THE UNITED REPUBLIC OF TANZANIA

Ministry of Higher Education Science and Technology

____________________________________

Environmental and Social Management Framework

For

Infrastructure Development in Public UniversitiesUnder Quick Win Project

____________________________________

Report Prepared by Institute of Resource Assessment, University of Dar es Salaam, Tanzania.

September 2007

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THE UNITED REPUBLIC OF TANZANIA

Ministry of Higher Education Science and Technology

____________________________________

Environmental and Social Management Framework

For

Infrastructure Development in Public UniversitiesUnder Quick Win Project

____________________________________

Report Prepared by Institute of Resource Assessment, University of Dar es Salaam, Tanzania.

September 2007

ii

iii

MINISTRY OF HIGHER EDUCATION SCIENCE AND TECHNOLOGY ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK

FORINFRASTRUCTURE DEVELOPMENT OF PUBLIC UNIVERSITIES

TABLE OF CONTENT

List of Acronyms .................................................................................................................................................... iii

EXECUTIVE SUMMARY .................................................................................................................................................. v

1.0. Introduction ..................................................................................................................................................... 1

2.0 Methodology of proposed project ....................................................................................................................... 3

3.0 Description of the proposed project .................................................................................................................. 5

4.0 Baseline Data 14

4.1 Physiographic and Climate Issues......................................................................................................... 14

4.2 Population and Population Dynamics .................................................................................................... 14

5.0 Description of World Bank Environmental and Social Safeguards Policies and Triggers .................................. 24

5.1 Environmental Assessment (OP 4.01, BP 4.01, GP 4.01)...................................................................... 25

5.2. Natural Habitats (OP 4.04, BP 4.04, GP 4.04) ....................................................................................... 26

5.3. Gender and Development (OP 4.20) ...................................................................................................... 27

6.0 Description of Administrative, Policy Legislative and Regulatory Framework ................................................... 29

6.1 Policies.................................................................................................................................................. 29

6.1.1 The National Environmental Policy (1997) ................................................................................. 29

6.1.2 National Land Policy, 1996 ......................................................................................................... 30

6.1.3 National Forest Policy, 1996 ....................................................................................................... 30

6.2 The Legal Framework Supporting ESMF ............................................................................................... 31

6. 2.1. The Environmental Management Act No. 20 of 2004 ................................................................. 31

6.2.2 Land Legislation ......................................................................................................................... 33

6.2.3. Water Utilization (Control and Regulation) Act, (No. 42) 1974 ................................................... 35

6.2.4 Energy and Water Utilities Regulatory Authority (EWURA), 2001............................................... 35

6.2.5 The Forest Act, (No. 14), 2002 ................................................................................................... 36

6.2.6 The Wildlife Conservation Act (No. 12), 1974 ............................................................................ 36

6.2.7 The National Land Use Planning Commission Act, (No. 3), 1984 ............................................... 37

6.2.8 Occupation Health and Safety Act, (No. 5), 2003 ....................................................................... 37

6.2.9 Contractors Registration Board Act no 17 of 1997 ..................................................................... 37

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7.0 Determination of Potential Environmental and Social Impacts .......................................................................... 40

8.0 Institutional Assessment and Framework for Environmental and Social Management ..................................... 46

9.0 Environmental and Social Planning, Review and Clearing Process for Sub Project Activities

to be funded Under the QWP ............................................................................................................................ 49

10.0 Monitoring Plan ................................................................................................................................................ 54

11.0 Consultation Plan .............................................................................................................................................. 62

12.0 Analysis of Alternatives ..................................................................................................................................... 65

ANNEXES ................................................................................................................................................... 67

ANNEX 1: List of officials and local communities consulted during the preparation of the ESMF .......................... 67

Annex 2: Summary of World Bank Environmental and Social Safeguard Policies ................................................ 69

ANNEX 3: Environmental and Social Screening Form ............................................................................................ 71

ANNEX 4: Environmental and Social Checklists ..................................................................................................... 77

ANNEX 5: Map of Tanzania showing location of Public Universities under QWP ................................................... 79

Bibliography ................................................................................................................................................... 80

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LIST OF ACRONyMS

ARU - Ardhi University

B.Ed - Bachelor of Education

CBE - College of Business Education

CI - Chief Inspector

CITES - Convention on International Trade in Endangered Species

CoET - College of Engineering and Technology

COSTECH - Commission for Science and Technology

COTUL - Consortium of Tanzania Universities Research and Libraries

DAWASA - Dar es Salaam Water and Sewerage Authority

DIT - Dar es Salaam Institute of Technology

DoE - Division of Environment

DUCE - Dar es Salaam University College of Education

EIA - Environmental Impact Assessment

EISs - Environmental Impact Statements

EMA - Environmental Management Act

EMC - Environmental Management Committee

EMIS - Education Management Information System

EMO - Environmental Management Officer

EMP - Environmental Management Plan

ESDP - Education Sector Development Program

ESMF - Environmental and Social Management Framework

ESMP - Environmental and Social Management Plan

ESSF - Environmental and Social Screening Form

EWURA - Energy and Water Utilities Regulatory Authority

GDP - Gross Domestic Product

GER - Gross Enrolment Ratios

GoT - Government of Tanzania

GPS - Geographical Positioning System

HEIs - Higher Education Institutes

HESLB - High Education Student Loan Board

IAA - Institute of Accountancy, Arusha

ICT - Information and Communication Technology

IFM - Institute of Financial Management

IMC - Iringa Municipal Council

IPC - Institutional Project Coordinator

IRUWASA - Iringa Urban Water and Sewerage Authority

LGAs - Local Government Authorities

MBEWASA - Mbeya Water Supply Authority

MCDGC - Ministry of Community Development Gender and Children

MHEST - Ministry of Higher Education Science and Technology

MIST - Mbeya Institute of Science and Technology

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MKUKUTA - Mkakati wa Kukuza Uchumi na Kupunguza Umasikini Tanzania

MOEVT - Ministry of Education and Vocational Training

MOF - Ministry of Finance

MU - Mzumbe University

MUCCoBS - Moshi University College of Cooperative and Business Studies

MUCE - Mkwawa University College of Education

MUHAS - Muhimbili University of Health and Allied Science

MUWASA - Moshi Urban Water and Sewerage Authority

NACTE - National Council for Technical Education

NCA - Ngorongoro Conservation Area

NEMC - National Environmental Management Council

NGOs - Non-Governmental Organizations

NORAD - Norwegian Agency for Development

NSGRP - National Strategy for Growth and Reduction of Poverty

OP - Operational Policy

OSHA - Occupation Safety and Health Authority

OUT - Open University of Tanzania

PCMU - The Project Coordination and Management Unit

PMO-RALG - Prime Minister’s Office, Regional Administration and Local Government

PPA - Participatory Project Appraisal

QWP - Quick Win Project

REME - Regional Environmental Management Expert

SEA - Strategic Environmental Assessment

SIDA - Swedish International Development Agency

SIL - Specific Instrument Loan

SSA - Sub Saharan Africa

STDs - Sexual Transmitted Diseases

SUA - Sokoine University of Agriculture

SUZA - State University of Zanzibar

TCA - Technical College Arusha

TCU - Tanzania Commission for Universities

TEA - Tanzania Education Authority

TERNET - Tanzania Research and Higher Education Network

THEDC - Higher Education Development Committee

TIA - Tanzania Institute of Accountancy

ToT - Training-of-Trainers

Tshs - Tanzania Shillings

UDSM - University of Dar es Salaam

URT - United Republic of Tanzania

US$ - United States Dollar

VPO - Vice Presidents Office

WB - World Bank

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EXECUTIVE SUMMARy

IntroductionThe number of students in Tanzania higher and technical education institutions, as reported in the MHEST statistical yearbook, has grown rapidly in recent years, from about 24,000 in 2001/02, to about 55,000 in 2005/06. To cope with this rapid increase, the Government of Tanzania has asked the World Bank for a loan to support infrastructure development in Public Universities and Institutions under the World Bank Quick Win Project.

The project key performance indicators include:• Increase of graduates in science, technology, and management disciplines• Changes in time to first employment for these graduates• Increase in degree-holding secondary teachers employed in secondary schools• Percentage of borrowers from the student loan program who are in repayment

To comply with the World Bank Environmental Policies, the Government of Tanzania through the Ministry of Higher Education Science and Technology has prepared an Environmental and Social Management Framework (EMSF) for the Infrastructure Development Project. The purpose of this ESMF is to provide a strategic guide for the integration of environmental and social consideration in the planning and implementation of the Quick Win Project (QWP) activities. This ESMF has been designed so that all development under the World Bank Quick Win Project will comply with all the laws of Tanzania and the Environmental and Social Safeguard Policies of the World Bank.

The environmental and social impacts of the QWP will result from activities to be made under component 1and 2 of the project. However since the exact technical details and location of the investment/project will be identified before appraisal of this project, the EA process calls for the Government of Tanzania to prepare an Environmental and Social Management Framework report which will establish a mechanism to determine and assess future potential environmental and social impact of the selected Institutions project under the proposed Quick Win Project, and then to set out mitigation, monitoring and institutional measures to be taken during implementation and operation of the project investments to eliminate adverse environmental and social impacts, offset them, or reduce them to acceptable levels.

Impacts of the Quick Win Project Generally the QWP is likely to have positive impact to the government of Tanzania in short, medium and long term, as it will improve the learning environment in the high learning institutions as well as build capacity among the institution staff. The project will also improve hand on practical skills by providing laboratory equipments; provide more space for lecture theatres libraries and staff offices and increase opportunity for employment.

However, the project is expected to have minor negative impact such as rapid increase of population within the university that will not correspond with the current available services such as water supply, sewerage system and cafeteria. This situation will stress other service providers that will necessary be forced for expansion consideration. There will be an increase in waste generated such as sewage that will need change of some of the current sewage systems. During infrastructure development minor negative impacts will include; Noise and dust pollutions, accidents, disturbance to students and staff and change view sheds.

The assessment of impacts indicate that the positive impacts of the project overshadow the negative impacts and thus the overall project will have major positive impact to the University institutions, MHEST, and the nation at large.

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Institutional Assessment and Framework for Environmental and Social ManagementThe environmental and social Management process for implementing institution sub projects is embedded in the process when detailed design of sub projects and corresponding civil works contract are being prepared. The operation policy 4.01 on environmental Assessment requires the screening of sub projects by the institutions to ensure that they carry out the appropriate environmental and social management process for each sub project they propose. Before clearing a sub project, the respective Ministry verifies that the sub projects meet the environmental and social requirements of the Government of Tanzania and are consistent with OP 4.01, the overall ESMF and other applicable environmental and social policies and safeguards of the World Bank.

The Project Coordination and Management Unit (PCMU) will be established in the MHEST, which will be responsible for coordinating activities across all participating higher learning institutions. Specifically with ESMF, the PCMU will play an oversight role by monitoring implementing institutions to ensure that they are performing and carrying out their responsibilities. The PCMU will play this role by relying on the analysis of periodic reports of the respective implementers. The PCMU will forward these reports to NEMC for analysis of cumulative impacts and efficacy of corresponding mitigation measures. Thus, the PCMU will perform a central processing and coordination role between the implementing institutions and NEMC on the activities of the project and sub- projects by receiving, compiling and processing periodic monitoring reports and for issuing necessary guidelines to ensure that the intended targets are met. Then, the PCMU will report to the World Bank.

Environmental and Social Management Plan (ESMP) The implementing institutions are also required by this ESMF to prepare an Environmental and Social Management Plan (ESMP), for each sub project, before it is sent to the Ministry for clearance and the implementing institutions for approval. The ESMP will consist; a set of mitigation, monitoring and institutional measures to be taken during implementation and operations to minimize adverse environmental and social impacts, offset them and reduce to acceptable levels. The ESMP will be part of the sub project design and must also include the actions needed to implement these measures. The ESMP should also provide a specific description of institutional arrangements for example, who is responsible for implementing the mitigation measures and carrying out the monitoring processes (for operation, supervision, enforcement, monitoring of implementation, remedial action, financing reporting and capacity building). ESMP should also include an estimate of the costs of the measures recommended so that the implementing institutions can budget the necessary funds in the project costs. Similarly, the planning process of the sub project, the mitigation and monitoring actions recommended in the ESMP should be developed in consultation with all the affected groups to include their concerns and reviews in the design of the ESMP.

Environmental Monitoring PlanEnvironmental monitoring needs to be carried out during the construction as well as operation, maintenance and implementation of the projects in order to measure the success of the mitigation measures implemented earlier. Under Infrastructure Development in Public Universities (QWP), the responsibilities for monitoring and evaluation of the mitigation measures adopted under the projects would be assigned at different institutional levels.

Monitoring process is important in order to alert the project authorities and provide timely information about the success or otherwise of the Environmental and Social Management process outlined in this ESMF in such a way that appropriate changes can be made as required to ensure continuous improvement to the process. It is also important for making final valuation in order to determine whether the mitigation measures designed into the implementing institutions sub project activities have been successful in the manner that the baseline environmental and social conditions have been restored, improved upon or worst than before and to determine what further mitigation measures may be required.

During monitoring process, a number of indicators would be used in order to determine the status of affected environment,

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or surrounding community and their properties. The indicators set provide the bases from which the compliance of the sub project’s activities to mitigation measures developed and environmental standards or acceptable threshold levels. The set of indicators in this project will constitute the environmental performance indicators; mainly assessing the compliance of the sub project activities to mitigation measures proposed and National wide indicators that target the entire goals of the infrastructure development in public universities project that reflect the National Strategy for Growth and Reduction of Poverty.

The Institutional Arrangement for Environmental MonitoringThe National Environmental Policy 1997 recognizes the need for a multi-focus approach in the management of the environment. It therefore recognises the existing institutional Mechanisms and seeks to enhance coordination and cooperation of the institutionally distinct bodies with overlapping mandates, in so doing, the policy recognises the Ministry responsible for environment as “the authoritative voice and catalyst for action on behalf of the entire Government”. The Ministry responsible for environment is the “Ministry of Environment in the Vice Presidents Office (VPO)’’. As the policy guidance institution, the Ministry of Environment under VPO’s office is expected to be an overseer for the implementation of the policies under the jurisdiction of the line ministries.

The PCMU will be responsible for ensuring project compliance of the implementing institutions with the Environmental Laws of Tanzania and social requirements set by the infrastructure development in public universities under QWP. The PCMU will be assisted by the Ministry (MHEST) and NEMC. The PCMU will monitor their activities by reviewing the consolidated periodic monitoring reports of the NEMC and by conducting periodic technical audits of the implementing institutions. Specifically with ESMF, the PCMU will play an oversight role by monitoring the implementing institutions to ensure that they are performing and carrying out their responsibilities. The PCMU will play this role by relying on the analysis of periodic reports of the respective implementers. The PCMU will forward these reports to NEMC for analysis of cumulative impacts and efficacy of corresponding mitigation measures. Thus, the PCMU will perform a central processing and coordination role between the implementing institutions and NEMC on the activities of the project and sub- projects by receiving, compiling and processing periodic monitoring reports and for issuing necessary guidelines to ensure that the intended targets are met. Then, the PCMU will report to the World Bank.

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1.0. Introduction

The government of Tanzania has asked the World Bank for support of infrastructure development in all public universities and colleges under World Bank Quick Win Project (QWP) to improve the teaching - learning environment, to excel in priority area of science and technology as well as improvement of graduate teachers in secondary schools; as a response to Tanzania’s National Strategy for Growth and Poverty Reduction (NSGRP). The strategy seek to “stimulate domestic savings and private investment response, infrastructure development, increased investment in quality education, science and technology and use of information and communications technologies, a competitive knowledge –based economy and efficient government.” To achieve this, the Strategy seeks a stronger emphasis on increasing the amount and quality of human capital available and making better use of knowledge.

Therefore, in compliance with national laws of Tanzania and the World Bank’s Safeguards Policies, the GoT, represented by the Ministry of Higher Education Science and Technology (MHEST) has prepared the Environmental and Social Management Framework (ESMF), to establish a mechanism to determine and assess future potential environmental and social impacts of the proposed infrastructure development in public universities and colleges, and then develop mitigation, monitoring and institutional measures to be taken into account during implementation and operations of the proposed investment, to minimize adverse environmental and offset social impacts, or offset them or to reduce to acceptable levels. Both the National environmental law of 2004 and the World Bank Safeguard policies requires the involvement of stakeholders and public concern to be incorporated into the report all major impact or issues that are likely to have significant impacts to the community surrounding the proposed developmental projects.

Since the project investments and implementation at various Higher education institutions have not yet identified, each university or college or institute that participate in this project will be required to implement the requirements of this ESMF in full, an environmental and social management process that would then be cleared by the respective institutions and the Ministry and in some cases the World Bank, prior to the approval of their planned sub project investments. Thus the use of this ESMF by the Ministry and higher learning institutions would be the instrument, through which the sub projects environmental and social impacts are identified, assessed, evaluated and have appropriate mitigation, management and monitoring measures, designed and incorporated within the sub project itself.

Scope of workThe scope of work is to prepare an environmental and social management framework (ESMF) for the proposed infrastructure development in public universities and colleges in Tanzania. This ESMF presents a framework for screening, mitigating and monitoring potential impacts that are likely to be associated with the proposed development.

2.0 Methodology of proposed project

The main focus of this Environmental and Social Management Framework is to provide a screening process for the potential environmental and social impacts for the planned future project activities and to recommend a generic management plan for addressing the potential positive and negative impacts. In order to achieve these targets, basic principles involved were;

• Extensive stakeholder consultations whereby all those with interest in the outcome of a project participated in decisions on planning for the proposed development. The rationale of these extensive consultations was to take on board the views from a cross section of the people at the local, district and central government levels.

• Notifying the public through local newspapers in order to get their views and concern regarding the project, access

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public views through emails and phones interviews, meetings with relevant officials and focus group discussions.

• The team also visited the proposed site and consulted relevant stakeholders at site for detailed information and their concerns.

• Access further information via Internet and literature review. Through that a number of World Bank documents, National policies, Universities Policies and other relevant literatures were reviewed.

• Instruments such as Geographical Positioning System (GPS) for acquiring coordinates and Digital Cameras were used for capturing physical environment of the project site.

The strategies of executing this assignment followed six steps as follows:

• Review of typical implementation approach and processes for the proposed project activities

• Identification and analysis of potential environmental and social impacts the implementation processes will likely generate within and around the project area

• Development of appropriate screening processes for the proposed project sites and activities

• Identification of appropriate mitigation measures of the likely potential social and environmental impacts and

• Compilation of generic management and monitoring plan for addressing the impacts during implementation, operation and maintenance of the project activities

3.0 Description of the proposed project

A: Lending instrumentThe proposed lending instrument is a specific instrument loan (SIL). A SIL is an appropriate instrument as it is the first project of its kind in the tertiary sub –sector in Tanzania. SIL will provide the needed “ground setting” policy framework and institutional capacity building prior to future support direct budget support. This is consistent with the government’s stated desire and Bank’s practice of having budget support be the main form of assistance, with projects only as needed in areas where particular services delivery innovations or policy need to be tested before being mainstreamed (JAST p.28). This is also consistent with the strategic framework for Investment in Africa, which identifies investment lending as appropriate for investment in sectors where the Bank does not have an established track record with the Government.

B: Project development objectives and key indicatorsThe project development object is to increase the quality of higher education graduates, with special emphasis on science, technology, education and management, through an improved learning environment. As a result of investments, one can expect: (a) more and better quality science and technology graduates prepared; (b) more and better quality degree- holding secondary school teachers prepared and relevantly employed and (c) improve the higher education system more broadly, through quality assurance, mechanism for sustainable financing, and increased ICT access. The project will enable more students to enrol in and complete a tertiary degree programs in area of key national importance. The quality and relevance of those programs will have been increased, and subsequently labour market success of graduates will increase and time to initial employment will decrease. The quality of secondary education system will be improved as more qualified teachers are employed.

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The project key performance indicators include:• The increase to graduates in science, technology, and management disciplines• Changes in time to first employment for these graduates• The increase in degree- holding secondary teachers employed in secondary schools• The percentage of borrowers from the student loan program who are in repayment

Progress toward the achievement of indicator one will be made by comparing annual graduates and pipeline of enrolled students with baselines for year one. Comparisons will be made between programs receiving support under the project versus those not receiving support. Progress toward the achievement of indicator number iii will be measured through an annual review of the HESLB, conducted within the context of the technical assistance provided under sub-component 2A.

C: Project componentsThis project has two componentsComponent 1: more and better qualified graduates in priority areas. (US$103.6 million) This component would support investment in the selected disciplines, mostly relating to science, technology, engineering and management, deemed to be of higher priority for increasing the relevance of tertiary education to the growth agenda and would invest in upgrading and professionalization of graduate and post graduate programs in education.

Sub-component 1A: investment in priority disciplines (US$ 65.6million) while the government seeks to expand tertiary coverage overall, it seeks a balanced expansion where investment –intensive scientific and technological disciplines are given appropriate priority. The priority areas are those in which consultation and analysis have revealed a strong connection to knowledge and human capital needs in key areas for growth. The technical skills to be emphasized in this sub-component relate to Information, Communication and Technology (ICT), energy, agriculture and food processing, management, biomedicine, marine resources, plus engineering and applied science disciplines like transportation engineering, manufacturing, systems, water and environmental engineering. These areas were chosen through extensive consultations using the following criteria (i) the potential to promote sustained and accelerated economic growth; (ii) the potential to address critical technical needs related to the development challenges of the NSGRP (or MKUKUTA); (iii) the potential to strengthen existing nuclei of excellence for scientific, technological, and managerial excellence.

Sub-component one of the projects would make grants to faculties and departments within tertiary institutions on the basis of grants proposals. Grants would fund infrastructure, skills upgrading, expansion of facilities, visiting professorships, and limited physical infrastructure for programs in priority disciplines. The Ministry of Higher Education, Science and Technology has solicited an initial set of grant proposal to be reviewed as part of project appraisal. MHEST has received and is in the process of evaluating 58 proposals in eight priority arrears. Subsequent to this evaluation, first-round proposals will be included in the project proposal submitted to the Bank for Appraisal. A second round funding for additional proposals in the priority disciplines would be made during project implementation under a Flexible Fund. The Flexible Fund would reinforce the quality of assurance role of the Tanzania Commission for Universities (TCU) by grants to programs in part based on the results of academic audits carried out for program accreditation. The Flexible Fund will be governed by a selection committee and a grants manual, which is under development.

Sub-component 1B: Teacher Development and Education (US$ 38 million). The project will support the preparation of graduate teachers, particularly in mathematics and science. Specifically, DUCE, MUCE, OUT, and SUZA will be assisted to upgrade staff qualifications, improve pedagogical and laboratory facilities, revise and develop curricula for teacher education, and increase and improve the quality of their teacher graduates. The institutions will focus on both the immediate training of first degree level graduates, who will be absorbed into the teaching corps immediately, the in service support for under-qualified teachers and other areas of teacher professionalization, such as graduate programs in

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education policy, education management, and education research. Special emphasis will also be given to the development of effective mathematics and science teachers.

Component 2: strengthening systems and institutions in preparation for expansion (US$ 50 million). This component includes activities that prepare Tanzanian higher education system to expand, and to maintain and improve quality as it doubles in size over next 5 years.

Sub-component 2A: strengthening key Higher Education Agencies and Institutions (US$7.6 million). This sub-component would strengthen the main policy-making and policy implementation agencies: the MHEST, the Tanzanian Commission for Universities (TCU), the Higher Education Students Loan Board (HESLB), the Tanzania Education Authority (TEA), NACTE, COSTECH and the managers of higher and technical education institutions. Capacity-building would be designed to reinforce specific capacities required by each agency to best fulfil its mandate. MHEST will benefit from internationally recruited consultancy services for sub-sector financial modelling, and to support adoption of formula- based funding. In the case of the HESLB, for example, capacity-building and technical assistance activities would revolve around improvement of tracking and recovery of student debt, targeting of assistance to needy students, and identification of efficiency gains through modernization of record keeping. Activities for TCU would reinforce its capacity to carry out the academic audits that form the core of its program accreditation function. Other activities would increase its in-house capacity for budget and resource allocation analysis at the system level.

Sub-component 2B: Selective Investment in System-wide ICT Development and Libraries (US$ 31.4 million). The second sub-component under Component 2 will make infrastructure investments that use ICT to better manage the increasing number of students, and that permit better use of information in decision making, instruction, and research, through investments in physical and virtual information resources. This sub-component has four areas of activities.

• The first is to provide high quality connectivity to research and higher education institutions (HEIs), as well as the MHEST, education institutions and agencies like TEA, TCU, HESLB, NACTE and COSTECH.

• The second activity is to provide a higher educational management information system (EMIS). EMIS will be deployed on the one hand in MHEST and other national agencies to manage the higher education sector, and on the other hand in the HEIs to manage the financial, personnel, and general administration functions with a focus on student related information management.

• The third activity is to provide electronic support to libraries in the HEIs and research institutions. A library management system (or a few different systems along with a Meta layer for information exchange) will be deployed in the HEIs and research institutions for more efficient library management. In addition, provision will be made for gaining access to science and research databases.

• The fourth activity is to make available e-learning resources for teachers and students in the HEIs. Provision will be made for HEIs to acquire networked computers and multimedia devices and tools to enhance the efficiency and quality of classroom teaching and learning, and to give students and teachers access to network-based electronic resources.

Project implementationThe project does not have co-sponsorship of other development partners. However, in sub-component 1A has been coordinated with Swedish SIDA and with NORAD to complement on-going support to research and University capacity development.

Institutional and implementation arrangementsThe Ministry of Higher Education Science and Technology (MHEST) is responsible for the overall implementation of the project. The basic principle of the overall implementation structure proposed for the project is that it will not constitute

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a parallel structure within the Ministry, but will use the mechanisms already existing, with some fine-tuning in order to ensure that it fits the character of the project and of its implementing institutions.

The Implementation of the project has two main goals; (i) to ensure efficient and timely execution of project activities, in keeping with the project development objectives; (ii) to ensure consistency and complementarily of reforms and improvement made under the project with those made within the system more generally and monitors overall progress in the sector. The implementation committee will be responsible for the former; the Higher Education Development Committee (THEDC) will be responsible for the latter. The persons indicated below as Institutional Project Coordinator (IPC) are the representatives of the project institutions having signed sub-grant agreements with MHEST. The end-user is the entities within each institution (e.g. Faculty, Department, College) executing their part of the overall project.

Technical and Higher Education Development Committee (THEDC)In the governance of the structure of the Project, the Technical Higher Education Development Committee is the higher body. THEDC already exists as a body responsible for the oversight of Higher Education in Tanzania and is within a larger structure of the Education Sector Development Program (ESDP). It has been agreed that the THEDC will be re-activated, reconstructed, and enlarged to start playing an active role in guiding the higher education sector and providing direct oversight of the proposed project. The THEDC is chaired by the MHEST permanent secretary, and will be composed of representatives from the MHEST, MOEVT, MOF, the private sector, and civil society (NGOs). The committee may co-opt any other person to the committee who has the pre-requisite qualifications, experience and expertise that can be used to help the committee realize as stipulated in the ToR. The THEDC will meet at least four times a year in ordinary meetings but may meet as and when necessary on an ad hoc basis. The THECD will be fully functional prior to negotiations.

The MHEST Implementation CommitteeThe MHEST Implementation Committee (IC) composed of representatives of the implementing institutions (the IPC) will meet regularly (at once a month) to discuss and help resolve project implementation issues. This meetings will provide a forum allowing participants to; (a) be kept informed of the progress in overall project implementation, (b) discuss common implementation problems and issues and suggest remedial actions, (c) exchange experiences on the execution of similar operations, (d) provide support to each other, when and if necessary, in carrying out certain activities. These regular meetings, which will be chaired by the MHEST Project coordinator, constitute a useful platform for ensuring project implementation progress. Secretarial support for writing the minutes of the meetings is to be shared by all participants on a rotational basis. Specialized technical staff within or outside the institutions might be called to participate in meetings, on an ad hoc basis, when required.

The Project Coordinator MHEST’s responsibility for the project will be coordinated through a Project Coordinator. The implementation of the proposed project, however, will reside with the relevant MHEST Department and the higher education institution that are supported. MHEST has already appointed a Project Coordinator within the Department of Policy and Planning, to coordinate and support the various institutions and MHEST’s department that will be participating in the execution of the project. The Coordinator is required to interpret correctly the policy and principles of the project in feasible strategies that will help the implementation institutions to properly carry out the project. Designated staff of the Ministry will assist the coordinator, to form an informal Project Coordinating Unit, supported by some secretarial assistance.

Implementation Arrangement for Compnents1A and1BEach participating institution has appointed an Institutional Project Coordinator (IPC). Either this coordinator is a Vice Chancellor, a Vice Principal or some high level designated staff. Similar to the MHEST Project Coordinator, the IPC will chair an informal Project Implementation Group, where the coordinators of the various end–users are represented. This Group has similar responsibilities as for the Implementation Committee of MHEST. Each end–user has designated a

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person coordinating its respective part of the activities to be carried out within the institution. A group of staff, each responsible for a specific operation, assists the coordinator. The institutions usually designate this informal group as a steering Committee.

Implementation Arrangements for Component 2AWith respect to component 2A, each participating institution has appointed an Institutional Project Coordinator (IPC), reporting directly to the MHEST Project Coordinator. These institutions signatories of a sub-grant agreement are procurement entities in accordance with the rule of the PPA. Thus, they will be procuring directly all the goods, services and civil works pertaining to their specific project component. The Project Coordinator is assisted by a group staff forming an informal steering Committee with functions similar to the ones of the Committee for components 1A and 1B. The institutional IPC will liaise with the MHEST Project Coordinator for all matters concerning the implementation of the project.

Implementation Arrangements for Component 2BMHEST is responsible for the overall implementation. Not having a specific in house expertise to be able to implement directly the component, it relies on the collaboration with TERNET and COTUL. These two institutions constitute the technical arm of the Ministry, and as such will be responsible for the execution of the four sub – components of the component 2B: TERNET for the network, EMIS and E- Learning capacity sub – components and COTUL for the Support to Libraries one. The ministry retains its policy, strategy, oversight and overall coordination functions. Both these institutions are represented in the MHEST Implementation Committee. The Sub–grant agreement signed between each institution and MHEST specifies in detail the mutual responsibilities.

Monitoring and evaluation of outcomes/resultsThe monitoring and evaluation of outcomes will be a principal activity of the MHEST. Responsibility for monitoring will rest with the Project Coordinator and with the Ministry’s unit for information management. In carrying out monitoring and evaluation, the MHEST will work closely with the higher education institutions and with the main higher education agencies, especially the HESLB. Also, monitoring data covering environmental indicators will be shared with respective national institutions such as National Environment Management Council (NEMC) and Division of Environment (DoE) in the Vice President’s Office.

The project envisions a core set of project indicators to measure incremental changes, to measure quantity and quality of graduates produced in priority disciplines (both science and technology and education/teacher development) and efficiency gains that improve the function of the main higher education financing and regulatory agencies. Given the central role of the HESLB to the overall sustainability of the system, data on loan repayment will be considered a key indicator for improved capacity and efficiency in higher education regulatory and financing agencies. Capacity for data collection does require strengthening within MHEST, and this will be one area of emphasis with the MHEST capacity-building program. Capacity for data collection within HESLB will be a function of overall improvement to the HESLB; as the HESLB becomes more capable in management of student accounts, concomitant improvements to management of aggregate statistics on repayment is expected. Indicators of quality and quantity will be provided by MHEST to the Higher Education Development Committee (THEDC) to allow it especially look at the results investments in the priority.

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4.0 Baseline Data

4.1 Physiographic and Climate IssuesThe United Republic of Tanzania is located between 1OS to 12OS and 30OE to 40OE. It is constituted by Mainland Tanzania and Zanzibar. It is a vast country with an area of about 945,087 sq. km comprised of land area of 883,749 sq. km (881,289 sq. km mainland and 2,460 sq. km Zanzibar), plus 59,050 sq. km inland water bodies. It shares borders with eight countries. Its neighbours include Kenya and Uganda in the North, Rwanda, Burundi and Democratic Republic of Congo in the West, Zambia and Malawi in the South West and Mozambique in the South. A range of physical features, gives the country almost all the climatic conditions and a great diversity of flora and fauna. The climatic zones include the coastal climate, sub-tropical, arid and semi-arid zones, semi-desert, temperate and alpine climates. Tanzania experiences as low as 0oC on top of Mount Kilimanjaro and some districts of Mbeya and Iringa regions and as high as 37oC in the coastal belt with high humidity. Rainfall ranges from 400mm in arid areas to 2,000 mm in the highlands.

4.2 Population and Population DynamicsBased on the 2002 Population and Housing Census, the country was reported to have about 34,569,232 people: 33,584,607 from mainland Tanzania and 984,625 from Zanzibar with an annual average intercensal growth rate (1988–2002) of 2.9 (URT, 2002b). It is estimated that by 2005 the country had about 36.2 million people (17.7 million people being male and 18.5 million female). The average household size was estimated at 4.9 overall and 4.9 and 5.3 in mainland Tanzania and Zanzibar respectively. The population density was estimated to be 39 persons per sq. km overall and 38 and 40 persons per sq. km in mainland Tanzania and Zanzibar respectively.

Table 4.1: Some Population data in United Republic of Tanzaniayear

1967 1978 1988 2002United Republic of Tanzania 12,313,469 17,512,610 23,095,878 34,569,232Tanzania Mainland 11,958,654 17,036,499 22,455,193 33,584,607Zanzibar 354,815 476,111 640,685 984,625(Average Increase Rate %)United Republic of Tanzania - 3.25 2.81 2.92Tanzania Mainland - 3.27 2.80 2.92Zanzibar - 2.71 3.01 3.12(Population Density Persons/km2)United Republic of Tanzania 14 20 26 39Tanzania Mainland 14 19 26 38Zanzibar 149 201 260 400

Source: Population Census, 2002.

The State of the EconomyIn 2005, the Gross Domestic Product (GDP) amounted to Tshs 13,063,317 million at current prices or Tshs. 2,237,079 million at 1992 constant prices, while the per capita income, at 1992 prices was Tshs. 61,798 in 2005, compared to Tshs. 59,335 in 2004, equivalent to an increase of 4.2 percent (URT 2005). The GDP in real terms grew by 6.8 percent in 2005, compared to 6.7 percent in 2004 (ibid 2005). The increase in growth rate was mainly attributed to an increase in the growth of the wholesale and retail trade, hotels and restaurants (including tourism); mining and quarrying; manufacturing; construction; and transport and communication sectors. Likewise, the growth rates of electricity and water, financial and business services, public administration and other services sectors increased. The average GDP growth rate increased from 2.5% between 1990 and 1994 to 4.0% between 1995 and 1999 to 5.8% between 2000 and 2004 (URT 2005). The major challenge the country is facing is how to sustain this growth rate at the same time ensuring that the benefits of growth are broadly shared (URT 2005).

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Contribution of Natural Resources to GDPThe natural resource sectors contributed an average of about 5.7 percent of GDP, with fisheries showing the highest growth rate and substantial increases in export earnings of combined total of over US$ 1.3 billion (NSGRP, 2005). However, in the National accounts of Tanzania, the revenues from forest, hunting and fishing are all treated as sub-sectors of agriculture. Hence, the contribution of natural resources to national GDP will only appear to include agriculture, mining, tourism and water (Table 5.2). Mining is one of the fastest growing economic sectors in Tanzania today. In 2003, it grew by 17 percent compared to 15 percent in 2002. Likewise, tourism has developed rapidly since the mid-1980s to become an economically significant sector accounting for about 12 percent of GDP. Overall, GDP has grown at an average of 6.7 percent over the last four years (NSGRP, 2005).

Table 4.2: Contribution of Natural Resources to National GDP (percentage)Natural resource sectors Percentage contribution to GDPAgriculture (crop production, livestock, forestry, wildlife/hunting & fishing) 51.0Mining 17.0Tourism 12.0Water 3.0Trade 17.0Total 100.0

Source: NSGRP, 2005 and Tanzania government website.

State of poverty Both the Poverty and Human Development Reports in 2002 and 2003 assessed the trend of poverty in the 1990s based on the Household Budget Surveys (HBS) of 1991/92 and 2000/01(URT 2005, cited from RAWG 2002, 2003). These surveys indicate that about 36 percent of Tanzanians were living below poverty line in 2000/01; only 3 percentage points less than the 39 percent estimated in 1991/92. The incidence of poverty in rural areas decreased from 41 to 39 per cent; in Dar es Salaam the decrease was from 28 to 18 percent. Other urban areas except Dar es Salaam, recorded a small decrease in poverty in the 1990s from 29 to 26 per cent of households. Based on this trend it is only Dar es Salaam that the target to halve the incidence of poverty by the year 2010 is likely to be reached. The low rate of agricultural growth is perhaps the main reason why reduction in rural poverty is low despite the recent high growth rate of the economy as a whole. Major factors contributing to this situation include low levels of education and literacy among smallholder farmers, exposure to variable weather conditions, price shocks, limited investments and weak institutional arrangements. The bottom line under human development aspects of the National Strategy for Growth and Reduction of Poverty (NSGRP) is the need to bring about sustainable human development. That is, use of country’s natural resources and avoiding harmful effects on the environment and on people’s livelihood.

The Education SectorIn Tanzania, the general education system includes seven years of primary education, four years of lower secondary education, and two years of upper secondary education. Primary and Secondary education are overseen by the Ministry of Education and Vocational Training MoEVT. Primary education is administered by local authorities, which report to the Prime Minister’s Office, Regional Administration and Local Government (PMO-RALG), while secondary schools, and Teacher Colleges preparing primary school teachers, are directly under MoEVT. The Ministry of Higher Education, Science, and Technology (MHEST) oversees higher and technical education.

Tertiary education in Tanzania According to the National Higher Education Policy (1999), two levels/categories of higher education institutions will be recognized in Tanzania: academic full professional institutions, ordinarily represented by universities, and offering degrees; and intermediate professional education and training institutions “at the next lower level”, offering diplomas. These institutions admit persons who have completed Form VI of secondary education. The Policy also recognizes

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vocational/paraprofessional programs, which admit Form IV graduates, and lead to a certificate, as a level of “tertiary” education that is not “higher education”.

Tanzania is currently implementing the Primary Education Development Programme PEDP II (2007-2011) and the Secondary Education Development Programme SEDP (2004-2009). These two programmes are efforts to translate the various policies into specific priority areas and achievable targets in the medium term and to realize the goals and targets agreed upon in the year 2000 as set out in the Dakar Framework for Action on Education for All (EFA) and the World Summit Millennium Development Goals (MDGs). During the past five years under PEDP, there “has rapid increase in enrolment. The GER and NER improved form 84% and 65.5 in 2001 to112.7% and 96.1% in 2006 respectively; and the number of primary schools has increased from 11,873 in 2001 to 14,700 in 2006; transition rate from primary school to secondary school increased from 22.4% in 2001 to 49.3 in 2005.

On the part of SEDP, the programme seeks to achieve three basic objectives: (a) to increase the proportion of the relevant age group completing secondary education, especially underserved

groups who are now getting better opportunities to complete primary education through the PEDP. This will ease constraints on enrollment expansion; reduce the cost per student and to provide more equitable access and through put.

(b) To improve learning outcomes of students, especially at lower secondary level. (c) To enable the public manage secondary education more effectively through the devolution of authority to lower

level and strengthening of management capacities. The enrolment in public and private secondary schools has expanded from 345, 441 in 2003 to 1,020,510 in the year 2007. Yet, the government is still labouring with poor transition rate from primary to secondary education which stands at 60.4 per cent. Expanding secondary education means further demand in higher education.

The achievements obtained through these two programmes are increasingly putting pressure on the higher education sub-sector. Until recently, higher education provision was limited to public universities, which were indeed limited in terms of capacity. Tanzania in the last 4 years has witnessed high enrolment expansion in higher learning institutions. The population of students in higher learning institutions has, for example, soared up from 30,700 in the academic year 2002/03 to 249,762 in 2006/07. The population in public and private universities being 21,334 and 1,879 in 2002/03 to 39,218 and 10749 in 20,06/07, respectively. This rate of expansion is a clear indication of high demand for Higher Education that was, for many years left to a small section of the population. In cognisance of this fact, the government has put in place measures to cater for expanded intake and this has not only led to the establishment of a new University at Dodoma but also expanding capacity within the existing institutions.

Table 4.3: Student Enrolment in Tertiary Institutions, including MHEST and MoEVTEnrolment 2005/06 Percent Dist. 2005/06

Subtotal – MHEST – affiliated institutions 38,316 45%Public Universities 35,606 42%Public MHEST Technical Institutions 2,710 3%Public HEIs under other ministries 11,705 14%Private Universities 5,275 6%Subtotal – MHEST Statistical Yearbook 55,296 65%MoH training institutions 6,214 7%MoEVT Teacher Colleges (pre-service enrollments) 23,040 27%Total 84,550 100%Population ages 20-24 3,779,000Tertiary Gross Enrollment Ratio 2.2%

Sources: MHEST statistical yearbook; HESLB.

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1. Table 5.3 provides enrolment data for Government tertiary institutions in Tanzania, and for private universities. MHEST does not collect data on private non-university tertiary providers. The Bank staff estimate of Tanzania’s Tertiary Gross Enrolment Ration (GER) (but with private non-university providers omitted) for 2004/05 is 2.2%.

2. According to the World Bank’s World Development Indicators, the average tertiary GER for Sub-Saharan Africa is 5%, and the average tertiary GER among all low-income countries is 9%. However, for a number of low-income African countries, no tertiary GER data are reported, and the SSA average is affected by two “outliers” on the high side – Nigeria at 10%, and South Africa at 15%. The tertiary GERs reported for Kenya, Uganda, Rwanda, and Ethiopia are all 3%. Ghana and Senegal are higher at 5%. It may reasonably be said that the tertiary GER among low-income SSA countries is typically 3%. Thus, despite recent enrollment growth, Tanzania’s, which historically has had a very low tertiary GER, is beginning to approach this norm.

3. “Higher and technical education”. Each year, the Ministry of Higher Education, Science and Technology (MHEST) issues a publication entitled Basic Statistics on Higher Education, Science, and Technology. The publication for 2006 includes 51 HEls. The number of students in Tanzanian higher and technical education institutions, as reported in the MHEST statistical yearbook, has grown rapidly in recent years, from about 24,000 in 2001/02, to about 55,000 in 2005/06. As can be seen (Table 5.4), the distribution of enrolments in the MHEST yearbook is roughly as follows: public universities, 64%; other public HEIs under MHEST, 5%; other public HEIs under other ministries, 21%; and private universities, 10%.

4. Tanzania’s higher and technical education system suffers from imbalances that affect the relevance of the degree programs offered. Investment –intensive disciplines, especially in science, technology, and engineering, have been unable to attract the resources needed to provide education of adequate quality. These programs have remained small and under-funded, while arts and social sciences have expanded rapidly. Sectors of the economy that draw on science, technology, engineering, and management skills (such as the most rapidly growing sectors in Table 5.2) contribute disproportionately to growth. Higher education institutions have been slow in responding to the growing demand for graduates in this area, and have had difficulty providing the levels of quality and relevance of skills sought. In areas such as Energy, Transportation, Food/Agriculture, ICT, Management, Tourism, Marine Sciences, and Applied Sciences and Engineering:

Table 4.4: Higher Education Institutions, Enrollments, and Student Loan RecipientsEnrolment In

2005/06 Percent Dist. Student LoanRecipients

Public Universities (10) 35,606 64.4%University of Dar es Salaam (UDSM) 15,081 27.3% 10,520Muhimbili University College of Health 2,990 5.4% 1,400University College of Lands and Architectural Studies (UCLAS) 1,705 2.2% 1,194Sokoine University of Agriculture (SUA) 2,286 4.1% 2,225Open University of Tanzania (OUT) 9,232 16.7% 282Mzumbe University 3,170 5.7% 2,540State University of Zanzibar (SUZA) 260 0..5% 220Moshi University College of Cooperative and Business Studies 866 1.6% 857Dar es Salaam University College of Education (DUCE) 527 1.0% (no data)Mkwawa University College of Education (MUCE) (no data) - 33Public Technical institutions under MHEST (5) 2,710 4.9% -Dar es Salaam Institute of Technology (DIT) (highest qualification 1,226 2.2% 409Technical College Arusha (TCA) highest qualification offered: certificate) 405 0.7% (n.a.)Mbeya Institute of Science and Technology (MIST) (highest qualification offered:dipl. 602 1.1% 210

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Karume Technical College (highest qualification offered: certificate) 233 0.4% (n.a)Mwalimu Nyerere Memorial Academy (highest qualification offered: certificate) 244 0.4% (n.a)

Public Technical Institutions (19) under other ministries 11,705 21.2% -Institute of Financial Management (IFM) 3,647 6.6% 2,845Institute of Accountancy, Arusha (IAA) 1,687 3.1% 2,700Tanzania Institute of Accountancy (TIA) 1,325 2.4% 1,425College of Business Education (CBE) 1,556 2.8% 1,974Institute of Rural Development Planning (Dodoma) 946 1.7% 530Institute of Social Work 611 1.1% 734Community Development Training Institute 515 0.9% 674Community Development Training Institute 1,418 2.6%Public Institutions (34) – Subtotal 50,021 90.5% 32.165Private Universities (17) 5,275 9.5% -Total enrolment (51 institutions) 55,296 100.0% -Memo item: Student loan recipients at private Tanzania HEls 6,649

Sources: MHEST statistical yearbook; HESLB

5. Preparation of Qualified Teachers for Secondary Schools. Secondary enrollment is expected to continue to increase, as numbers completing primary school and passing the primary school leaving examination increase. Projections indicate another doubling of secondary school enrollment over the next four years. However, quality is at risk. The need for new graduate teachers is projected at 77,000 between now and 2015. Government has responded to the demand for graduate secondary school teachers by creating two new colleges of education, Dar es Salaam University College of Education (DUCE) and Mkwawa University College of Education (MUCE). The first graduates from DUCE are expected in 2007, while those from MUCE are expected in 2008. In addition, the State University of Zanzibar (SUZA) is developing its capacity to produce graduate teachers. However, none of these institutions has the human or infrastructural resources needed to ensure the quality of graduates.

6. In recent years, the Government has recruited more than 3000 A level graduates to meet the teacher shortage in secondary schools. These A-level graduates have been provided with intensive training for two months, after which they are licensed to teach and deployed to schools. At the same time these less than fully qualified teachers were enrolled in the Open University of Tanzania (OUT) to study for a B.Ed. degree through distance learning. However, OUT does not have the human and other capacities to support these trainees adequately.

7. Oversight/Support institutions. Tanzania has made notable progress in defining and appropriate legal and institutional framework for higher and technical education. The establishment in 1997 of the National Council for Technical Education (NACTE), which registers and accredits technical education institutions, has provided a comprehensive regulatory body for this sub-sector. NACTE has been instrumental improving governance, curriculum quality, and private sector input for these institutions. The Higher Education Act of 2005 created the Tanzania Commission for Universities (TCU), also define the governance structures of universities in ways that permit more efficiency and accountability. TCU has powers to license, accredit and conduct quality assurance for all university-level institutions. The challenge now is to full and effectively implement the provisions of this legislation.

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5.0 Description of World Bank Environmental and Social Safeguards Policies and Triggers

This ESMF has been designed so that all development under the World Bank Quick Win Project will comply with all the laws of Tanzania and the Environmental and Social Safeguard Policies of the World Bank. In this chapter, the Bank’s safeguards policies and their applicability are discussed and in the subsequent chapter, Tanzania policies are also presented.

The World Bank Safeguard Policies are;1. Environmental Assessment (OP 4.01, BP 4.01, GP 4.01)2. Natural Habitats (OP 4.04, BP 4.04, GP 4.04)3. Forest (OP 4.36, GP 4.36)4. Pest Management (OP 4.09)5. Cultural Property (OPN 11.03)6. Indigenous Peoples (OD 4.20)7. Involuntary Resettlement (OP/BP 4.12)8. Safety of Dams (OP 4.37, BP 4.37)9. Projects on International Waters (OP 7.50, BP 7.50, GP 7.50)10. Projects in Disputed Areas (OP 7.60, BP 7.60, GP 7.60)

In preparing this ESMF, a consideration of the type of future developments planned vis-à-vis the baseline data presented in chapter five (5) against the requirements of the Bank Safeguard policies, has led to the determination that only the following Bank policies are likely to apply.

1. Environmental Assessment (OP 4.01, BP 4.01, GP 4.01)2. Natural Habitats (OP 4.04, BP 4.04, GP 4.04)3. Gender and Development (OP 4.20)

Notwithstanding, since the exact location of the proposed infrastructure development at each public University were not yet site specified at the time of preparation of the Quick Win Project, and since the geographic coverage of the project spread at the national level, other bank policies may apply and not all policies selected above may apply simultaneously.

Therefore, a complete description of the bank safeguards and their triggers for applicability can be found on the World Bank’s official web site www.worldbank.org and summarized in Annex 2.0 to be used as part of the Environmental and Social Management process presented in chapter 9 of this ESMF.

5.1 Environmental Assessment (OP 4.01, BP 4.01, GP 4.01)This policy requires environmental assessment (EA) of projects proposed for Bank financing to help ensure that they are environmentally sound and sustainable and thus improve decision-making. The EA is a process whose depth and type of analysis depend on the nature, scale and potential environmental impact of the activities proposed for funding under the Quick Win Project. The EA process takes into account the natural environment (air, water and land): human health and safety; social aspects and trans-boundary and global environmental aspects

The environmental and social impacts of the Quick Win Project will come from the activities to be made under component 1and 2 of the project. However since the exact technical details and location of the investment/project will be identified before appraisal of this project, the EA process calls for the Government of Tanzania represented by IRA to prepare an Environmental and Social Management Framework report which will establish a mechanism to determine and assess future potential environmental and social impact from the selected Institutions under the proposed Quick Win Project, and then

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to set out mitigation, monitoring and institutional measures to be taken during implementation and operation of the project investments to eliminate adverse environmental and social impacts, offset them, or reduce them to acceptable levels.

OP 4.01 further requires that the ESMF report must be disclosed as a separate and stand alone document by the Government of Tanzania and the World Bank as a condition for Bank Appraisal of the Quick Win Project, the disclosure should be both in Tanzania where it can be accessed by the general public and the Info shop of the World Bank and that the date of disclosure must precede the date for appraisal of the project.

This ESMF stipulates that each university/Institute project investment (sub project) will use the screening form and checklist contained in annex 3.0 to identify potential adverse impacts and determine the effective and corresponding mitigation measures in their planned activities. Section 9.0 and annex 3.0 sets the relevant process and requirements for environmental and social management.

5.2. Natural Habitats (OP 4.04, BP 4.04, GP 4.04)The conservation of natural habitats like other measure that protect and enhance the environment is essential for long-term sustainable development. The Bank therefore supports the protection, maintenance and rehabilitation of natural habitats.

Natural Habitats are land and water areas where (i) the ecosystems biological communities are formed largely by native plant and animal species, and (ii) human activity has not essentially modified the areas primary ecological functions. All natural habitats may occur in tropical human humid, dry, and clouds forest, temperate and boreal forest, Mediterranean-type shrub lands natural arid and semi-arid lands, mangrove swamps, coastal marshes and other wetlands, estuaries, sea grass beds, coral reefs, freshwater lakes and rivers, alpine and sub-alpine environments including herb fields, grasslands and tropical and temperate grasslands.

Therefore the Natural Habitats Policy may be triggered in certain cases because the investments proposed under the project may have potential adverse impacts on Tanzania’s conservation areas, which contribute to the sustainability of critical ecosystems. This OP requires that any activities funded under the Quick Win Project that adversely impact these ecosystems be successfully mitigated so that the balances of the ecosystems are enhanced or maintained. This would require the institutions to design appropriate conservation and mitigation measures to remove or reduce adverse impact on these ecosystems or their functions, keeping such impacts within socially defined limits of acceptable change. Specific measures may depend on the ecological characteristics of the affected ecosystem. Such measures must include provision for monitoring and evaluation to provide feedback on conservation outcomes and to provide guidance for developing or refining appropriate corrective actions.

5.3. Gender and Development (OP 4.20)Incorporation of gender and development into the project approaches and appropriate early use of experienced specialists are core activities for any project that affect gender and their right to education and employment opportunities. Gender is a development issue. Men and women have different consumption patterns, different savings patterns, and different spending patterns. They are affected differently by macro-economic variables. While universal approaches to gender analysis will not work, the Bank can arrive at some universally valid conclusions on which to build country strategy. Where women have been permitted to participate in development activities, for example, development assistance has been more effective. When more women are literate, a country is likely to develop faster. And access to water and to micro-credit can transform women’s lives, and thereby their families.

OP 4.20 Gender and Development draws on Integrating Gender into the World Bank’s Work: The objective of the Bank’s gender and development policy is to assist member countries to reduce poverty and enhance economic growth,

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human well-being, and development effectiveness by addressing the gender disparities and inequalities that are barriers to development, and by assisting member countries in formulating and implementing their gender and development goals.

The policy would be triggered when the planned activities of institutions development is undertaking. Tanzania has embarked in gender issues in a number of Strategies, program and policies; one of the strategy detailing gender and development is the National Strategy for Growth and Reduction of Poverty (NSGRP)

Table 5.2: Summary of Requirements of Bank Safeguards Policies Triggered by the activities in the QWP

Bank Safeguards Policy Triggered

Action Required by Triggered Policy By Whom Date action required by

OP 4.01EnvironmentalAssessment

1. Preparation of ESMF (This document)

2. Use of screening forms and checklist to identify adverse impacts and corresponding mitigation measures

-MHEST-IRA-NEMC-WB

ESMF to be approved by Bank and disclosed in MHEST before project appraisal date

OP 4.04 Natural Habitats Screening of project activities to identify adverse impacts on natural habitats and effective mitigation measures using screening forms and checklists

-MHEST-University/ Institutions

Before approval of funding of project proposal

OP 4.20 Gender andDevelopment

Screening of project activities to identify Gender disparities

-MHEST-MCDGC

Before approval of funding of project proposal

6.0 Description of Administrative, Policy Legislative and Regulatory Framework

A number of policies, instruments and laws support environmental and social management and the environmental and social impact assessment processes in Tanzania. The Environmental management Act (2004), the National Environmental Policy (1997) and the National Environmental Action Plan (1994) are the key instruments that cover environmental and social management in all the sectors of development. The Environmental Impact Assessment Guidelines prescribe the process, procedures and practices for conducting an EIA and preparing the EIA report.

Apart from the National Environmental Policy, there are number of sectoral policies that consider Environment Impact Assessment as one of the planning tools for facilitating and promoting sustainable development. These policies envisage that by integrating environmental and social considerations in the decision making process it is possible to avoid or minimize impacts associated with project implementation and that may have negative effects to the environment. The policies presented below are some of the relevant sectoral and cross-sectoral policies that require undertaking of an EIA study prior to commencement of project implementation. In addition, these policies provide directives on the management of the project in order to ensure minimum impacts on the concerned natural resources and sensitive ecosystems and welfare of the society.

6.1 Policies

6.1.1 The National Environmental Policy (1997)The National Environmental Policy seeks to provide the framework for making fundamental changes that are needed to bring environmental and social considerations into the mainstream of decision-making in Tanzania. It seeks to provide policy guidelines, plans and give guidance to the determination of priority actions, and provides for monitoring and

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regular reviews of policies, plans and programmes. It further provides for sectoral and cross-sectoral policy analysis in order to achieve compatibility among sectors.

As stated in the NEP, the environmental objective of the Water, Sewerage and Sanitation sector is to support the overall national objective of providing clean and safe water to within easy reach, to satisfy other needs, to protect water sources and prevent environmental pollution. In order to achieve this, the following policy objectives shall be pursued: (a.) planning and implementation of water resources and other development programmes in an integrated manner and in ways that protect water catchments areas and their vegetative cover. (b.) improved management and conservation of wetlands; (c.) promotion of technology for efficient and safe water use, particularly for water and wastewater treatment and recycling; and (d.) institution of appropriate user-charges that reflect the full value of water resources.

6.1.2 National Land Policy, 1996The National Land Policy, 1996, advocates the protection of land resources from degradation for sustainable development. The policy addresses several environmental issues relevant to water resources development projects such as land use planning. Land use planning takes into consideration the land capability, ensures proper management of coastal/urban/rural land resources, promote resource sharing and multiple land use techniques in area of conflicting land use, and lastly advocates the involvement of community in resource management, land use and conflict resolution. It is therefore imperative that the projects operations should be aware of the National Land Policy requirements for protection of land resources and displaced indigenous people.

6.1.3 National Forest Policy, 1996The National Forest Policy, 1966, identifies four main policy areas (forest land management, forest based industries and products, ecosystem conservation and management, institutions and human resources) and present policy statements and instruments/directives to be applied to each of these. In accordance to the policy, Environmental Impact Assessment (EIA) will be required for all investments, which convert forestland uses or may cause damage to the forest environment. For example, some of the policy strategy statements that are relevant for water projects include the following: To enable sustainable management of forest on public lands, clear ownership for all forests and trees on these lands will be defined and management responsibility promoted. Biodiversity conservation and management as well as watershed management and soil conservation will be included in the management plans for all protection forests. Involvement of forestry management authority, local communities and other stakeholders in conservation will be consulted while establishing water sources and project sites.

6.2 The Legal Framework Supporting ESMFIn addition to the above policies, there are a number of legal and regulatory frameworks that proposed infrastructure development in public Universities must comply with. The Environmental Management Act (No. 20), 2004 is the principal legislation governing all environmental management issues in the country. Within each sector, there are sectoral legislations that deal with specific issues pertaining to the environment. Some of the legislations and regulations that are relevant in the management of the environment in water projects include the following:(a) The Environmental Management Act (EMA) No. 20 of 2004;(b) Water Utilization (miscellaneous amendment) Act, (No. 8), 1997;(c) The Forest Act, (No. 14), 2002;(d) Land Act, (No. 4), 1999;(h) Village Land Act (No. 5), 1999;(e) Town and Country Planning Ordinance, Cap. 378;(f) National land Use Planning Commission Act (No. 3), 1984;(g) The Occupational Health and Safety Act, (No. 5), 2003;(m) Energy and Water utilities Regulatory Authority, 2001.

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6. 2.1. The Environmental Management Act No. 20 of 2004The Environmental Management Act (EMA) (Act No. 20 of 2004) provides the legal and institutional framework for the management of the environment and implementation of the nation’s environmental policy. Institutionally it provides for the continuation of the National Environmental Management Council (NEMC) and creates the National Environmental Advisory Committee. The Act outlines projects that require full Environmental Impact Assessment or those that may be subjected to full EIA, after NEMC determination. Some of the proposed activities under the QWP call for full EIA, under the Act.

The Act also defines institutional responsibilities for environmental management. Accordingly, NEMC is charged with the enforcement, compliance, review, and monitoring of environmental impact assessment and the facilitation of public participation in environmental decision-making and supervision of all matters relating to the environment assigned to the Council. Amongst its functions NEMC (1) reviews EIAs and recommends them (or not) for approval, and (2) carries out screening of projects for which environmental audit or monitoring must be conducted. It is noted that under the Act, NEMC may “delegate to any sector Ministry, environmental body, employee or agent of the Council, the exercise of any of the powers or the performance of any of the functions or duties of the Council under the Act” (EMA para 26). All relevant Ministries are to establish environmental management sections which liaise with NEMC on environmental matters. The Division of Environment (DoE) is responsible for policy and legal formulation and implementation of the policies and laws. DoE is also responsible for ensuring development and implementation of strategic environmental assessments and similar assessments – such as the ESMF for the QWP.

Within each ministry, it is the Environmental Section’s responsibility to ensure that environmental concerns are integrated into Ministry developmental planning and project implementation in a way that protects the environment. The Environmental Management Sections of sector ministries are charged with overseeing the preparation of EIAs required for investment in their sectors (NEMA para 31 (k)). Each sector Ministry is to appoint a Sector Environment Coordinator to coordinate and report on all activities and performance of functions relating to the environment and the Ministry. And, at the Regional level there is a Regional Environmental Management Expert (REME) to advise local authorities on matters relating to the Act.

The NEMC is responsible for the review of projects and deciding on whether they need to undertake EIAs and prepare Environmental Impact Statements (EISs). According to Section 83(2) of the Environmental Management Act No. 20 of 2004 and item 14(ii) of the First Schedule of the Regulation for EIA, all projects concerning “major urban construction and civil engineering works on industrial and estate development, construction of multi-storey buildings, motor terminals and markets, require Environmental Assessment. Section 224 of the Environmental Management Act No. 20 of 2004, compels the Government to undertake Environmental Assessment for projects funded by the Government. The Council also circulates EISs for written comments from government agencies, gives notification of public meetings for EISs’ reviews, and ensures availability of related reports and documents to those affected or involved. It is noted that under the law the Minister responsible for environment can to delegate responsibility for approval of EISs to the Director of Environment, LGAs and Sector Ministries. Subsequently, the NEMC is responsible for monitoring the operation of projects and required mitigation measures especially in cases where holders of Certificates and their projects are in non-compliance. In terms of the Infrastructures Development Project, some of its project activities will fall under the list of projects prescribed for full and mandatory EIAs. EIA studies will have to be conducted, before implementation of such project activities. However, as project locations and the extent of project activities are not known at this time, this Environmental and Social Management Framework provides information that can guide decisions about the programme in general.

6.2.2 Land LegislationThe administration, use, planning and development of land resources in the country are regulated through “The Land

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Act, (No. 6), 1999” and “The Village Land Act, (No. 7), 1999. The two Acts are discussed separately as follows:

(a) The Land Act, (No. 6), 1999The major function of this land act is to promote the fundamentals of the “National Land Policy” through giving clear classification and tenure of land, land administration procedures, rights and incidents of land occupation, granted rights of occupancy, conversion of interests in land, dispositions affecting land, land leases, mortgaging of land, easements and analogous rights, co-occupation and partitioning and, settlement of land disputes. One of the pertinent issues when dealing with land is the right of occupancy. According to the Land Act, 1999, the right of occupancy is given in two categories that separate citizens and non-citizens rights to occupy land.

(i) For a citizen or in a group of two or more formed in association, partnership or corporate body will enjoy the right of being granted the right of occupancy or derivative of a granted right of occupancy.

(ii) For a non-citizen, or in a group whether formed into a corporate body under the Companies Ordinance or otherwise, (including corporate bodies whose majority shareholders or owners are non-citizens) may only obtain a right of occupancy or derivative right for purposes of investment prescribed under the Tanzania investment act 1997. These sections are regarded crucial as water projects can have both local and foreign shareholders in investment or operation of water projects under Tanzania Investment Act 1997.

(b) Village Land Act (No. 7), 1999The Village Land Act, (N0. 7), 1999 was enacted specifically for the administration and management of land in villages. Under the provisions of this act, the village council is responsible for the management of the village land and is empowered to do so in accordance to the principles of a trustee managing property on behalf of a beneficiary. In addition, the village council is required to manage land by upholding the principles of sustainable development, relationship between land uses, other natural resources and the environment. Many water projects shall be established and operated with the village lands.

6.2.3. Water Utilization (Control and Regulation) Act, (No. 42) 1974The Water Utilization (Control and Regulation) Act, (No. 42), 1974, is the principal legislation dealing with the protection of water resources and control of water extraction for different uses. This act has gone through three amendments, amendment through Act No. 10 of 1981, Written Laws (miscellaneous amendment) Act No. 17 of 1989 and the Water Utilization (miscellaneous amendment) Act No 8 of 1997. The extraction of water for different users is controlled through a “water right permit”. Under this law, applications for water rights required to be submitted to the River Basin Water Office for water sources falling under the River Basin. The applicant is required to undertake EIA as classified in the EMA (2004) and (the OP 4.37 safety of Dams) and submit the environmental clearance certificate from NEMC to the Basin Water Office. The provisions for the water rights under this act contain the following:The projects needs to undertake the procedures for acquiring and managing water rights, discharges to open environment and maintenance of water quality, which are provided by this act. The proposed Water Legislation in Part XII provides for dam safety and flood management.

6.2.4 Energy and Water Utilities Regulatory Authority (EWURA), 2001.The general functions of EWURA under the provisions of Section 7 of the Energy and Water Utilities Regulatory Authority Act, 2001, under the provisions of Section 7 (1) of that Act the functions conferred on EWURA by this Act shall be to perform the following in relation to the regulation of the provision of water supply and sanitation services by a water authority or other person, other than a community organization established in accordance with Section 37 of this Act: (a) Exercise licensing and regulatory functions in respect of water supply and sanitation services including the establishment of standards relating to equipment attached to the water and sanitation system; also among others provide

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guidelines on tariffs chargeable for the provisions of water supply and sanitation services.

6.2.5 The Forest Act, (No. 14), 2002The Forest Act, (No. 14), 2002, provides for the management of forests and its main objectives are to promote and enhance the contribution of the forest sector to the sustainable development of Tanzania and the conservation and management of natural resources for the benefit of the present and future generations. In addition, the legislation aims to ensure ecosystem stability through conservation of forest biodiversity, water catchments and soil fertility. According to section 18 of this Act, an EIA is required for certain developments in accordance with the modalities and substance as set out in the guidelines by authorities responsible for the protection of the environment. Among others are (a) road construction or the laying of pipelines; (b) construction of dams, power stations, electrical or telecommunication installations; (c) construction of buildings.

6.2.6 The Wildlife Conservation Act (No. 12), 1974The Wildlife Conservation Act, (No. 12), 1974, deals with the sector that is entrusted with the custodianship of wildlife resources in the country. The Act empowers the Minister to establish game control areas, prohibit, restrict/regulate the hunting, killing and capture of animals during such periods as may be specified. In addition, it also gives the Director of Wildlife powers inter alia: to restrict the carriage of weapons in game reserve; protect vegetations against burning or cutting; restrict use of devices for killing or capturing animals within game reserve and game controlled areas and to declare any area to be a partial game reserve for protected animals and restrict the hunting, capturing or killing protected animals or national game. On public interest, the Director is empowered to refuse to issue license, certificate and permission to any person and may cancel permission/permit and try various offences. Although the Act does not prohibit consumptive use of wildlife, it seeks to control and regulate that use in order to ensure sustainability.

Among the many objectives and strategies that the Act sets, the following are major ones:• To promote conservation of wildlife and its habitat (Protection);• To regulate development, projects/activities in protected areas (Development);• To conserve viable populations of species making up Tanzania’s fauna and flora with emphasis on endangered,

threatened, endemic species and their habitats; • Enforcing EIA process for proposed developments in protected areas and requesting for environmental planning

for developments to be carried out in the wildlife areas outside protected areas in order to minimize negative impacts. Water development projects will observe laws governing the conservation of wildlife.

6.2.7 The National Land Use Planning Commission Act, (No. 3), 1984The national land Use Planning Commission Act, (No. 3), 1984, established the National land Use Planning Commission. The Commission is the principal advisory organ of the Government on all matters, related to land use. The villages surrounding the project area may find themselves in land conflicts that may be a result of lack of land use planning. Water Development projects should take in consideration and understand the strategic planning of the other land surrounding the project.

6.2.8 Occupation Health and Safety Act, (No. 5), 2003The Occupation Health and Safety Act, (No. 5), 2003, is an Act for health and safety. The Act is administered through the Ministry of Labour. Under the Act the Minister responsible for labour shall appoint the Chief Inspector (CI) to perform the functions stipulated in this Act. The CI may in turn also designate any person as an Inspector to perform all functions assigned to an Inspector in respect of water projects, this act shall be enforced in all work places.

6.2.9 Contractors Registration Board Act no 17 of 1997According to this act, all construction contracts are required to be executed by registered companies and entitled class

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in respect to the costs of the project.

International Co-operation in EnvironmentTanzania cooperates with other nations in managing the global environment and in compliance of international agreements on the environment. In that regard, the United Republic of Tanzania is a party to various international treaties aimed at the protection of the environment. The treaties are divided between those having a universal application and those limited to the Africa Region. Some of the treaties and conventions on environmental issues that Tanzania is a party include: -

• The convention relative to the Preservation of Fauna and Flora in their Natural state, London, 1993• The Convention on the African Migratory Locust, Kano, 1962• The African convention on the Conservation on Nature and Natural Resources, Algiers. • The Convention on Wetlands of International Importance Especially as Waterfowl Habitat (the Ramsar

Convention), 1971• The Convention on the Prevention of Marine Pollution by Dumping of Wastes and other matters, London,

1972.• The Convention concerning the Protection of World Cultural and Natural Heritage, Paris, 1972.• The Convention on the Prevention of Marine Pollution from ships (MARPOL), 1973.• The Convention on International Trade in Endangered species of Wild Fauna and Flora (CITES), Washington,

1973.• The United Nations Convention on Law of the Sea, Montego Bay, 1982.• The Montreal Protocol on substances that deplete the Ozone layer, Montreal, 1987.• The Basel convention on the control of Transboundary Movements of Hazardous Wastes and their Disposal,

1989.• Bamako convention on the Ban of the Import into Africa and the control of Transboundary Movements of

Hazardous Wastes within Africa, 1990.• Convention on Biological Diversity, 1992.• The United Nations Framework Convention on climate change, 1992.• United Nations Convention to Combat Desertification, 1994• The Kyoto Protocol on climate change, 1997• The Cartagena Protocol on Bio safety, 2003• Stockholm Convention on Persistent Organic Pollutants, 2001• Rotterdam Convention of Prior Informed Consent Chemicals, 1998• Convention on Development and Protection of Coastal and Marine Environment for the Eastern Africa

Region, 1985.• Convention on Sustainable Management of Lake Tanganyika, 2004

Some of the proposed activities under QWP may have implication of the international conventions – for example the Cartagena Protocol on Bio Safety (most of the laboratories will be involved), Rotterdam Convention of Prior Informed Consent Chemicals, 1998; the Kyoto Protocol on Climate Change, 1997 to name just a few.

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7.0 Determination of Potential Environmental and Social Impacts

The current state of the Tanzania environment is a matter of concern. A National analysis has identified six major problems for urgent attention, which are:

i. Land degradation;ii. Lack of accessible, good quality water for both urban and rural inhabitants;iii. Environmental pollution;iv. Loss of wildlife habitats and biodiversity;v. Deterioration of aquatic systems; andvi. Deforestation

Each of these is important to the economic well-being of the country and the health of the people. To expand on the above problems, it is appreciated that: -

i. Land degradation is reducing the productivity of soils in many parts of Tanzania;ii. Despite considerable national effort, over half the people in towns and in the countryside do not have

access to good quality water for washing, cooking, drinking and bathing;iii. Pollution in towns and the countryside is affecting the health of many people, and has lowered the

productivity of the environment;iv. The loss of habitats for wildlife is threatening the national heritage and creating an uncertain future for

the tourist industry;v. The productivity of lake, river, coastal and marine waters is threatened by pollution and poor

management; andvi. Tanzania forest and woodland heritage is being reduced year by year through clearance for agriculture,

for wood fuel and for other demands.

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Deforestation: Tanzania forest and woodland heritage is being reduced year by year through clearance for agriculture, for wood fuel and for other demands.Immediate Causes Root Causes Impacts Severity• Land use conversion due to increasing need

for arable land and grazing areas; burning practises for land clearing and cultivation

• Uncontrolled logging for fuel wood and charcoal production for domestic energy use

• Overgrazing on fragile environment and poor agricultural practises e.g. shifting cultivation

• Human migration causing an increase in number of refugees camp

• Poverty and population increase• Insufficient energy alternatives

to fuel wood• Civil wars in neighbouring

countries• Lack of local planting/replanting

initiatives

• Land use conflict between farmers and pastoralists

• Climate change (Variability of climate and rainfall)

• Energy crisis associated with price increase and electricity rationing

Medium

Land degradation: land degradation is reducing the productivity of soils in many parts of TanzaniaImmediate Causes Root Causes Impacts Severity• Loss of vegetation cover and

catchments areas• Inappropriate agricultural practises

leading to decreased soil quality and erosion

• Land use conversion due to increasing need for arable land and grazing areas; burning practises for land clearing and cultivation

• Population pressure and poverty• Lack of sufficient land use plans in

place• Weak agricultural extension services• High livestock density• Lack of awareness on proper land

conservation practices/methods

• Soil erosion• Reduction of soil

fertility leading to decrease in agricultural production and food security

• Land use conflict between farmers and pastoralists

Low

Lack of accessible, good quality water for both urban and rural inhabitants: Over half the people in towns and in the countryside do not have access to good quality water for washing, cooking, drinking and bathingImmediate Causes Root Causes Impacts Severity• Lack of water supply systems and/or

other reliable drinking water sources• Rapid urbanization

• Poverty and population increase• Inadequate financial and human

resource• Lack of capacity in water resources

management• Weak policies, laws and regulations

on water use and supply issues• Low priority given to the water sector• High capital cost for investment in

water infrastructure • High operation and maintenance cost

• Increase outbreak of epidemic diseases e.g. cholera

• Low economic productivity due to sickness and long hours for fetching water

Medium

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Loss of wildlife habitat and biodiversityImmediate causes Root causes Impacts SeveritySpecies loss and decline of ecosystems functions and services• Lack of alternative sources of

income and other livelihood options

• Poaching and illegal trade in valuable species

• Unsustainable resource use and land management, e.g. shifting cultivation in agriculture expansion, wetland conversion, charcoal making, livestock keeping, uncontrolled forest fires

• Climate variability that has resulted to drought, floods, disease and outbreaks

• Loss of indigenous biological agriculture species

• Introduction of exotic species• Decrease of genetic diversity

species due to expansion of hybrid/high yielding crops

• Lack of awareness of biodiversity and natural ecosystem and benefit from conservation

• Inadequate and unregulated land use practices for people living in and or/ adjacent protected areas, e.g. Amani Nature Reserve, NCA

• Low financial and staff capacity in management of protected areas resulting in forest encroachment, illegal logging, over fishing,

• High dependence on natural resources and income from agriculture due population increase and poverty

• Insufficient institutions set up and involvement in the management of natural resources Lack of clear regulations and enforcement measures to prevent introduction of exotic species

• Decline of cash crop prices in the world market that has forced farmers to shift to exotic crops which have readily available market

• Low agricultural extension services

-Decline of species diversity-Decrease in numbers of large mammals-Decrease in forest cover resulting in decrease in food security, fuel wood, timber and shelter-Reduced water availability, hydro-power-Reduced revenue generation

-Loss of indigenous genetic base (crops, vegetable/fruits, cattle)-Dependency on exotic seeds and breeds imported

Moderate

Deterioration of aquatic systems;Immediate causes Root causes Impacts Severity• Uncontrolled fishing systems • Increased urban development

construction and industrial activities near river banks and sea shore results to decreased mangrove ecosystem

• Decrease in water levels and drying up of rivers and wetland resulted from overgrazing and deforestation

• Poor land use and agricultural practices

-Lack of insufficient regulations /laws enforcement measures in utilization and management of natural resources-Population pressure in urban and rural areas-Climatic variability that increases the risk of seasonal floods, coastal erosion,-Lack of awareness on the aquatic systems-Lack of /or insufficient national land use plans, laws and regulations, and/or enforcement of existing laws.

-Adverse effect on riverine, aquatic life and lake ecosystems-Destruction of vegetation cover river banks, wetlands, sea and lake shores-Erosion, landslides and downstream sedimentation-reduced food security and nutrition status of the local community

Moderate

Environmental pollutionImmediate causes Root causes Impacts SeverityWater Contamination-Sanitation• Lack of or insufficient sewerage

or alternative sanitation system, leaks and insufficient maintenance of existing facilities lack of urban storm water sewers and solid waste disposal facilities

• Insufficient sanitation and hygiene training in conjunction with widespread poor sanitation condition

• Lack of well maintained water supply system and or/ other reliable water sources eventually results to spread of pathogens

• Lack of proper disposal systems (dumping sites, oxidization ponds, pit latrines,)

- Rapid urban growth centres and lack of financial resources to build and maintain water supply and sanitation infrastructures-Poverty and poor health of the community-Low priority given to waste management-Lack of environmental standards-Lack of enforcement and general waste strategies-Lack of planning of urban expansion and required infrastructures-High investment costs, operation costs and maintenance costs-Lack of awareness of connection between sanitation and safe drinking water

-Risks to public health due to poor sanitation condition especially during rainfall season and floods-Increase in malnutrition and death rates especially among vulnerable groups e.g. women and children-Increased eutrophication and spread of communicable diseases (cholera,bilharzias,malaria)

Moderate

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Potential Quick Win Project ConcernsGenerally the QWP is likely to have positive impact to the government of Tanzania in short term, medium and long term, for the following reasons;

• The project will improve the learning environment in high learning institutions• The project will increase capacity building among staff especially junior staff.• The project will improve hand on practical skills by providing laboratory equipments, ICT, books, etc.• The infrastructure development will provide enough office space, lecture theatres, libraries• The project will enable increased student enrolment within the universities as well the whole country. • The project will lead into increased in amount and quality of human capital available and making better use of

knowledge.• Increase opportunity for employment.

However, the project is expected to have minor negative impact in short term, medium and long term as well for the following reasons;

• There will be a rapid increase of population within the university that will not correspond with the current available services such as water supply, sewerage system, health services and cafeteria. This situation will stress other service providers that will necessary be forced for expansion consideration.

• During infrastructure development minor negative impacts will include; Noise, dust, accidents, disturbance to student and change view sheds.

• The construction and use of laboratories will increase risk factors to staff and students and may also pose threats to underground waters if seepage would occur resulting from accidental spillage of chemicals.

The assessment of impacts indicate that the positive impacts of the project overshadow the negative impacts and thus the overall project will have major positive impact to the MHEST, University institutions and the nation at large. Close monitoring and protection of students and staff using laboratories will be ensured and enforced.

Both environmental and social mitigation measures would be verifiable, monitored, during various stages of the project cycle.

8.0 Institutional Assessment and Framework for Environmental and Social Management

Institutional roles and responsibilityThe main institutions with key responsibility in this ESMF are:

i) The Project Coordination and Management Unit (PCMU)The PCMU will be established in the MHEST which will be responsible for: a) coordinating activities across all participating higher learning institutions; b) to manage sub-projects for the purpose of maintaining a formative monitoring system throughout the project to assess quality of implementation, use of funds, and impacts; c) transfer funds to the respective institution to finance the sub projects; d) handle procurement above a certain threshold and; v) provide training and capacity building.

Specifically with to ESMF, the PCMU will play an oversight role by monitoring the implementing institutions to ensure that they are performing and carrying out their responsibilities. The PCMU will play this role by relying on the analysis of periodic reports of the respective implementers. The PCMU will forward these reports to NEMC for analysis of cumulative impacts and efficacy of corresponding mitigation measures. Thus, the PCMU will perform a central processing and coordination role between the implementing institutions and NEMC on the activities of the project and sub-projects by

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receiving, compiling and processing periodic monitoring reports and for issuing necessary guidelines to ensure that the intended targets are met. Then, the PCMU will report to the World Bank.

ii) National Environmental Management Council (NEMC)It is recognized that the Institutional and Human resource capacity needs are below standard at National as well as at District level. It is beyond the scope of this project to engage itself in building the national capacity for environmental management in general. The project however recognizes the paramount importance of building environmental management capacity in the various aspect of environmental/ impact analysis, evaluation monitoring and reviewing of the monitoring reports. In collaboration with other development partners, environmental management capacity at NEMC, DoE and Districts will be achieved slowly in phases, as these agencies require regular training on new techniques of monitoring and evaluating monitoring reports.

The National Environment Management Council (NEMC) will perform an enforcement-monitoring role supported by the MHEST, and the LGAs based on submissions and recommendations from the Environmental Management Officers at the different LGA levels. NEMC would primarily achieve this objective through periodic field visits, supporting the Training Program and through technical assistance and backup services to the Local Governments. It is further recommended that technical assistance from more experienced environmental practitioners (from NEMC or other agencies for example) is sought to train and “mentor” LGA, DWST, and support them in building skills and experience in environmental screening, assessment, mitigation planning and management.

iii) Ministry of Higher Education Science and Technology (MHEST) will perform a monitoring oversight function for the entire Infrastructure Development in Public Universities under WQP. The monitoring guidelines developed by the Environment Management Coordinator of the Ministry to monitor performance and progress will include parameters for compliance to proposed measures safeguarding against environmental and social impacts. Monitoring activities by the implementers, Environmental Management Committees, NEMC and MHEST will be carried out through regular programme audits.

iv) Project planners and implementers in respective institutions and LGAs, The higher local governments have the basic knowledge and capacity to undergo training in the environmental screening and EIA process so that they are able to support the lower local governments. Training in this context will be to;

(i) Enhance their ability to mainstream environmental and social aspects in project planning, design and implementation, and

(ii) Enable them to undertake environmental screening and oversee/support the consultative and monitoring processes described above. The training of these staff (and particularly the Environmental Officers) will also take the form of training-of-trainers (ToT) in the areas of environmental and social screening, impact assessment, developing mitigation plans, monitoring and reporting etc. Subsequently they would then be able to train staff and community representatives at LGAs as required. The objective is to equip these technical staff with the necessary skills to implement the ESMF thereby ensuring that the project activities are environmentally sustainable. Qualified consultants and NEMC staff will provide this level of training.

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9.0 Environmental and Social Planning, Review and Clearing Process for Sub Project Activities to be funded Under the QWP

During the preparation of the project document most of the sub projects that will be taking place within respective institutions were not in place, thus specific information on the number of sub projects, site location of sub projects, land requirements, local communities, geo-physical environment, nature, type and use of equipment /plant, etc were not available. Therefore the exact details and intensity of social; and environmental impacts and their effective mitigation cannot be determined during project preparation. ESMF is thus prepared to establish the mechanism to determine and assess future potential adverse environmental and social impacts of sub projects that emanate from the QWP in order to develop mitigation, monitoring and institution measures to be considered during implementation and operation of the sub projects to eliminate, offset or minimise to acceptable levels major adverse environmental and social impacts.

The present section identifies and illustrates the specific steps involved in the environmental and social assessment process leading towards the clearance and approval of the institution’s sub projects from environmental and social management aspects. This process is embedded into the overall sub project cycle, timeline, phasing and project implementation process for entire infrastructure development in all public universities. The steps followed incorporate the requirement of both, relevant national laws and World Bank’s triggered safeguards policies.

• Implementing institutions will screen their own sub projects to identify adverse environmental and social impacts using the screening form provided

• Then the institution will introduce into the sub project design the required measures to mitigate impacts identified from use of the screening form and checklist before submission of the sub project design to the respective Ministry for review and subsequent environmental and social clearance.

• The Ministry of Higher Education Science and Technology will review and clear the sub projects by ensuring sub project designs have identified environmental and social impacts, mitigated these impacts and have monitoring plans and institutional measures to be taken during implementation and operation.

In applying these steps, with assistance of their environmental and social specialists, the implementing institution and Ministry will gain initial experience with environmental and social management of their sub projects. This initial experience will be invaluable to them when they assume responsibility for managing the mitigation measures involved in the implementation, operation and monitoring stages of the sub projects.

The environmental and social Management process for the implementing institution sub projects is embedded in the process when detailed design of sub projects and corresponding civil works contract are being prepared. The operation policy 4.01 on environmental Assessment requires the screening of sub projects by the institutions to ensure that they carry out the appropriate environmental and social management process for each sub project they propose. Before clearing a sub project, the respective Ministry verifies that the sub projects meet the environmental and social requirements of the Government of Tanzania and are consistent with OP 4.01, the overall ESMF and other applicable environmental and social policies and safeguards of the World Bank.

When the implementing institutions are preparing the sub project designs and proposals, they would simultaneously screen their designs using the screening form in annex 3 and the checklist in annex 4 to identify adverse environmental and social impacts of their plan, and then prepare as part of their sub project design an environmental and social management plan, that presents the appropriate mitigation measures and the institutional framework required for implementation, monitoring of the mitigation measures and cost associated with these measures.

Therefore, the sub projects will contain designs and proposals that have already been screened by implementing

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institutions themselves and contain appropriate mitigation measures. The implementing institutions will also be guided by the generic potential adverse environmental and social impacts outlined in section 8.0 of this report. Once the implementing institutions have completed the screening of their sub project proposals and designed into them, the necessary mitigation measures, sub projects proposals would then be sent first to the Ministry for review of the completed screening form and checklist and check for compliance with this environmental and social management process.

The sub project proposals that are sent for review must be accompanied with completed screening forms and completed checklists. If the screening form has any “Yes” entities, or evidently unjustified “No” entities, the application would need to adequately explain and demonstrate from its design that the issues has been managed to avoid unacceptable adverse effects/impacts. If the application has satisfactorily addressed these issues, it will be cleared by the Ministry and recommended to the institutions for approval. For cleared sub projects, the Ministry as a reviewer will determine the environmental and social the institutions must adhere to in the detailed planning, construction and operation of the sub project. These conditions may include, for example such measures as public involvement, sitting or routing restrictions, construction and operation practices, restoration of disturbed areas, the complete implementation of a monitoring plan and, construction supervision to ensure the approval conditions are being followed.

If the sub project design unsatisfactorily addresses these issues it may be rejected out right or rejected with the requirement to carry out specific recommendations such as change site, or re-design waste management, reduce pollution etc.

The rejected sub project will then have to be re-designed and re-screened by the implementing institutions and then re-submitted to the Ministry for review. The revised application will then have to be reviewed again and, if accepted, will be cleared from an environmental and social standpoint and recommended to the implementing institutions for approval. If it were not accepted for the second time, it would be referred back to the implementing institutions for more work or denied clearance all together.

Any proposed sub projects that do not comply with the requirements of the Environmental Laws of Tanzania and the requirements of the World Bank Safeguards policies will not be cleared. This process is designed to ensure that the environmental and social assessment process is part of and conducted during the sub project design process thereby ensuring that sub project activities are environmentally and socially sound and sustainable.

Environmental and Social Management Plan (ESMP) for Individual Sub Projects.Additional to completing the screening form and checklist, the implementing institutions are also required by this ESMF to prepare an Environmental and Social Management Plan (ESMP), for each sub project, before it is sent to the Ministry for clearance and the implementing institutions for approval, that will consist a set of mitigation, monitoring and institutional measures to be taken during implementation and operations to minimize adverse environmental and social impacts, offset them and reduce to acceptable levels. The ESMP will be part of the sub project design and must also include the actions needed to implement these measures, including the following

• Mitigation: Based on the environmental and social impacts from impact checklist, the ESMP should describe with technical details of each mitigation measure, together with designs, equipment descriptions and operating procedures as appropriate.

• Monitoring: Environmental and social monitoring during the implementation of the sub projects in order to measure the effectiveness of the mitigation measures. The ESMP should include monitoring objectives that specify the type of monitoring activities that will be linked to the mitigation measures. Monitoring section of the ESMP provides; - A specific description and technical details of monitoring measures that include the parameters to be

measured, the methods to be used, sampling locations, frequency of measurements, detection limits and definition of thresholds that will signal the need for corrective actions.

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- Monitoring and reporting procedures to ensure early detection of conditions that necessitate particular mitigation measures and to furnish information on the progress and results of mitigation.

The ESMP should also provide a specific description of institutional arrangements i.e. who is responsible for implementing the mitigation measures and carrying out the monitoring processes (for operation, supervision, enforcement, monitoring of implementation, remedial action, financing reporting and capacity building). ESMP should also include an estimate of the costs of the measures recommended so that the implementing institutions can budget the necessary funds in the project costs. Similarly, the planning process of the sub project, the mitigation and monitoring actions recommended in the ESMP should be developed in consultation with all the affected groups to include their concerns and reviews in the design of the ESMP.

10.0 Monitoring Plan

Environmental monitoring needs to be carried out during construction as well as operation, maintenance and implementation of the projects in order to measure the success of the mitigation measures implemented earlier. Under Infrastructure Development in Public Universities by WQP, the responsibilities for monitoring and evaluation of the mitigation measures adopted under the projects would be assigned at different institutional levels.

Monitoring process is important in order to; i) alert the project authorities and provide timely information about the success or otherwise of the Environmental and Social Management process outlined in this ESMF in such a way that appropriate changes can be made as required to ensure continuous improvement to the process. ii) to make a final valuation in order to determine whether the mitigation measures designed into the implementing institutions sub project activities have been successful in the manner that the baseline environmental and social conditions have been restored, improved upon or worst than before and to determine what further mitigation measures may be required.

During monitoring process, a number of indicators would be used in order to determine the status of affected environment, or surrounding community and their properties. The indicators set provide the bases from which the compliance of the sub project’s activities to mitigation measures developed and environmental standards or acceptable threshold levels. The set of indicators in this project will constitute the environmental performance indicators; mainly assessing the compliance of the sub project activities to mitigation measures proposed and National wide indicators that target the entire goals of the infrastructure development in public universities project that reflect the National Strategy for Growth and Poverty Reduction.

The National wide indicators targeting the entire goals of the project include• Increase in number of students enrolled and graduates in science and mathematics subjects• The increase to graduates is science, technology and management disciplines• Changes in time to first employment for these graduates• The increase in degree-holding secondary teachers employed in secondary schools• The percentage of borrowers from the student loan program who are in repayment.

These performance indicators will be monitored to assess the achievement of the project as a whole and this will as well evaluate the achievement of the strategy goals.

The environmental performances indicators from institutional sub projects will constitute evaluating the effectiveness of the mitigation measures developed to minimise, offset or reduce the adverse impacts to the acceptable levels. These

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environmental and social performance indicators include:• Low reported cases illness and accident during construction• Permanent water supply and disposal of solid waste water• Increase in the number of students and graduates in cooperative management, micro finance and business

studies • Increase in spaces (library, offices, classroom, laboratories) and associated facilities/services such as

introduction of efficient electronic support to library

These indicator need to be monitored by respective institutions implementing the project and sub projects. Thus, the resources necessary to carry out the monitoring process should be built in the project and sub project financial budget; similarly, the schedule or institutional arrangement to implement the monitoring activities should be prepared. The monitoring plan prepared specifies the measures to be carried with linkages to the potential adverse impacts. The plan therefore – schedule and coordinate monitoring tasks; - evaluate mitigation effectiveness; - identifies where applicable, corrective management practices as well as ensuring that monitoring findings are suitably evaluated and incorporated into future management decisions.

The Institutional Arrangement for Environmental MonitoringThe National Environmental Policy 1997 recognizes the need for a multi-focus approach in the management of the environment. It therefore recognises the existing institutional Mechanisms and seeks to enhance coordination and cooperation of the institutionally distinct bodies with overlapping mandates in so doing, the policy recognises the Ministry responsible for environment as “the authoritative voice and catalyst for action on behalf of the entire Government”. The Ministry responsible for environment is the “Ministry of Environment in the Vice Presidents Office (VPO)’’. As the policy guidance institution, the Ministry of Environment under VPO’s office is expected to be an overseer for the implementation of the policies under the jurisdiction of the line ministries.

Monitoring at National levelUnder this set up, sector Ministries are expected to represent constituencies of the ministry responsible for environment with an informed voice and commitment to environmental outcomes. Therefore, sector ministries are expected to be provided with proper legislative tools for handling their work and with well-delineated spheres of supervisory powers. The National environmental Management Council (NEMC) is a body that was established by National Environmental Management Act, 1983, shall keep its advisory role, enforce, pollution control, technical arbitration role in the undertaking of EIA.

(i) The Project Coordination and Management Unit (PCMU)The PCMU will be responsible for ensuring project compliance of the implementing institutions with the Environmental Laws of Tanzania and social requirements set by the infrastructure development in public universities QWP. The PCMU will be assisted by the Ministry (MHEST) and the National; Environment Management Council (NEMC). The PCMU will monitor their activities by reviewing the consolidated periodic monitoring reports of the NEMC and by conducting periodic technical audits of the implementing institutions. Specifically with to ESMF, the PCMU will play an oversight role by monitoring the implementing institutions to ensure that they are performing and carrying out their responsibilities. The PCMU will play this role by relying on the analysis of periodic reports of the respective implementers. The PCMU will forward these reports to NEMC for analysis of cumulative impacts and efficacy of corresponding mitigation measures. Thus, the PCMU will perform a central processing and coordination role between the implementing institutions and NEMC on the activities of the project and sub- projects by receiving, compiling and processing periodic monitoring reports and for issuing necessary guidelines to ensure that the intended targets are met. Then, the PCMU will report to the World Bank.

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(ii) The National Environment Management Council (NEMC) will perform an enforcement-monitoring role supported by the MHEST, and the LGAs based on submissions and recommendations from the Environmental Management Officers at the different LGA levels. NEMC would primarily achieve this objective through periodic field visits, supporting the Training Program and through technical assistance and backup services to the Local Governments.

(iii) Ministry of Higher Education Science and Technology (MHEST) will perform a monitoring oversight function for the entire Infrastructure Development in Public Universities under WQP. The monitoring guidelines developed by the Environment Management Coordinator of the Ministry to monitor performance and progress will include parameters for compliance to proposed measures safeguarding against environmental and social impacts. Monitoring activities by the implementers, Environmental Management Committees, NEMC and MHEST will carry out regular programme audits.

Table 10.1 Environmental and Social Management Monitoring Plan

Institution Activities Potential Environmental/SocialNegative Impact

Proposed mitigation measures

Indicators Responsible institution

Monitoring frequency

CostUSD

OUT -Vertical extension of floors from the existing storey buildings

- Pressure on social services (water, energy, parking)-Liquid and solid waste

-Connect liquid waste to municipal sewer system-Expand associated social services (parking, cafeteria)-Consider alternative site -Improve solid waste management system-Contractor to adhere to the construction schedule

-Proper waste management system in place -Quality and quantity of social services improved

MHEST, OUT, NEMC, DAWASA, Contractor,OSHA,Kinondoni Municipal Council

-Annually during operation phase

100,000

SUZA -Staff Development-Construction of chemistry laboratory, Purchase of equipments for science and language laboratories

-Increase in hazardous waste (electronic, chemical)

-Develop electronic and chemical waste disposal mechanism

-Electronic waste disposal mechanism in place and operational

-MHEST-SUZA -DoE-Zanzibar

-Twice a year during operation phase

20,000

UDSM Construction of science complex, education block -Purchase of equipment and staff capacity building for COET

-Noise pollution -Liquid and solid waste -Hazardous waste (electronic and chemical) -Pressure on social services (health, car parking)

-Develop electronic and chemical waste disposal mechanism -Expand and improve liquid waste disposal facilities -Consider alternative sites within the campus Contractor to adhere to the construction schedule

-Proper waste management system in place -Quality and quantity of social services improved Electronic waste disposal mechanism in place and operational

MHEST, UDSM, NEMC, DAWASA

- Twice during Construction-Annually during operation

200,000

MUCCoBS Construction of entrepreneurship centre, lecture theatres, ICT centre rehabilitation of classrooms, and expansion of library,

Noise, pressure on social services (health service, car parks, cafeterias, hostels, -liquid waste- Poor solid waste management,

-Expand associated social services (parking, cafeteria)-Improve solid waste management system-Contractor to adhere to the construction schedule

-Proper waste management system in place -Quality and quantity of social services improved

MHEST, MUCCoBS, NEMC, MUWASA, Contractor

- Twice during construction-Annually during operation

50,000

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ARU (UCLAS)

Renovation of Survey department store, construction of pilot plants for wastewater treatment research.

-Risks of waste water leakage

Adhere to effluent standards

-Proper liquid waste management in place

MHEST, UCLAS, NEMC, DAWASA, Contractor

Twice annually during operation

20,000

MUCE -Construction of new general library and lecture theatres

-Renovation of existing library

-Change in scenic view

-Contractor to confine to core area - Consider alternative sites

- MHEST, UDSM, NEMC, IRWASA,Contractor

During construction,

10,000

DUCE Expansion of library, construction office of space and lecture theatre,

Solid and liquid wastes mismanagement, Congestion resulting from population increase-Inadequate parking

Consider alternative sites

-Proper liquid waste management in place-Quality and quantity of social services improved

MHEST, UDSM, NEMC, DAWASA, Contractor

Twice during operation

10,000

MIST Expansion of workshops, and renovation of existing laboratories

Purchase of equipments

Liquid wastes Expand existing oxidation pond

-Proper liquid waste management in place

MHEST, MIST, NEMC, Contractor

During construction

50,000

MU Construction of library and new faculty of education two storey building, expansion of ICT.

Increase solid and liquid waste -Land degradation at construction material source (sand, stone)

- Expand and improve liquid and solid waste disposal- Consider alternative sites for construction materials

Proper liquid and solidwaste management in place

Alternative source of construction material secured and in use

MHEST MU NEMC Contractor

During construction and Twice during operation

20,000

SUA Construction of classrooms, pilot plant and agribusiness centre, rehabilitation of buildings,

-Increase solid and liquid waste -Land degradation at construction material source (sand, stone)

Expand and improve liquid and solid waste disposal- Consider alternative sites for construction materials ,

Expand and improve liquid and solid waste disposal- Consider alternative sites for construction materials

MHEST, SUA, NEMC, Contractor

During construction and Twice during operation

20,000

MUHAS Furnishing of buildings (library, offices, lecture theatres) renovation of laboratories

- - - - - -

DIT -Vertical extension of laboratories-Construction of workshops-Re fabrication of workshops and laboratories

-Increase in hazardous waste (electronic, chemical) from decommissioning of workshop/laboratory equipment

Develop electronic and chemical waste disposal mechanism

Electronic waste disposal mechanism in place and operational

-MHEST-DIT -DoE

-Twice during constructionAnnually during operation

40,000

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11.0 Consultation Plan

The purpose of consultation is to seek participation of Tanzanian people in the QWP. Stakeholder’s consultation is an essential process in order to ensure good governance, but more particularly to introduce transparency, accountability, and sustainability into the QWP. Ultimately this process will build social capital in the communities, government and within the University/Institutions.

This section outlines a range of stakeholders consulted in the ESMF process for the proposed institutions development. The chapter identifies various stakeholders and synthesizes their concerns regarding the proposed development by highlighting the most commonly and significantly noted views. However all the views from stakeholders have largely been reflected in the whole document as the issues, problems and concerns discussed in the document come from the stakeholder consulted as well as professional observation.The key stakeholders in this process are;

• Ministry of Higher Education, Science and Technology (MHEST)• World Bank (WB) -Tanzania• Tanzania Education Authority (TEA)• Dar Es Salaam Water and Sewerage Authority (DAWASA)• Occupation Safety and Health Authority (OSHA)• Kinondoni Municipal Council• Temeke Municipal Council• Ilala Municipal Council• Moshi Urban Water and Sewerage Authority• Mbeya Municipal Council• Iringa Municipal Council• Morogoro Municipal Council• Moshi Municipal Council• Public Universities• Individuals

The QWP depend on the meaningful participation of all stakeholders for success. During the project preparation and implementation stages, the opportunity for effective consultation and participation were;

• During the preparation of the ESMF, the consultant who prepared this document visited MHEST, World Bank and all other mentioned above institutions and met project officials for their view and concern regarding the proposed project. The complete list of those consulted can be found in Annex 1 of this report.

• During the conduct of social assessment.

As the project will be implemented consultations will continue according to the plan in table 12.1 as described here below;• During capacity building activities. Care will be taken so that members of the community within the institution

are selected according to acceptable methods ensuring social and gender exclusion of community does not occur.

• During the preparation of institution development plans. The development plans are prepared using the bottom up approach.

• During the implementation of sub-projects

Public participation will take place through workshops seminars, symposia, meetings, media, poster campaigns, filling in of questionnaire/forms public readings and explanations of project ideas and requirements, making public documents available at the institution.

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The consultation plan will be monitored by PCMU and MHEST who will set their own verifiable indicator to assess the degree of participation of the key stakeholders during all phases of project implementation

The MHEST will make recommendation to the Institution when they review the sub projects dossier consistent with the plan.

Table 11.1: Consultation Plan

Project Stage Activities Institutional ResponsibilityDuring project implementation Preparation of ESMF and Social Assessment PCMU, MHEST, WBCapacity Building and Training Stages Training courses, technical assistance PCMU, MHEST, IRAPlanning Preparation Institution Development plans MHEST, InstitutionsMonitoring Review of verifiable indicators MHEST, NEMC

12.0 Analysis of Alternatives

• Additional funding alternative The MHEST and the government of Tanzania are totally committed to the proposed development of higher learning institutions. Moreover, the government recognises the need for the growing demand and expansion of University institutions and thus calls for support from the World Bank.

The project development objectives are to increase the quantity and quality of higher education graduate, with special emphasis on science, technology, education and management through an improved learning environment. This intendeds to achieve (a) more and better quality science and technology graduates (b) more and better quality degree-holding secondary school teachers (c) Improve the higher education system more broadly through quality assurance, mechanisms for sustainable financing and increased ICT access.

Therefore to achieve the above objectives there is a need for the Government to secure another loan from the World Bank so that other activities that were identified by various public institutions that have been trimmed down in this quick win project can also be taken on board.

• Alternative site for institutional sub projects Some of the public universities that are securing funds from the World Bank intend to conduct their constructions or expansions within the existing premises. However most of these premises are either congested with other buildings or the surrounding environment is not conducive for teaching and learning process. It is therefore recommended that some of these institutions should consider undertaking these activities in alternative site.

• Sequencing of activities In view of the contribution of the proposed development it will be important to sequence activities based on priorities of respective public institution in order to achieve greater results. This may necessitate reassessment of the funding levels in order to address numerous problems that these public universities are facing.

Other alternatives that will also ensure achievement of the quick win project include design, technology and construction techniques. These alternatives should be compared in relation to suitability under local conditions, potential environmental impacts and institutional training and monitoring requirements.

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ANNEXES

ANNEX 1: List of officials and local communities consulted during the preparation of the ESMF

S/No. Name Designation Institution/Organisation

1 Selestine Gesimba Director of Planning and Development MHEST2 Fungo A. Fungo Project Coordinator-QWP MHEST3 Dr.Riwa Health Manager OSHA4 Stephen K. Mpapasingo Municipal Engineer TMC5 Wendo O. Chiduo Monitoring and Evaluation Manager TEA6 Prof. G.R. Kassenga Ag. Deputy Principal, Planning, Finance and Administration ARU7 Dr. Kihaule Ag. Director of Planning and Development ARU8 Iddi A. Kisisa Ag. Managing Director IMC9 Dr. Larama Rombo SPHSS10 D.P. Millanzi Senior Electrical Technician MUHAS11 Mmoto Y. Mahadhi Member, MUHASSO MUHAS12 Dr. D.B. Gasarasi Director of Planning and Development MUHAS13 Jonas Mashaka Estate Manager MUHAS14 Prof. E.Lyamuya Director of Research and Publication MUHAS15 Paulo Sarila Ag. Head School of Dentistry MUHAS16 Rehema Chande Mallya Ag. Director Library MUHAS17 Prof. Mbogo Ag. Director of Planning, Finance and Administration OUT18 Prof. J. Kabigumila Director of Planning, Finance and Administration DUCE19 Harold Lyimo Estate Manager DUCE20 Stella Mbonde Architect DUCE21 Deusi Komanya Valuer DUCE22 Prof. Issa Omary Prof Faculty of Education UDSM23 Dr. Rwakarambi Director of Research, Consultancy and Publication MIST24 Ngajiro Assistant Head Mechanical Eng. Dept. MIST25 Allan Bonomari Head Civil Eng. Dept. MIST26 Mwishwa Hazidu Assistant Head Civil Eng. Dept. MIST27 Obadia Malekesa Head Architect Dept. MIST28 Allan Kasasi Head General Studies Dept. MIST29 Myombo Ag. Head Electrical Dept. MIST30 Prof. Tungaraza Deputy Principal, PFA MUCE31 Midelle A. District Executive Director IMC32 Erasto Mjemula Municipal Doctor IMC33 Ignatio Kagonji Municipal Health Officer IMC34 Godadi Mwakalukwa Municipal Urban Planning Officer IMC35 Linus Stephen Ag. Director of Services and Maintenance MUWSA36 Christian Chibuga Environmental Officer MUWSA37 Prof. Chambo Principal MUCCoBS38 Mohamed Kombo Municipal Health Officer MUCCoBS39 Mama Shukuru Surrounding community Moshi40 Goodluck Amosi Student MUCCoBS41 Innocensia M. Laurent Student MUCCoBS42 Philip Fovo Student MUCCoBS43 Jones Kaleshu Deputy Principal, PFA MUCCoBS44 Eliguis B. Danda Transformation Manager MUCCoBS45 Mary Maro Surrounding Community Moshi46 Charles Mmari Surrounding Community Moshi47 Said Mwasha Surrounding Community Moshi48 Antonia John Surrounding Community Moshi50 Mr Hassan Usi Planning Officer SUZA51 Abdullah Ismail Kandura Registrar SUZA52 Abdi A Ally Operation Supervisor Stone Town53 Bakari Ally Silima Head Computer Department SUZA54 Dr Hamad Issa Acting Head Science Department SUZA55 Staff Various Departments SUZA56 Joseph Y Challo Head Computer Studies Department DIT57 Daudi R Singo Head Civil Engineering Department DIT58 Donasian D Ntisy Head Laboratory Technology Department DIT59 Gregory Lushuko Chief Instructor DIT60 Dr Rugemalira Igangas Curriculum Coordinator DIT61 W K’oming’o Acting City Director Mbeya CC62 P J Bitwale City Planner Mbeya CC63 Eng E D Ringo City Engineer Mbeya CC64 B S Kiwito Water Engineer Mbeya CC65 D M Kamenya Health City Officer Mbeya CC66 Dr Bhalalusesa Dean Faculty of Education UDSM67 Dr Kafanabo Lecturer UDSM

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Annex 2: Summary of World Bank Environmental and Social Safeguard Policies

OP 4.01 Environmental Assessment

The objective of this policy is to ensure that the projects are environmentally sound and sustainable, and that decision-making is improved through appropriate analysis actions and of their likely environmental impacts. This policy is triggered if a project is likely to have potential (adverse) environmental risks and impacts in its area of influence.

Depending on the project and nature of impacts a range of instruments can be used: EIA, Environmental Audit, hazards or risk assessment and environmental management plan (EMP). When a project is likely to have sectoral or regional impact, a sectoral or regional EA is required. The implementer is responsible for carrying EA.Under QWP the implementer has prepared ESMF and EIS according to EMA 2004.

Natural Habitats This policy recognizes that the conservation of natural habitats is essential for long-term sustainable development. Therefore, support will cover protection, maintenance, and rehabilitation of natural habitats in its project Financing, as well as policy dialogue and analytical work. This kind of support expects the Borrowers to apply a precautionary approach to natural resource management to ensure opportunities for environmentally sustainable development.

This policy is triggered by any project (including any project under a sector investment or financial intermediary loan) with the potential to cause significant conversion (loss) or degradation of natural habitats whether directly (through construction) or indirectly (through human activities induced by the project). Under QWP investments that would have negative impacts on natural habitats would not be funded.

OP 4.20 Gender and Development

One of the objectives of the banks gender and development policy is to assist member countries to reduce poverty and to enhance economic growth, human well being, and development effectiveness by addressing the gender disparities and inequalities that are barriers to development

The Bank periodically assesses gender dimensions of development within and across sectors in the countries in which it has an active assistance programme.Under the QWP the implementer among others intends to increase the enrolment of women in public universities.

Cultural PropertyOP 4.11

This policy aims at assisting in the preservation of cultural property (sites that have archaeological (prehistoric), paleontological, historical, religious, and unique natural values— This includes remains left by previous human inhabitants (such as middens, shrines, and battlegrounds) and unique environmental features such as canyons and waterfalls), as well as in the protection and enhancement of cultural properties

This policy is triggered by projects, which, prima facie, entail the risk of damaging cultural property (i.e. any project that includes large scale excavations, movement of earth, sacrificial environmental changes or demolition). Under QWP investment activities that might have negative impacts on cultural property will not be funded.

Indigenous People This policy aims at ensuring that the development process fosters full respect for the dignity, human rights and cultural uniqueness of indigenous peoples; that they do not suffer adverse effects during the development process; and that indigenous Peoples receive culturally compatible social and economic benefits.

This policy is triggered if there are indigenous peoples in the project area; when potential adverse impacts on indigenous peoples are anticipated; and if indigenous peoples are among the intended beneficiaries.Under QWP, investment activities that might have negative impacts on indigenous peoples will not be funded.

InvoluntaryResettlement OP 4.12

The objective of this policy is to avoid orMinimize involuntary resettlement and, where feasible, exploring all viable alternative project designs. Furthermore, it intends to assist displaced persons in improving their former living standards; it encourages community participation in planning and implementing resettlement; and to provide assistance to affected people, regardless of the legality of title of land.

This policy is triggered not only if physical relocation occurs, but also by any loss of land resulting in: relocation or loss of shelter; loss of assets or access to assets; loss of income sources or means of livelihood, whether or not the affected people must move to another location. Under QWP, a Resettlement Policy Framework (RPF) has been prepared which will serve as guidance for projects that involve land acquisition.

Projects indisputed areas

This policy ensures that projects in disputed areas are dealt with at the earliest possible stage: (a) so as not to affect relations between the neighboring countries or other claimants.

This policy will be triggered if the proposed project will be in a “disputed area”; if implementer(s) is/are involved in any disputes over an area with any of its neighbours; and if there is a chance that any component or subcomponent financed or likely to be financed as part of the project is situated in a disputed area.Under QWP investment activities will not take place in disputed areas.

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OP 4.07 WaterResourcesManagement

Bank involvement in water resourcesManagement entails support for providing portable water, sanitation facilities, flood control, and water for productive activities in a manner that is economically viable, environmentally sustainable and socially equitable.

Under QWP infrastructure development in public universities, it is required that the universities provide reliable water and efficient sanitation facilities

Forests OP 4.36 This policy focuses on the management, conservation, and sustainable development of forest ecosystems and their associated resources. It applies to projects that may/may not have impacts on (a) health and quality of forests; (b) affect the rights and welfare of people and their level of dependence upon or interaction with forests and projects that aim to bring about changes in the management, protection, or utilisation of natural forests or plantations, whether they are publicly, privately or communally owned. However support of the significant conversion or degradation of critical forest areas or related critical natural habitats is not covered.

This policy is triggered by forest sector activities and other interventions, which have the potential to impact significantly upon forested areas. Under QWP, investments that are likely to affect populations and forests as described in OP 4.36 will not be funded.

ANNEX 3: Environmental and Social Screening Form

IntroductionThis Environmental and Social Screening Form (ESSF) has been designed to assist in the evaluation of infrastructure development in public universities under the QWP. The form will assist the project implementers and reviewers to identify environmental and social impacts and their mitigation measures, if any. It will also assist in the determination of requirements for further environmental work (such as EIA), and social work if necessary.

The form helps to determine the characteristics of the prevailing local biophysical and social environment with the aim of assessing the potential impacts of the project activities on the environment. The ESSF will also assist in identifying potential socio-economic impacts that will require mitigation measures.

GUIDELINES FOR SCREENINGThe evaluator should undertake the assignment after;

• Gaining adequate knowledge of baseline information of the area• Gaining knowledge of proposed project activities for the area• Having been briefed/trained in environmental and social screening.

The form is to be completed with the consensus of at least three people, knowledgeable of the screening processes (such as the Environmental Management Officers)

Name of project: ………………………………..………………………………..………………….....…………..

Name of the Ministry: …………………………………………………………..……………………...…………..

Name of Institution: ……………………………………………………….....…………………………...……..…

Contact details of the person who is responsible for filling out this form

Name: ……………………………………………………………..………………………….................……..…..

Title; ………………………………………………………….………………………………..…….................…..

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Telephone Number: …………………………………………..………………………………..…...................……

Fax number: …………………………………………………..………………………………....................………

E-Mail address: ………………….........……………………………...……………………………...................…..

Date: …………………………………...............………………………………...………………………………...

Signature: …………………………….……………………………….....………………………………...………

1. Sub-Project Description Please provide information on the type and scale of the project (project area, area of construction (buildings,

access roads, landscape), equipments (computers, chairs, laboratory facilities), waste generated (solid, liquid and air).

2. The Natural Environment

a) Describe the vegetation/trees in/adjacent at the sub-project area.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………..

b) Estimate and indicate where vegetation/trees might need to be cleared

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

……………………………….

c) Are there any environmentally sensitive areas or threatened species (specify below) that could be

adversely affected by the project?

Yes ………… No …………….

i. Natural Forests Yes ………. No ……………

ii. National Parks Yes ………. No ……………

iii. Rivers Yes ………. No ……………

iv. Lakes Yes ………. No ……………

v. Wetlands (swamps, polder areas, seasonally inundate areas) Yes ……………

No ………………

vi. Habitats of endangered species for which protection is required under Tanzania laws and/or

international agreements

Yes ………………. No ……………….

vii. Others (describe). Yes ………….. No ………………

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3. River Ecology Is there a possibility that, due to installation of structures, such as weirs and other irrigation structures, the river

ecology will be adversely affected? Attention should be paid to water quality and quantity, the nature, productivity and use of aquatic habitats and variations of these over time.

Yes……………………………………………No……………………………………

4. Protected Areas Does the sub project area (or components of the sub project) occur within/adjacent to any protected areas

designated by government (the national park, natural reserve, world heritage site etc.)?

Yes……………………………………………No……………………………………

If the sub project is outside of, but close to any protected area, it is likely to adversely affect the ecology within the protected areas (e.g interference with the migration routes of mammals or birds)

Yes……………………………………………No……………………………………

5. Geology and Soils Based upon visual inspection or available literature, are there areas of possible geologic or soil instability (erosion

prone, landslide prone, subsidence prone)?

Yes……………………………………………No……………………………………

Based upon visual inspection or available literature, are there areas that have risks of large scale increase in soil leaching and/or erosion?

Yes……………………………………………No……………………………………

6. Landscape/aesthetics Is there a possibility that the sub project will adversely affect the aesthetic attractiveness of the local landscape?

Yes……………………………………………No……………………………………

7. Invasive Plant species along feeder roads routes is the sub project likely to result in the spread of invasive plant species (along feeder road routes)? Yes……………………………………………No……………………………………

8. Historical, Archaeological or cultural heritage site Based on available sources, consultation with local authorities, local knowledge and/or observations, could the

sub project alter any historical, archaeological or cultural heritage site or require excavation near these sites? Yes……………………………………………No……………………………………

9. Resettlement and/or Land Acquisition Will involuntary resettlement, land acquisition, or loss of access to land as defined by World Bank OP 4.12 be

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caused by sub project implementation?

Yes……………………………………………No……………………………………

10. Loss of Crops, Fruit trees and Household Infrastructure Will the sub project result in the permanent or temporary loss of crops, fruit trees and household

infrastructure?

Yes……………………………………………No……………………………………

11. Noise pollution during construction and Operations Will the operating noise level exceed the allowable decibel level for the zone?

Yes……………………………………………No……………………………………

12. Will the project have adverse impacts on natural habitats that will not have acceptable mitigation measures according to OP 4.04 Natural Habitats?

Yes……………………………………………No……………………………………

13. Public Consultation Process Briefly describe the sub project consultation process in terms of when consultations took place, where they

took place, who participated and how the criteria used to select participants in this process, what were the contributions form the participants, was it recorded and were contributions from participants included in decision making, (use separate sheet if necessary).

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………

14. Did the consultation and participatory process described in 13 above involve the following social/ vulnerable groups?

Women: Yes…………………......………….No…………….……………………

The elderly: Yes…………………..…………No………………….......…………..

Widows/widowers: yes……………………………No…………..……………….

Orphans: Yes……………………………………..No…………………………….

15. Will the groups (in 14 above) have access to and benefit from this sub project? Yes……………………………………………No……………………………………

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ANNEX 4: Environmental and Social Checklists

Deforestation Land Degradation Deterioration of aquatic systems;

Loss of wildlife habitat and biodiversity

Environmental pollution

Lack of accessible, good quality water for both urban and rural inhabitants:

Planning -Training of staff and awareness rising to community on forest conservation-Plan and Introduce alternative source of energy-Develop micro forest management schemes to combat deforestation -Control forest burning and bushfire -Protect sensitive ecosystems such as forests and wetlands to prevent further encroachment in protected areas

-Prepare land restoration program-Enhance crop rotation system and management, tree planting and soil conservation-Training on subsistence and cash crop farming and pastoralists on soil -Prepare and enforce village and urban land use plans-Protect sensitive ecosystems such as forests and wetlands to prevent further encroachment in protected areas

- Review, update and enforce pollution control legislation-Provide public awareness on safeguarding aquatic environmental-Enforce wetland management and protection-Strengthen and enforce environmental laws and guidelines -Develop and implement water supply and sanitation policy-Protect sensitive ecosystems such as forests and wetlands to prevent further encroachment in protected areas

- Plan and Introduce alternative source of energy-Strengthen natural resource management capacity-Training and capacity building on sustainable use of resources-Protect sensitive ecosystems such as forests and wetlands to prevent further encroachment in protected areas-Exclude ecosystems that provide an important habitats for protected species-Establish buffer zones around protected parks and wetlands -Identify species of flora and fauna that require protection

-Enforce existing environmental laws- Develop and implement water supply and sanitation policy-Prepare and enforce village and urban land use plans-Review, update and enforce pollution control legislation

-Provide social services in areas in of water and sanitation systems, primary health care, primary education-Ensure that these services are equitably distributed throughout gender and disadvantaged groups-Provide social awareness on sustainable resource use and conservation.

Construction -Construction in dry season, protection of soil surface during construction -Employment to give priority to local community (both casual and professional work)-Provision of adequate waste disposal services, proper disposal of chemicals and hazardous waste-Control of dust by water, appropriate design and sitting, schedule construction activities in certain time-Minimize the loss of vegetation during construction, consider measures to safeguard sensitive areas and species- Clean up construction sites and restore vegetation on disturbed sites-Appropriate and suitable storage of building materials on site-Siting of latrines and ablution facilities at safe distances from wells and other points and enforce the use closed sewage system.

Operation - Use facilities, infrastructure as designed and as intended- Provision of adequate waste disposal services, proper disposal of chemicals and hazardous waste-Perform periodic monitoring of all aspects as contained in the sub project Environmental and social monitoring plan -Employ local staff with relevant skills

Maintenance -Prepare and adopt suitable maintenance plan-Log and report any damages done and repairs needed-Maintain appropriate budget necessary to implement maintenance plan-Implement maintenance plan in two stages: for activities requiring day to day maintenance such as repairs, and regular inspections and long term or periodic term maintenance-Have suitable trained staff to carry out maintenance and access to materials/goods and equipment

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ANNEX 5: Map of Tanzania showing location of Public Universities under QWP

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