to the contractor.
• The contractor will work through the CC to communicate with water point
committees about any issues relating to the use of communal water (where
applicable).
• The CC will point out any culturally significant trees or vegetation (e.g. fruit-
bearing trees or trees of religious significance) to the contractor prior to
construction. These trees or vegetation will be marked and catalogued to
ensure that it is not removed in the process.
• The CC with the guidance of the local headman/traditional authority will
point out possible locations for the construction campsite.
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Section 2: Site specific EMP Component – Package 3 – Lot 2
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Enviro Dynamics cc July 2011
The minutes of the meeting are attached in Appendix B.
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2.2.2.2. ENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEMENT PLANMENT PLANMENT PLANMENT PLAN
2.1.2.1.2.1.2.1. CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
SOCIAL AND ECONOMICAL ENVIRONMENT:
1.1.1.1. Social Social Social Social eeeenvironment:nvironment:nvironment:nvironment:
Trespassing on
nearby private
property
Construction workers /
construction team.
Under no circumstances are
construction workers or any member
of the construction team to wander
onto private property adjacent to the
school ground, without permission of
the owners.
CC to give feedback
and record complaints
at site meetings.
RE, Contractor, CC. Site meeting minutes.
BIO-PHYSICAL ENVIRONMENT:
1.1.1.1. Soil Soil Soil Soil cccconservation:onservation:onservation:onservation:
Drainage issues Surface run-off. Surface protection work is
recommended on the low-lying areas
between the classroom blocks on the
school ground and on the drainage
channel in front of the administration
building.
RE to evaluate on site
and provide the
contractor with
instructions on how to
rectify.
Contractor Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
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Enviro Dynamics cc July 2011
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
2.2.2.2. Water abstraction and supplyWater abstraction and supplyWater abstraction and supplyWater abstraction and supply
Groundwater
contamination
Clogged toilet
facilities.
Existing ablution facilities on the
school ground are not functional,
rendering the use of these facilities as
unusable. This should be repaired as
soon as possible.
Any new leaks should be
reported to the
contractor and repaired
as soon as possible.
Contractor,
Engineer
Materials needed for
fixing the pipe.
3.3.3.3. Conservation of Conservation of Conservation of Conservation of vvvvegetationegetationegetationegetation
Areas on school
grounds with
insufficient shade
Insufficient trees or
vegetation on school
grounds.
A number of trees were planted on
the school ground to provide shade;
some of these are aliens such as the
Red Gum and the Pepper tree. These
trees should preferably (through a
systematic approach) be replaced
with indigenous species (e.g. Kalahari
apple leaf).
No alien vegetation may be
introduced to the site in the form of
seeds or plants, for beautification of
office areas or any other purpose. All
plants brought onto the school
ground shall be cleaned at the site it
was last used, to avoid any seed or
alien vegetative material of plants
from germinating or taking root.
Photographic records of
site before construction
starts.
Regular review of
photographic records.
RE, Contractor, CC. Photographic
records.
13
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
4.4.4.4. Historical, archaeological and cultural Historical, archaeological and cultural Historical, archaeological and cultural Historical, archaeological and cultural heritage:heritage:heritage:heritage:
Disturbance or
damage to historical,
archaeological or
cultural heritage
Movement of vehicles
or people across
heritage site.
Although it is not foreseen that the
construction activities at the school will
interfere with the archaeological sites in
the area (see baseline table), it is
important that the contractor takes note
of its location when considering the
location of the construction camp,
ensuring that construction workers do
not unnecessarily enter, damage or
destroy the area.
In the event of the Contractor finding
a grave site or any other object or
structure that could be of possible
archaeological or historical
importance, work in that area is to be
stopped immediately and the RE
contacted for further instructions.
Inspection before civil
works is executed in a
particular area. Written
and visual records report
Contractor. Knowledge of the
location of these sites.
CONSTRUCTION ACTIVITIES:
1.1.1.1. Establishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school ground
Negative impact on
the social and
ecological
environment
Stockpiling of
materials on site.
Fence off an area on the school
ground to be used as a site office and
storage area for materials and
equipment (e.g. wheelbarrows) used
during construction. Materials are to
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
14
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
be stored in a neat fashion.
Containers to store sensitive materials
such as cement, steel, glass and
ceramic products and consumables
will also be stationed within this area.
Under no circumstances may vehicles
be serviced within this area. It is
recommended that vehicles be
repaired at the various local
dealerships available in Rundu.
recommendations.
Stockpiles must be of a safe height of
less than 2m high and 45° slope
angle. Cement stacks must not be
higher than 1.5m.
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
This area should be demarcated by
means of a fence and access
controlled. No child should be
allowed within the boundaries of this
area. The contractor may appoint
someone from the construction team
to reside on this area and to act as a
security guard.
Daily monitoring by
contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Security guard at all
times.
Foam fire extinguishers must be kept
on the storage site. Personnel should
be trained to handle and operate this
equipment.
15
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
Large trees found within this storage
area should not be removed.
16
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
2.2.2.2.2.2.2.2. POST POST POST POST ---- CONSTRUCTION CONSTRUCTION CONSTRUCTION CONSTRUCTION PHASEPHASEPHASEPHASE::::
Environmental
management impacts
requiring mitigation
Sources of
impacts
Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
POST-CONSTRUCTION MONITORING & REHABILITATION:
Monitoring of constructed
facilities
Ineffectiveness of
constructed
facilities.
Monitoring of the following:
• Signs of erosion along newly
constructed facilities.
• Record of flooding.
• Functionality of septic tanks.
• Functionality of toilets.
• The safety and functionality of
electrical components.
Inspection of the various
components.
Contractor and
Engineer.
Periodical monitoring.
Rehabilitation of sand
excavation site
Unrehabilitated,
open sand
excavation sites.
Post extraction:
• The time between extraction and
rehabilitation should be minimized
so that rehabilitation becomes a
continuous process from the start of
the excavation.
• The excavation site should be
restored to resemble the surrounding
natural landforms. Remnant soil and
dead vegetation should be
backfilled to create a flat (or as flat
as possible) landform similar to the
original pre-extraction landform. No
slopes exceeding a 30˚ angle should
remain at the site after
rehabilitation.
Monitoring of and
reporting on the
rehabilitation process by
the contractor and the
RE.
Periodical monitoring by
the environmental
consultant.
Contractor, RE.
Monitoring by
environmental
consultant.
Report by the
contractor/RE
reporting on the
rehabilitation process.
17
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
Environmental
management impacts
requiring mitigation
Sources of
impacts
Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
• The stockpiled topsoil will be
returned to all areas disturbed
during extraction ensuring that it is
spread evenly across the site.
• Weed management will be the
single dominant maintenance
requirement following progressive
rehabilitation. Alien weed species
such as the white-flowered Mexican
poppy (Argemone ochroleuca
subsp ochroleuca) and Downy thorn
apple (Datura innoxia) are known to
easily establish on disturbed areas.
These should be eradicated on
continuous bases by burning the
entire plant or by removing the
seedlings. The adult plants should
not be removed by hand or spade
as this aids in the spreading of the
seeds.
• All excavation sites must be ripped
where compaction has taken place
to re-establish a succession of
indigenous vegetation on the area.
• The rehabilitated area should be
clearly demarcated and vehicles or
people should be allowed to move
across the rehabilitated area until
vegetation has re-established on the
area.
18
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
Environmental
management impacts
requiring mitigation
Sources of
impacts
Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
Decommissioning of
construction camp and
site office
Abandoned
construction
facilities, failing to
remove campsite
construction
material.
At the end of the project the
construction camp site and site office
must be returned to as close as
possible to its natural status:
• At the start of the decommissioning
process the contractor should hold
discussions with the local community
to determine any future plans for the
use of this site e.g. community
gathering point or pensioner’s
payout point.
• All temporary facilities, excess
building materials and waste
including domestic, construction
and hazardous waste should be
removed from this site.
• Should the community prefer that
this site be restored to its natural
status the compacted bare ground
should be ripped to enhance the re-
establishment of vegetation on this
area.
The contractor should
accept responsibility for
the decommissioning of
the construction camp
and site office.
The environmental
consultant to monitor.
Contractor, RE, CC. Tools required for the
removal of heavy
materials.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
LIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICES
Appendix A: Species list of all trees occurring on the School ground of Gustav
Kandjii Junior Secondary School.
Appendix B: MCA 47 School Project – Work package initiation meeting at
Gustav Kandjii Junior Secondary School.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
APPENDIX A:APPENDIX A:APPENDIX A:APPENDIX A: SPECIES LSPECIES LSPECIES LSPECIES LIST OF ALL TREES OCCURRING IST OF ALL TREES OCCURRING IST OF ALL TREES OCCURRING IST OF ALL TREES OCCURRING ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF GUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJII JUNIORJUNIORJUNIORJUNIOR SECONDARYSECONDARYSECONDARYSECONDARY SCHOOL SCHOOL SCHOOL SCHOOL
Scientific Name Common Name Status
Acacia erioloba Camelthorn Indigenous – Protected
Eucalyptus camaldulensis Red gum Alien
Mundulea sericea Kork bush Indigenous
Schinus molle Pepper tree Alien
Callistemon viminales Weeping bottlebrush Alien
Philenoptera nelsii Kalahari apple leaf Indigenous
Solanum lichtensteinii Bitter apple
Aloe ferox Bitter aloe
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
APPENDIX APPENDIX APPENDIX APPENDIX BBBB:::: MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT ---- WORK WORK WORK WORK PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT GUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJII JUNIOR SECONDARYJUNIOR SECONDARYJUNIOR SECONDARYJUNIOR SECONDARY SCHOOLSCHOOLSCHOOLSCHOOL
DATE: TUESDAY, 15 JUNE 2010
VENUE & TIME: GUSTAV KANDJII SCHOOL GROUND, 10:00
INTRODUCTION AND WELCOMING (ENVIRO DYNAMICS)
Introduction and welcoming (Mr Kazondanga: Principal).
The meeting was opened with prayer by Mr. Tjetjinda. The principal handed the
floor to the Regional Councillor, Mr. Toromba, who welcomed all those attending
the meeting. He noted that the visit is of paramount importance, bringing
Government closer to the people. He also noted that everyone wants to see
tangible development and improvement at the school. He then urged the Gr. 10
teachers and also motivated them to increase their efforts to improve the standard
of education.
All people attending the meeting were then given an opportunity to introduce
themselves.
The principal then handed the floor to Eloise Carstens who presented on behalf of
the MCA team.
Words of welcome were expressed by the MCA team (Eloise Carstens). Mrs.
Carstens then introduced the team of consultants to the community. She gave
those attending the meeting a brief background of MCA Namibia and its affiliation
with the Namibian government. She also enlightened the community on the 47
schools project run by MCA Namibia and that Gustav Kandjii JSS is one of the 47
schools that will be upgraded by this project.
It was also explained to the community that this meeting will consist of two parts:
(a) the development that will take place at the school which will be presented
by the architects/engineers; and
(b) the election of a committee to represent the community led by Enviro
Dynamics.
The architects/engineers were then formally given the opportunity to present.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
ARCHITECTS/ENGINEERS PRESENTATION (LITHON CONSULTANTS)
Presentation delivered by Martin van der Merwe (Lithon Consultants).
Mr. Van der Merwe explained to the community that the architects are part of the
technical team working on the project and that it is an honour to be present at the
school.
It was explained to the community that the presentation will deal with the facilities
that will be constructed on the school ground as well as the renovations that will be
made.
The process of needs assessment was described and made clear to the community
and also that MCA revised the school’s original needs assessment due to financial
constraints. The facilities proposed earlier might be less than what will be
constructed at the school.
New facilities to be constructed at the school:
• The current administration block will be extended
• Two existing classrooms will be converted into a science laboratory and a
computer room.
Renovations will also take place. The existing buildings will be renovated where
necessary. The fence will be repaired, the sewer line will receive attention and the
school will be repainted.
Mr. van der Merwe mentioned that construction will most likely start early next year
(2011).
QUESTION/COMMENTS
No. Date Question/Comment/Request Response
1 15/06/2010 Will the hostel not receive any attention? We are instructed only to focus on
the school, not the hostel facilities.
2 15/06/2010 What about the ablution block? The number of ablution blocks
needed is derived from a formula.
The number of learners enrolled at
the school does not prompt
another ablution block. We can,
at present, only look at renovating
the existing one. If the number of
learners increases, we can
motivate the need.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
No. Date Question/Comment/Request Response
3 15/06/2010 What about upgrading the school to
accommodate Gr. 11 and 12?
We see and note the need. This
information will be presented to
MCA. When Gr. 11 and 12 is
implemented and the number of
learners increases, please make a
proposal to MoE. MCA based its
calculations on the number of
learners enrolled at the school.
4 15/06/2010 At present, we have 3 primary schools. Two
of these have 600 learners and the third
accommodates 150-200 learners. The
problem is that the school does not have Gr.
11 and 12 and that is why the number of
learners at the school is only 350. Parents
rather take their children to schools that have
these 2 grades to get accustomed to the
school environment. When the school starts
implementing Gr. 11 and 12, the number of
learners enrolled is expected to rise
significantly.
Noted.
5 15/06/2010 Can you perhaps give us an indication of the
budget allowance for this school?
N$2.5 million.
6 15/06/2010 Will N$2.5 million be sufficient only for what
you have mentioned?
Yes, we aim to provide quality
work. The electrical work is quite
expensive.
7 15/06/2010 Will it not be possible to build 2 extra
classrooms?
If funds are available, we will make
a proposal to MCA Namibia.
8 15/06/2010 Did you consider the needs of the school with
the development that you are proposing?
Yes, initially we tried to do just that.
We aim to extend the science and
computer skills of the school, since
it has been highlighted as a need.
9 15/06/2010 Comment: The client looks at the number of
enrolled learners. For every 35 learners, 1
classroom is sufficient. This is according to
MCA and MoE guidelines. We realise your
concern. If you extend your curriculum to Gr.
11 and 12, more facilities will be needed. But,
currently the number of learners at this school
does not prompt for extra classrooms to be
built.
- Martin Van der Merwe
10 15/06/2010 I am just mentioning that I support the
councillor. Would it not be wise to extend the
school?
We have been directed by our
client. We cannot decide for the
client, their decision is final, but we
will mention it to them. Please
understand the risk. If they extend
the school, they might have to
take funds from another school,
possibly leaving other learners
without classrooms.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
Mrs. Carstens thanked the community for actively partaking and then excused the
architects and engineers so as to continue with electing the committee.
COMMITTEE ELECTION (ENVIRO DYNAMICS)
It was explained to the community that there is a need for them to participate and
be involved with this project.
The role of the committee was explained and also what bodies the committee must
consist of. The community was enlightened that the committee will serve as a
communication channel between the contractor and the community. Any
complaints from the community, with regard to construction, will be raised and
diverted to the committee who will then convey the message to the contractor
thereby avoiding a situation where the contractor is directly confronted by the
community.
The committee will also be responsible for ensuring that the community participates
in the workshops that will be organised by the contractor and also to attend monthly
site meetings, as and when construction starts.
The nomination and voting process was then explained to the community. It was
also explained that the committee is non-beneficial and voluntary but that it will not
interfere with their work if they are employed. It was conveyed to the community
that MCA Namibia has a very strict gender policy. Therefore, two or more women
should serve on the committee.
Since only a few members of the community attended the meeting, Mr. Mungunda
(Education Planner) suggested that the election of the committee should be left in
the hands of school management. The school will then inform the consultants at a
later stage who serves on the committee. The following names were later received
from the school. These are the people elected to serve on the committee:
Committee: Mr. Ismael Kazondanga (Principal)
Mr. Alpha Katjatenja (School Board)
Mr. Gerson Mukungu (Community)
Mr. J.T. Putuaota (Traditional Leader)
Ms. Charlotte Tjirera (Youth Leader)
Section 2: Site specific EMP Component – Package 3 – Lot 2
Gustav Kandjii School
Enviro Dynamics cc July 2011
The community was urged to make use of the committee when problems arise, if
these problems are related to the project.
GREETINGS AND WORDS OF THANKS
Words of thanks from the MCA team to the community for attending, as well as the
representatives from the Ministry of Education (Eloise Carstens). The meeting was
closed with prayer. The principal was asked to remain behind, in order to complete
the questionnaire.
SEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTER
Project NameProject NameProject NameProject Name
Stage of ReportStage of ReportStage of ReportStage of Report
ClientClientClientClient
Lead Lead Lead Lead ConsultantConsultantConsultantConsultant: Environmental: Environmental: Environmental: Environmental
Date of ReleaseDate of ReleaseDate of ReleaseDate of Release
Contributors to the ReportContributors to the ReportContributors to the ReportContributors to the Report
ContactContactContactContact
AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements
PackagePackagePackagePackage 3333 –––– Lot Lot Lot Lot 2222
RietquelleRietquelleRietquelleRietquelle Junior Secondary SchoolJunior Secondary SchoolJunior Secondary SchoolJunior Secondary School
Section 2: Section 2: Section 2: Section 2: SSSSite specific EMP Componentite specific EMP Componentite specific EMP Componentite specific EMP Component
Final
Omugongo Joint Venture for MCA-Namibia
Enviro Dynamics cc
P O Box 4039
Windhoek
Namibia
01 February 2011
EMP: Norman van Zyl, Eloise Carstens, Jonas Hausiku, Quanita
Daniels.
Norman van Zyl
Tel: (061) 223336
E-mail: [email protected]
We acknowledge Hugo Scheepers Architects for providing the
site lay-outs.
We also acknowledge and thank the Regional Councillors for
assisting with arranging the stakeholder consultation meetings.
EMP: Norman van Zyl, Eloise Carstens, Jonas Hausiku, Quanita
Architects for providing the
We also acknowledge and thank the Regional Councillors for
assisting with arranging the stakeholder consultation meetings.
i
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS
1. GENERAL INFORMATION ..................................................................................................... 1
1.1. PROJECT DESCRIPTION ...............................................................................................................1
1.2. LOCALITY ......................................................................................................................................1
1.3. SCHOOL LAYOUT AND PROPOSED FACILITIES ........................................................................3
1.4. BASELINE DESCRIPTION OF THE SITE ...........................................................................................5
1.5. COMMUNITY CONSULTATION ...................................................................................................6
2. ENVIRONMENTAL MANAGEMENT PLAN ............................................................................ 9
2.1. CONSTRUCTION PHASE: .............................................................................................................9
2.2. POST - CONSTRUCTION PHASE: .............................................................................................. 16
ii
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
F IGURES & TABLESF IGURES & TABLESF IGURES & TABLESF IGURES & TABLES
Figure 1: Road Map indicating the nine schools of Package 3. .................................. 2
Figure 2: Lay-out of current and proposed facilities on the school ground (Source:
Hugo Scheepers Architects). ..................................................................................................... 4
Table 1: Proposed Facilities to be built at Rietquelle Junior Secondary School. ..... 3
Table 2: Baseline description of the Rietquelle school ground based on site
assessments. ........................................................................................................... 5
Table 3: Communication Register of meetings held with the affected
communities. .......................................................................................................... 7
APPENDICESAPPENDICESAPPENDICESAPPENDICES
Appendix A: Species list of all trees occurring on the School ground of
Rietquelle Junior Secondary School.
Appendix B: MCA 47 School Project – work package initiation meeting at
Rietquelle Junior Secondary School.
iii
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
ABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMS
AIDS Acquired Immune Deficiency Syndrome
CC Community Committee
EMP Environmental Management Plan
ESAF Environmental and Social Assessment Framework
GPS Global Positioning System
HIV Human Immunodeficiency Virus
MCA Millennium Challenge Account
MCC Millennium Challenge Corporation
MoE Ministry of Education
PHPSAP Public Health and Public Safety Awareness Plan
RE Resident Engineer
1
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
1.1.1.1. GENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATION
1.1.1.1.1.1.1.1. PROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTION
As part of the agreement between the Millennium Challenge Corporation (MCC)
and the Namibian Government, 47 schools have been identified by the Millennium
Challenge Account (MCA) to receive funds for the expansion and upgrading of the
current facilities. In doing this, MCA aims to improve the ability of the identified
schools to provide up-to-standard education by improving the physical conditions
and facilities at each school.
To ensure that all biophysical and social implications of the project are identified
and mitigated, Enviro Dynamics cc was subcontracted as the environmental
consultant. As part of their responsibility, the environmental consultant is expected
to draw up a generic Environmental Management Plan (EMP), to which, after a site
inspection, a site specific component will be added.
Section 1: Generic EMP Component described the general environmental conditions
and requirements of all EMPs for the 9 schools of Package 3.
This document is called Section 2: Site specific EMP Component – Package 3 and
provides the site specific environmental conditions and requirements of each
school. This section of the EMP elaborates on practical measures that need to be
taken to ensure that potentially negative impacts on the environment (ecological
and social) are minimized or completely avoided, whilst the positive impacts are
maximized. The EMP covers all aspects of the project life cycle at the school,
including the planning, construction, and operational phase of the project.
1.2.1.2.1.2.1.2. LOCALITYLOCALITYLOCALITYLOCALITY
Located approximately 180km south of Gobabis (S23˚38’36.0”, E19˚22’31.0”) in the
Omaheke Region, Rietquelle Junior Secondary School forms part of the east and
east-central group and is included in Package 3 of the MCA program. The school is
within the rural town of Aminius and falls under the Aminius Constituency (Figure 1).
2
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
Figure 1: Road Map indicating the nine schools of Package 3.
3
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
1.3.1.3.1.3.1.3. SCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIES
At present, Rietquelle Junior Secondary School consists of four classroom blocks
amounting to 20 classrooms and a three-roomed storeroom block (Figure 2). One of
the 20 classrooms is presently not in use. An administration block is present as well as
one ablution block.
Although the school ground is fenced, the fence is not in a good condition,
providing very little security to the school.
Renovations:
All existing school buildings will be renovated, including the toilet block and
administration block. Renovation will also include the transformation of two existing
classrooms into a computer room and a science laboratory. The school will further
be provided with walkways and the perimeter fence and electrical system will be
upgraded.
Construction:
The facilities in Table 1 have been proposed to be built at Rietquelle Junior
Secondary School after a need assessment was done by MCA and the
Engineers/Architects. The preliminary location of proposed facilities is shown in
Figure 2.
Table 1: Proposed Facilities to be built at Rietquelle Junior Secondary School.
Proposed facilities to be built
Ablution block
Site Works:
Low lying areas on the school ground will be raised to prevent or divert floods at the
school facilities. Erosion along aprons or foundations of buildings will be addressed
by adding additional soil to the eroded areas.
Lot 2
RIETQUELLE SITE PLAN
RIETQUELLE COMBINED SCHOOL
(OMAHEKE REGION)
Rietquelle/Site Plan/S01SITE PLAN
Drawn:
Drawing No.:
Scale:
Project No.:
Approval Date:Approval Date:
Approval for MCA:Approval for Omugongo:Module:Drawing Title:
School Name:
Project Name: 1:250
MLA-W09/1531
EDUCATION INFRASTRUCTURE "47 SCHOOLS"
WITHIN THE EDUCATION QUALITY ACTIVITYTCL
1212.55=1213.13MH
=1212.14MH
1212.44
FLR
1212.93
FLR
1213.23
FLR
=1212.94MH
=1212.17
MH
=1211.78
=1211.39
IL
=1211.67
IL
1212.65
FLR
1212.55
FLR
1212.36
FLR
=1211.57IL
=1211.24IL
1212.39
FLR
IL
=1212.41IL
=1212.54IL
1212.89
1211.87
BM2
=1211.92MH
=1212.04
MH
=1212.44
MH
BM1
IL
1212.65
BM3
Gate
=1212.32
Overhead powerline
Overhead powerline
1212
- 41700 Y
+ 184100 X
E
Gate
Renovate Classroom
Replace Concrete
Slab
New W
alkw
ay
New Water
Fountain
New Razor Mesh Fence 96,30m
New R
azor M
esh F
ence 84,6
0mNew Man Hole
New R
azor M
esh F
ence 84,60m
New Razor Mesh Fence 100m
Renovate
Toilet
New W
alkw
ay
Renovate
Building
Renovate Admin
Block
Renovate Classroom
Renovate Classroom
Renovate Classroom
facilities on the school ground (Source: Hugo Scheepers Architects).
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1.4.1.4.1.4.1.4. BASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITE
A full description of the environmental conditions on the Rietquelle school ground
together with aspects that need to be considered during the construction is
provided in Table 2. Further regional baseline information has been provided in the
Environmental and Social Assessment Framework (ESAF).
Table 2: Baseline description of the Rietquelle school ground based on site assessments.
ENVIRONMENTAL CONDITIONS ON THE SCHOOL GROUND
FEATURE DESCRIPTION
Drainage The school ground comprises of a relatively flat, bare landscape with
stony-gravel to loose sandy soil. The area is sparsely covered with
natural growing grasses. There is no particular point on the school
ground where water collects after rain. Infiltration of rainwater is
higher on the area due to the loose sand. Some signs of erosion are
however visible along the foundations of the school buildings.
Water sources and usage There are no open water sources near the school. The supply of
water at Rietquelle comes from a borehole situated 1.5 km east of
the school. According to Christelis & Struckmeier (2001)1
groundwater in the Aminius area is located very deep below the
ground surface (186m below the ground level) and the production
rate of boreholes are not very high (86 Tm³/a). This implies that water
is a scarce and particularly valuable commodity in this area and
that it should be used sparingly. Nonetheless, some signs of water
wastage such as standing water under taps and running water in
toilets are visible on the school ground. A broken pipe behind the
toilets also has a rather extensive leak which should be fixed as soon
as possible. The contractor and the school management should
come to an agreement regarding the payment of water used by the
construction team during the project.
Surface run-off The school has never had problems with flooding. Due to the rapid
infiltration of rainwater in this area, water does not collect anywhere
on the school ground.
Protected trees Shepherd’s tree (Boscia albitrunca) is one of the protected trees that
grow naturally on the school ground. For a complete list of trees
found on the school ground as well as their conservation status, refer
to Appendix A.
Shade Shade is not a problem at the school as a sufficient number of trees
occur on the school ground. Unfortunately most of these trees are
planted alien or alien invasive trees such as the Wonder tree
1 Christelis, G & Struckmeier, W. 2001. Groundwater in Namibia: An explanation to the Hydrogeological Map. Department of Water Affairs, Windhoek, Namibia.
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ENVIRONMENTAL CONDITIONS ON THE SCHOOL GROUND
FEATURE DESCRIPTION
(Leucaena leucocephala). The principal and teachers need to be
enlightened on the dangers that alien invasive trees can pose
including the poisoning of livestock and humans and invasion of
surrounding habitats that are currently dominated by indigenous
plants.
Archaeology There are no archaeological or historical places near the school.
ASPECTS TO BE CONSIDERED DURING CONSTRUCTION
ASPECT DESCRIPTION
Waste management Waste is collected three times a week from the school by a
contracted person from the local community. The poorly distributed
dust bins on the school ground look very old but waste management
did not seem to be a problem at the school. Recommendations
with regard to waste management during the construction period
are addressed in the generic EMP.
Location of the construction
camp
The location of the construction camp site will be established during
the site-handover site visit when the contractor will be available to
accompany the team. The exact location will depend on further
consultation with the headman/traditional authority, school principal
(if in close proximity of the school) and affected members from the
community. The location will be based on the requirements set out
in the EMP.
Security issues The fence surrounding Rietquelle school ground is in a poor
condition. There is one lockable gate, which is locked after school
hours but the fence is not sufficient to prevent intruders from coming
onto the school ground and exercising theft.
Land conflict/issues No land conflict or ownership issue occur on the site.
Roads An existing gravel road provides access to the school. This road is
utilised by children, animals (especially cattle) and vehicles. No
speed reduction signs and pedestrian crossings exist at the entrance
of the school.
Dust generation The school ground is mostly bare with sparse naturally growing
grasses only partially covering the soil along the western boundary of
the school ground. Although dust is not currently a problem, dust
control measures should be kept in mind when construction starts.
1.5.1.5.1.5.1.5. COMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATION
During a Community Consultation Meeting held at Rietquelle Junior Secondary
School on the 14th of June 2010 (Table 3), 50 members of the Aminuis community
attended, consisting primarily of parents, members of the school board and
teachers. During the meeting the community was informed by the architects and
engineers on the lay-out of the proposed facilities on the school ground after which
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the community was given the opportunity to raise their concerns and questions
regarding the construction of these facilities.
Table 3: Communication register of meetings held with the affected communities.
Date Time Schools Region Venue
Consultation with School Principals and School Board Members
5 October 2009 10h00-12h00 Package 3
schools
Omaheke Regional Offices
Community Consultation and site visit
14 June 2010 10:00 – 13:00 Rietquelle JSS Omaheke Rietquelle School
ground
In addition, a committee was elected during this meeting by the community to
represent them in future site meetings. The elected committee members are as
follow:
Mr. J. Katjiuongua (Principal)
Mr. Godfried Kavari (School Board)
Mrs. Tjijenda (Community Representative)
Mr. Usiel Nguarambuka (Traditional Authority)
Ms. Selina Tjitamunisa (Youth Leader)
The community committee (CC) will have monthly site meetings with the contractor.
During the public forum part of the meeting, the CC will have the opportunity to air
all the issues that the community has raised during the month. Specifically on:
• Communication with the community (e.g. concerns raised)
• The implementation of the PHPSAP & EMP (e.g. workshops held, attendance
at workshops)
• Intervention taken from the contractor’s side to address previous issues
The second part of the meeting will consist of the contractor sharing technical
information such as progress and delays experienced on the project. Committee
members wanting to gain information on these details could choose to attend this
part of the meeting as well, but would merely be present as observers. The
information gathered from the technical part of the meeting can be communicated
to the community, thereby ensuring transparency on the project.
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The main purpose of the CC, which will be chaired by the principal, will be to ensure
that there is sufficient communication between the contractor and the community.
The CC will however also have specific responsibilities in terms of the implementation
of the PHPSAP and the EMP. Specific issues requiring the involvement of the CC are
highlighted below and are elaborated on in the EMP:
• The CC will assist the contractor in translation during meetings. This person
needs to be both fluent in English and the local language (e.g. oshiwambo)
but will also have some background on the project.
• The CC will invite and inform the community of any HIV/AIDS training and
Public Health and Public Safety workshops.
• The CC will communicate any information on employment opportunities to
the community. The CC will NOT recruit people and will NOT promise any
employment to the locals. Information on the recruitment of locals will come
directly from the contractor. The CC will merely convey the information to the
community.
• The CC together with the school’s management will report any improper
behaviour between children and contract workers to the contractor.
• The contractor will work through the CC to communicate with water point
committees about any issues relating to the use of communal water (where
applicable).
• The CC will point out any culturally significant trees or vegetation (e.g. fruit-
bearing trees or trees of religious significance) to the contractor prior to
construction. These trees or vegetation will be marked and catalogued to
ensure that it is not removed in the process.
• The CC with the guidance of the local headman/traditional authority will
point out possible locations for the construction campsite.
The minutes of the meeting are attached in Appendix B.
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2.2.2.2. ENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEMENT PLMENT PLMENT PLMENT PLANANANAN
2.1.2.1.2.1.2.1. CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
SOCIAL AND ECONOMICAL ENVIRONMENT:
1.1.1.1. Social Social Social Social eeeenvironment:nvironment:nvironment:nvironment:
Trespassing on
nearby private
property
Construction workers /
construction team.
Under no circumstances are
construction workers or any member
of the construction team allowed to
wander onto private property
adjacent to the school ground
without permission from the owners.
CC to give feedback
and record complaints
at site meetings.
RE, Contractor, CC. Site meeting minutes.
BIO-PHYSICAL ENVIRONMENT:
1.1.1.1. Soil Soil Soil Soil cccconservation:onservation:onservation:onservation:
Drainage issues Surface run-off. Surface protection work is
recommended on the low-lying areas
found on the school ground.
RE evaluate on site and
provide the Contractor
with instructions on how
to rectify.
Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
Soil pollution
Garbage, cement,
concrete, sewage,
chemicals, paints,
fuels, oils or any other
objectionable or
undesirable material.
Due to the porous nature of the soil,
any hazardous waste spill has the
potential of filtering through the soil
and polluting the groundwater. It is
therefore of particular importance
that the guidelines for handling
hazardous waste should be followed
as set out in this document.
All hazardous waste should be
transported to the municipal waste
site in Gobabis. Companies such as
the WESCO Group (Johannes Kruger:
081 1298 997) collect used oil from
construction sites and remove it to the
recycling plant in Walvisbay.
Under no circumstances should
cement be mixed on open soil. A
designated metal sheet should be
made available for this purpose.
In case of accidental spills, the
contaminated soil must be suitably
disposed of in a container for
hazardous waste.
Hazardous waste should be disposed
of in the prescribed manner in order to
prevent contamination of soils or
groundwater (see waste
management heading in the generic
EMP).
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
Stockpiles must be of a safe height of
less than 2m high and 45° slope angle.
Cement stacks must not be higher
than 1.5m.
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
These areas should be demarcated
and access controlled.
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
Contractor. Security guard at all
times.
Sand excavation sites Sand mining A local sand excavation site is located
along the Aranos road, 8km from the
school. To make use of this
excavation site, the following should
be kept in mind:
Pre-extraction:
• All stripped vegetation should be
stockpiled next to the proposed
extraction site, thereby acting as a
windrow.
• The boundaries of the proposed
excavation site should be clearly
defined and all employees should
be made aware of the boundary
locations.
• As top soils are very shallow in most
instances and almost non-existent in
Contractor and
Environmental
Consultant to visit all
potential excavation
sites.
Contractor GPS to mark large
trees
Map to indicate the
location of the
potential sites and
large trees.
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
other, every effort should be made
to ensure that the topsoil (i.e. the
top 300mm of soil) is stockpiled and
used in the rehabilitation of the
excavated sites.
• Stabilisation of exposed surfaces will
be a critical component of the
extraction process. It is important
that sand exposure during the
excavation process is limited and
disturbance is minimized. Stripped
vegetation can temporarily be
spread over the exposed sandy
surfaces in order to minimise the risk
of wind erosion and blow out.
2.2.2.2. Conservation of Conservation of Conservation of Conservation of vvvvegetationegetationegetationegetation
Loss of diversity,
endemism and
protected species
Removal or damaging
of vegetation by
members of the
construction team.
The area to be constructed on the site
should be clearly demarcated and
any activity resulting in the chopping
down of trees or removal of
vegetation without the required
authorization is strictly prohibited.
Contravention of this arrangement is
liable for a penalty.
All trees that may be affected by
construction must be catalogued by
the RE and marked by the contractor
before construction starts. All trees
Photographic records of
site before construction
starts.
Regular review of
photographic records.
Contractor Photographic
records.
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Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
should be given GPS coordinates to
ensure that they are not removed.
Trees should be pruned to incorporate
the design of the facilities. This will also
ensure that the facitlities blend in well
with the surrounding environment and
minimize the necessity to remove
protected trees such as the Bird Plum
and Shepherd’s tree.
Occurrence of alien
trees on the school
ground
Numerous planted
alien trees.
A number of trees were planted on
the school ground to provide shade;
some of these are aliens such as the
Syringa and the Wonder tree. These
trees should preferably be replaced
(through a systematic process) with
indigenous species (e.g. Shepherd’s
trees).
No alien vegetation may be
introduced to the site in the form of
seeds or plants, for beautification of
office areas or any other purpose. All
plants brought onto the school ground
shall be cleaned at the site it was last
used, to avoid any seed or alien
vegetative material of plants from
germinating or taking root.
Photographic records of
site before construction
starts.
Regular review of
photographic records.
RE, Contractor, CC. Photographic
records.
CONSTRUCTION ACTIVITIES:
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Enviro Dynamics cc July 2011
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
1.1.1.1. Establishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school ground
Negative impact on
the social and
ecological
environment
Stockpiling of
materials on site.
Fence off an area on the school
ground to be used as a site office and
storage area for materials and
equipment (e.g. wheelbarrows) used
during construction. Materials are to
be stored in a neat fashion.
Containers to store sensitive materials
such as cement, steel, glass and
ceramic products and consumables
will also be stationed within this area.
Under no circumstances may vehicles
be serviced within this area. It is
recommended that vehicles be
repaired at the various local
dealerships available in Rundu.
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
Stockpiles must be of a safe height of
less than 2m high and 45° slope angle.
Cement stacks must not be higher
than 1.5m.
Daily monitoring by
Contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Knowledge on
recognised industry
standards and
equipment
manufacturer
recommendations.
This area should be demarcated by
means of a fence and access
controlled. No child should be
allowed within the boundaries of this
area. The contractor may appoint
someone from the construction team
Daily monitoring by
contractor.
Regular visual and
records inspection by
the RE.
RE and Contractor. Security guard at all
times.
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Enviro Dynamics cc July 2011
Environmental
management
impacts requiring
mitigation
Sources of impacts Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
to reside on this area and to act as a
security guard.
Foam fire extinguishers must be kept
on the storage site. Personnel should
be trained to handle and operate this
equipment.
Large trees found within this storage
area should not be removed.
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2.2.2.2.2.2.2.2. POST POST POST POST ---- CONSTRUCTION CONSTRUCTION CONSTRUCTION CONSTRUCTION PHASEPHASEPHASEPHASE::::
Environmental
management impacts
requiring mitigation
Sources of
impacts
Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
POST-CONSTRUCTION MONITORING & REHABILITATION:
Monitoring of constructed
facilities
Ineffectiveness of
constructed
facilities.
Monitoring of the following:
• Signs of erosion along newly
constructed facilities.
• Record of flooding.
• Functionality of septic tanks.
• Functionality of toilets.
• The safety and functionality of
electrical components.
Inspection of the various
components.
Contractor and
Engineer.
Periodical monitoring.
Rehabilitation of sand
excavation site
Unrehabilitated,
open sand
excavation sites.
Post extraction:
• The time between extraction and
rehabilitation should be minimized
so that rehabilitation becomes a
continuous process from the start of
the excavation.
• The excavation site should be
restored to resemble the surrounding
natural landforms. Remnant soil and
dead vegetation should be
backfilled to create a flat (or as flat
as possible) landform similar to the
original pre-extraction landform. No
slopes exceeding a 30˚ angle should
remain at the site after
rehabilitation.
Monitoring of and
reporting on the
rehabilitation process by
the Contractor and the
RE.
Periodical monitoring by
the Environmental
Consultant.
Contractor, RE.
Monitoring by
Environmental
Consultant.
Report by the
Contractor/RE
reporting on the
rehabilitation process.
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Environmental
management impacts
requiring mitigation
Sources of
impacts
Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
• The stockpiled topsoil will be
returned to all areas disturbed
during extraction ensuring that it is
spread evenly across the site.
• Weed management will be the
single dominant maintenance
requirement following progressive
rehabilitation. Alien weed species
such as the white-flowered Mexican
poppy (Argemone ochroleuca
subsp ochroleuca) and Downy thorn
apple (Datura innoxia) are known to
easily establish on disturbed areas.
These should be eradicated on
continuous bases by burning the
entire plant or by removing the
seedlings. The adult plants should
not be removed by hand or spade
as this aids in the spreading of the
seeds.
• All excavation sites must be ripped
where compaction has taken place
to re-establish a succession of
indigenous vegetation on the area.
• The rehabilitated area should be
clearly demarcated and vehicles or
people should be allowed to move
across the rehabilitated area until
vegetation has re-established on the
area.
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Environmental
management impacts
requiring mitigation
Sources of
impacts
Mitigation measures Monitoring actions
and methods
Responsibility for
implementation
Resources required
for the
implementation
Decommissioning of
construction camp and
site office
Abandoned
construction
facilities, failing to
remove campsite
construction
material.
At the end of the project the
construction camp site and site office
must be returned to as close as
possible to its natural status:
• All temporary facilities, excess
building materials and waste
including domestic, construction
and hazardous waste should be
removed from this site.
• At the start of the decommissioning
process the contractor should hold
discussions with the local community
to determine any future plans for the
use of this site e.g. community
gathering point or pensioner’s
payout point.
• Should the community prefer that
this site be restored to its natural
status the compacted bare ground
should be ripped to enhance the re-
establishment of vegetation on this
area.
The contractor should
accept responsibility for
the decommissioning of
the construction camp
and site office.
The environmental
consultant to monitor.
Contractor, RE, CC. Tools required for the
removal of heavy
materials.
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LIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICES
Appendix A: Species list of all trees occurring on the school ground of
Rietquelle Junior Secondary School.
Appendix B: MCA 47 School Project – work package initiation meeting at
Rietquelle Junior Secondary School.
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APPENDIX APPENDIX APPENDIX APPENDIX AAAA:::: SPECIES LIST OF ALL TREES OCCURRING SPECIES LIST OF ALL TREES OCCURRING SPECIES LIST OF ALL TREES OCCURRING SPECIES LIST OF ALL TREES OCCURRING ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR SECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOL
Scientific Name Common Name Status
Berchemia discolor Bird plum Indigenous-Protected
Boscia albitrunca Shepherd’s tree Indigenous-Protected
Eucalyptus spp. Australian wattle/Gum/Iron bark Alien
Leucaena leucocephala Wonder tree Alien-Invasive
Melia azedarach Syringa Alien-Poisonous
Prosopis spp. Mesquite Alien-Invasive
Schinus molle Pepper tree Alien
Ziziphus mucronata Buffalo-thorn Indigenous
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APPENDIX BAPPENDIX BAPPENDIX BAPPENDIX B:::: MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT ---- WORK WORK WORK WORK PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT RIETQUELLERIETQUELLERIETQUELLERIETQUELLE JUNIOR JUNIOR JUNIOR JUNIOR SECONDARYSECONDARYSECONDARYSECONDARY SCHOOLSCHOOLSCHOOLSCHOOL
DATE: MONDAY, 14 JUNE 2010
VENUE & TIME: RIETQUELLE SCHOOLGROUND, 10:00
INTRODUCTION AND WELCOMING (ENVIRO DYNAMICS)
*The meeting was conducted in English and translated to Otjiherero by the principal.
Introduction and welcoming (Mr Katjiuongua: Principal).
The meeting was opened with prayer by the local pastor followed by the national
anthem and an item performed by the school choir. The principal welcomed
everyone present including the representatives from the Ministry of Education, the
Regional Councillor as well as the MCA team. His welcoming was followed by a
brief summary of the history of the school and he also mentioned that Rietquelle JSS
is the centre school for the Aminuis cluster and an important landmark in Aminuis.
The principal then handed the floor to Eloise Carstens who presented on behalf of
the MCA team.
Words of welcome were expressed by the MCA team (Eloise Carstens). Mrs.
Carstens then introduced the team of consultants to the community. She gave
those attending the meeting a brief background of MCA Namibia and its affiliation
with the Namibian Government. She also enlightened the community on the 47
schools project run by MCA Namibia and that Rietquelle JSS is one of the 47 schools
that will be upgraded by this project.
It was also explained to the community that this meeting will consist of two parts:
(a) the development that will take place at the school which will be presented
by the architects/engineers; and
(b) the election of a committee to represent the community led by Enviro
Dynamics.
The architects/engineers were then formally given the opportunity to present.
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ARCHITECTS/ENGINEERS PRESENTATION (HUGO SCHEEPERS ARCHITECTS)
Presentation delivered by Hugo Scheepers (Hugo Scheepers Architects).
Mr. Scheepers explained to the community that the architects are part of the
technical team working on the project and that it is an honour to be present at the
school. He then introduced the engineers and also their field of study.
It was explained to the community that the presentation will deal with the facilities
that will be constructed on the school ground as well as the renovations that will be
made.
The process of needs assessment was described and made clear to the community
and also that MCA revised the school’s original needs assessment due to financial
constraints. The facilities proposed earlier might be less than what will be
constructed at the school.
New facilities to be constructed at the school:
• 1 new ablution block
• 2 existing classrooms will be changed into a computer lab and science lab
Renovations will also take place. Walkways, the 20 classrooms, the existing ablution
block, the administration block, the fence and electrical supply will be renovated
and upgraded.
Mr. Scheepers mentioned that construction will most likely start early next year
(2011).
QUESTION/COMMENTS
No. Date Question/Comment/Request Response
1 14/06/2010 We have requested a school hall or are you
only going to renovate the existing one?
We were instructed to focus on
schools only, not the halls or hostel
facilities. But, if funds are available
toward the end, there might be a
possibility that money can be
made available for renovation.
However, we cannot make any
promises.
- Hugo Scheepers
2 14/06/2010 Previously, accommodation facilities were
also mentioned in the newspapers and from
the school.
Money is made available for
teacher accommodation.
- Hugo Scheepers
3 14/06/2010 It seems as though the only new building to We only focus on the buildings
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Enviro Dynamics cc July 2011
No. Date Question/Comment/Request Response
be constructed is the ablution block. The
existing buildings will be used for a science
lab and computer room. Will resources such
as chairs also be provided?
themselves, not furniture. That is
part of another project. – Hugo
Scheepers
4 14/06/2010 Considering renovation, will it also take into
account future extension of the school to Gr.
11 and 12? Does renovation also include the
drinking fountain?
The drinking fountain will be
provided, but the extension of the
school I am not sure of. We
requested an additional classroom,
but according to MCA Namibia
the existing number of classrooms is
sufficient for a population of 700
learners.
- Hugo Scheepers
5 14/06/2010 I want to know the exact amount made
available for the school and whether it is
possible to re-assign facilities according to
our own priorities.
N$4.2 million was assigned to this
school. Changes can still be
made, but such changes can only
be minor in nature. The number of
classrooms cannot be changed; it
is in accordance with MCA
Namibia policy.
6 14/06/2010 We must maintain these buildings after
construction and renovation; we will try our
best to look after the facilities.
- Principal
Mrs. Carstens thanked the community for actively partaking and then excused the
architects, engineers and learners, so as to continue with electing the committee.
Before the committee election took place, the Regional Councillor (Hon. Uanguta)
was given the opportunity to address the community. He mentioned that it is an
honour to be present at the gathering, to witness the upgrade and development of
the school. He once again explained that MCA Namibia is a Government entity
that manages funds provided by MCC (Millennium Challenge Corporation) which is
an American corporation.
He expressed that 95% of the Aminuis population are fruit of Rietquelle JSS and that
the school is lucky to receive such funds. He also emphasised that education is
important as it is an investment in the future of people. To educate people is to uplift
the living standards of our people and he also urged the community to be part and
parcel of this development. In closing, he thanked the community for attending the
meeting.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
COMMITTEE ELECTION (ENVIRO DYNAMICS)
It was explained to the community that there is a need for them to participate and
be involved with this project.
The role of the committee was explained and also what bodies the committee must
consist of. The community was enlightened that the committee will serve as a
communication channel between the contractor and the community. Any
complaints from the community, with regard to construction, will be raised and
diverted to the committee who will then convey the message to the contractor.
Avoiding a situation where the contractor is directly confronted by the community.
The committee will also be responsible for ensuring that the community participates
in the workshops that will be organised by the contractor and also to attend monthly
site meetings, as and when construction starts.
The nomination and voting process was then explained to the community. It was
also explained that the committee is non-beneficial and voluntary but that it will not
interfere with their work if they are employed. It was also conveyed to the
community that MCA Namibia has a very strict gender policy. Therefore, two or
more women should serve on the committee. The election then took place where
people were nominated, seconded and voted/elected by the community.
Committee: Mr. J.V. Katjiuongua (Principal)
Mr. G. Kavari (School Board)
Ms. Tjijenda (Community)
Mr. Usiel Nguarambuka (Traditional Leader)
Ms. Selina Tjitamunisa (Youth Leader)
Community was urged to make use of their committee when problems arise, if these
problems are related to the project.
The floor was then handed to Mr. Kavari (Acting Inspector – MoE) who addressed
the community in Otjiherero.
Section 2: Site specific EMP Component – Package 3 – Lot 2
Rietquelle School
Enviro Dynamics cc July 2011
GREETINGS AND WORDS OF THANKS
Words of thanks from the MCA team to the community for attending, as well as the
representatives from the Ministry of Education (Eloise Carstens).
On behalf of the community and school, the MCA team and Ministry of Education
representatives were also thanked for the development that will be taking place
and for attendance of the meeting. The meeting attendants were also thanked for
their presence (Principal Katjiuongua).
The community was then courteously dismissed and the newly elected committee
was asked to stay behind in order to complete the questionnaire.
SEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTER