The revolutionary government of zanzibar

CHAPTER ONE: INTRODUCTION 6

1.1 Overview 6

1.2 Purpose of the Environmental and Social Management Framework 6

1.3 Principles of the ESMF 7

1.4 Preparation of the ESMF 8

1.5 Layout of this ESMF Report 8

CHAPTER TWO: DESCRIPTION OF THE ZSEP ACTVITIES 10

2.1 Project Development Objectives 10

2.2: Components of the ZSEP 10

To meet the demand for school facilities for the numbers currently enrolled and to accommodate the projected increase in secondary school enrolment, to improve accommodation and laboratory and classroom facilities for all students, and to ensure that sufficient numbers of trained teachers are available, the project will support: 11

Sub-Component 1A. Infrastructure for schools. The construction of 19 new schools, including 8 schools with some boarding facilities to serve remote rural communities and 3 with facilities to meet the needs of students with disabilities. Ten of these schools will provide education to A-level, the remainder will provide education to O-level (lower secondary). All schools will be constructed with appropriate sanitary facilities and laboratory spaces, and supplied with furniture and laboratory equipment. The component also includes the rehabilitation of 6 existing schools – 3 of which are located in Stone Town. This subcomponent will provide 23,000 school places. 11

Sub-Component 1B. Facilities for a teacher training college. Increased teacher supply will be necessary to accommodate the expansion of enrolment; it is estimated that the system will need approximately 1,400 additional teachers over the next 5 years. Accordingly, the project will also support the construction of new facilities for Benjamin Mkapa teacher training college in Pemba, which is currently operating in temporary accommodation and training only primary teachers. This expanded facility will enable the college to expand its activities to train both primary and secondary teachers, and to offer specialist training for teachers of mathematics and sciences. 11

In addition to expansion of physical infrastructure, the project will include a series of measures to support the quality of education, including provision of in-service teacher training, provision of textbooks and other learning resources, and provision of support for planned curriculum reforms. These interventions will target both upper-primary and secondary education. 11

Sub-Component 2A. Teacher training. At secondary level the project will support the in-service upgrading of teachers of mathematics and science, to compensate for existing skill shortages in these crucial subject areas. Approximately 500 secondary teachers will be trained, with an in-service course focused on improved classroom instruction. 11

In-service teacher training will also be provided to primary teachers, to strengthen the preparation of students for secondary education. Approximately 1,000 teachers of primary mathematics and sciences will be provided with training to assist them in adapting to the revised primary curriculum, which will require that they teach their subjects through English from Standard 4 upwards. In addition, all 5,000 primary school teachers will be offered English language courses to improve their fluency in spoken English, and increase the usage of English in general communication in primary schools. 12

Short in-service courses will also be provided to approximately 300 school head teachers and 100 inspectors, preparing them for their role in supervision and pedagogical support for teachers. Additional support, including office equipment and vehicles will be provided to strengthen the capacity of the inspectorate. Additional training will also be provided for school management committees, to strengthen their role in the management, supervision and maintenance of the schools. 12

The in-service training will be developed and delivered using institutional arrangements already familiar in Zanzibar, which have proved effective in in-service training of unqualified primary teachers, and upgrading of secondary teachers. Courses will be developed by expert groups including teacher trainers, inspectors, and expert teachers. Delivery will be done through a network of existing teacher centers, by designated expert teachers who will receive special training to prepare them for this task. These inputs will be supported by distance teaching materials, and supervision of the teachers in their schools. Course participants will be assessed on their learning, and each course will be evaluated regularly and provision made for modifications at each stage. 12

Staff from the Teacher Training Colleges, the State University of Zanzibar and the Zonal Teacher Centers will be utilized to support the professional development of teachers. In parallel, the pre-service teacher training courses will be revised to reflect the new curriculum, and the increased use of English in primary schools. MoEVT will also prepare structures to ensure ongoing monitoring and regulation teacher supply, and teacher deployment policies and practices. 12

Sub-Component 2B. Provision of instructional materials in key subjects for all secondary schools and students. This subcomponent will support the purchase and distribution of secondary school textbooks in four subjects for all students in secondary school. In addition, the component will support the purchase and distribution of scientific equipment and consumables to all schools teaching science. The component will also purchase and distribute library books and other learning materials for all secondary schools. These purchases and the supply to schools will follow the development of a sustainable cost-sharing policy to ensure that supplies continue beyond project life, while also ensuring that needy but poor students are not disadvantaged. 12

Sub-Component 2C. Revision of primary curriculum and provision of appropriate learning materials. The project will provide support for the development of curriculum and assist the orientation of teachers in the new curriculum as well as commission the development of textbooks in five subjects to be taught through English and supply these to all pupils in upper primary school. The policy decision to teach some subjects through English at the upper primary level is intended to improve the pupils’ readiness for secondary school. Government will prepare to implement the necessary changes in initial teacher education curricula to align with the revised structures, including: (i) preparing diploma level secondary teachers to teach to Form 4; (ii) preparing primary teachers of mathematics and science to teach through English from standard 5; and (iii) enhancing the English language skills of all primary teachers. 13

In addition, the component will purchase a package of instructional materials for each school and a package of materials for blind and deaf pupils for three schools. 13

Sub-Component 2D. Support for science education for girls. Dedicated science camps have had some success in promoting science education among girls and assisting science teachers. Building on the successful science camps for girls, this component will support the preparation, including assisting science teachers, as well as the delivery of one residential science camp each year for girls. 13

Sub-Component 2E. Provision of Life skills, including HIV/AIDS, gender and environmental awareness. This component will support the development of a new manual for life skills and workshops to assist teachers of subjects such as biology and geography incorporate life skills into their teaching. The component will also support extracurricular workshops to promote life skills. These will be provided in each secondary school every two years. 13

CHAPTER THREE: BASELINE DATA 14

3.1 Size and Geographical Location 14

3.2: Population and settlement patterns 14

3.3: Climate 15

3.4: Soils 16

3.5: Ecology 16

3.6: Socio-economic profile 16

CHAPTER FOUR: POLICY FRAMEWORKS IN ZSEP 21

4.1 Administrative and Regulatory Frameworks in Education 21

4.2: Framework for Environmental Management 23

4.3 World Bank’s Safeguard Policies 27

Significant conversion means eliminating or severely reducing the integrity of a natural habitat through long-term change in land or water use. It may include, for example, land clearing; replacement of natural vegetation; permanent flooding; and drainage, dredging, filling, or channelization of wetlands. It can occur as the result of severe pollution. And, it can result directly from subproject activities or indirectly (e.g. through induced settlement along a road). 29

4.4 Impact Screening under World Bank and RGZ Procedures 29

4.5 Comparison of World Bank and RGZ Policies on Environment and Social Impact Assessment 31

4.6 Disclosure 31

CHAPTER FIVE: THE ENVIRONMENTAL MANAGEMENT PROCESS 32

5.1 Generic Environmental Concerns 32

5.2 Generic Social Concerns 41

5.3 Potential Impacts of the ZSEP 42

5.4 Procedure for Impact Assessment under ZSEP 50

5.5 Procedure for Impact Mitigation under ZSEP 55

5.6: Procedure for Monitoring of the ESMF 56

CHAPTER SIX: ASSESSMENT OF CAPCAITY IN IMPLEMENTATION OF THE ESMF 58

6.1 Analysis of Institutional Roles and capacity building needs 58

6.2: Requisite Capacity Building 59

CHAPTER SEVEN: ASSSESSMENT OF REQUISITE FINANCES 62

7.1: Overview of the budget 62

7.2: Total costs 63

BIBLIOGRAPHY 63

ANNEXES 66

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