INITIAL ENVIRONMENTAL EXAMINATIONOR

CATEGORICAL EXCLUSION

PROGRAM/ACTIVITY/PROJECT DATA:

Program/Activity Number: 611-DO3-3Country/Region: Zambia/Southern Africa

Program/Activity No. Education Project/611-IR3.1Country/Region Zambia/Southern AfricaFunctional Objective Investing in PeopleProgram Area 3.2 Investing in People – Education Program Element 3.2.1 Basic EducationProgram Area 3.1 Health Program Element 3.1.1 HIV/AIDS Program Element 3.1.8 Water Supply and Sanitation

Program/Project Title: Educational Achievement in Reading Improved

Funding Begin: FY 2013 Funding End: FY 2017

Life of Project Amount: $120 Million

IEE Prepared By: Malama Munkonge, School WASH Advisor and Mei Mei Peng, Education Officer

Current Date: January 24, 2013

IEE Expiration Date: September 30, 2017

IEE Amendment (Y/N): N_

ENVIRONMENTAL ACTION RECOMMENDED:

Categorical Exclusion: X Negative Determination: _____X____ Positive Determination: ______ Deferral: ____

ADDITIONAL ELEMENTS:

CONDITIONS: X___ EMMP: __X PVO/NGO: ___X_____ SUMMARY OF FINDINGS (Sections 3.0 and 4.0 contain more detail, and consolidate findings by threshold decision/determination)

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This IEE is directed at the entire Intermediate Result (611-IR3.1) Educational Achievement in Reading Improved. The IR is supported by four sub-IR’s: (3.1.1) Ministry of Education Science, Vocational Training and Early Education (MESVTEE) systems strengthened; (3.1.2) Public and community school performance increased; (3.1.3) Equitable access to education increased; and (3.1.4) HIV/AIDS impact on education mitigated.

A Categorical Exclusion is recommended for activities under sub-IR’s 3.1.1, 3.1.2, 3.1.3, 3.1.4 under Program Element 3.2.1 Basic Education, involving education, technical assistance, or training programs (as per 22 CFR 216.2(c)(2)(i)); analyses, studies, academic or research workshops or meetings (as per 22 CFR 216.2(c)(2)(iii)); document and information transfers (as per 22 CFR 216.2(c)(2)(v)); studies, projects or programs intended to develop the capability of recipient countries to engage in development planning (as per 22 CFR 216.2(c)(2)(xiv)); and regulatory and policy related activities that have no physical interventions and no direct effects on the environment (as per 22 CFR 216.2(c)(1)(i)).

As per 22 CFR 216.3(a)(2)(iii), a Negative Determination with Conditions is recommended for small construction/rehabilitation activities under sub-IR 3.1.3, Program Element 3.1.8 Water Supply and Sanitation, that include improvements in well, latrines, and environmental sanitation around schools. The conditions for this determination are that any individual building does not exceed 10,000 square feet and construction should be conducted and completed in a manner consistent with best practices as outlined in the Small-Scale Construction Chapter and the Primary and Secondary Day Schools chapter of the USAID Environmental Guidelines for Small Scale Activities in Africa, http://www.encapafrica.org/egssaa.htm. Tree-planting activities associated with construction and/or rehabilitation also need to follow these guidelines in relation to reforestation work, especially the use of exotic species. The Use of Pesticides in Latrine Construction will be covered by the EG/FTF PERSUAP being produced in Spring 2013.

A Negative Determination with Conditions is also recommended for HIV/AIDS counseling and testing activities under sub-IR 3.1.4, Program Element 3.1.1 HIV/AIDS. The conditions itemized in Section 3.0 relate to hazardous health care waste management, to mitigate the potential for disease transmission from the generation, management and disposal of blood (including blood products) and medical waste, absent appropriate mitigation measures and conditions. With full implementation of the recommended mitigation and monitoring measures, these activities are not expected to have significant adverse effects on the environment.

Small Grants Activities. Various projects and programs in the Education portfolio may take advantage of small grants programs as a tool to expand their impact, in addition to the instances specifically noted in the foregoing sections. The range of activities for which grants may be used is yet to be determined. The Read to Succeed (RTS) program under IR 3.4.1 (see Annex) is one of these so far determined.

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Integration and implementation of EMMP. Each implementing partner shall integrate their Environmental Monitoring and Mitigation Plan (EMMP) into their project work plan and budgets, implement the EMMP, and report on its implementation as an element of regular project performance reporting. See Section 4.

Monitoring. As laid out in ADS 204.5.4, USAID/Zambia is responsible for the monitoring and evaluation of the environmental effects of activities during and after implementation. The process of environmental monitoring and evaluation should be integrated into the Education's pertinent Performance Monitoring and Evaluation Plan, and made a part of periodic field visits. The Education Office will actively monitor ongoing activities for compliance with approved IEE recommendations, and modify or end activities that are not in compliance. The Education Office shall specify: who will monitor, how they will monitor, and how they will determine if there are “new or unforeseen circumstances.”

If activities are modified such that the descriptions herein no longer apply or others are added to the DOAG that are not covered herein, an amendment to this IEE will be made.

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APPROVAL OF ENVIRONMENTAL ACTION RECOMMENDED:

CLEARANCE:

Mission Director, USAID/Zambia

CONCURRENCE:

Bureau Environmental Officer

File No: Zambia_IR3.1_Education_IEE_2013_2017.doc

ADDITIONAL CLEARANCES:

Education Office Leader

Mission Environmental Officer

Supervisory Program Officer

Deputy Mission Director

Acting S. Afr. Reg. Env. Advisor

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___________________________ Date ________Susan K. Brems

___________________________ Date ________Brian Hirsch

___________________________ Date ________Wick Powers

___________________________ Date ________Mlotha Damaseke

___________________________ Date ________Debra Mosel

___________________________ Date ________Ryan Washburn

____/edited & cleared ________ Date 2/11/2013Walter Knausenberger

INITIAL ENVIRONMENTAL EXAMINATIONOR

CATEGORICAL EXCLUSION

PROGRAM/PROJECT DATA:

Program/Activity Number: 611-IR3.1Country/Region: Zambia/Southern Africa Program/Project Title: Educational Achievement in Reading Improved

1.0 BACKGROUND AND PROJECT DESCRIPTION

This Intermediate Result (IR) seeks to support the Government of the Republic of Zambia (GRZ) to improve the quality of primary education over a five-year period, from FY 2013 through FY 2017. Evidence has shown that greater educational opportunities lead to economic growth as well as a healthier population. Well educated Zambians are better prepared to enter the workforce and have the resources and ability to make intelligent decisions about their health. As articulated in the 2011 – 2015 Country Development Cooperation Strategy (CDCS), the goal of USAID/Zambia’s development program is “Inclusive Prosperity for Zambians by 2030.” Three Development Objectives (DOs) contribute to this goal: 1) Enabling Governance Environment Improved; 2) Rural Poverty Reduced in Targeted Areas; and 3) Human Capital Improved. In the USAID/Zambia context, human capital is a multi-dimensional concept that merges the knowledge, skills, and capabilities that people need for life and work, reflecting human capital as it relates both education and health to economic productivity.

Each DO contributes to the CDCS goal but also reinforces the other DOs. The underlying development hypothesis is based on the recognition that multidimensional development challenges require multidimensional development approaches. To attain inclusive development that reaches the majority of Zambians, the range of knowledge, skills, and capacities that Zambians need for life and work – in other words, their human capital – depends on a foundation of education and health.

DO 3, Human Capital Improved, links education and health to broad-based economic growth by addressing education and health deficits that impair an individual’s ability to take advantage of economic opportunities and participate fully in democratic and civic life.

Two essential IRs contribute to the Improved Human Capital DO 3 in Zambia: 1. Improved Education Achievement in Reading; and2. Health Status Improved.

The USAID education project supports the GRZ to provide quality basic education to all learners under the Ministry of Education, Science, Vocational Training and Early Education (MESVTEE) National Implementation Framework III (NIF) and the Sixth National Development Plan (SNDP). USAID’s

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education portfolio will build on successful USAID-supported interventions implemented under the previous Country Strategic Plan FY 2003-FY 2010 and the Mission Strategic Resource Plan (MSRP) 2011-2013.

In Zambia, MESVTEE decision-makers have historically focused budget resources on improved access to schooling, primarily through building new classrooms. To achieve the overall DO of improved human capital and the IR of improved learner performance in reading, the government of Zambia must shift its emphasis and funding from infrastructure to improving educational quality improvements, such as assessments, pedagogical interventions, curricular reform and decentralization. Recent proclamations by the current government, language in its political manifesto, and the GRZ’s SNDP reveal a new focus on quality education outcomes, as measured by learner performance. However, the country still faces several challenges in this sector that include:

Weak Economy. Zambia entered the 21st century following a decade-long decline in per capita income due to a mix of falling prices of the main export (copper), macro instability, the collapse of major manufacturing industries, deteriorating effectiveness of state institutions, and the HIV/AIDS epidemic. As a result, poverty and malnutrition increased sharply; life expectancy and school enrollment plummeted; and the labor force in permanent paid employment dwindled as large numbers moved into self-employment in trade and farming. Widespread poverty reduced the ability of GRZ and communities to support education, and poverty particularly impacts girls’ education. Today 68 percent of the population remains under the national poverty line, life expectancy is only 43 years and the UN ranks Zambia near the bottom (164) of 187 countries on the Human Development Index (2011).

Limited Ministry of Education Resources. During the Fifth National Development Plan (FNDP- 2006 to 2010), funding to the sector steadily increased from 2.9 of GDP to 3.5 percent. In 2010 the education sector was allocated the all-time highest proportion of 19.9 percent of the national budget, compared to 15.4 percent for 2008 and 17.2 percent for 2009. According to the 2013 budget address by the Honorable Alexander Chikwanda, MP Minister of Finance, delivered to the National Assembly in October 2012, the expenditure allocation to the Education sector was set at 17.5 percent of the national budget. Although this is a significant increase from allocations below 3 percent in the early 2000s, it is still below the regional average.

Health. Access, retention and learning throughout the system are affected by bilharzias (prevalence 48 percent in Eastern Province), worm infestation (hookworm prevalence of 55 percent in Eastern Province), anemia, and vitamin A deficiency, notwithstanding the impact of HIV/AIDS, discussed below.

The HIV/AIDS Pandemic. According to the 2006 Demographic Health Survey (DHS),

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HIV/AIDS infection is estimated at 14.3 percent of the productive population (ages 15 – 49) with greater rates in urban areas (19.7 percent) than in rural (10.3 percent). Teachers, like the rest of the population, have suffered. Although teacher training colleges produce 2,226 new teachers per year, about 1,500 leave the system each year. According to the 2006 UNAIDS Report, the MESVTEE HIV/AIDS policy has been relatively successful in developing a workplace policy, but the intervention aspect has been unfocused and neglected. The MESVTEE will undertake a process of curriculum review which should strengthen the mainstreaming of HIV/AIDS in the curriculum, including aspects of prevention as well as information dissemination. Coupled with the high rate of infections related to HIV is the increase of children living in homes with only one parent or without any parents. At present, it is estimated that there are one million orphans (0-14 years) in Zambia. Eighty two percent (82 percent) of these children were orphaned as a result of HIV/AIDS. The increase in the number of children without adequate support is putting pressure on communities, schools and health centers.

Limited Capacity. 48 percent of Zambia’s population (over 4.6 million) is in the 0– 14 age group. It has been projected that there are over 3 million children of school-going age (7 to 15 years of age). The net enrollment rate for Grades 1-7 in 2007 was 102.4 percent. The increasing basic school enrollment (about 1.8 million in 2000 to over 3.5 million in 2010) affects education quality with unsatisfactory pupil-teacher ratios of 99 to 1 in some districts and double-shifting of classes resulting in low teacher-pupil contact hours.

Inadequate infrastructure. In 2008, the MESVTEE began to address the massive backlog in classroom construction. Approximately 56,000 classrooms are needed. As a result of the shortage of classrooms, pupil/classroom ratios remain high; 80 pupils per classroom are common in most urban schools. Most of the 3,000 community schools are in temporary facilities and lack basic amenities (such as water supply and sanitation facilities) and are usually the last to be assisted by the Ministry.

Limited capacity throughout the basic education system. The number of qualified and experienced planners, researchers and policy analysts, managers, trainers, and teachers is insufficient to meet growing educational demands and expectations. This problem could hinder the success of the MESVTEE restructuring program, decentralization, and the free primary education policy, as more skilled personnel are required in all districts.

Poor quality. Literacy levels for children in the 7-10 age group are low (19 percent), with children in urban areas more than five times likely to be literate than those in rural areas (37 percent versus 7 percent). A higher percentage of children in the same age group exhibit simple numeracy skills (52 percent). Children consistently perform poorly on national performance assessment surveys, on average correctly answering 33.3 percent of the English reading test questions and about 35.7 percent of the mathematics questions.

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Inadequate school water supply and sanitation: Many of the schools in Zambia have inadequate water and sanitation facilities. For example, the percentage of schools with no sanitation and water is: Northern Province (23 percent), Luapula (24 percent), Eastern (23 percent), North Western (15 percent) and Western (11 percent). About 28 percent of community schools have no water and sanitation facilities.

1.1 Purpose and Scope of this Initial Environmental Examination (IEE)

USAID/Zambia has finalized a new Country Development Corporation Strategy (CDCS), from which a new education project was developed. Pursuant to 22 CFR 216, this IEE recommends a threshold decision regarding the potential for negative environmental impact from these activities, as well as any mitigating actions that might be needed to prevent significant environmental impact. This IEE also allows for future amendments of the IEE, as new activities are included or existing ones are extended or cancelled. Funds will be obligated under a Development Objective Agreement (DOAG) for IR3.1. The scope of this IEE includes activities funded from Development Assistance (DA); President Emergency Funds for AIDS Relief (PEPFAR), and Paul Simon Water for the Poor Act, to the extent they are currently known. If activities are modified such that the descriptions herein no longer apply or others are added to the Project Approval Document (PAD) that are not covered herein, an amendment to this IEE will be made.

1.2 Description of Activities Under the new CDCS, the DO 3 will be achieved with support by USAID/Zambia through IR3.1 Improved Education Achievement in Reading, supported by four sub-intermediate results (Sub-IR’s): (3.1.1) MESVTEE Systems Strengthened; (3.1.2) Public and Community School Performance Increased; (3.1.3) Equitable Access to Education Increased; and (3.1.4) HIV/AIDS Impact on Education Mitigated. Key activities for each of these Sub-IR’s are as follows:

Sub-IR 3.1.1: MOE Systems Strengthened: USAID and implementing partners will work with the MOE to improve education system management with a focus on strengthening institutional capacity to support and sustain improved learning. The USAID and Ministry partnership will implement new management practices in schools and link these interventions to transparent financial and management information systems to improve decision making and resource allocation. Activities to be supported under IR 3.1.1 include advancing the implementation of the national primary school reading policy, supporting provincial and district education offices to implement reading improvement strategies, supporting the use of data for decision making at all levels, building capacity in the areas of school management and leadership and strengthening research through linkages with higher education institutions.

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Sub-IR 3.1.2: Public and Community School Performance Increased: Education activities under this result will include providing in-service support to public and community school teachers to increase their competency in teaching early grade reading, facilitating the development and production of reading materials, training parent teacher associations (PTAs) and providing assistance for them to implement interventions, to strengthen school management and governance, institute assessments and performance standards for quality assurance, and engage PTAs that will support reading and support schools to plan and implement strategies to promote reading. Implementing partners will work with the MESVTEE to encourage community involvement and oversight. Improved reading instruction, availability of reading materials, the use of assessments to feed back into the teaching and learning process, combined with school management and oversight reforms will combine to improve learner outcomes in reading.

Sub-IR 3.1.3: Equitable Access to Education Increased: USAID-supported education activities will provide disadvantaged and vulnerable children opportunities to participate and excel through access to quality education focused on early academic foundational skills in reading. These activities include the support of safe water and improved school sanitation facilities (borehole drilling, water point rehabilitation and construction of toilets) that will allow, among other things, adolescent girls to maintain menstrual hygiene, enjoy and stay in safe schools with healthy environments and devote more time towards learning. Activities include the construction of new water points and sanitation facilities; rehabilitation of existing water pumps and sanitation facilities; provision of hygiene education, school-led total sanitation, sustainable operations and maintenance action planning (SOMAP); and development of guidelines on standards for cost-effective latrine construction. A range of interventions will be made available to support orphans and vulnerable children (OVC) school attendance, including scholarships and remedial instruction to help the most vulnerable learners go to school and complete their education. Equitable and inclusive academic institutions (with environments conducive to learning) will increase both learner and teacher attendance rates, prevent student drop outs and contribute to increased learner performance in foundational subjects such as reading and mathematics.

Sub-IR 3.1.4: HIV/AIDS Impact on Education Mitigated:

The HIV/AIDS pandemic has devastated the Zambian education sector and has had a resoundingly negative impact on teacher and learner performance. Assistance activities under this result will help the Ministry institutionalize and take over financial responsibility for an HIV/AIDS workplace policy program, strengthen HIV/AIDS and Life skills education for learners, and integrate interventions – such as counseling and testing (C&T), palliative care, and HIV prevention – for those affected by the disease. Healthier and more productive administrators, teachers and learners will stimulate improved academic performance in critical subjects such as early grade reading.

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Please refer to annex 1 for more details on the activities under these sub intermediate results.

DO 3 Human Capital Improved Results Framework

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Sub-IR 3.1.4 HIV/AIDS Impact on Education

Mitigated • Number of eligible

children provided with education and /or vocational training

• Number of target population reached with individual and/or small group level preventive interventions that are based on evidence and or meet the minimum standards required

• Number of provinces/districts/ schools implementing health days

Sub-IR 3.1.3 Equitable Access to Education Increased

 • Number of learners

enrolled in USG supported primary schools or equivalent non- school based settings

• Number of people in target areas with access to improved drinking water supply as a result of USG assistance

• Number of people in target areas with access to improved sanitation facilities as a result of USG support

  

Sub-IR 3.1.2 Public and Community School

Performance Improved 

• Number of teachers/educators/ teaching assistants who successfully completed in-service training or received intensive coaching or mentoring with USG support

• Number of schools with learner improvement plans with a focus on reading

• Number of PTAs or similar school governance structures supported with USG assistance

• Proportion of students who, by the end of two grades of primary schooling, demonstrate that they can read and understand the meaning of grade level text 

Sub-IR 3.1.1 Ministry of Education Systems

Strengthened 

• Number of administrators and officials successfully trained with USG support

 • Number of laws,

policies, regulations or guidelines developed to improve equitable access to or quality of education services

• Number of provinces/districts implementing learner improvement strategies with a focus on reading

  

  IR 3.1: Educational Achievement in Reading Improved by 2017 % of primary school learners achieving minimum level of performance

on national assessment scores in reading

DO 3. Human Capital ImprovedProportion of students who, by the end of the primary cycle, are able to read and

demonstrate understanding as defined by a country curriculum, standards, or national experts 

2.0 COUNTRY AND ENVIRONMENTAL INFORMATION (BASELINE INFORMATION)

2.1 Overview

Sixty percent of Zambians live in rural areas, with the majority of the people engaged in agricultural-related activities. Despite the importance of the rural sector, development of the rural sector lags significantly behind the urban sector in virtually all social and economic indicators. Closing this gap is essential to any effort to bring about sustainable development in Zambia.

The World Health Organization (WHO) estimates that 80 percent of the diseases suffered by Zambians are water and sanitation related. According to the Ministry of Health Annual Health Statistical Bulletin (2009), diarrhea has been ranked as the third most common cause of out-patient attendance for all age groups, and the third major cause of hospital admissions for infants.

2.2 Information Pertinent to Water and Sanitation Activities

When implementing water supply and sanitation activities, all implementing partners are required to adhere to the Public Health Act CAP 295 of 1995 Revised Edition and the Water Supply and Sanitation Action of 1997 of the Laws of Zambia. Under the Public health Act broad sanitation guidelines highlight the need to avoid or address the provision of drinking water and sanitation facilities not becoming a public nuisance or source of potential danger or disease. The Public Health Act is a shared mandate of the Ministry of Health and Ministry of Local Government and Housing through the District Councils or Municipalities. These activities have to be delivered with due regard to the environment and the intended beneficiaries. The key to manage this adherence is water quality monitoring, which is done by the Department of Water Affairs under the Ministry of Mines, Energy and Water Development and the Ministry of Health’s Food and Drug Department in Zambia. Additionally, the Department of Housing and Infrastructure Development under the Ministry of Local Government and Housing has the mandate to provide all communities with safe water supply and adequate sanitation through the District Councils or the Commercial Utilities hired by the District Councils. This mandate is covered under the Water Supply and Sanitation Act of 1997 of the Laws of Zambia. All these laws are applicable to all public institutions in Zambia including schools.

The water sector of Zambia also uses a number of regulations that give guidance on standards to follow for water quality management such as the Zambia Bureau of Standards Code ZS 190: 2010 (First Revision) on Drinking Water Quality Specification. This standard prescribes requirements for potable (drinking) water suitable for human consumption. The main contaminant tested for in drinking water is the diarrhea-causing pathogen embedded in fecal coliforms. Additional guidance is provided under the sector on the prevention of ground water sources including the distance between water points and

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various potential sources of contamination such as pit latrines. Testing of water can be conducted at laboratories at the Food & Drug and Water Affairs Departments, laboratories at Treatment Plants of Commercial Utilities for Water Supply and Sewerage and a number of district hospitals around the country. These water tests are mainly for biological and chemical anomalies. A number of academic institutions, like the University of Zambia’s Environmental Department, also have a laboratory for testing of water samples, primarily chemical contamination. The WHO standards for drinking water are also recognized in Zambia.

According to the Living Conditions Monitoring Survey Report of 2006 and 2010 under chapter 14 only 49 percent of the rural households in 2010 had access to safe water sources. This report reveals that Lusaka Province had the highest proportion of households with access to safe water at 89 percent while Northern Province had the lowest proportion of households with access to safe water sources in 2010, at 27 percent.

The water activities are implemented in selected schools in three provinces: Eastern, Northern and Muchinga.

2.3 Zambia Environmental Policies and Procedures

The management of the environment and natural resources in Zambia is governed by the National Policy on Environment (NPE) of 2005 and the Environmental Management Act (EMA) No. 12 of 2011. The NPE and EMA were preceded by the National Conservation Strategy in 1985 and the now repealed Environmental Protection and Pollution Control Act (EPPCA) Cap 204 of 1990 of the Laws of Zambia. In 1992, the Environmental Council of Zambia, a Statutory Body established under the EPPCA was formerly established and operationalized. Further advances in environmental and natural resources management were enhanced by the formulation of the National Environmental Action Plan in 1994. In 1997, Environmental Impact Assessment Regulations No. 28 of 1997 was signed as a Statutory Instrument meant to provide for proactive approach in environmental management and as a planning tool for the country.

Following the enactment of the EMA on April 15, 2011, the ECZ was renamed to Zambia Environmental Management Agency (ZEMA). ZEMA is now the custodian of the Environmental Management Act and is responsible for its implementation and enforcement through its respective departments.

With respect to education, water supply and sanitation related activities; ZEMA is empowered by the Environmental Management Act (EMA) No. 12 of 2011 to protect water resources from environmental pollution. ZEMA is mandated to provide guidelines and enforce the provision in the EMA on the sound management of waste, hazardous waste (such as health care waste) and sound management of chemicals throughout their life cycle. The EMA also provides for the undertaking of environmental impact

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assessments (EIA) for projects such as construction of large education centers. The EIA requires that any project that requires an EIA is implemented only after an approval by ZEMA is granted. While not all construction of education centers requires EIAs, the criteria set out in the EIA regulations includes the location in an ecologically sensitive area, spatial expanse, intended population size, teachers/staff housing complex and auxiliary facilities such as sewer network/sewage treatment facilities and large scale reticulated water supply. Part III of the Act deals with Integrated Environmental Management including EIA while Part IV deals with Environmental Protection and Pollution Control covering specific aspects related to Waste management, Air, Water and Pesticides and Toxic Substances.

With respect to chemicals, the EMA requires that a person who intends to manufacture, import, export, store, distribute, transport, blend, process, re-process or change the composition of a pesticide or toxic substance or who intends to reprocess an existing pesticide or toxic substance for a significantly new use is required to the Agency for a licence. Concerning pesticides, regulations are in place concerning their registration, importation, and transportation.

Zambia also has national infection prevention guidelines (Zambia Infection Prevention Guidelines, Ministry of Health, First Edition, January 2003). The guidelines apply to all levels of the health care system pertaining to workplace HIV/AIDS counseling and testing. They provide instructions for the sterilization of medical instruments, handling of and disposal of sharps, waste management, the use of gloves and other personal protective equipment, and infection prevention in the healthcare workplace. Zambia is yet to develop guidelines for School Water Supply, Sanitation and Hygiene (WASH). However, under the Ministry of Education, the School Health and Nutrition Policy (SHN) water supply and sanitation issues in schools are covered broadly. Currently, school WASH issues are covered to a limited extent in the National Rural Water Supply and Sanitation program (2007 to 2015) component on sanitation under the Ministry of Local Government and Housing.

Zambian EIA regulations (Statutory Instrument 28 of 1997) require submission and approval of a Project Brief by the Zambian Environmental Council for activities listed in the First Schedule of the regulations. Possible triggers for the submission of such a brief would be by those partners (or customers of partners) engaged in activities such as forest product processing, brick manufacturing, and pumped storage. More likely triggers for the necessity of submitting an environmental brief include activities in environmentally sensitive areas such as indigenous forests; wetlands; zones of high biological diversity; areas supporting populations of rare and endangered species; zones prone to erosion or desertification; areas of historical and archaeological interest; areas of cultural or religious significance; areas used extensively for recreation and aesthetic reasons; areas prone to flooding or natural hazards; water catchments that serve as major sources for public, industrial or agricultural uses; and areas of human settlements (especially with schools and hospitals).

Zambia EIA regulations also contain, in the “Second Schedule,” a list of projects that require a formal

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Environmental Impact Assessment that should be reviewed by all USAID implementing partners.

3.0 EVALUATION OF PROJECT/PROGRAM ISSUES WITH RESPECT TO ENVIRONMENTAL IMPACT POTENTIAL & RECOMMENDED THRESHOLD DECISIONS AND MITIGATION ACTIONS

3.1 Request for Categorical Exclusion

Sub-IR Request for Categorical ExclusionImpact Issues and Mitigation and/or

Proactive Interventions

Sub-IR 3.1.2 “Public and Community School Performance Increased”

Activities under Program Element 3.2.1 Basic Education, involving education, technical assistance, or training programs; analyses, studies, academic or research workshops or meetings; document and information transfers; studies, projects or programs intended to develop the capability of intended beneficiaries or local governance structures to engage in development planning; and regulatory and policy related activities that have no physical interventions and no direct effects on the environment.These activities are recommended for a Categorical Exclusion under 22 CFR 216.2(c)(1)(i) and 22 CFR 216.2(c)(2)(i), (iii), (viii) and (xiv). See above citations.

Program managers and implementing partners will take measures to ensure such information sharing does not promote practices that would negatively impact the environment and that the information sharing sessions themselves have negligible impacts on the environment.

Sub-IR 3.1.3 “Equitable Access to Education Increased”

Activities under Program Element 3.2.1 Basic Education, involving education, technical assistance, or training programs; analyses, studies, academic or research workshops or meetings; document and information transfers; studies, projects or programs intended to develop the capability of intended beneficiaries or local governance structures to engage in development planning; and regulatory and policy related activities that have no physical interventions and no direct effects on the environment. These activities are recommended for a Categorical Exclusion determination under 22 CFR 216.2(c)(1)(i) and 22 CFR 216.2(c)(2)(i), (iii), (viii) and (xiv). See above 22 CFR 216 citations.

See below for potable water supply activities under this program.

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Sub-IR Request for Categorical ExclusionImpact Issues and Mitigation and/or

Proactive Interventions

Sub-IR 3.1.4, “HIV/AIDS Impact on Education Mitigated”

Activities under Program Element 3.2.1 Basic Education, involving education, technical assistance, or training programs; analyses, studies, academic or research workshops or meetings; document and information transfers; studies, projects or programs intended to develop the capability of intended beneficiaries or local governance structures to engage in development planning; and regulatory and policy related activities that have no physical interventions and no direct effects on the environment. These activities are recommended for a Categorical Exclusion determination under 22 CFR 216.2(c)(1)(i) and 22 CFR 216.2(c)(2)(i), (iii), (viii) and (xiv). See above citations.

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3.2 Negative Determinations with Conditions

Recommended Threshold Determination and Regulation 216 Citation

Impact Issues and Mitigation and/or Proactive Interventions.Conditions

Sub-IR 3.1.3 “Equitable Access to Education Increased”

Activities under Program Element 3.1.8 Water Supply and Sanitation that include shallow well construction/rehabilitation, borehole drilling, latrine construction/rehabilitation, and environmental sanitation improvement around schools are expected to have a direct effect on the environment. These small construction/rehabilitation activities are recommended for a Negative Determination with Conditions under 22 CFR 216.3(a)(2)(iii).

Conditions:Program managers will provide Environmental Guidelines for Small Scale Activities in Africa (EGSSA) guidance (see below) to implementing partners and monitor the planning and implementation phases of activities to ensure compliance.

The Use of Pesticides in Latrine Construction: A Mission-wide Pesticide Evaluation Report and Safer Use Action Plan (PERSUAP) will be prepared for approval by BEO. Some details of the PERSUAP will form part of the Implementing Partner’s Environmental Mitigation and Monitoring Plan (EMMP) to ensure implementation and monitoring of the PERSUAP recommendations and sound environmental stewardship.

Small Scale Construction: The conditions are that any individual building that does not exceed 10,000 square feet of construction should be conducted in a manner consistent with best practices as outlined in the Small-Scale Construction Chapter and the Primary and Secondary Day Schools chapter of the USAID EGSSAA, http://www.encapafrica.org/egssaa.htm. Tree-planting activities associated with construction and/or rehabilitation also need to follow the EGGSSA guidelines in relation to small-scale renovation of community schools, latrine construction in schools, reforestation work, to mention but a few, especially the use of exotic species. It is not foreseen that any construction will exceed 10,000 square feet (1,000 square meters) which would mandate the initiation of a supplemental environmental review.

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Recommended Threshold Determination and Regulation 216 Citation

Impact Issues and Mitigation and/or Proactive Interventions.Conditions

Potable Water Supply and Sanitation: Both the water supply (improved wells and boreholes) and sanitation (latrines) activities will be conducted in accordance with the appropriate design and implementation practices described in the Water Supply and Sanitation chapter of the EGSSAA (http://www.encapafrica.org/EGSSAA/watsan.pdf), such as the Environmentally Sound Design and Management (ESDM) Approach to Small-Scale Water and Sanitation Projects which requires participatory approach to operations, maintenance, management, and usage, and a good technical design that avoids or mitigates potential environmental impacts. The implementing partner will develop a Water Quality Assurance Plan to describe how it intends to ensure safe drinking water where the subject equipment is installed. This Water Quality Assurance Plan must be approved by the Contracting Officer’s Technical Representative and the Regional Environmental Advisor prior to implementation of water supply activities. In addition, implementing partner(s) will provide a brief description and geographic coordinates of the sites where the water points are located. This brief description should cover: the area where the site is (flat, mountainous, type of soils). Implementing partners will further ensure that contamination of adjacent surroundings is negligible from construction debris and that groundwater and surface water sources are not contaminated during construction of operation of these facilities.

The Education Office must assure that the standards and testing procedures described in this guideline document are followed

Sub-IR 3.1.4, “HIV/AIDS

Activities under Program Element

Medical Waste: The USAID Bureau for Africa’s Environmental Guidelines for Small Scale Activities in

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Recommended Threshold Determination and Regulation 216 Citation

Impact Issues and Mitigation and/or Proactive Interventions.Conditions

Impact on Education Mitigated”

3.1.1 HIV/AIDS that include HIV/AIDS testing are expected to have a direct impact on the environment as these activities entail the use, storage, transportation, and disposal of blood and the generation of medical waste (e.g., used syringes). These activities present the potential for disease transmission through the generation, management, and disposal of blood (including blood products) and medical waste, absent the use of appropriate mitigation measures and conditions. These HIV testing activities are recommended for a Negative Determination with Conditions 22 CFR 216.3(a)(2)(iii).

Africa (EGSSAA) Chapter 8, “Healthcare Waste: Generation, Handling, Treatment and Disposal” (found at: http://encapafrica.org/SmallScaleGuidelines.htm) contains guidance which will guide the Education Office’s management of activities in order to promote proper handling and disposal of medical waste, particularly in the section titled, “Minimum elements of a complete waste management program.” The program is also encouraged to make use of the “Minimal Program Checklist and Action Plan” for handling healthcare waste, which was adapted from the above EGSSAA chapter and which shall be further adapted for use in USAID/Zambia programs.

Other important references to consult in establishing a waste management program are “WHO’s Safe Management of Wastes from Healthcare Activities” http://www.who.int/water_sanitation_health/medicalwaste/wastemanag/en/ and the State Department cable “1993 State 264038: Model guidance on health projects Involving HIV Screening and Handling of Blood.” Additional guidance is also available via the reference section of the above EGSSAA chapter.

Implementing partners will take measures to engage in a participatory approach to designing, operating, maintaining, managing, and designation of medical waste disposal sites. Implementing partners will further ensure that contamination of adjacent surroundings is negligible, that groundwater and surface water sources are not contaminated during construction or operation of these disposal sites, and that WHO standards are met in the handling, labeling, treatment, storage, and transportation of contaminated waste.

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Recommended Threshold Determination and Regulation 216 Citation

Impact Issues and Mitigation and/or Proactive Interventions.Conditions

The Education Office must ensure that the medical facilities and operations involved have adequate procedures and capacities in place to properly handle, label, treat, store and transport blood, as well as procedures to properly dispose of medical waste.

4.0 RESTRICTIONS, IMPLEMENTATION AND MONITORING

4.1 General Restrictions

4.1.1 Pesticides. All activities that fall outside of the category of controlled experimentation exclusively for the purpose of research and field evaluation and entail the procurement or use, or both, of pesticides shall conform with the Economic Growth Pesticide Evaluation Report and Safer Use Action Plan, conducted in accordance with USAID Pesticide Procedures (22 CFR 216.3(b)). No funds shall be obligated or expended for the procurement or use of pesticides unless they are specifically approved in the Mission’s PERSUAP to be developed in 2013.

4.1.2 Small Grants Activities. Various projects and programs in the Education portfolio may take advantage of small grants programs as a tool to expand their impact, in addition to the instances specifically noted in the foregoing sections. The range of activities for which grants may be used is yet to be determined. The Read to Succeed (RTS) program under IR 3.4.1 (see Annex) is one of these so far determined.

As such, the analysis set out in these sections already examines the environmental impacts of activities to be supported with sub grants, and sets out recommended determinations and conditions. This analysis applies equally whether the activities are to be conducted directly by a prime contractor/grantee, or via a sub-grant mechanism.

The general conditions of Section 4.2, below, require that IPs impose these applicable IEE conditions on their sub grantees, require reporting on these conditions, and monitor their performance.

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Thus, no separate recommended determinations are necessary or appropriate for sub grant activities.

4.2 General Project Implementation and Monitoring Requirements

In addition to the specific conditions enumerated in Section 3, the negative determinations recommended in this IEE are contingent on full implementation of the following general monitoring and implementation requirements:

1. Consideration of Project-level IEEs. This Zambia Education portfolio IEE was developed, as required by USAID project design guidance.

In the future, for each new Education procurement, the Education Office, in consultation with the MEO and REA, must consider whether the goal of environmentally sound design and management and clarity and transparency regarding implementing partners and Education Office compliance requirements would be best served by development of a project-level IEE based on far more specific activity descriptions. Such project-level IEEs would supersede this portfolio IEE for a particular procurement, but would be guided by and establish conditions no less stringent than those set out by this IEE. Such IEEs must incorporate all of the remaining conditions set out in this section.

2. Implementing Partner Briefings on Environmental Compliance Responsibilities. The Education Office shall provide each Education implementing partner, with a copy of this IEE; each implementing partner shall be briefed on their environmental compliance responsibilities by their cognizant C/AOR. During this briefing, the IEE conditions applicable to the Implementing Partner’s activities will be identified.

3. Development of Environmental Mitigation and Monitoring Plan (EMMP).  Each implementing partner whose activities are subject to one or more conditions set out in section 3 of this IEE shall develop and provide for C/AOR review and approval an Environmental Mitigation and Monitoring Plan (EMMP) documenting how their project will implement and verify all IEE conditions that apply to their activities.

These EMMPs shall identify how the implementing partner shall assure that IEE conditions that apply to activities supported under subcontracts and subgrant are implemented. (In the case of large subgrants or subcontracts, the implementing partner may elect to require the subgrantee/subcontractor to develop their own EMMP.)

(Note : refer to the AFR EMMP Factsheet, available at www.encapafrica.org.)

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4. Integration and implementation of EMMP.  Each implementing partner shall integrate their EMMP into their project work plan and budgets, implement the EMMP, and report on its implementation as an element of regular project performance reporting.

Implementing partners shall assure that sub-contractors and sub-grantees integrate implementation of IEE conditions, where applicable, into their own project work plans and budgets and report on their implementation as an element of sub-contract or grant performance reporting.

5. Integration of compliance responsibilities in prime and sub-contracts and grant agreements.

a. The Office of Acquisition and Assistance (OAA) shall assure that contracts or agreements for implementation of the project, and/or significant modification to current contracts/agreements shall reference and require compliance with the conditions set out in this IEE, as required by ADS 204.3.4.a.6 and ADS 303.3.6.3.e.

b. Implementing partners shall assure that sub-contracts and sub-grant agreements reference and require compliance with relevant elements of these conditions.

6. Assurance of sub-grantee and sub-contractor capacity and compliance. Implementing partners shall assure that sub-grantees and subcontractors have the capability to implement the relevant requirements of this IEE. The implementing partner shall, as and if appropriate, provide training to sub-grantees and subcontractors in their environmental compliance responsibilities and in environmentally sound design and management (ESDM) of their activities.

7. Education Office monitoring responsibility. As required by ADS 204.5.4, the Education Office will actively monitor and evaluate whether the conditions of this IEE are being implemented effectively and whether there are new or unforeseen consequences arising during implementation that were not identified and reviewed in this IEE. If new or unforeseen consequences arise during implementation, the Education Office will suspend the activity and initiate appropriate, further review in accordance with 22 CFR 216. USAID Monitoring shall include regular site visits.

8. New or modified activities. As part of its initial Work Plan, and all Annual Work Plans thereafter, implementing partners, in collaboration with their C/AOR, shall review all planned and on-going activities to determine if they are within the scope of this IEE.

If any implementing partner activities are planned that would be outside the scope of this IEE, an amendment to this IEE addressing these activities shall be prepared for USAID review and approval. No such new activities shall be undertaken prior to formal approval of this amendment.

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Any ongoing activities found to be outside the scope of the approved Regulation 216 environmental documentation shall be halted until an amendment to the documentation is submitted and written approval is received from USAID. This includes activities that were previously within the scope of the IEE, but were substantively modified in such a way that they move outside the scope.

9. Compliance with Host Country Requirements. Nothing in this IEE substitutes for or supersedes implementing partner, subgrantee and subcontractor responsibility for compliance with all applicable host country laws and regulations. The implementing partner, subgrantees and subcontractor must comply with host country environmental regulations unless otherwise directed in writing by USAID. However, in case of conflict between host country and USAID regulations, the latter shall govern.

4.3 Operationalizing Provisions of this IEE

USAID/Zambia’s Education Office will make clear that -- through Requests for Applications/Proposals, Annual Program Statements, contracts, cooperative agreements or grants or sub-grants, post-award briefings, implementation work plans, site visits, meetings, annual reviews, etc., as may be the case -- the determinations specified in the IEE need to be heeded, and that implementing partners must put in place appropriate systems or management tools to ensure recommended mitigation actions are taken.

If additional activities are added to this project, which are not described in this document, an amended environmental examination must be prepared and approved by the BEO.

4.4 Monitoring and Evaluation

As laid out in ADS 204.5.4, USAID/Zambia is responsible for the monitoring and evaluation of the environmental effects of activities during and after implementation. The process of environmental monitoring and evaluation should be integrated into the Education's pertinent Performance Monitoring and Evaluation Plan, and made a part of periodic field visits, portfolio reviews and quarterly reports from the implementing partners. The Education Office will actively monitor ongoing activities for compliance with approved IEE recommendations, and modify or end activities that are not in compliance mainly based on site visits and quarterly reports. The Education Office shall specify: who will monitor, how they will monitor, and how they will determine if there are “new or unforeseen circumstances.” This will be spelled out in the EMMPs and reported through the quarterly reports by the implementing partners and reflected in the portfolio reviews by the Education Office.

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ANNEX – EDUCATION ACTIVITIES

Strengthening Education Performance Up (STEP-Up) Zambia

Contract Number: AID-611-C-12-00001Period of Activity: December 6, 2011 – December 5, 2016Funding Amount: $23,868,708Partner: Chemonics InternationalSub-Partners: American Institutes for Research; University of MinnesotaGeographic Coverage: All 10 provinces: Eastern, Lusaka, Central, Copperbelt, Northwestern, Western,

Southern, Luapula, Muchinga and Northern

Beneficiaries: MESVTEE national, provincial and district staff, teachers and learnersOverview:To work with the MESVTEE to establish oversight and management tools, reading policies and a clearly defined national reading strategy to foster a robust institutional environment and accountability for reading outcomes at all levels (national, provincial, district and school).

Task Areas: Integrate and strengthen systems for improved decision-making (aligns with Sub-IR 3.1.1). Key

activities include supporting the MESVTEE to: assess the current status of systems, processes, and decision points and accountability; utilize data and information and communications technology applications for decision-making; and enhance engagement with the private sector.

Promote equity as a central theme in policy development and education management reform (aligns with Sub-IR 3.1.3). Key activities include developing communications strategies to raise awareness levels about the importance of early grade reading; and tracking tools to monitor progress towards achieving equity measures.

Institutionalize MESVTEE’s management of HIV and AIDS workplace programs (aligns with Sub-IR 3.1.4). Key activities include operationalizing policy implementation guidelines at the school level; assisting MESVTEE to integrate health management support strategies for provinces, districts and schools; defining strategies to work with HIV and AIDS service providers, teachers and local communities; and providing counseling, testing, pre-service training for community health and para-social workers.

Strengthen decentralization for improved learner performance (aligns with Sub-IR 3.1.2). Key activities include supporting the development of strategic plans for provinces, districts and schools to improve learner performance in reading; school mapping processes to rationalize the distribution of education resources; assist the MESVTEE to develop a strategic plan to improve learner performance in reading; and raise public awareness and demand for effective education management and delivery.

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Engage Zambian institutions of higher education in MESVTEE policy research and analysis (cross-cutting). Key activities include assisting the MESVTEE to refine its research agenda; support an internship program at STEP-Up with involving students from Zambian universities; and promote collaboration between MESVTEE and selected universities for knowledge-sharing.

Read to Succeed (RTS)

Contract Number: AID-611-C-12-00003Period of Activity: March 9, 2012 - March, 8, 2017 Funding Amount: $24,137,835Partner: Creative Associates InternationalSub-Partners: Research Triangle Institute, Plan International, School-to-School

International, University of Pittsburgh, O’Brien and AssociatesGeographic Coverage: 6 provinces: Western, Northwestern, Luapula, Northern, Muchinga and EasternBeneficiaries: MESVTEE national, provincial and district staff, teachers and learners in

government primary schools

Overview:To work with the MESVTEE in government primary schools to integrate reading into school academic performance improvement strategies with clearly defined management strategies, reading targets as well as instructional and assessment approaches.

Task Areas: Model decentralized education management practices to improve teacher accountability and

sustain learner performance (aligns with Sub-IR 3.1.2). Key activities include supporting the MESVTEE to provide training in educational leadership and management to head teachers and teachers; developing training guides and materials; supporting schools to develop school-level learner performance improvement plans (LPIPs); and districts to effectively monitor progress towards the implementation of the LPIPs.

Strengthen the use of performance assessment tools to improve school effectiveness (aligns with Sub-IR 3.1.2). Key activities include supporting the MESVTEE to promote assessment policies and strategies for reading instruction; development and implement the Early Grade Reading Assessment; and utilize assessment data to improve teaching and learning.

Improve school-based HIV/AIDS mitigating and equity enhancing learner support (aligns with Sub-IR 3.1.4). Key activities include supporting the MESVTEE to harmonize school health policies; provide teacher training on HIV/AIDS prevention education, school-based guidance and counseling and the re-entry policy; strengthen school-community partnerships to support school effectiveness; conduct a baseline evaluation of school-based HIV/AIDS interventions

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with data on knowledge, attitudes and practices; and administer small grants to incentivize the development and implementation of locally relevant school health management action plans.

Engage universities and other higher education institutions in MESVTEE/RTS research (cross-cutting). Key activities include supporting the MESVTEE to develop a research agenda and coordination/review board; establish a higher education research network; and support a research internship program with RTS.

Time to Learn (TTL)

Contract Number: AID-611-C-12-00002Period of Activity: March 1, 2012 – February 28, 2017Funding Amount: $29,999,999Partner: Education Development Center, Inc.Sub-Partners: EnCompass, Campaign for Female Education (CAMFED) and Forum

for Women Educationalists in Zambia (FAWEZA)Geographic Coverage: 6 provinces: Eastern, Northern, Muchinga, Lusaka, Central and CopperbeltBeneficiaries: MESVTEE national, provincial and district staff, teachers and learners in

community primary schools

Overview:To work with the MESVTEE in community primary schools to establish policy frameworks designed to provide public resources to stabilize the operations of community schools and achieve sustained reading gains among the most vulnerable students.

Task Areas: Institutionalize and accelerate MESVTEE assistance to community schools with an emphasis on

improved reading outcomes (aligns with Sub-IR 3.1.1). Key activities include: coordinating stakeholder engagement around support for community schools and orphans and vulnerable children (OVCs); reactivate the Community Schools Sub-Committee to assist MESVTEE planning; develop a teacher in-service program to promote the qualifications of teachers serving in community schools

Improve teachers’ skills and enhance school management (aligns with Sub-IR 3.1.2). Key activities will support the MESVTEE to: train community school teachers in literacy methodologies, train school managers in management and leadership skills; use assessment as an instrument to provide reading instruction and assure quality in community schools; and provide textbooks and instructional resources to improve the teaching of reading in community schools.

Develop the capacity of local community groups and enlist local business, NGO and governmental support in advocating for and implementing free or inexpensive education interventions for OVCs (aligns with Sub-IR 3.1.3). Key activities include: improving the

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capacity of Parent Community School Committees (PCSCs) to support community schools; linking community schools with regional business interests; and supporting the organization of fundraising events to create a platform for private sector involvement in support of community schools and OVC’s education.

Implement HIV/AIDS prevention programs and provide a continuum of academic and financial support to enable OVC participation in primary and secondary education (aligns with Sub-IR 3.1.4). Key activities include: administering and monitoring 48,000 scholarships to OVCs; providing HIV/AIDS prevention in life skills education, guidance and counseling and psycho-social support; and building the capacity of the Anti-AIDS Teachers Association of Zambia (AATAZ) to raise teacher awareness and encourage testing.

Engage universities and other academic institutions to conduct targeted research promoting educational opportunities and improved reading outcomes for community schools and OVCs (cross-cutting). Key activities include: utilizing research and analysis to hold policy discussions around OVCs and community schools; and providing graduate and undergraduate students internships with TTL.

Schools Promoting Learning Achievement through Sanitation and Hygiene (SPLASH)

Agreement Number: AID-OAA-A-10-00040Period of Activity: September 30, 2011 – September 29, 2016Funding Amount: $20,000,000 (Paul Simon Water for the Poor Earmark)Partner: FHI360Sub-Partner: CARE International ZambiaGeographic Coverage: Eastern Province (Mambwe, Chipata Lundazi and Chadiza districts)Beneficiaries: Government and community primary, teachers, learners, local

communities, MESVTEE and Ministry of Local Government and Housing (MLGH)

Overview:To work with the MESVTEE to improve access to safe water, adequate sanitation, hygiene information and health practices to improve learning environments and educational performance in government and community primary schools in Eastern province.

Task Areas (all aligned with Sub-IR 3.1.3):

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Install and rehabilitate improved school WASH infrastructure using a service delivery framework. Key activities include the construction and rehabilitation of water points and sanitation facilities in more than 600 schools.

Improve hygiene behaviors and health of learners and teachers and subsequently their communities. Key activities include: teacher training to effectively integrate hygiene education in the school curriculum under the MESVTEE In-Service Teacher Training system at provincial and district levels; conducting hygiene behavior change awareness campaigns like School Led Total Sanitation at the school level; developing hygiene education materials for schools; providing hygiene facilities like hand washing stations and washrooms in girls’ sanitation facilities; and rolling out menstrual hygiene management activities in schools.

Strengthen local governance and coordination of WASH in schools through the involvement of multiple stakeholders. Key activities include: assessing the capacity and functionality of D-WASHE committees; supporting the MLGH to clarify D-WASHE committee member job descriptions and roles and responsibilities; designing a capacity strengthening strategy that includes training workshops, on-the-job coaching and use of self-monitoring tools; replicating the provincial “whole system in a room” common action planning at district level with multiple stakeholders; and supporting the D-WASHE in managing and monitoring implementation of the district-wide action plan.

Engage those who set policies at the national, provincial and district level to support WASH in schools. Key activities include: supporting negotiation for political commitment at all levels of GRZ to institutionalize WinS; participating in a school WASH policy review committee to analyze and propose reforms and improvements to existing policies and GRZ funding levels; participating in and reviging as needed current WASH stakeholder platforms to support intensified review of current policy mechanisms addressing WASH in Schools; assisting teachers and PTAs to collaborate with village WASHE committees to initiate and manage WASH hardware and software procurement; enlisting chiefs and other traditional leaders’ support for WASH in Schools; and coordinating with existing WASHE support systems at province, districts and community levels.

Strengthen the capacity of small-scale service providers and private sector to deliver WASH goods and services on a sustainable basis. Key activities include: conducting market analysis; developing a list of preferred vendors; working across public and private sector to encourage innovative WASH products and services; supporting and strengthening the participation of private sector in spare parts supply chain for rural water supply facilities, which is elaborated in the Sustainable Operations and Maintenance Approach (SOMAP) of Zambia; facilitating the enhancement of certification programs for small scale private sector service providers in the WSS sub sector with National Council for Construction (NCC) and Engineers Institute of Zambia (EIZ) to promote a training program through Trade Schools; developing a voucher or other system for schools to procure water filters and hand washing stands with buckets as initial; and reviewing the potential of mobile phone technology to monitor WASH in School systems.

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School Water, Sanitation and Hygiene Education (WASH) and Quality Education Project

Agreement Number: 611-A-00-09-00001-00Period of Activity: March 11, 2009 – September 30, 2013Funding Amount: $8,209,838 (Paul Simon Water for the Poor Earmark)Partner: Development Aid People to People (DAPP)Geographic Coverage: Northern and Muchinga provincesBeneficiaries: Government and community primary schools, teachers, learners, local

communities, MESVTEE and MLGH

Overview:To work with the MESTVEE to improve water and sanitation in 950 primary schools in Northern and Muchinga provinces, with a focus on community schools through capacity-building and water sanitation and hygiene education.

Task Areas (all aligned with Sub-IR 3.1.3): Promote education access, learner performance, gender equity, girls’ education, teacher

retention, and improved health outcomes in Zambian schools. Key activities include conducting district stakeholder evaluation meetings to share best practices in relation to quality education for children and gender related issues with linkages to water and sanitation activities; involving girls and female teachers in planning for and sighting sanitation structures; integrating water and sanitation education in the lesson plan; monitoring the attendance of students and retention of teachers at project target schools.

Improve water supply by rehabilitating or constructing water points using conventional and or appropriate technologies. Key activities include the provision of new water points (manual and conventional drilling and provision of Indian Mark II pumps); rehabilitation of existing water points including repair/replacement of pumps, renovation of soak pits and drainages.

Improve sanitation services in basic schools by constructing latrines. Key activities include construction and rehabilitation of VIP latrines, toilets and ablution blocks; provision of hand washing facilities.

Improve local capacity to maintain water and sanitation facilities. Key activities include: training area pump menders and school latrine masons; establishing and training manual drilling teams to supervise and ensure the quality of borehole drilling; training district staff in water quality testing; establishing and strengthening spare parts outlets; and capacity building for MESVTEE district education standards officers and building officers in the planning, implementation and inspection of water and sanitation facilities.

Improve water, sanitation and hygiene education in basic schools. Key activities include training for head teachers, teachers, peer educators and parent teacher associations on water/sanitation

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issues and child-centered hygiene education methods; developing and distributing WASH information and education communications materials for teachers and students; and strengthening Village Action Groups and school WASHE committees to support water and sanitation in schools.

Education Government-to-Government (EDG2G)

Award Number: TBD Fixed Amount Reimbursement Agreement (in design)Period of Activity: TBD (in design) Funding Amount: $7,900,000Partner: MESVTEEGeographic Coverage: NationalBeneficiaries: MESVTEE national, provincial and district staff, teachers and learners

Illustrative Task Areas: Strengthen the use of performance assessment tools to improve school effectiveness (aligns with

Sub-IR 3.1.2). Illustrative activities will support the MESVTEE to administer the Early Grade Reading Assessment nationally on a regular basis and effectively disseminate student performance results.

Improve teachers’ skills and enhance school management (aligns with Sub-IR 3.1.2). Illustrative activities will support the MESVTEE to train government and community school teachers in effective reading instruction, formative and continuous assessment, and classroom management.

Improve water supply by rehabilitating or constructing water points using conventional and or appropriate technologies (aligns with Sub-IR 3.1.3). Illustrative activities will support the MESVTEE to: construct new water points and sanitation facilities; rehabilitate existing water pumps and sanitation facilities; provide hygiene education, school-led total sanitation, and sustainable operations and maintenance action planning; and develop guidelines on standards for cost-effective latrine construction.

Implement HIV/AIDS prevention programs and provide a continuum of academic and financial support to enable OVC participation in primary and secondary education (aligns with Sub-IR 3.1.4). Illustrative activity: to support the MESVTEE to administer and monitor scholarships to OVCs.

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