SUMMARY OF THE MAIN FINDINGSAND PROPOSED MITIGATION

MEASURES OF ANENVIRONMENTAL ASSESSMENT

E582PREPARED BY

REYNOLD GODFREY JOHNSON

(LEAD CONSULTANT)

FOR

MINISTRY OF YOUTH, EDUCATION AND SPORTS

PUBLIC CONSULTATION

FREETOWN, SIERRA LEONE.

February, 2002

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Table of Contents

Acronyms 3

Executive Summary 4

Introduction 6

Description of Project 7

Description of the Areas of Influence 8

Environmental Assessment 16

Description of the Legal, Regulatory and 16

Administrative Frameworks

Methodology of Techniques Used in Assessing and 17

Analyzing the Impacts

Consultations with Affected People 19

Description of the Environmental and Social Impacts 20

Proposed Mitigation Measures 21

Potential Environmental and Social Impacts of Increased Provision 25

of Water Supply and Sanitation Facilities

Proposed Institution Framework for Environment and 26

Social Management

Environment and social monitoring plans 27

Recommendations 27

Persons and Institutions Contacted 28

References 28

Annex 29

2

Acronyms

MYES Ministry of Youth, Education and Sports

EPA Environmental Protection Act

NGO Non Governmental Organization

NCRRR National Commission for Rehabilitation Reconstruction and

Resettlement

OCHA Organization for the Coordination of Humanitarian Assistance

WB World Bank

EA Environmental Assessment

DTE Department of the Environment

MLHCPE Ministry of Lands, Housing, Country Planing and the Environment.

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

3

Executive Summary

The purpose of this EA was to assess the potential environmental and social

impacts of the project components, particularly with regard to construction

activities (i.e. school buildings) and the redeployment of teachers.

The project will have national coverage and priority districts will be determined at

appraisal. The EA was conducted in three possible districts, Kailahun, Kono and

Kambia, together with the Western Area. The three districts were severely

affected by the civil conflict which ravaged the country for the past ten years.

Kailahun and Kono districts were more or less the hottest spots whilst Kambia

only severely suffered in the last two years. However, the level of destruction of

public facilities and the environment in the three districts are high according to

various reports, personal communications and the site visits. The Western Area

was chosen because it clearly contrasts with the other three districts in terms of

physical damage to educational infrastructures, environmental degradation, and

institutional arrangements for impact management. Appropriate consultations

with affected groups, local communities and NGO's were undertaken during the

preparation of the EA in order to assess the level of destruction of educational

facilities in the different areas.

The possible impacts of the project on the environment identified by the EA

include landscaping; creation of open pits; production of construction waste

materials; pollution; and, miscellaneous impacts. Measures have been identified

by the EA that shall be adopted to avoid, reduce or remedy all significant adverse

impacts on the environment.

Recommendations

i. Construction of buildings should be in accordance with existing building

codes and enhanced provisions to reduce overcrowdings and discomfort

to both staff and pupils.

ii. Adequate toilet facilities should be provided with a proper waste disposal

system.

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iii. No entertainment centers should be allowed near the educational facilities

although the facilities itself could be used for such activities as an income

generating activity.

The environmental analysis concluded that there are no significant environmental

issues related to this project. The proposed project sites are not likely to be

affected by or likely to affect national parks, natural reserves and national

monuments as they have been completely destroyed during the rebel war.

Furthermore, the proposed project sites are existing school sites and are in

conformity with the local development plans and are in accordance with the

provisions of the National Environmental Protection Act 2000, and the Labor and

Public Health Acts. The findings of the EA show that the project was well

conceived and environmental concerns seemed to have been taken into

consideration implicitly. In conclusion, the environmental impacts of the project

are insignificant and manageable.

5

Introduction

An Independent Environmental Assessment (EA) covered the following:

i. Increase access to schools including rehabilitation and reconstruction of

damaged primary and junior secondary schools facilities and provision of

water supply and sanitation.

ii. Improving the quality of education which includes the reintegration of

teachers.

iii. Enhancing institutional capacity of the Ministry of Youth, Education and

Sports (MYES).

A team of consultants and field workers based in Sierra Leone (part of a national

consulting working group) has completed the task in accordance with the World

Bank's safeguard policies.

The school rehabilitation programme has not yet commenced since MYES is

currently seeking funding from the World Bank (WB) with regards to the above

(i), (ii) and (iii).

Purpose and Requirement of the Environmental Assessment

The purpose of the EA is to address in detail the environmental and socio-

economic issues associated with all phases of rehabilitation and reconstruction of

damaged primary and junior secondary school facilities and construction of

additional schools on existing sites, as well as the provision of water supply and

sanitation. The EA includes a full environmental, socio-economic and socio-

cultural assessment of potential impacts of the above activities in the future and

appropriate mitigation and monitoring plans. It is also intended to satisfy all

requirements of the national and local authorities.

Appropriate consultations with affected groups, local communities and non-

governmental organisations (NGO's) has been undertaken during the preparation

of the EA.

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Public disclosure of the EA will be by public meetings and distribution of a

summary to all affected parties, local communities and NGO's. The EA and its

executive summary will also be placed in the WB's public information centre in

Washington D.C as well as in its country office in Freetown.

Description of Project

The project has three components:

i. Increasing access to schools which includes rehabilitation and

reconstruction of damaged primary and junior secondary facilities; and

construction of additional primary and junior secondary schools on existing

sites.

ii. Improving the quality of education which includes the reintegration of

teachers.

iii. Enhancing institutional capacity of the MYES which includes a

capacity development program for strengthening key units of the Ministry.

The proposed project will expand access to basic education for all children by

rehabilitating schools on existing sites and by providing schooling opportunities

for underserved or displaced children through the expansion of rapid education

and/or emergency education programs.

In addition to making provisions in various areas of the sector, the proposed

project will also support the reintegration of teachers. The government is aware

of the fact that teacher training institutions do not have the capacity to meet the

expected increase in demand. One option available to the government is

resettlement of teachers that are returning to Sierra Leone and those that have

been displaced within the country. The MYES is preparing a plan for processing

returning teacher candidates and for providing some assistance (incentives) for

teachers willing to resettle in remote rural areas. Resettlement costs may include

transportation of a teacher and family to the village where a school is located as

well as some resources for setting up household on arrival. Most of the project-

assisted schools would be located in the provinces and rural districts. Rural

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

urban areas.

Objective of the Environmental Analysis

It is the purpose of the environmental analysis (EA) to assess the potential

environmental and social impacts of the project components, particularly with

regard to construction activities and the reintegration of teachers.

Description of the Areas of Influence

For the purposes of this EA, we analyzed three possible districts, Kailahun,

Kambia and Kono, and the Western Area. The three districts were severely

affected by the civil conflict which ravaged the country for the past ten years.

Kailahun and Kono districts were more or less the hottest spots whilst Kambia

only severely suffered in the last two years. However, the level of destruction of

public facilities and the environment in the three districts are high according to

various reports, communications as well as site visits.

The three districts that were severely affected by the civil conflict which ravaged

the country for the past ten years. Kailahun and Kono districts were more or less

the hottest spots whilst Kambia only severely suffered in the last two years. The

level of destruction of public facilities and the environment in the three districts

are high according to various reports and communications as well as site visits.

There is a clear desire from the Ministry of Youth, Education and Sports to cover

these districts as well as the Western Area. The Western Area was chosen

because it clearly contrasts with the three districts in terms of physical damage,

educational infrastructure, environmental degradation, institutional arrangements

for impact management and capacity to handle management options.

Social Structure

The social structure of the districts covered by the EA are similar, except for the

Western Area. In the districts there are chiefdoms, each of which are ruled locally

by chiefs representing the various tribes in the chiefdom. The paramount chief is

the overall local head of a chiefdom. The chiefdom council are made up of tribal8

authorities (chiefdom councilors) which is set up to administer the chiefdoms and

to advise the paramount chief which in turn coordinates with the district councils.

Headmen head the villages and village area committees administer the villages.

The lowest level is the household level.

It is important to understand this social structure for the development of

environmental management strategies for the educational sector. In the Western

area, the administration is under the supervision of the Freetown city council

(FCC) which in turn coordinates with the various villages committees in the rural

areas, tribal headmen and district council.

Kailahun District

Physical Characteristics

The Kailahun district is located in the eastern province of Sierra Leone. The

District is bordered on the north by the Republic of Guinea and on the southeast

by the Republic of Liberia along the Mano river. It covers an area of 1,490 sq.

miles.

The topography of the area is undulating, ranging from lowlying inland plains to

more disserted upland areas with elevation between 600-700 meters altitude.

Most of the area has an average annual rainfall of over 2,500 mm, with 80% of

this average falling during the period of June to November, average annual

temperatures vary between 25°C and 28°C with higher values occurring in

March/April when solar radiation is most intense.

In terms of vegetation, the district is covered with dense farm bush dominated by

fast growing, fire resistant species that thrive under the bush fallow system.

The district also has over 5,000 acres of forests reserves and protected forest

areas (Gola rainforest). High trees traditionally surround many of the villages

and are used as shade for cocoa and coffee. However, most of these forest

reserves had been tampered with by the war.

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Administration

The administrative headquarter is in the town of Kailahun and the provincial

headquarter office is located in Kenema. Kailahun is about 270 miles from

Freetown. Administratively Kailahun is divided into fourteen (14) chiefdoms.

Socio-Economic ActivitiesThe Kailahun district had a population of about 200,000 with about 60% of this

number living in the headquarter town of Kailahun. The district was

predominantly inhabited by the Mendes although traditionally a Kissi dominated

area. The minority tribes include the Krim, Vai and Gola inhabiting areas along

the border with Liberia.

The major economic activities in the area were agriculture, mining and hunting,

major cash crops like coffee cacao used to fetch a sizeable proportion of Sierra

Leone's foreign exchange earnings.

Presently, as a result of rebel war, mass migration of the people to neighboring

countries of Guinea and Liberia had taken place as well as to other parts of the

country (internally displaced). Currently, the district is gradually coming under the

control of the government of Sierra Leone.

Estimates of the current population are between 10,000-20,000 (not wholly

reliable figures). Commercial activity in the area is low mainly restricted to the

provision of services.

Educational And Other Infrastructure Facilities

The Kailahun district and the town of Kailahun in particular used to have several

primary and secondary schools, hospitals, medical centers, churches, and

mosques. However, all these facilities have been destroyed during the ten years

of civil war as reports from various organizations (both governmental and non-

governmental) suggests.

10

Kono District

Physical Characteristics

The Kono district is located in the eastern province of Sierra Leone. The district is

bordered on the north by Koinadugu district, on the east by the Republic of

Guinea, the southeast by Kailahun and Kenema districts and in the west by

Tonkolili and Moyamba districts.

This area has a topography characterized by hill to the east and low land covered

with savanna grassland to the north. Inland valley swamps occupy a vast area of

the district and are relatively fertile.

The climate of the area is typical of the eastern region of Sierra Leone. This area

has a average annual rainfall of over 250 mm, 80% occurring between May and

November. Average monthly air temperature ranges between 25°C and 28°C.

In terms of biological diversity, the district is now covered in most parts by low

grassland and most of the forest cover that has been lost was due to intense

mining activities and the rebel war.

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

monkeys.

Administration

The Kono District comprises fourteen (14) chiefdoms. The headquarter town is

Koindu which is also the administrative headquarter town.

Socio-Economic Activities

The population of Kono district (1985, census) was estimated to be around 7,000

with density of 69 persons per square kilometer. Presently, the population of the

district has not been fully determined as it is only now, that government authority

is gradually returning to the area.

The main economic activity centers around mining of diamonds which is widely

believed to be the dominant source of funding for the ten year old brutal civil war

the country experienced.

Agricultural activity is modest in the area as the land for most part has been

degraded by mining activities with little or no rehabilitation. Most of the soils are

ferralitic shallow and a low fertility, except for the inland valley swamps which are

relatively fertile. Presently, rebels still control almost all of the district and there is

little commercial or other related activities taking place in the district.

Educational And Other Infrastructure Facilities

As the scene of intense military activities throughout the ten years of civil conflict,

there is hardly any educational facility in the district. All schools were destroyed

as well as hospitals and public services infrastructure. Water storage and

delivery facilities have also been destroyed. Roads are in deplorable conditions

and sanitation is poor. Infrastructure damage in the district was almost absolute.

Kambia District

Physical Characteristics

The Kambia district is located in the northern province of Sierra Leone. It is

bordered on the north and northeast by the Republic of Guinea, Bombali and

Port Loko districts, on the south and west by the Republic of Guinea and the

Atlantic ocean. It covers an area of about 1,100 sq. miles.

The topography of the district is mainly dominated by low lying plains with heights

between 50 and 250 feet. The drainage system of the great and little scarcies

rivers lie within the district.

The Kambia district has an average annual rainfall of over 3000 mm. The bulk of

the rains falls during the rainy season as in most parts of country. Average

annual temperatures lie between 250C and 200C.

The district is covered mainly by low shrubs and grassland. In the proximity of the

scarcies, mangrove swamps dominate but have been severely degraded to make

way for rice cultivation.

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Administration

The administrative headquarter is Kambia Town. The provincial headquarter

office is located in Makeni. Kambia district is divided into seven (7) chiefdoms.

Socio-Economic Activities

Kambia district is dominated by such activities as agriculture, fishing and hunting.

Petty trading (commerce) is also an important economic activity as the district

lies on the border with the Republic of Guinea. The district is a major producer of

swamp rice. Upland rice production is also important in the area.

This district was first attacked by the RUF and AFRC forces in 1995 and was

subsequently occupied by the RUF forces in 1999. This resulted in widespread

displacement of the civilian population some of which fled to neighboring

Republic of Guinea. The district was under the RUF until may 2001 when a

formal agreement was reached paving the way for RUF's withdrawal from the

district.

Presently the district is gradually coming under government control with the

return of a sizeable number of internally as well as externally displaced people.

Commercially activity has resumed and the government is in the process of

restoring essential services in the area.

Educational And Other Infrastructure Facilities

With regards to educational facilities, school structures appears to be intact in the

chiefdoms. In the town of Kambia town, all schools were burnt down. Those

remaining structures need to be renovated as they have either cracked walls or

damaged roofs. Other infrastructure facilities such as health, water and sanitation

also need to be restored and rehabilitated.

Western Area

Physical Characteristics

The western Area is one of the four-main physical divisions of Sierra Leone and

is situated between latitude 8° 5' and 8° 30' and longitudes 130 00' and 130 15'

13

west. It covers an area of about 110 square miles. It has a population estimated

in 229,759 (1974), 168,186 are adults, 6182 of them being engaged in

agricultural pursuits.

It falls naturally into two main physical divisions, the Eastern or low-lying area

which is bounded on the North by Koya Chiefdom, the East by the Songo Creek,

South by the Ribbi River and Yawri Bay, on the West by the Western or Mountain

region which itself forms the other main physical region.

Relief and Drainage

The Peninsula mountains of the Western Area near Freetown are the result of a

large basic intrusion of Norite and Gabbro probably of Cambrian age. The

present youthful topography with its strongly dissected mountain range rising up

to almost 3,000 feet (Picket Hill, 2912 feet) has resulted from a relatively recent

uplift, possibly of tertiary times. They stretch for some 23 miles into the Banana

Island south of Freetown. Around the base of these hills, a large number of

erosional platforms have been carved which present excellent pastures during

the wet season.

The Eastern or low-lying region is made up of undulating plains, which have been

described as "Raised Beaches". This presumes that much of what is, for example

Freetown, is below the sea. These raised beaches increase in size as they

approach the Bunce River in the north and Yawri Bay in the south. After

Waterloo, they merge into the Interior Plains and Plateaux, another physical

region of Sierra Leone.

The Western Area is drained by a large number of short and swift flowing

streams and rivers which rise from the Peninsula mountains. These flows are

mountain torrents during the tropical rains becoming virtually dry in the dry

season. As they reach the Costal plains they flow through gorges 25 to 50 feet to

empty themselves into the sea. Notable among these are the Orugu, No.2,

Whale and Sussex rivers.

14

Rainfall

The Western Area experiences a dual seasonal rainfall pattern, a dry season

lasting from November to April and a wet season lasting from May to October.

During the wet season over 90% of the rainfalls ocurred between Aberdeen and

Kent. In the dry season only a trace amount falls . Rainfall decreases inland and

with a decreasing height above sea level. In the mountainous areas over 200

inches of rainfalls in a single year. In the Costal areas between 180 and 200

inches of rainfall is registered annually. Inland rainfall decreases as low as 120

inches annually.

The average maximum temperature registered at a meteorological station in

Freetown was 85.70F and the average minimum temperature was 76.90F. Such a

pattern can be said to represent the general temperature system in the Western

Area.

Soils

The soils of the Western Area are classified under three major groupings: Soils

of the Peninsula mountains, Soils of the Coastal swamps and Soils of the raised

beaches and terraces.

The soils of the peninsula mountains have been formed from Norite and Gabbro

which are rich in iron. Under high rainfall and a pronounced dry season, this is an

optimum environment for plinthite formation which is abundantly present in the

form of gravel, boulders or hardpan. On the steep slopes, very stony soils are

shallow over bed-rock. On the foot slopes of the mountains and on the erosional

platforms, soils have developed that have less than six inches of surface soil

over hard, impenetrable highly indurated plainthite sheet. In some valleys, small

areas of thick gravel-free soils are present. These colluvial soils are very valuable

especially for vegetable growing in the dry season and are now being used for

swamp rice cultivation in the Wet season.

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Environmental Assessment

Past Situation

Since independence, there have been educational institutions. The sites where

the educational institutions were located were initially acquired by the Ministry of

Education. New sites were acquired and new schools built on a demand driven

basis. However, destruction of these schools were systematically carried out

during the ten-year civil war.

A rapid assessment conducted in 1996 by the MYES revealed that extensive

damage including buildings burnt down, schools looted, including removal of

sheet roofing, doors and windows, removal or destruction of furniture and

equipment, and loss of teaching materials. Buildings not directly damaged by

vandalism had deteriorated because lack of maintenance or abandonment due to

frequent attacks or threats.

Current Situation

Schools need to be rehabilitated and/or reconstructed on existing sites. The

national school survey completed in December 2001 confirmed that of a total

4,854 schools, as much as 34.7% need to be reconstructed and 52.4% need to

be either repaired or rehabilitated. Only 12.9% are usable in their current

condition. The proposed project sites are not likely to be affected by, or likely to

affect, national parks, nature reserves, and national monuments since all of these

structures have been completely destroyed by the war.

The selection of existing school sites will follow a participatory planning exercise

based on school base line data collected during preparation, and in consultation

with NGOs, missions, district representatives and chiefdom authorities. Final

approval of school sites selection will be done by the MYES and the project

steering committee.

Description of the Legal, Regulatory and Administrative Framework

The proposed project and sites are in conformity with the local development

plans and is demand driven as there is no evidence of a concrete development

16

plan at the local level due of the emergence from a war situation. The project and

the sites are in accordance with the provisions of the National Environmental

Protection Act 2000 and the Labor and Public Health Acts.

Methodology and Techniques Used in Assessing and Analyzing the

Impacts

Sampling

A combination of purposeful and random sampling techniques were used.

Multistage stratification was used based on the following clusters:

* Stage 1 Provincial

* Stage 2 District

* Stage 3 Chiefdom

* Stage 4 Villages

The first stage of stratification - the provincial level - was purposefully chosen

since all the provinces and Western Area were affected by the ten year rebel war

and educational structures were damaged. These are:

* Eastern Province

* Southern Province

* Northern Province

* Western Area

The next stage or stratum was at the district level. These were chosen because

they reflect a homogeneous setting in terms of socio-economic activities and the

impact of the war was more significant..

The third stage of stratification was performed depending on the basis of

damaged educational structures as examined during the site visits.

The fourth stage involved the villages/settlements in each administration area in

the Western Area in which site visits revealed the level of damaged educational

structures.17

Both primary and secondary data were collected. Purpose for on site data

collection was to:

i. Assess overall damage of educational structures

ii. Level of damage, i.e. total, partial

iii. Assess level of environmental damage

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

The primary data collection was undertaken primarily to provide field data to

enable the consultants to fulfil the objective of the project. Secondly, it was used

to double check some of the information gathered from secondary sources.

The information collected was used to assess the potential environmental and

social impacts of the components of construction activities and redeployment of

teachers.

Environmental Analysis

The environmental analysis covered the issues as provided in the Draft Terms of

Reference (DTOF).

Data Collection

Both primary and secondary data were collected.

Primary Data

Site visits: Visits to the identified sites were conducted. Structured questionnaires

were administered. The information was related to the following issues:-

* Assessment of potential environmental and social impacts of construction

activities in the urban areas.

* Assessment of the environmental and social impacts of increased

provisions of water supply and sanitation facilities.

* Assessment of the need for liquid and solid waste collection, disposal and

management.18

Secondary Data

Desktop research and visits: Information on previous related assessments were

collected from various sources/institutions (e.g. MYES, NCRRR, OCHA, NGO's)

to complement the actual assessment.

The information sought were related to the following:-

* Biophysical characteristics of the environment in the rural area/ urban

covered by the project.

* Review the national environmental policies and regulatory legislation.

* Administrative framework together with the WB's safeguard policies.

Consultations with Affected People

Consultations with communities in the Kailahum, Kono and Kambia districts were

facilitated by the regional environmental officers based in Kenema in the east

and PortLoko in the north respectively. Structured questionnaires were used to

obtain information for the environmental analysis.

The team visited the Kailahum, Kono, Kambia districts and sites in the Western

Area. The principal aim of the visits was to assess the level of destruction of

educational facilities in these districts, the Western Area and their surrounding

areas. At the various districts, the team held a meeting with the paramount chiefs

of the main chiefdoms.

The whole assignment provided the team with first hand experience. It was clear

that the project will not concentrate on the construction of large buildings, but will

undertake the rehabilitation and construction on existing sites of small primary

and junior secondary schools. The extent of the project will determine the extent

of environmental degradation which according to the responses can be

managed.

Interested and Affected Persons and Organistions

Expansion of access to basic education for all children through the reconstruction

or rehabilitation of school infrastructure will affect the communities of Kailahun,

Kono and Kambia districts. It is considered that schools that need rehabilitation19

should be rehabilitated at least to the pre-war situation. It is hoped that schools

belonging to this category would be referred to the National Commission for

Rehabilitation, Reconstruction and Resettlement (NCRRR) in Freetown.

Description of the Environmental and Social Impacts

The EA has identified a number of possible impacts of the project of the

environment. These include:

* Landscaping

* Creation of open pits

* Production of construction waste materials

* Pollution

* Landscaping

The construction of classrooms would require the clearing of land cover and

landscaping. The establishment of foundations for the buildings would require

earth removal and soil modification. The environment issues relating to

landscaping are related to land cover change, dust pollution and noise amongst

others.

* Creation of Open Pits

Open pits are often associated with construction sites. These pits are created

during landscaping for laying of building foundation, construction of toilets and

water delivery and storage facilities. If not well protected, these pits can pose

threats to lives, can cause injuries and can also inadvertently serve as rubbish

dumps as well as mosquito breeding sites if left to collect water.

* Production of Construction Waste Materials

The construction of buildings for schools and support structures produces waste

materials which have to be safely disposed at identified dump sites. These

materials may include scrap metals, nails, pieces of wood, glass broken cement

blocks etc. if not properly disposed, they may cause personal injury. The

decorative phase may produce such wastes such as paint, oil, etc. which might

find their way into nearby streams polluting them.20

* Pollution

The project is likely to cause pollution of the environment in terms of noise

associated with construction works. Pollution can also be caused as a result of

the abandoning and poor disposal of paint materials. Dust associated with earth

preparation for foundation of building can impair the quality of air around

construction sites.

* Miscellaneous Impacts

There are a few issues such as noise, dust, visual impact which may require

mitigation, none are considered significant, but will be covered within the

framework of the National Environmental Action Plan which will ensure

appropriate controls and monitoring where necessary.

Strategic Mitigation Measures

The Ministry should assume a more definitive and strategic role in responding to

the needs of the local population. This requires making sure that the schools

which are demand driven from the communities place the communities in a better

position socially if not economically as a result of reconstruction and rehabilitation

activities.

Proposed Mitigation Measures

This section attempts to provide a detailed account of measures that shall be

adopted to avoid, reduce or remedy all those significant adverse impacts as

identified in the section dealing with environmental social impacts of the

proposed project.

* Landscaping Measures

Restoration of the construction sites will be carried through tree planting as an

erosion control measure and water control measure. A tree nursery site will be

maintained and replanting schemes put in place in deforested areas. Local

NGO's will be involved together with future pupils in the schools in tree planting

exercises. The planted trees will assist in water management by reducing land

21

surface evaporation rates and by regulating infiltration rate during the rainy

season by reducing surface runoff through interception.

* Creation of Open Pits

The pit created as a result of excavation for construction and other purposes can

be refilled after construction or building. Nearby materials can be used for this

purpose.

* Production of Construction Waste Materials

A clean up program will have to be put in place. This should involve clearing

dangerous materials like nails, pieces of timber, broken blocks, scattered sand

and gravel, pieces of iron, mortar mixing, waste water, saw dust etc., and

especially where recycling or reuse is possible. E.g. saw dust can be used as

manure in the experimental school gardens.

* Deforestation & Loss of Biodiversity

Most of the forests and biodiversity have been tampered by the war. Tree

planting and reforestation activities would be embarked upon through community

groups, NGO's in Environmental Management and Area Development

Associations (ADAs) and school nature/environmental clubs.

* Pollution

This is more relevant at the construction stage of the project and is expected to

be minimized once the schools become fully operational. The noise from school

children at play can be controlled through disciplinary codes of conduct within the

school system. Post construction/building materials should be cleared and

properly disposed. Residual paint can be used in arts & crafts classes. Dust

pollution should be reduced after post construction era, through paving of alleys

and covering of feeder roads with tar, and planting of carpet grass on playing

fields.

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* Preservation of Monuments and Sites of Historic Values

Efforts shall be made to preserve monuments and sites of historic value in the

vicinity of the proposed project sites. This however is not a pressing issue as

these structures are absent at the currently proposed sites.

* Identification of Applicable and Effective Measures to Prevent

Accidents Involving Hazardous Substances

At the construction phase of the project(s), protective head and body gear will be

worn to protect workers from contact with hazardous materials or substances in

accordance to building safety regulations. Information and training of workers will

also complement this issue.

Specific mitigating measures are associated with various constructional activities

that impact on the local populations. These include the following:-

* Reintegration of Teachers

In the consultation process the aspect of teacher relocation and reintegration was

not an issue, thus there was no social impact associated with it. One strategy for

resettlement of returnees would be to encourage recommencement of farming

activities and the restoration of the capacity to produce food. This should be

stimulated by input of the seeds and other planting materials. To engender self-

reliance food for work policy should be encouraged as an incentive.

* Employment of Villagers

MYES will review the opportunities for extending preferential employment

amongst the local indigenous population for positions for which they are qualified.

It is clear that MYES will need to draw on those best qualified in order to optimise

the start-up construction works and teaching in the medium and long terms.

Preference will be given to local employment for the unskilled jobs that will

support the cleanup as well as basic educational activities.

23

Social Programmes

The survey showed that several community groups will need special form of

assistance to enable them recover from the effect of the war. These groups

include the traumatized i.e. those who actually witnessed atrocities, those who

were temorized a special gender bias group i.e. the violated women. Special

programmes such as trauma healing and counseling has been identified. Rough

estimates show that women and children constitute 65% of the affected people.

Capacity Building

The rehabilitation and reconstruction activities require capacity building. The

perception of the communities in which the schools are to be reconstructed or

rehabilitated in all three district and parts of the Western Area are that these

activities will engender their participation. This will enhance their capabilities and

capacities. Special skills can be developed such as block laying masonry,

carpentry and painting. Others will be involved in beautification exercises. All

these will enable them to be self-reliant. The Ministry of Youth Education and

Sports (MYES) in collaboration with other development partners will provide the

necessary support.

Non Governmental Organizations (NGOs)

The area of the EA has some NGO'S operating in the vicinity.

These organizations operate in the shelter, health, water and sanitation, food and

agriculture, relief etc. sectors. Although these NGO'S operate in designated

areas, their influence will enhance settlement activities.

Impact on Local Economy

In the short term, the influx of job seekers may bring some problems to the local

sites as there will be competition for limited jobs. The areas to which these

workers will move are those villages or location close to the construction sites

which suffered.destruction during the rebel war. This will put pressure on the

already limited food supply and social services. MYES will work with local

authorities to address these problems and identify possible solutions. To support

the overall development of the region MYES will establish working relationships

24

with relevant ministries and development agencies to attract development

support.

Potential Environmental and Social Impacts of Increased Provision ofWater Supply and Sanitation Facilities

Currently in the areas covered in the EA, there are very poor sanitary conditions

as well as environmental degradation resulting from unhealthy refuse and

sewage disposal system, as well as poor sources of drinking water.

The results of the EA show that health status of communities covered is very low.

Water borne diseases are common particularly in areas that derive their drinking

water from streams or make use of bush and streams for toilet purposes and

sewage disposal.

It is against this backdrop that the increased provisions for water supply and

sanitation facilities would be seen to have a positive impact on the communities

around the educational institutions. Most of the areas covered by the EA reported

either having a well or pipe borne water before rebel assaults. Aside from

Gorama Kono chiefdom, all other chiefdoms had wells before the war.

The chiefdoms covered by the EA in the various districts and wards in the

Western area reported having pit latrines. They however occasionally used

village streams and the bush for sewage disposal. At present over 50% of these

latrines were completed destroyed. For the purpose of resettlement of returnees

and rehabilitation there is urgent need of not only restoring the old pit latrine, but

constructing new ones to correspond with the returning population and basic

hygiene education.

Another potential impact of increased provision of water supply and sanitation

facilities, therefore, is the reduction of diseases like malaria, diarrhea, dysentery,

bilharzia, lassa fever, measles, polio etc.

Impact on the Water and Public Health

Construction activities would require water for mortar mixing, bathing, laundering,

drinking etc. The clearing and preparation of the land will increase river and

25

stream sediment loadings through soil erosion and transported sediments (dust).

Noise will also become an issue at the construction sites. The release of

sediments into streams and rivers will have an impact on any existent

ecosystems such as mangroves.

Aside from these negative impacts the project provides for increased provisions

of water supply and sanitation facilities. Apart from the overall positive impact of

this proposal, the provision will cause an influx of the local people into the

proposed project site inorder to make use of these facilities. This may lead to

conflicts and misuse of such facilities.

It is therefore recommended that the following activities should be embarked

upon:

* Mass sensitization on purpose and use of such facilities.

* Restriction to the use of such facilities by people associated with the

educational facility.

* Community protection plans for public facilities.

* Provision of similar facilities for other communities.

Need for Liquid and Solid Waste Collection and Management.

Generation and disposal of liquid and solid wastes can impair the quality of the

environment as well as create health problems. Adequate arrangements should

therefore be made for the collection and disposal of liquid and solid wastes.

Monitoring programmes should be put in place to avoid water contamination and

outbreak of disease

PROPOSED INSTITUTIONAL FRAMEWORK FOR ENVIRONMENTAL

AND SOCIAL MANAGEMENT

The national and local institutional framework for environmental management

and protection is the overall structure which is designed to protect, conserve and

restore our environment.

26

The social structure in each district described earlier is important for the

development of environmental management strategy at the local level therefore,

any proposed institutional framework should take cognizance of this structure.

Environmental and social management at the local level is for now carried out by

Community Based Organisations (CBOs) and Non-Governmental Organisations

(NGOs) which operate through local groups, mainly youths. Environmental

Management activities are often associated with reforestation programmes,

sensitization and regulation enforcement. These CBOs and NGOs are co-

ordinated by the Department of the Environment which has posted environmental

officers to Northern, Southern and Eastern regions of the Country.

At the chiefdom levels the community groups are often empowered to arrest

people who degrade the environment and pose threat to the health and wealth of

the community.

The proposed framework therefore envisages a bottom - up approach where in

the local communities will be assisted to develop and execute projects related to

mitigation measures identified in the EA.

ENVIRONMENTAL AND SOCIAL MONITORING INDICATORS

There are a number of environmental and social monitoring indicators, which

includes among others amount of land brought under construction of schools,

number of stand pipes provided for water supply, number of pit or flush latrines

and types of plant and animal species lost as a result of the construction

activities, number of bins, dump sites number of health workers, volume of litter

garbage generated and collected per day.

The social indicators include: Employment rates, access to basic social services,

and economic governance.

An analysis of the above indicators show that, the amount of land required for the

project activities is not significant. The prevailing vegetation is shrub and farm

27

bush with an insignificant variety of wildlife amongst which are monkeys, wild

pigs, grass cutters etc.

Some of the above indicators can be used during the project implementation

phase. These could include but not restricted to:

* number and size of open pits can be used during construction.

* number and types of plants and animals destroyed, lost or displaced

during construction.

On the social front the indicators can include:

* number of laborers employed

* level of remuneration for employees

* amount and type of sanitation facilities provided

* number of local people trained in various skills of construction during the

project

* types of water contaminated disease

the Potential EA training needs should therefore include although not restricted to

the following:

i. rapid appraisal methods in determining for environmental quality.

(Estimated cost U$D 5,000)

ii. use of checklists in assessing the success of mitigating measures

(Estimated costs U$D 5,000)

iii. training in taxonomy and bioprospecting (Estimated U$D 10,000)

iv. skills training in masonry, carpentry, welding, brick laying etc (Estimated

costs U$D 100,000).

ENVIROMENTAL AND SOCIAL MONITORING PLANSManagement Goals And Objectives.

28

The main goal of this plan in to aid the management of school and other

educational infrastructure, so that adverse effects on the localities and physical

environment and any other adjacent socio-economic activities are minimized.

The objectives of the plans are to:

* Ensure proper choice and delineation of specific sites based on a set of

physical and socio-economic criteria where the erection of such facilities

could be permitted.

* Identity alternative, potential areas

* Recommend standards and guide lines for construction activities

* Recommend improvements to the procedures for lease, secure tenure,

and monitoring

Environmental Guidelines For School Construction

At present the Department of the Environment (DTE) is in the process of

preparing sector guidelines for 'scooping' and environmental impact study

phases of the Environmental impact Assessment (EIA) process. These

guidelines will represent the general possible areas for investigation in Sierra

Leone.

The guidelines provided below represent the general possible areas for

investigation relating to school construction. It must be noted that in many

instances, specific guidelines do not exist for certain types of projects.

* Description of the project including purpose and physical characteristics,

land use requirements, construction requirements and alternative sites

and processes considered.

* Description of the site and its environment including physical features of

the proposed site, legislative and policy framework.

* Identification and description of construction and post construction impacts

(on land, water resources, flora and fauna etc.)

* Significance of impacts29

* Mitigating measures

* Monitoring and evaluation

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

restricted to:

Recommendations

i. Construction of buildings should be in accordance with existing building

codes and enhanced provisions to reduce overcrowdings and discomfort

to both staff and pupils.

ii. Adequate toilet and water facilities should be provided with a proper waste

disposal system.

iii. No entertainment centers should be allowed near the educational facilities

although the facilities itself could be used for such activities as an income

generating activity.

iv. Construction of educational facilities should be prohibited near shrines,

densely populated zones and very close to industries.

General Guidelines

• Sensitive area should be identified and classified based on their

biophysical characteristics, and made to planning and approving

committees/agencies, that these are unsuitable areas for construction of

educational facilities

* Depending on the size of the infrastructure and acreage of land required

the environmental impact assessment (EIA) screening process should be

applied.

GENERAL RECOMMENDATIONS

30

i. The E. A. showed that the environmental impacts are manageable,

therefore it is recommended that the project as proposed be carried out

with the mitigation measures as proposed by this summary report.

ii. That this report be made available to all stake holders involved in the

project.

31

Persons and Institutions Contacted

Department of the Environment Ministry of Lands, Housing Country Planning and

the Environment.

Ministry of Youth Education and Sports, Planning Division.

Paramount Chiefs and Elders of Kono, Kailahun and Kambia Districts and the

Western Area.

References

National Environmental Protection Act, 2000

National Environmental Policy

National Environmental Action Plan Vol. I and Vol. II

Guidelines for the implementation of school construction projects Ministry of

Education Republic of Sierra Leone, March 1997.

World Bank Safeguard policies (Environmental Assessment (OP 4.01 October

1998)).

Feedback

It is important for the EA to address all reliant environmental issues and for

MYES to have confidence that all the concern of the affected local communities

and other interested parties have been adequately discussed and appropriate

measures agreed. This page is for any comments on the environmental issue

that affect the educational sector in terms of the provision of facilities. It should

be returned to Dr. Reynold Johnson, lead consultant, c/o Department of

Geography Fourah Bay College, Mt Aureol, Freetown.

E-mail treynold12001 @yahoo.com

32

ANNEX I

Cost estimate for mitigating measures

Open pits

Estimated cost - US$10,000 for cover up

activities

Construction of waste disposal facilities

Estimated cost for clean up activities - US $ 15,000

Deforestation

Estimated cost for reforestation activities and incentives for

conservation practices - US $ 10,000

Pollution

Estimated cost US $ 10,000

Loss of biodiversity

Estimated costs for setting up of nature banks, parks and

reservations - US $ 20,000

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ANNEX 11

Remediating/Mitigating Plan

Activity Obmective Funding Source Responsible Estimated Time

Organisation Costs Frame

Raising of To preserve the - do - Non-Governmental $10,000 Project

Plant environmental Organisations, (NGOs) duration

numeries and aesthetic Government Agencies,

values of the

land

Covering up of To ensure that -do- Local $10,000 Project

open pits water borne and authorities/community duration

related diseases groups, Govt. Agencies

are mininised

Watershed To protect water -do - Local authorities, NGOs $10,000 On-going

management bodies within and Govt. agencies

project areas

from

pollution/contami

nation

Management Evaluation of - do - Environmental $10,000

and recovery effectiveness consultants, academic

of degraded costs and institutions, Govt. and

areas/environ benefits of NGOs

ments alternatives

Environmental To ensure long- - do - MYES On-going

Education term

environmental

management

Capacity - do- -do- MYES On-going

34

building

Collection and To ensure Govt. and its Ministry of Health, U$D 10,000

disposal of regular collection development ADAs, CBO'S

solid wastes and disposal of partner NGO's.

solid wastes

35

ANNEX Ill

Monitoring Plan

Activity Technical Parameters Methods To Sampling Freg. Of Detection DefinationDetails To Be Be Used Locations Measurements Limits Of

Measured ThresholdsWater Relates to PH, BOD & Laboratory Along water One weekly

quality pollution/ COD analysis (PH, course

tests contamination meter and

chemicals)

Air quality - do - Odour, visibility Visual Construction Daily 3 hourly

observation sites interval

Soil Relates to Soil quality Laboratory Construction Monthly

quality deforestation analysis for soil sites

quality

Land Landsacaping Biodiversity Species stock Construction Monthly

quality deforestation loss plant & assessments sites

animal species and taxanomic

survey

36

ANNEX IV

REGISTER OF INTERNATIONAL TREATIES AND OTHER AGREEMENTS IN

THE FIELD OF THE ENVIRONMENT 1996

NO. SIERRA LEONE SIGNATURE RATIFICATION

ACCESSION(AC)

SUCCESSION(S)

ADH ERENCE(AD)

1. Convention on Fishing and Conservation of the - 13 -3- 1962(S)

Living Resources of the High Seas.

2. Convention on the High Seas. 13 -3 - 1962

3. Treaty Banning Nuclear Weapon Test in the 4-9 - 1963 21 -2 - 1964

Atmosphere, in outer space and under water

4. Convention on the continental shelf - 25 - 11 - 1966(AC)

5. Treaty on Principles Covering the Activities of state 27 - 1 - 1967

in the Exploration and the use of outer space

including the moon and other celestial bodies.

6. Treaty on the Prohibition of the Emplacement of 11 - 2 - 1971

Nuclear Weapons and other Weapons of Mass

destruction on the Sea Bed and Ocean Floor and

in the Sub-Soil thereof.

7. Convention on the Prohibitation of the 24 - 11 - 1972 29 - 6 - 1979

development Production and stock piling of

Bacteriological (Biological) and toxic Weapons,

and on their destruction.

8. Convention on the Prohibition of Military or and 12-4- 1978

other hostile use of Environmental Modification

Techniques.

9. International Plant Protection Convention - 23 - 6 - 1981 (AD)

10. United Nation Convention on the Law of the Sea 10 - 12 - 1982 12 - 12 - 1994(R)

11. Agreement Relating to the Implementation of part - 12 - 12 - 1994(P)

Xl of the United Nations Convention on the law of

the Sea of 10 Dec. 1982

37

12. Convention on Early Notification of Nuclear 25 - 3 - 1987

Accident, Left out.

13. Convention on assistance in the case of a Nuclear 25 - 3 - 1987

Accident

14. Treaty Establishing the African Economic 3-6 - 1991 12-4 - 1994

Community

15. Convention on the Prohibition of the development 15 - 1 - 93

production, stockpiling and use of chemical

Weapons and on their destruction.

16. United Nations framework convention on climate 11 -2 - 1993 22 -6 - 1995 (R)

change.

17. International Convention on Civil Liability for oil 13 - 8 - 93(AC) 11 - 11 - 1993

Pollution Damage.

18. International Convention on the establishment of - 11 - 11 - 1993

an International Fund for compensation for oil

Pollution Damage (as amended).

19. Convention on International Trade in endangered 28 - 10 - 1994 16 - 1 - 1995 (R)

species of wild fauna and Flora. (CITES)

20. United Nations Convention to combat 11 - 11 - 1994

Desertification in those countries experiencing

serious drought.

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

38