Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
Results for Education Achievement and Development Project (READ)
Environmental and Social Management Framework (ESMF)
EXECUTIVE SUMMARY
BACKGROUND
The Government of the Republic of Gambia through the Ministry of Basic & Secondary Education is preparing The Results for Education Achievement and Development (READ) project aimed at increasing access to basic education including early childhood development and improving the quality of teaching and learning as well as strengthening the education system of the Gambia.
Click here to access the document
PROJECT COMPONENTS
Increase Access to Basic Education in hard to reach Areas: The purpose of this component is to enhance enrolment at the basic level by increasing access to Early Childhood Education, and the universalization of basic education.
Improving Quality of Teaching and Learning: This component aims at improving quality of teaching and learning including developing the foundational skills such as reading in lower grades, reforming the pre-service teacher training program, strengthening current teachers’ competencies in pedagogical and content knowledge, improving teacher practices
Technical and Institutional Support: This component aims at developing a strong communication strategy, institutional support and capacity building
Strengthening the Education System: This component is tasked with ensuring that effective and efficient delivery of education services is achieved.
Click here to access the document
OBJECTIVES OF THE ENVIRONMENTAL AND SOCIAL MANAGEMENT FRAMEWORK (ESMF)
Although the potential negative environmental and social impacts of the READ Project activities are considered to be generally minimal, potentially significant localized impacts may occur, thus requiring appropriate mitigation measures. In order to ensure that the potential negative impacts are addressed at this stage of project development this Environmental and Social Management Framework (ESMF) is being prepared. The objective of this ESMF is to provide an environmental and social screening process for the future implementation of the infrastructure subprojects of the READ Project. It sets out the principles, rules, guidelines and procedures to assess the environmental and social impacts and proposes measures and plans to reduce, mitigate and/or offset adverse impacts and enhance positive impacts.
The ESMF was prepared taking account of the relevant national environmental policies and regulations, notably the National Environment Management Act 1994, the Environmental Impact Assessment Guidelines (1999) and the Environmental Impact Assessment Procedures (1999) and the World Bank safeguard policy, instruments particularly OP 4.01.
An audit exercise of the earlier Education projects has identified a number of environmentally unsound practices in the completed infrastructure and services and has provided recommendations to redress the conditions in conformity with NEMA and World Bank policies.
Click here to access the document
METHODOLOGY USED TO PREPARE THE ESMF
The general approach consisted of the review of relevant background documents (both print and electronic) and consultations with the various stakeholders. The stakeholders included policy makers, potential project beneficiaries, Non-Governmental Organisations as well as private contractors
Click here to access the document
THE SCREENING PROCESS
For the screening process each administrative region shall set up a Regional Environmental Focal Point (REFP) with membership consisting of the Regional Director, the Regional Environment Officer, a representative of the Local Government Authority and a representative of the local community where the infrastructure is to be located. The Construction Monitor shall serve as the secretary to the Focal Point. Other persons may be co-opted if their expertise is considered necessary.
Once a particular infrastructure subproject of the READ is known the Regional Directorate in the region where the investment is to take place shall arrange to have the subproject screened by his office in consultation with the local community. The Construction monitor attached to the Office shall complete the Environmental and Social Screening Form (ESSF) to determine the likely negative environmental and social impacts and the mitigation measures to be put in place.
The completed screening form shall be presented to the REFP for categorisation. The results could be:
(a) No environmental work will be required;
(b) The implementation of simple mitigation measures will suffice; or
(c) A separate Environmental Impact Assessment (EIA) will be required
The completed forms from the REFP are forwarded to the PCU for review and approval. Where an EIA is required the NEA will be contacted for their consideration and approval. The EIA will be conducted in accordance with the national environmental legislation and the World Bank Safeguard PolicyOP4.01
Click here to access the document
