Federal Democratic Republic of Ethiopia

Ministry of Education

Environmental and Social Management Guideline And

Resettlement System Guideline (ESMSG&RSG)

FOR

General Education Quality Improvement Program for Equity (GEQIP-E)

PforR Program

November, 2021
Addis Ababa, Ethiopia

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Contents
LIST OF FIGURES......................................................................................................................... V

LIST OF TABLES........................................................................................................................... V

GLOSSARY OF RESETTLEMENT RELATED TERMS .......................................................... 1

LIST OF ACRONYMS .................................................................................................................... 4

EXECUTIVE SUMMARY .............................................................................................................. 6

1. INTRODUCTION ...................................................................................................................... 13

1.1. PURPOSE OF THE ESM&RS GUIDELINE ..................................................................... 14

1.2 APPROACHES TO THE ESMSG STUDY ........................................................................... 15

1.3 INFORMATION DISCLOSURE ........................................................................................... 15

2. PROGRAM DESCRIPTION .................................................................................................... 15

2.1 PARENT PROGRAM.............................................................................................................. 15

2.2 THE PFORR PART OF THE PROGRAM HAS THE FOLLOWING RESULTS AREAS :
................................................................................................................................................ 17

2.3. ADDITIONAL FINANCE ONE (AF1) ................................................................................. 19

3. ORGANIZATIONAL RESPONSIBILITIES FOR GEQIP-E AND AF SAFEGUARDS

IMPLEMENTATION.......................................................................................................... 21

3.1 GEQIP-E AND AF IMPLEMENTATION ARRANGEMENT ........................................... 21

3.2 FEDERAL LEVEL KEY INSTITUTIONS FOR GEQIP-E AND AF IMPLEMENTATION

................................................................................................................................................ 21

3.3 REGIONAL, ZONAL AND WOREDA LEVEL KEY ACTORS FOR GEQIP-E AND AF22

3.4 GEQIP-E AND AF ENVIRONMENTAL AND SOCIAL SAFEGUARDS

IMPLEMENTATION ARRANGEMENT......................................................................... 24

4. APPLICABLE GEQIP-E ENVIRONMENT AND SOCIAL POLICIES, GUIDELINES AND

LEGAL FRAMEWORKS ................................................................................................... 25

4.1 NATIONAL POLICIES, REGULATIONS AND GUIDELINES FOR ENVIRONMENTAL

IMPACT ASSESSMENT AND MANAGEMENT ........................................................... 26

4.2 NATIONAL POLICIES, REGULATIONS, AND GUIDELINES FOR SOCIAL IMPACT

ASSESSMENT AND MANAGEMENT ............................................................................. 31

4.3. ETHIOPIAN LEGISLATIONS RELATED TO LAND ACQUISITION, COMPENSATION

AND RESETTLEMENT ..................................................................................................... 36

4.3.1 THE CONSTITUTION OF FDRE ........................................................................................ 36

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4.3.2 EXPROPRIATION OF LAND FOR PUBLIC PURPOSES, PAYMENTS OF
COMPENSATION AND RESETTLEMENT OF DISPLACED PEOPLE
PROCLAMATION NO. 1161/2019 .................................................................................... 37

4.3.3. WORLD BANK ESF ESS5 ON LAND ACQUISITION AND RESETTLEMENT ...... 40

4.3.4 REVIEW AND COMPARISON OF THE NATIONAL POLICIES AND THE WORLD
BANK: WB’S ESF ESS5 AND ETHIOPIAN NEW PROCLAMATION NO. 1161/201943

5. GEQIP-E AND AFS EENVIRONMENTAL AND SOCIAL IMPACTS .............................. 50

5.1 POSITIVE SOCIAL AND ENVIRONMENTAL IMPACTS OF GEQIP-E AND AF1 .... 50

5.2 ADVERSE ENVIRONMENTAL AND SOCIAL IMPACTS OF GEQIP-E AND AF ...... 54

5.2.2 NEGATIVE ENVIRONMENTAL AND SOCIAL IMPACTS OF AFS .......................... 57

6. ESMS PROCESSES: PREPARATION AND IMPLEMENTATION................................... 65

6.1 ENVIRONMENTAL AND SOCIAL SYSTEM IMPLEMENTATION ARRANGEMENT65

6.2 KEY ISSUES AND RESPONSIBILITIES FOR SCREENING AND APPRAISAL

PROCESSES ........................................................................................................................ 66

6.3 PROCEDURES AND STEPS FOR ENVIRONMENTAL AND SOCIAL MANAGEMENT

SCREENING ........................................................................................................................ 67

6.3.1 ENVIRONMENT AND SOCIAL SCREENING AND IMPLEMENTATION

PROCESS/STEPS ................................................................................................................ 68

6.4 . SAFETY MANAGEMENT ................................................................................................... 71

6.4.1 USE OF PERSONAL PROTECTIVE EQUIPMENT (PPE) AND SAFETY PROTECTION

MATERIALS........................................................................................................................ 72

6.4.2 CONSTRUCTION SAFETY ............................................................................................... 72

Vehicles and Traffic Routes....................................................................................... 73
Fire and Arson ............................................................................................................ 74

6.4.3 COVID-19 CONSIDERATIONS ........................................................................................ 74

7. RESETTLEMENT SYSTEM GUIDELINE (RSG) ............................................................... 74

7.1 PROPERTY AND LAND RIGHTS OF ETHIOPIA ............................................................ 75

7.2 ACQUISITION AND VALUATION OF LAND AND OTHER ASSETS .......................... 76

7.3 ENTITLEMENT FOR COMPENSATION ........................................................................... 77

7.4 EXPROPRIATION OF LAND FOR PUBLIC PURPOSES AND COMPENSATION .... 79

7.5 OVERVIEW OF RESETTLEMENT ACTION PLAN PROCESSES ............................... 80

7.7 Monitoring and Evaluation ..................................................................................... 84

7.8 VULNERABLE GROUPS ....................................................................................................... 87

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8. COMMUNITY CONSULTATION PROCESS AND PROCEDURES ................................. 91

9. GRIVANCE REDRESS MECHANISM .................................................................................. 92

9.1 GEQIP-E GRIEVANCE REDRESS PROCEDURE ............................................................ 92

9.2 KEY CONSIDERATIONS FOR GEQIP-E GRM AND PROCEDURE ............................ 93

10. CAPACITY BUILDING AND TRAINING ........................................................................... 95

10.1 ACHIEVEMENTS OF MOE ON CAPACITY BUILDING .............................................. 95

10.2 ESMSG TRAINING ............................................................................................................... 98

10.3 STAFFING FOR THE ESMS ............................................................................................... 99

11. MONITORING, ANNUAL AUDIT AND REPORTING OF THE ESM&RSG

IMPLEMENTATION........................................................................................................ 100
11.1 MONITORING .............................................................................................................................. 100

11.2 ANNUAL AUDIT ................................................................................................................. 102

11.3 REPORTING OF SAFEGUARDS IMPLEMENTATION AND INCIDENTS ............. 103

THE PROCESS ................................................................................................................................. 104
THE OUTCOME .............................................................................................................................. 104

ANNEXES ..................................................................................................................................... 105

ANNEX 1: ENVIRONMENTAL AND SOCIAL SCREENING FORM: GEQIP-E SCHOOL

GRANT ACTIVITY .......................................................................................................... 105

ANNEX 2: INDICATIVE ENVIRONMENTAL AND SOCIAL MANAGEMENT PLAN

(ESMP) MEASURES ......................................................................................................... 112

ANNEX 3: SELECTION CRITERIA FOR THE INCLUSION OF VULNERABLE GROUPS

.............................................................................................................................................. 113

ANNEX 4: GRIEVANCE REDRESS MECHANISM FORMS ............................................... 115

ANNEX 5: REPORTING FORMAT FOR LABORATORY SCHOOL GRANT ................. 118

ANNEX 6: PUBLIC CONSULTATION DOCUMENTATION TEMPLATE/FORM.......... 118

ANNEX 7: STANDARD FORMAT OF AN ESMP .................................................................. 120

ANNEX: - 8 INCIDENT REPORT FORM................................................................................ 121

ANNEX 9: SCHOOL RELATED GENDER BASED VIOLENCE (SRGBV)/SEXUAL

EXPLOITATION AND CODE OF CONDUCT ............................................................ 126

ANNEX 10: SCREENING FORM FOR CONSTRUCTION SITE......................................... 148

ANNEX 11: RESETTLEMENT ACTION PLAN ..................................................................... 153

ANNEX 12: CENSUS SURVEY AND LAND ASSET INVENTORY FORM ....................... 158

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ANNEX 13 ENVIRONMENTAL AND SOCIAL SAFEGUARD MANAGEMENT
IMPLEMENTATION REPORTING FORMAT ............................................................ 161

List of Figures
Figure 1 ESS Implementation reporting procedures and communication channel ................... 8
Figure 2: GEQIP-E and AF Institutional Arrangements .......................................................... 24
Figure 3: Proposed Institutional Arrangement for Environmental and Social Issues
Management ............................................................................................................................. 25
Figure 4: GEQIP-E E&S screening and management activity and responsibilities flowchart 69
Figure5. Resettlement System Guideline ................................................................................. 79
Figure 6. Contents of a Resettlement Action Plan ................................................................... 82
Figure 7: ESMS Grievance and Complaint Management Procedure ....................................... 95
Figure 8: Indicative Training Topics ........................................................................................ 98

List of Tables
Table 1 Summary of current DLIs and proposed ...................................................................... 20
Table 1: Articles describing sustainable development and environmental rights included in the
Constitution .............................................................................................................................. 26
Table 2: Various National Proclamations in Relation to Environmental Issues and Impacts .. 27
Table 3: Environmental Guidelines to Assess and Protect the Impacts of the Environment ... 30
Table 4: National Policies, Regulations and Guidelines for Social Impact Assessment and
Management ............................................................................................................................. 31
Table 5 Summary of Main Gaps between Ethiopia Proclamation No. 1161/2019 and WB’s
ESS5 ......................................................................................................................................... 44
Table 6: Summary of GEQIP-E’s Social and Environmental Benefits.................................... 50
Table 7: Proposed Roles and Responsibilities for the ESMSG................................................ 66
Table 9 types of Verifiable Indicators ...................................................................................... 85
Table 10 Community Consultation procedures and Tasks Required ....................................... 92

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GLOSSARY OF RESETTLEMENT RELATED TERMS
Census A field survey carried out to identify and determine the number of
Project Affected Persons (PAPs) or Displaced Persons (DPs) as a
result of land acquisition and related impacts. The census provides
the basic information necessary for determining eligibility for
compensation, resettlement, and other measures emanating from
consultations with affected communities and the local government
institutions.
Compensation The payment in kind, cash or other assets given in exchange for the
acquisition of land including fixed assets, is called compensation.
These include other impacts resulting from activities to rehabilitate
or cushion the impacts from displacement.
Cut-off Date The cut-off date is the date of completion of the census of PAPs
within the classroom construction area boundaries. This is the date
on and beyond which any person whose land is occupied for AF
project, will not be eligible for compensation.
Grievance Redress The RPF contains a grievance redress mechanism based on policies
Mechanism and procedures that are designed to ensure that the complaints or
disputes about any aspect of the land acquisition, compensation,
resettlement, and rehabilitation process, etc. are being addressed.
This mechanism includes a procedure for filing of complaints and a
process for dispute resolution within an acceptable time period.
Implementation The RPF contains an implementation schedule that outlines the
Schedule timeframe for planning, implementation, and monitoring and
evaluation of the RAPs for projects, if applicable.
Informal Settlers/Non- Person or group of persons recognized by custom, unwritten rules
titled/ Squatters or other socially accepted processes as holding certain ownership or
usufruct rights over a land or resource, although these usufruct
rights are neither formalized in a legal document such as a title nor
officially registered.
Land Land refers to all types of agricultural and/or non-agricultural land
and any structures thereon whether temporary or permanent and
which may be acquired by the AF1(classrooms construction)
activities.
Land Acquisition Land acquisition means the possession of or alienation of land,
buildings, or other assets thereon for purposes of the
AF(classrooms construction) implementation.
Project Affected Persons Project affected persons (PAPs) or Displaced Persons (DPs) are
(PAPs) or Displaced persons affected by land and other assets loss as a result of
AF(classrooms construction) activities. These person(s) are
Persons (DPs) affected because they may lose, be denied, or be restricted access to
economic assets; lose shelter, income sources, or means of
livelihood. These persons are affected whether or not they will

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 move to another location. Most often, the term DPs applies to those
who are physically relocated. These people may have their:
standard of living adversely affected, whether or not the Displaced
Person will move to another location; lose right, title, interest in
any houses, land (including premises, agricultural and grazing land)
or any other fixed or movable assets acquired or possessed, lose
access to productive assets or any means of livelihood.
Project Impacts Impacts on the people living and working in the affected areas of
the project, including the surrounding and host communities are
assessed as part of the overall evaluation of the project
Project Implementing Some projects make use of project implementing units (PIUs),
Unit (PIU) which are generally separate units within the project recipient’s
agency. The PIU is often composed of full time staff devoted to
implementing the project, and have been encouraged to have
separate teams with environment and social specialists who can
carry out the activities, for example, as outlined in the RPF or RAP.
Rehabilitation Rehabilitation assistance is the provision of development assistance
Assistance in addition to compensation such as livelihood support, credit
facilities, training, or job opportunities, needed to assist PAPs or
DPs restore their livelihoods.
Replacement Cost Replacement cost refers to the amount sufficient to cover full
recovery of lost assets and related transaction costs. The cost
should be based on Market rate (commercial rate) according to
Ethiopian laws for sale of property. It is normally calculated based
on a willing buyer-willing seller basis, but also applies in Ethiopia
to acceptable market valuation or from an assessment from the
Land Commission and government value.
Resettlement Action The RAP is a resettlement instrument (document) to be prepared
Plan (RAP) when project locations are identified. In such cases, land
acquisition leads to physical displacement of persons, and/or loss of
shelter, and /or loss of livelihoods and/or loss, denial or restriction
of access to economic resources. RAPs are prepared by the
implementing agency and contain specific and legal binding
requirements to resettle and compensate the affected people before
the start of project implementation.
Resettlement Assistance Resettlement assistance refers to activities that are usually provided
during, and immediately after, relocation, such as moving
allowances, residential housing, or rentals or other assistance to
make the transition smoother for affected households.
Resettlement Policy The RPF is an instrument to be used throughout the project’s
Framework (RPF) implementation. The RPF sets out the objectives and principles,
organizational arrangements, and funding mechanisms for any
resettlement, that may be necessary during implementation. The
RPF guides the preparation of Resettlement Action Plans (RAPs),

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 as needed, for projects.
Rights and Entitlements Rights and entitlements are defined for PAPs and DPs (with the
cut-off date) and cover those losing businesses, jobs, and income.
These include options for land-for-land or cash compensation.
Options regarding community and individual resettlement, and
provisions and entitlements to be provided for each affected
community or household will be determined and explained, usually
in an entitlement matrix.
Stakeholders Any and all individuals, groups, organizations, and institutions
interested in and potentially affected by a project or having the
ability to influence a project.
Vulnerable Groups People who by virtue of gender, ethnicity, age, physical or mental
disability, economic disadvantage, or social status may be more
adversely affected by resettlement than others and who may be
limited in their ability to claim or take advantage

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LIST OF ACRONYMS

ABE Alternative Basic Education

BoFEDs Bureaus of Finance and Economic Development
CEDAW Convention on Elimination of All Forms of Discrimination Against Women
CRC Convention on the Rights of the Child
CRPD Convention on the Rights of People with Disabilities
CSRP Civil Service Reform Program
CTEs College of Teachers’ Education
DLIs Disbursement-Linked Indicators
DPs Development Partners
DRS Developing Regional States
ECCE Early Childhood Care and Education
EGRA Early Grade Reading Assessment
EHS Environment, Health and Safety
EIA Environmental Impact Assessment
EMIS Education Management Information System
EPA Environmental Protection Authority
ESDP Education Sector Development Program
ESIA Environmental and Social Impact Assessment
ESMP Environmental and Social Management Plan
ESMS Environmental and Social Management System
ESMSG Environmental and Social Management System Guideline
ESS Environmental and Social Safeguards
ESSA Environment and Social Systems Assessment
ESMU Environmental and Social Management Unit
FDRE Federal Democratic Republic of Ethiopia
FM Financial Management
FMU Financial Management Unit
GBV Gender Based Violence
GCO GEQIP Coordination Office
GEQIP-E General Education Quality Improvement Program for Equity
GoE Government of Ethiopia
GRM Grievance Redress Mechanism
GTP Growth and Transformation Plan
IE Inclusive Education
IERCs Inclusive Education Resource Centers
IPF Investment Project Financing
IVAs Independent Verification Agencies
M&E Monitoring and Evaluation
MoE Ministry of Education
MoFEC Ministry of Finance and Economic Cooperation
NLA National Learning Assessment
OHS Occupational Health and Safety
PAD Project Appraisal Document
PCDP Pastoral Community Development Program
PCO Program Coordination Office
PDO Project Development Objective
PforR Program-for-Results
PMEU Program Monitoring &Evaluation Unit
PMU Procurement Management Unit
POM Program Operations Manual
PPE Personal Protective Equipment

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PRMD Planning and Resource Mobilization Directorate
PSC Program Steering Committee
PSTA Parent, Student, and Teacher Association
QA Quality Assurance
RAP Resettlement Action Plan
REBs Regional Education Bureaus
REPA Regional Environmental and Forest Authority
RSG Resettlement System Guideline
SIP School Improvement Program
SNE Special Needs Education
SNNPR Southern Nations, Nationalities, and Peoples’ Region
TA Technical Assistance
TLM Teaching and Learning Materials
WB World Bank
WEO Woreda Education Office
WEPA Woreda Environmental Protection Authority
WEPO Woreda Environmental Protection Office
WMP Waste Management Plan
WoFEDs Woreda Offices of Finance and Economic Development
ZEO Zonal Education Office
ZoFEDs Zone Office of Finance and Economic Developments

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EXECUTIVE SUMMARY

The Government of Ethiopia (GoE) has implemented the General Education Quality
Improvement Program (GEQIP) with the financial support of World Bank and other
Development Partners (DPs), with the objective to improve the quality of general education.
Building on the efforts and achievements of GEQIP I and II, GEQIP-E seeks to add greater
emphasis on improving internal efficiency, equitable access among regions, gender and
social-economic groups, and quality in general education.

The World Bank proposes supporting GEQIP-E with a new Program-for-Results (PforR)
financing. The PforR aims at strengthening the government’s systems in place and
institutional capacity for implementation, with a shift from an input to results approach with
defined accountability. As part of the preparation and appraisal of GEQIP-E, an
environmental and social systems assessment (ESSA) was prepared.

The World Bank, in collaboration with the Government of Ethiopia, is developing GEQIP-E
AF in the amount of a US$122.5 million grant from the Global Partnership for Education
(GPE), as a continuation of the Program for Result (PforR) operation of GEQIP-E AF I. The
proposed AF will fill financing gaps and scale up support for implementation of the national
Education Sector Development Program to accelerate learning and improve equity of basic
education. Hence, this GEQIP-E Environmental and Social Systems Assessment (ESSA) has
been updated to by the World Bank with an objective to review the systems and procedures
followed by the Ministry of Education (MoE) and its regional implementing counterparts,
including key stakeholders to address social, environmental safety related issues of the
project.

As the proposed AF has additional activities involving land acquisition, the ESSA update
includes updating the reviewed existing legal frameworks of GEQIP-E ESSA and identifies
the proposed program’s potential environmental and social benefits, risks, impacts and
opportunities in the education sector. Specifically, the ESSA update was conducted to (i)
identify environmental and social benefits and risks associated with the Program; (ii) assess
the capacity of key implementing agencies of the proposed program, (iii) assess the strengths
and weaknesses of the legal and regulatory frameworks of the country; and (iii) recommend
mitigation measures or actions to strengthen capacity of implementing agencies to implement
the PforR program in an environmentally and socially sustainable manner.
An ESSA was conducted to assess the capacity of implementing agencies and identify the
potential environmental and social impacts and risks of the program. The ESSA requires a
sound Environmental and Social Management System (ESMS) establishment to ensure the
application of the required environmental and social management measures. To ensure this,
the ESSA recommended the need to develop an Environmental and Social Management
Systems Guideline (ESMSG).
Purpose of the Environment and Social Management System Guideline (ESMSG)
The Environment and Social Management Guideline is a comprehensive document which
clarifies the organizational arrangements and the procedures to be applied during the
preparation and implementation of program specific Environmental and Social issues. Its key
purposes are to develop screening procedures and tools (checklists and formats) that will be
used for screening potential environmental and social impacts/risks due to the program
interventions.

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  It specifies appropriate roles and responsibilities of various institutions/actors at
different levels and outlines reporting procedures and mechanisms for managing and
monitoring environmental and social concerns related to the program activities.
 It is also used to identify the capacity building activities (including training and
technical assistance) for the realization of program objectives in compliance with
safeguard standards and establishes methodologies as well as procedures for
environmental and social screening and review, approval and implementation of
program activities.
 Lastly, it outlines environmental and social safeguards implementation arrangements
during program activities preparation and implementation to adequately address the
national and World Bank environmental and social safeguard issues.
GEQIP-E Program Description

The Program Development Objective (PDO) of GEQIP-E PforR is to improve the internal
efficiency, equity, and quality of the Ethiopian general education (O-Class to Grade 12). The
GEQIP-E focuses on four main results areas: (i) Improving internal efficiency, (ii) Improving
equitable access, (iii) Improving quality, and (iv) System strengthening for planning, policy
formulation and reform.

The GEQIP-E is comprised of two different financing modalities: Program for Results
(PforR)-a results-based program, that will be financed upon achievement of the Disbursement
Linked Indicators (DLIs) within the four corresponding Results Areas; and Investment Project
Financing (IPF)-a Technical Assistance based component that will support strengthening
Government’s capacity to implement the results-based operation and mitigate several of the
identified implementation risks.
Organizational Responsibilities for GEQIP-E Implementation
Governmental institutions at federal (MoE), regional (REBs), Woreda (WEOs) and school
levels are responsible to take key roles on supporting, directing, and monitoring of the
proposed program to ensure sound implementation of the required environmental, social and
safety management practices during the implementation of the GEQIP-E. The Program will
use existing government systems for program implementation, oversight, Financial
Management (FM), procurement, safeguards, Planning, M&E, and reporting and aims to
strengthen these systems during implementation. The importance of integration and
coordination of these key actors and timely follow-up, coordination and efficiency is
significantly acknowledged for sound implementation of the GEQIP-E program and AFs. The
roles and responsibilities of the above institutions and their performance and capacity related
to implementation of activities under the proposed program, mainly on the management of
environmental, social and safety matters are adequately discussed. The reporting procedures
and communication channel from the school to the World Bank can be explained in the
following diagram

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Figure 1 ESS Implementation reporting procedures and communication channel

GEQIP-E and AFs Environmental and Social Benefits and Impacts

a. GEQIP-E Environmental and Social Benefits
Positive GEQIP-E environmental impacts include access to better facilities, access to better
and accessible classrooms, environmentally friendly schools and improved sanitation and
enhanced awareness in waste management in the surroundings. There are also positive social
impacts of GEQIP-E such as equitable access to education, support to pastoralist access to
quality education, ensuring gender equality in general education, and support to mother
tongue education. Even though these are the positive social and environmental impacts of
GEQIP-E, there are several negative environmental and social impacts of GEQIP-E. Some of
the negative environmental impacts indicated in the ESSA include minor dust and noise,
occupational health and safety, and school laboratories wastes. A few negative social impacts
also includes lack of considering cultural appropriateness while insuring quality education,
lack of considering education in emergencies in pastoral areas, delay in disbursement of
school grants and shortage of budget for implementation of environmental and social issues.
b. Environmental Benefits AF
The purpose of this ESSA is to update the existing ESSA for GEQIP-E AF, using existing
information from GEQIP-E, AF I for refugee integration and a field assessment based on the
scope of the proposed AF Program. Hence, the potential environmental and social impacts and
proposed mitigation measures of the parent project GEQIP-E have been considered.
Accordingly, this update has also explored the magnitude and scale of the potential
environmental and social impacts and risks that could be emanated from additional
subprojects/activities of the proposed AF Program.
It is expected that the potential environmental impacts associated with the proposed AF-II will
mainly be positive. The likely positive environmental impacts of the AF-II will, among others,

8
include improved school sanitation and hence environmentally friendly schools. However,
there are also likely negative environmental impacts which could be emanated from activities
envisaged in the AF-II and the parent program such as construction of full-cycle primary and
middle school schools, renovation of classrooms, construction of sanitation facilities, and
equipping of laboratories.
C. Social Benefits
1. Ensure access to education in marginalized areas
The proposed AF under “Improve access, equity, and internal efficiency in general education”
priority program, will include “expansion of access to full-cycle primary and middle school
education”, and boarding school construction for marginalized areas of the country, building
on school mapping to identify optimal areas for full-cycle primary and middle school
construction. This will ensure access to education for the country’s marginalized and
disadvantaged areas, particularly for girls in remote areas.
2. Inclusion of and access to education for children with special needs
The AF will develop training packages on inclusive education and deliver them to O-class
teachers with school-based support, including early childhood assessment on children’s
development and growth (starting from inclusive education resource centers currently
established with GEQIP-E support). Additionally, the construction and design of schools will
incorporate access points and facilities for students with special needs.
3. Improved transition of girls from Upper Primary to Middle School
The AF aims to achieve this objective through a combination of supply- and demand-side
interventions in target areas. It includes: (i) construction of full-cycle primary and middle
schools in line with Ethiopia’s School Wash Strategy, (ii) gender-sensitive school
improvement planning supported with school grants, (iii) functioning gender clubs and safe
spaces for girls, and (iv) support from school leadership and school management committees.
Demand-side constraints to girls’ education will be tackled by complementary interventions to
reduce the cost of education and to provide incentives for girls to stay in schools, particularly
focusing on severe food insecure areas in Tigray and Amhara regions.
4. Improved health and sanitation for students and teachers
The Program boundaries will also include a “water, sanitation and hygiene” priority program.
The AF will facilitate access to water, health and sanitation through construction of water
points and new sanitary facilities, as well as rehabilitation of existing water and sanitation
facilities in participating schools. This will improve health and sanitation conditions for
students and teachers in targeted schools.
d. Key Social Risks
The main risks associated with the proposed AF are as follows:
1. Risk of economic and physical displacement due to land acquisition
Land acquisition has been raised as a concern for the proposed AF during site visits and
consultations conducted at regional and local levels. As discussed above, under the “Improve
access, equity, and internal efficiency in general education” priority program, the proposed
AF includes “expansion of access to full-cycle primary and middle school education,” and
boarding school construction for marginalized areas, building on school mapping identifying
optimal areas for full-cycle primary and middle school construction.
2. Risks of public and worker health and safety and spread of COVID 19 in workplaces
a. Occupational Health & Safety: Operations related to the Program, particularly
construction of schools may cause accidents unless workers and employers follow the
necessary safety precautions and procedures, and adhere to GoE stipulations on building,
occupational safety and health.
b. Risk of COVID 19: The occurrence of COVID-19 has made countries fall into
unprecedented challenges. Projects involving construction/civil works frequently involve a
large workforce, together with suppliers and supporting functions and services. This

9
workforce may comprise workers from international, national, regional and local labor
markets. They may need to live in on-site accommodations, lodge within communities close
to work sites, or return to their homes after work. There may be different contractors
permanently present on site, carrying out different activities each with their own dedicated
workers.
Given the complexity and the concentrated number of workers, the potential for the spread of
infectious disease in projects involving construction is extremely high, as are the implications
of such a spread. Projects may experience large numbers of the workforce becoming ill, which
will strain the project’s health facilities, have implications for local emergency and health
services and may jeopardize the schedule and progress of the construction work. Such impacts
will be exacerbated where a workforce is large and/or the project is in remote or under-
serviced areas.
3. Increasing risk of Gender Based Violence (GBV) in schools
The field assessment and consultations conducted during this ESSA update show the
prevalence of GBV, particularly sexual harassment, rape and early marriage at schools. Girls
are the majority victims of GBV cases in schools. The proposed AF may escalate the
prevalence of GBV due to school construction activities that would result in influx of workers.
New workers will be hired for construction activities in the schools, which could result in
GBV if workers are not properly managed. Standard code-of-conduct will be developed and
all contractors’ workers (temporal and permanent) will sign the code-of-conduct. The project
will ensure that all workers are adequately trained.
4. Prevalence of conflict
As the proposed AF involves land acquisition for the construction of schools, minor
complaints and conflicts may occur due to compensation and eligibility criteria. In addition,
conflict and complaints may arise from communities impacted directly or indirectly by the
project’s activities, and stakeholders might have concerns regarding its operation. As a result,
complaints and conflicts are expected during Program implementation at regional, Woreda,
and school levels. Effective and functional grievance redress mechanism will be established at
school, Woreda, regional and federal levels for managing grievances and complaints in a
timely and transparent manner, ensuring accessibility for the complainants.

Stakeholders Constulation Process and Procedure

MoE and REBs will conduct proper and timely stakeholders’ consultation and awareness
raising workshops on environmental and social impacts of program activities, ESMSG,
vulnerable groups, and the established GRM as well as the program objectives and
components. This ensures that major stakeholders are aware of the objectives of the program
and potential environmental and social impacts of the program are well thought of & taken
into consideration and their views are incorporated into the program.

Mechanism of communication and public disclosure will include development of brochures

and booklets on the activities, use of ICT materials, media and traditional media (local radio,
television programs), presentations, organizing dialogue platforms, workshops on the program
and safeguard activities; displaying information using the MoE website about the program and
results of the program as well as environment and social safeguard issues which will be
regularly maintained.

Throughout the GEQIP-E and AF implementation period, Occupational Health and Safety
(OHS) risk is one of the concerns that need to be considered and managed properly to
minimize risks and ensure efficient implementation of safety management practices measures.

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The potential occupational health and safety impacts that could be generated from the
program implementation are accident/injury in workers and school community, exposure to
laboratory chemicals used in school from school grants, pollution and exposure to liquid
laboratory wastes exposure to dust and noise during ramping as well as toilet and classrooms
renovations and exposure to hazardous materials due to expired chemicals, among others.
To escape and/or lessen the expected occupational health and safety (OHS) risks and
impacts associated with the school grant activities, all the schools to adopt and customize the
SMP to their context and defining potential OHS issues and respective mitigation measures.
There were the constructions of toilet and school fence in the school compound.
Theoretically; ESS focal people assigned at the Woreda Education Office have been closely
working with the schools to follow up every activity that was related with environmental and
social issues. More specifically, the schools and contractor shall commit to prevent and
manage these impacts and risks in an acceptable way and comply with the required OHS
national and international standards during renovation period. Among others , measures
expected: Effective implementation of safety prevention and control measures, develop safety
training plan and conducting safety trainings, as necessary, raise awareness and sensitization
to contract workers, teachers, students, and nearby community members and support staffs
and other relevant institutions in managing the safety risks associated with the Program.

ESMSG Capacity Building Activities

During the assessment period, the ESSA identified that the existing technical capacity
limitedness on environment, social and safety management practices as well as preparation
and implementation of safeguard instruments at regional and Woreda levels. Therefore,
provision of an induction before the commencement of activities related to environmental and
social safeguards and a consecutive on job training throughout the program implementation
period are vital to ensure the capacity of implementing parties at all levels as applicable at
acceptable quality.
Training to GEQIP-E implementers (mainly environmental and social focal persons and
experts) at different levels, and line agency staffs (such as regional education bureaus, Woreda
bureaus, etc) at the MoE on environmental, social and safety risks management is required.
This general training and awareness/sensitization on environmental and social issues will be
given. The training will specifically aim to build awareness and sensitize a broad audience,
particularly PCOs at federal and REBs levels and simultaneously cascading the training to
ZEBs (if any) and WEBs levels and experts at school levels concerning the requirements and
key aspects of ESMSG.
Monitoring, Annual Audit and Reporting of ESMSG Implementation
Monitoring is a continuing process throughout the life of the proposed program. Its purpose is
to establish benchmarks so that the nature and magnitude of anticipated environmental, social
and safety impacts can be continually assessed ensuring the achievement of the program
development objectives in an environmentally sound and socially acceptable manner.
Monitoring of environmental and social issues during implementation of the program will be
continuous throughout program implementation or periodic review as annual monitoring to
determine and guarantee the effectiveness of ESMSG measures and procedures. There was an
annual environmental and social management performance review internally and it was
already taken place for 2013 EFY. Additionally; there was an annual environmental and social
management system compliance audit that can be done by consulting firm to verify the
implementing activities performed.

11
The objective of monitoring is to alert program implementers by providing timely information
about the success or failure of the environmental, social and safety management process
outlined in the ESMSG and the ESSA. The ESM&RSG implementation indicators to be
monitored during program implementation period include number of environmental and social
field supervisions undertaken, reported and documented; number of GRM, community
consultation, and screening checklist filled and reported; number of environmental and social
concerns recommended from the supervisions, annual review and monitoring that have been
implemented by the beginning of the following year and number of staffs and stakeholders
trained on the ESM&RSG and ESSA at all levels and, the monitoring and evaluation of
safeguard issues will be integrated with the GEQIP-E Monitoring and Evaluation Team within
MoE.
The MOE and REBs shall take the full responsibility of the annual performance review/audit
and biannual technical review meetings with program stakeholders: MoE, World Bank,
MOFEC, REBs, ZEOs, WEOs, and other DPs as relevant. In order to conduct annual
environmental and social safeguards audit, independent party will be assigned by the MoE so
to confirm the proper implementation of environmental, social and safety measures
recommended in the ESSA are properly addressed and to check the proper implementation of
environmental and social mitigation measures of the program and the POM.
Annual audit report will include a summary of the implementation of program action plan on
environmental and social issues of the Program and the recommended measures indicated in
the Environment and Social Management System Guideline; presentation of compliance and
progress in the implementation of the Environment and Social Management &Resettlement
System Guideline(ESM and RSG) and other safeguards instruments; and a summary of the
environmental monitoring results from individual program monitoring measures.
Overall, the Audit report will include a summary of the environmental and social performance
of the GEQIP-E-MoE, based on a sample of visit at program activity sites; a presentation of
compliance and progress in the implementation of the program and a summary of the
environmental monitoring results from individual program monitoring measures.
The MoE will quarterly, biannually and annually report environmental and social safeguards
implementation performance status including the ESSA and the ESMSG/RSG to the World
Bank. This includes bi-annual and annual social and environmental safeguards reports. The
bi-annual report will be submitted in one month after the end of second quarter and the annual
report in one month following the end of the fourth quarter (Ethiopian physical year).
Schools will submit that status of implementation of recommended safeguard instruments
based on their screening of school grants to the WEOs including the school grant screening
report/completed checklist to get access to the next school grants or additional school grants.

12
1. INTRODUCTION

Ministry of Education (MoE) has started implementing the General Education Quality
Improvement Program for Equity (GEQIP-E) as of December 2017 supported by World Bank
and other Development Partners (DPs). GEQIP-E has aimed at improving internal efficiency,
equitable access, quality and system strengthening for planning, policy formulation and reform in
general education (from O-Class to Grade 12). An Environmental and Social Systems
Assessment (ESSA) has been prepared and updated for GEQIP-E and AF with the aim to assess
the capacity of the implementing agency (IA) - the Ministry of Education (MoE) - and other
stakeholder’s environmental, social, and safety management; review the existing operational
legal frameworks; and identify potential environmental and social benefits, impacts, and
opportunities in the education sector. Specifically, the ESSA was conducted and updated to (a)
identify environmental and social risks associated with the Program; (b) assess the strengths and
weaknesses of the legal, institutional, and implementation frameworks; and (c) recommend
mitigation measures to strengthen national and regional systems and capacity to deliver the
PforR sustainably.
The World Bank has been supporting GEQIP-E with a new Program-for-Results (PforR)
financing. PforR basically aims at strengthening the government’s systems in place and
institutional capacity for implementation, with a shift from inputs to results with defined
accountability. The Program Development Objective of GEQIP-E is “to improve the internal
efficiency, equity, and quality of general education.” The Program will focus on three key result
areas: (i) Internal efficiency, (ii) Equity (iii) Quality.

The GoE has requested the World Bank to prepare an Additional Financing II (AF) operation
(P170943) to the General Education Quality Improvement Program for Equity (GEQIP-E)
(P163050) in the amount of a US$122.5 million grant from the Global Partnership for Education
(GPE). The parent program GEQIP-E was approved with a financing gap of approximately
US$300 million. The financing gap stems largely from the increasing number of students and
teachers in the system. To fill this gap, several financing sources were considered at appraisal,
including: (i) additional financing from the GPE; (ii) IDA additional financing for refugees; and
(iii) gradual financial contributions to school grants from GoE.

The Education Technical Working Group (ETWG) endorsed the World Bank to be the Grant
Agent of GPE in January 2019. The Program Development Grant to support the preparation of
AF was approved by the GPE on May 28, 2019. In addition, a GPE multiplier fund in the amount
of US$20 million is expected to be mobilized together with IDA’s AF I to GEQIP-E for Refugee
Integration. Hence, GEQIP-E ESSA is updated to meet World Bank PforR financing operation.
The ESSA requires a sound Environmental and Social Management System (ESMS)
establishment to ensure the application of the required environmental and social management
measures. To ensure this, the ESSA recommended the need to develop an Environmental and
Social Management Systems and resettlement system Guideline (ESM and RSG). Thus, this
ESM&RSG is prepared to put in place the procedures for environmental and social risk
management measures to mitigate the identified environmental and social impacts and risks of
the program activities.

13
Therefore, this ESM&RSG presents:
i. The purpose of ESM&RSG including the methodology and the approaches used for
preparation;
ii. The summary of the GEQIP-E program and AF description, its components and
subcomponents as well as program implementation arrangements;
iii. Applicable policies and legal framework related to environmental and social management
of GEQIP-E and AF activities;
iv. Identified positive and negative GEQIP-E and AF environmental and social impacts and
risks in the ESSA including the proposed mitigation measures;
v. The environmental and social management screening, appraisal and implementation
procedure & process;
vi. The required community consultation procedures and grievance redress mechanism;
vii. Safety management issues for workers and the community members in the program
operation area; and
viii. Environmental and social safeguards capacity development activities to meet the
intended objectives of the ESMSG including its monitoring and evaluation plan.

1.1. Purpose of the ESM&RS Guideline

The objective of the GEQIP-E and AF PforR ESMSG is to provide an all-embracing guiding
document which clarifies the organizational arrangements and the procedures to be applied
during the preparation and implementation of program specific environmental and social issues.
In so doing, the MoE endeavors to ensure transparency, predictability and accountability in its
commendation of environmental and social deliberations.
The key purpose of this ESMSG is to:
Develop standard guidelines pertaining to the legal requirements for getting the
different environmental and social clearances.
Develop screening procedures, tools (checklists and formats) that will be used for
screening potential environmental and social impacts due to the program
interventions, particularly the school grant;
Specify appropriate roles and responsibilities of various institutions/actors in different
levels, and outline reporting procedures and mechanisms for managing and
monitoring environmental and social concerns related to the sub-project activities;
Present stakeholders consultation and compliant redress procedures and
documentation formats
Determine the capacity building activities (including training and technical
assistance) for the realization of program objectives in compliance with safeguard
standards;
Establish methodologies and procedures for environmental and social screening and
review, approval and implementation of sub-projects activities;
Outline environmental and social safeguards implementation arrangements during
program activities preparation and implementation to adequately address the national
and World Bank environmental and social safeguard issues;

14
1.2 Approaches to the ESMSG Study
This ESMSG is prepared and updated based upon the updated ESSA study outcomes and
incorporates information from the national, international, MoE, policy and legal reviews related
to environmental and social impact assessment and proposed/recommended mitigation measures
from the ESSA. Program Appraisal Document (PAD) and Program Operation Manual (POM)
were also considered and reviewed to ensure consistency. World Bank guidance on producing
and updating ESMSG has been taken into account. Moreover, consultation was conducted with
staffs at MoE responsible for implementing GEQIP-E and AF, mainly Program Coordination
Office (PCO), Special Support and Inclusive Education Directorate, Ethics and Anti-corruption
Directorate, and Gender Directorate linked to environmental and social issues.

1.3 Information Disclosure

Information disclosure is an integral part of the whole process of the program implementation
including identification and planning of program activities. Access to information disclosure
includes informing the purpose, nature and scale of the program, the duration of proposed
program activities, and any risks and potential impacts that occur early in the assessment process
and/or on an ongoing basis. The Government of Ethiopia (GoE) and the World Bank procedures
and polices require that the ESSA, ESMSG, and other relevant instruments should be prepared
and publicly disclosed prior to appraisal and commencement of each program activities.
Accordingly, MoE should welcome and disclose information provided by concerned
organizations and stakeholders from federal-regional-zonal-Woreda to school levels, so that it
may consider a diverse range of opinions and information in its environmental and social reviews
and monitoring.

The draft and final ESSA has been disclosed both in-country and on World Bank’s external
website that made the information available for all stakeholders. GEQIP-E and AF1budget
including schools grant should be disclosed at Woreda and school levels to ensure information
transparency and meet the requirement of the Bank’s disclosure policy. Besides, as soon as the
ESMSG is finalized, it will be publicly disclosed by the websites of MoE and the World Bank
and in other public locations (specifically the executive summary and main section such as
screening formats) at the respective regional, Woreda and school levels.
2. PROGRAM DESCRIPTION

2.1 Parent Program

The PDOs of the GEQIP-E, which were not modified during the restructuring process
and approval of the two additional financing, is to improve the internal efficiency, equity,
and quality of the Ethiopian general education. Within the selected programs and
crosscutting issues of the Education Sector Development Program V (ESDP V), and with
improved student learning as the core objective, GEQIP-E is designed to focus on the
following four main Results Areas:

15
 (a) Results Area 1: Improving internal efficiency by addressing the chronic
issue of repetition in the early grades;
(b) Results Area 2: Improving equitable access by promoting access to general
education, particularly for girls, children with special needs, and those in
emerging regions;
(c) Results Area 3: Improving quality by focusing on the improvement of
teaching practices and learning environment; and
(d) Results Area 4: System strengthening for improved planning, policy
formulation and reform targeting cross-cutting areas that support other
results areas to achieve the overall development objective of the Program.
Progress toward achievement of the PDO is being measured through the following KPIs:
KPI 1: Improvement in Grade 2 to Grade 1 enrolment ratio (disaggregated by
gender)
KPI 2: Improvement in Grade 5 survival rate (disaggregated by gender)
KPI 3: Improvement in girls-boys ratio in Grade 8 in Afar, Ethiopia Somali,
and Benishangul-Gumuz
KPI 4: Improvement in Gross Enrolment Ratio of Grades 1-8 in Afar, Somali,
and Benishangul-Gumuz (disaggregated by gender)
KPI 5: Improvement in Grade 2 learning outcomes in Mother Tongue Reading
in Phase I schools (disaggregated by gender); and
KPI 6: Improvement in Grade 8 learning outcomes in English and
Mathematics in Phase I schools (disaggregated by gender)
The Program’s Results Areas with the corresponding KPIs, DLIs and DLRs are described
below. The table presenting the Results Areas (RAs), with their corresponding KPIs,
DLIs and DLRs can also be found in Annex 1 to the Revised POM.

The Program is comprised of two parts, which are being funded by two different
financing modalities:

(a) Program for Results (PforR) - a results-based program, that will be

financed upon achievement the annual targets agreed for each DLI known
as DRIs within the four corresponding RAs; and
(b) Investment Project Financing (IPF) - a Technical Assistance (TA) based
component that will support strengthening Government’s capacity to
implement the results-based operation and mitigate several of the
identified implementation risks.

16
2.2 The PforR part of the Program has the following Results Areas :
Results Area 1. Improved Internal Efficiency
RA 1 focuses on addressing the chronic issue of over-enrolment in Grade 1 and
promoting progression of children through early grades. To improve student progression
in early grades, the efforts are being aimed at: (i) improving school readiness of Grade 1
entrants so that they are able to progress to the next grade; and (ii) getting children
enrolled on time and once they are enrolled, ensure their regular attendance throughout
the year.

Results Area 2: Improved Equitable Access

This RA focuses on promoting equitable access to general education with the aim to: (i) improve
gender equality in upper primary education; (ii) increase participation in schooling in pastoralist
woredas and emerging regions; and (iii) ensure inclusive education in primary and secondary
schools with support from the Bank and other Development Partners (DPs).
Results Area 3: Improved Quality
This RA focuses on the quality of general education, aiming to improve student learning
outcomes in early grade reading as well as proficiency in English and mathematics at the
end of each primary education cycle (grade 4 and Grade 8).

Results Area 4: System strengthening for planning, policy formulation and reform
The Program is supporting: (a) timely and accurate collection of valid and reliable data
through existing systems on school (through the Education Management Information
System (EMIS)) and student performance/learning outcomes (through the Early Grade
Reading Assessment (EGRA) and the National Learning Assessment(NLA); (b)
enhancement of capacity to aggregate, integrate and analyze data from different sources
for better identification of learning gaps; and (c) strengthen the collaborative utilization
of analytic findings for planning, designing of interventions as well as decision-making
purposes.

IPF-based TA
IPF Component 1: Enhanced capacity for delivering sustained results
Under this component 1, TA is being provided to:

(i) Sub-component 1.1: Develop the National Policy Framework for Early
Childhood Care and Education (ECCE) in Ethiopia to ensure quality provision of
early learning services in Ethiopia; and
(ii) Sub-component 1.2: Integrate information communication technology (ICT) for
improved service delivery.
IPF Component 2: Emergency response preparedness

17
The WB’s recent regional study on the quality of education highlights evidence from a
number of studies, which show that natural disasters reduce the educational attainment of
the rural poor, particularly girls. Enabling the education system to cope-up with and
respond efficiently to such disasters is an important area of ensuring that all of Ethiopia’s
children benefit from enhanced quality of schooling. Accordingly, the envisaged
emergency response would be provided under the following two sub-components.
Subcomponent 2.1: Strategy for restoring education services in response to disaster –
aiming at providing TA to enhance the capacity of the MoE, the relevant REBs and
woreda offices to anticipate, prepare for and implement an emergency plan to cope with
drought (food and water insecurity) and other disasters.
Subcomponent 2.2: Contingency emergency response component – aiming at providing
the Government with the option of accessing up to US$5 million when an emergency is
declared in any of the country’s regions as a result of a disaster.

IPF Component 3: GEQIP-E management and evaluation

This component is supporting program management, monitoring and evaluation
activities, and financing of operating expenses. The Program is financing the costs
associated with the effective implementation, monitoring and evaluation of the Program
and the TA, including the procurement of goods, consultancy services, training and
operating expenses. This is done through the following tw sub-components.

Subcomponent 3.1: Program management providing support to improve Program

management, implementation, monitoring and evaluation including support for
operations, capacity building activities, and hiring of key consultants at the MoE and
REB levels to effectively coordinate, implement and monitor the Program. Specifically,
consultants will be hired for the PCO, technical directorates, financial management,
procurement and contract administration, ethics and anti-corruption, and safeguards. This
IPF sub-component will also enhance REBs' capacity in Program coordination;
procurement management; and safeguards. The four emerging regions will receive
increased capacity and technical support of this nature, given their tremendous needs.
Subcomponent 3.2: Program evaluation to finance comprehensive Program evaluations
including the school improvement program (SIP) and school grant (SG) expenditures, at
mid-line and end of the Program. The objectives of Program mid-line and end-line
evaluations are: (i) to review implementation challenges and progress towards
achievement of the PDO and result indicators, and provide guidance on necessary
adjustments to Program interventions; (ii) to assess the effectiveness and impact of the
Program; and (iii) generate evidence for improving effectiveness of the sub-programs,
specifically SIP/SG. This sub-component will also finance the third party validation of
results achievement under the PforR.
The Program is providing benefits at three levels:
a) Most interventions including school grants, performance-based awards, textbook
delivery and support for students with disabilities is being provided nationally

18
 with all 27 million students and 520,000 teachers in 35,000 public primary and
secondary schools in Ethiopia benefiting from the Program.
b) Given that inequities mainly exist in the emerging regions of the country,
interventions under the Equitable Access results area are being monitored and
evaluated in Afar, Ethiopia Somali and Benishangul-Gumuz.
c) Program interventions geared to improving quality are being rolled out in a
phased manner1, with a subset of randomly selected, nationally representative
woredas receiving the interventions in Year 1 with gradual scale up to cover 50
percent of schools by the end of the operation.
The parent Program did not support physical construction activities involving civil works
and land acquisition and loss of assets. Civil works will be introduced and financed by
the AF1 under a new DLI/DLR 3-a, supported with relevant TA.

2.3. Additional Finance One (AF1)

The AF1 to the GEQIP-E amounts to US$122.5 million from the GPE. The AF1 was
approved by the WB on March 2, 2021 and is awaiting the declaration of effectiveness by
the WB following the submission of the legal opinion by the Government of Ethiopia.
The AF1 is expected to close on July 7, 2024, thus granting an extension to the parent
Program original closing date of two years.

This AF1 will fill key gaps not addressed by GEQIP-E, scale-up successful interventions,
and strengthen parent Program performance. Accordingly, the AF1 introduces the
following seven changes and five new DLIs to the parent Program under the PforR
reimbursement modality and four changes under the IPF reimbursement modality, all of
them further detailed in the paragraphs below.
PforR modality by AF1
First, AF1 introduces effective and scalable educational technology (EdTech) solutions to
accelerate equitable access and student learning by focusing on improving teachers’
digital competences with the support of the EdTech Hub, launched in June 2019 by the
Foreign, Commonwealth and Development Office(FCDO) in partnership with the WB
and other international expertise. These innovations include updating teacher licensing
assessment through a digital skills module, supporting the use of mobile phones and
tablets to facilitate the work of cluster supervisors and primary school teachers in Phase 1
and 2 schools, and encourage the development of alternative approaches to teaching,
especially through the use of digital and mass media broadcasting tools to enable remote
learning during the crisis.

19
A new DLI 5b – improved child development and learning - associated with the above-
mentioned fifth and sixth changes is being introduced under the AF1.

Seventh, AF1 will improve management capacity of the environmental and social
safeguard (E&S) compliance and procurement systems. Existing E&S and procurement
management systems will be strengthened and relevant arrangements maintained. The
Program Action Plan (PAP) and Environmental and Social Commitment Plan (ESCP) are
to be revised and updated based on past implementation experience and lessons learned.
AF1 will support TA to give careful consideration with regard to services standards and
infrastructure models. An experienced engineering consulting firm will be contracted to
support the relevant work with due consideration to E&S compliance. Capacity building
at the regional level will also be a focus to avoid implementation delays. The AF1 will
also strengthen program management and support Internet connectivity, as well as
provide vehicles, motorbikes and fuel to support monitoring, evaluating and supervising
program activities in the regions.

A new DLI 10 – enhanced environmental and social management system – associated

with the seventh change is being introduced under the AF1.

Notwithstanding that the definition, implementing entity and verification protocol

associated to the eight original DLIs of the parent Program and the ninth DLI introduced
during the restructuring remained unchanged, their DLRs needed to be amended through
an extension of their timeline and a recalibration of their financial formula and yearly
targets to address the COVID-19 school closure and the security situation in selected
territories. Chapter 4 and Annex 1 to the revised POM provide the detailed information.
The following table provides a summary of the parent Program and AF1 proposed DLIs

Table 1 Summary of current DLIs and proposed

Results # DLI GEQIP- AF1

Area E
RA 1: 1 Quality enhancement and assurance program for O-Class ✓ ✓
Improved
Internal 2 Performance-based awards to school on a timely basis to improve ✓
Efficiency internal efficiency

RA 2: 3 Improved girls-to-boys ratio in grade 8 in Afar, Ethiopia Somali and ✓

Improved Benishangul-Gumuz regions
Equitable
Access 4 Improved availability of Basic School Grants (Basic SG) and ✓
Additional School Grants (Additional SG) in emerging regions

20
 3a Increased student enrollment in disadvantaged areas ✓
4a Number of children with disabilities and special needs in IERCs
cluster schools

RA 3: 5 Improved teachers’ instructional activities ✓

Improved
Quality
5a Improved digital competences of teachers ✓
5b Improved child development and learning

6 Timely availability of textbooks ✓

RA 4: 7 Improved availability, quality and use of data ✓
System
Strengtheni 8 Improved preservice teacher training for English and mathematics ✓
ng for (grades 5–8)
Planning, 9 Strengthened linkage between funding for regions and results ✓
Policy & achieved by each region
Reform
10 Enhanced environmental and social management system ✓
Total, US$ million 435.0 92.5

3. ORGANIZATIONAL RESPONSIBILITIES FOR GEQIP-E AND AF SAFEGUARDS

IMPLEMENTATION

3.1 GEQIP-E and AF Implementation Arrangement

The Program uses existing government systems at federal, regional, Woreda, and
School/University levels for Program implementation, oversight, Financial Management (FM),
procurement, safeguards, M&E, and reporting and aim to strengthen these systems during
implementation.

3.2 Federal Level Key Institutions for GEQIP-E and AF Implementation

At the Federal level, the Ministry of Education (MoE), Ministry of Finance (MoF), and
Schools/university faculties of education/ will be in charge of implementing the Program. The
overall responsibility of executing policy guidance and oversight for Program implementation is
the MoE. A Program Steering Committee (PSC) will be established to oversee the coordination,
monitoring, and implementation of the Program. The Planning and Resource Mobilization
Directorate (PRMD) of the MoE will be the main implementing agency with the task of
preparing the Annual Work Plan and Budget and carrying out the Program activities, with the
support of MoE directorates and agencies, universities and regional education bureaus (REBs). A
Program Coordination Office (PCO) under the PRMD will be responsible for overall
implementation and coordination of program activities across MoE directorates and agencies,
universities, and REBs. Channel One Programs Coordination Directorate, responsible for
programs/projects financed by the World Bank, under MoFEC will be responsible for financial

21
coordination of the Program’s finances, and consolidation of financial reports of Regional
Bureau of Finance and Economic Development (BoFEDs), Zonal offices of Finance and
Economic Development (ZOFEDs) and Woreda offices of Finance and Economic Development
(WoFEDs).

The Government has contracted the Ethiopian Central Statistical Agency (CSA) as an
independent agency to verify achievement of DLIs following pre-agreed protocols. The
verification process is expected to provide both quantitative and qualitative information on the
implementation of key interventions and their impact.
The implementation of environmental and social issues to be verified by the third party or the
consulting firm. Therefore; annual environmental and social management system compliance
audit to be performed according to the agreement between MoE and WB.

3.3 Regional, Zonal and Woreda Level Key Actors for GEQIP-E and AF
The REBs are by and large responsible for adopting and implementing activities without major
departure from the overall policy. At the regional level, in each of Ethiopia’s nine regions and
two city administrations, the Program will be implemented by REBs, BoFEDs, and Colleges of
Teacher Education (CTEs). REBs have responsibility for overseeing all regional and sub-
regional program implementation, including CTEs, Woredas and schools. REBs report to MoE’s
PRMD/PCO.

At the Woreda level, the Program will be implemented by Woreda Education Offices (WEOs),
WoFEDs, and schools. WEOs have responsibility for monitoring the Program’s implementation
in schools and report to REBs. Some Regions also have Zonal Education Offices (ZEOs) and
ZOFEDs with oversight of Woreda-level implementation on behalf of the Regional
administrations.

At the school level, where most of the Program’s expenditures are incurred, school management
will be responsible for managing all school-level activities and the Parent-Student-Teachers
Associations (PSTAs) will have a monitoring role. Cluster Resource Centers in the field will
provide training, management and monitoring support to schools.

The AF1 will use largely the same overall institutional arrangements as the parent Program.
Accordingly, and as mentioned above, it will continue using existing government systems for
Program implementation, oversight, FM, procurement, E&S, M&E and reporting.
The MoE as the Executing Agency remains responsible for overall coordination of the Program
and the AF1 and provides overall leadership and guidance. The current PSC will continue to
oversee the coordination and monitoring and to verify progress of the implementation of the
Program. The PRMD of the MoE, under the leadership of its Director, will continue to be
responsible for overall implementation of the Program including the AF1 with the task of
preparing the AWPB and carrying out the Program activities, with the support of MoE
directorates and agencies, universities and REBs, and coordinate the day-to-day operation of the
NPCO.

22
Due to the inclusion of school construction activities under the new DLI 3a introduced by the
AF1, MoE and REBs will establish school construction management facilities at the national
level as well as in each one of the REBs benefited by this new DLI 3a, to oversee and manage
the process, provide the necessary support and quality assurance, and follow up on procurement,
FM, technical, and E&S compliance audits. The detailed expected tasks to be undertaken by
these school construction committees are listed below.

The construction management unit such as civil engineer, structural engineer and procurement
engineers will be hired both at MoE and REBs levels. The school construction activities reports
will be follow the trend of an environmental and social management system implementation
report which engineers that are found at REB level collects every information the site and report
to REBs school construction unit and this unit compile all the reports and sent to MoE/PCO
construction management unit. The management unit at federal level compiles every report from
the REBs and sent the World Bank safeguards team.

The responsible organization for monitoring or supervision and compliance monitoring will for
MoE.

23
 Figure 2: GEQIP-E and AF Institutional Arrangements

3.4 GEQIP-E and AF Environmental and Social Safeguards Implementation Arrangement

Governmental institutions at federal, regional, Woreda and schools levels are responsible to take
key roles on supporting, directing, and monitoring of the proposed program to ensure sound
implementation of the required environmental, social and safety management practices during
the implementation of the GEQIP-E.

In the ESSA, it was suggested the need to establish a dedicated unit under the GEQIP-E
Coordination Office (GCO) responsible for the management of environmental and social systems
that would be set up three months before program effectiveness. The unit will also have to be
structured at REBs and Woreda/ZEOs (as required) with relevant environmental and social
safeguard experts or focal persons. The following figure (figure 2) outlines the proposed
institutional arrangement for management of environmental and social issues.

24
The ESSA prepared for GEQIP-E required a sound Environmental and Social Management
System (ESMS) establishment to ensure the application of the required environmental and social
management measures. The establishment and strengthening of ESMS include preparation and
implementation of environmental and social management and resettlement system guideline
(ESM&RSG), staffing, furnished offices, strengthening grievance redress mechanism,
developing consultation procedures and format, checklists as well as technical safeguard capacity
development activities at all levels (including school level).
Figure 3: Proposed Institutional Arrangement for Environmental and Social Issues
Management

Note: GCO=GEQIP-E Coordination Office; FMU=Financial Management Unit; PCO=

Procurement Coordination Office; PCPMEU=Program Coordination, Planning M&E Unit;
ESMU=Environmental and Social Management Unit.
4. APPLICABLE GEQIP-E ENVIRONMENT AND SOCIAL POLICIES, GUIDELINES AND
LEGAL FRAMEWORKS

This section describes the policies, guidelines and legal frameworks required for Environmental
and Social Impact Assessment and Management in Ethiopia, which is based on the previous

25
assessment conducted by MoE and WB to be integrated into the implementation of the Program.
The applicable Ethiopia’s environmental and social policies and legal frameworks are used in the
ESMSG aiming to identify the range of required environmental and social impact and
recommended management measures that need to be taken during the planning, design,
implementation and operation phases of GEQIP-E activities to ensure compliance with the
national (MoE) and WB polices requirement. On the basis of the policies, guidelines, and legal
frameworks, this ESMSG defines the steps, processes, and procedures for screening, alternative
analysis, monitoring and management related issues of the environment and societies.

4.1 National Policies, Regulations and Guidelines for Environmental Impact Assessment
and Management

This section reviews the policies, laws, and regulations relevant to GEQIP-E implementation at
the national level in Ethiopia, designed to manage environmental and social systems.
a. The Constitution of the Federal Democratic Republic of Ethiopia
The Constitution of Federal Democratic Republic of Ethiopia (FDRE), enacted in August 1995,
provides a number of basic and comprehensive principles that consider environmental and social
protection and management in the country. The issue of sustainable development and
environmental rights are included in the Constitution. The basic articles include Articles 42, 43,
44, &92 and are described in detail in the following table:

Table 1: Articles describing sustainable development and environmental rights included in

the Constitution
Article Description
42 Recognizes the rights of workers to reasonable limitation of working hours, to rest, to
leisure, to periodic leaves with pay, to remuneration for public holidays, and to a healthy
and safe work environment.
43 The Right to Development considers peoples’ right to:
Improved living standards and sustainable development and
Participation in national development and, in particular, to be consulted with
respect to policies and projects affecting their community.
44 Environmental Rights, all persons:
Have the right to a clean and healthy environment and
Who have been displaced or whose livelihoods have been adversely affected as a
result of state programs has the right to commensurate monetary or alternative
means of compensation, including relocation with adequate state assistance.
92 Environmental objectives are identified as:
The Government shall endeavor to ensure that all Ethiopians live in a clean and
healthy environment;
The design and implementation of programs shall not damage or destroy the
environment;
People have the right to full consultation and to the expression of views in the
planning and implementation of environmental policies and projects that affect
them directly; and
The Government and citizens shall have the duty to protect the environment.

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The aforementioned constitutional requirements are directly associated with the five Core
Principles (1–5) of OP/BP 9.00 and put aside the basis to issue specific rules and regulations in
subsidiary legislations (see annex 9 discussion on ESSA’s 6 Core Principles of World Bank).
b. Relevant National Policies of Ethiopia

Environmental Policy of Ethiopia (EPE)

EPE was ratified by the Council of Ministers in April 1997 depending on the policy and strategic
findings and recommendations of the Conservation Strategy of Ethiopia. The aim of the policy is
to guide the country in a sustainable social and economic development via conservation and
sustainable utilization of the natural, man-made and cultural resources. The overall goal of the
policy is to improve and enhance the health and quality of life of all Ethiopians and the
environment as a whole so as to meet the needs of the present generation without compromising
the ability of future generations to meet their own needs.

The policy comprises of ten (10) sectoral and ten (10) cross-sectoral components. The activities
of line ministries/agencies, including the provision of basic services are presented under the
sectoral components of the policy while the cross-sectoral components include issues such as
Environmental Impact Assessments (EIAs), social and gender affairs, community participation,
and tenure and access rights to land and natural resources. Organizational and institutional
frameworks are put in place from the federal to community levels for effective implementation
of the policy. The policy with its specific focus underlines the EIA that:
Reflects the impacts on human and natural environments;
Provides for timely concern of environmental impacts in projects and programs design;
Recognizes public consultation;
Includes mitigation and contingency plans;
Consider auditing and monitoring; and
Take into account a legally binding requirement
Conserve, develop, sustainably manage and support Ethiopia’s rich and diverse cultural
heritage and
Raise public awareness and promote understanding of the essential linkages between
environment and development.

c. National Proclamations in Ethiopia

There are several national proclamations that were put in place in order to provide various
actions in relation to environmental issues and impacts in Ethiopia. The major proclamations are
described in the forthcoming Table 3 below:

Table 2: Various National Proclamations in Relation to Environmental Issues and Impacts

National Proclamation’s Description
Proclamations
Environmental Proclamation No.295/2002 provides the responsibilities of various
Protection Organs environmental protection agencies at the federal and regional levels and
Establishment sector environmental units and their coordination defined as an
objective.
The goal of the proclamation is to lay down a system that promotes

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 sustainable use of environmental resources by avoiding potential
conflicts of interests and duplication of efforts.
The former Environmental Protection Authority (EPA) was upgraded to
the Ministry of Environment and Forest (MEF) by Proclamation
No.803/2013. The duties and responsibilities of the former EPA and
those of the Ministry of Agriculture relating to forests were accordingly
entrusted to this ministry.
Sectoral By Proclamation No.295/2002, the concerned line ministries are
Environmental Units required to establish or designate an environmental unit that will be
(SEUs) responsible for coordination and follow-up of their activities.
This is to make sure that they are in harmony with the proclamation and
other environmental protection requirements.
By Proclamation No.295/2002 decrees, national regional state shall
Regional establish an independent regional environmental agency or designate
Environmental existing agencies to ensure public participation in the decision-making
Protection Agencies process, based on the Ethiopian Environmental Policy and the National
Conservation Strategy.
The Regional Environmental Protection Agencies are responsible to:
a. Coordinate the formulation, implementation, review, and revision of
regional conservation strategies;
b. Environmental monitoring, protection, and regulation;
c. Ensure the implementation of federal environmental standards, or as
may be appropriate, issue and implementation regional standards; &
d. Prepare and submit reports on the state of the environment and
sustainable development of their respective regions
Definition of Powers Proclamation No.916/2015 redefines the mandates of several Federal
and Duties of the Government agencies, including that of the environment. It makes amendments
Executive Organs to previous laws and provides for expanded responsibilities to the MEF, adding
‘climate change’ to its naming and the responsibilities of climate change
mitigation and adaptation to its mandate. Currently, the following
responsibilities of the ministry include:
EIA and strategic environmental assessment of social and economic
development polices, strategies, laws, programs, and projects designed by
the Government or the private sector
Promote social, economic, and environmental justice and channel the benefit
to affected communities, reduce emissions of greenhouse gases from
deforestation and forest degradation
Coordinate actions on soliciting the resources required for building a climate
resilient green economy in all sectors and regional levels and provide
capacity building support and advisory services.
Establish a system for evaluation and decision making, in accordance with
the EIA proclamation, the impacts of investment programs and projects on
the environment, before their implementation on the approval of licensing
organs.
Design programs and directives for the synergistic implementation and
follow-up of environmental agreements ratified by Ethiopia pertaining to the
natural resources base, desertification, forests, hazardous chemicals,
industrial wastes, and anthropogenic environmental hazards.

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 Participate in the negotiations of international environmental and climate
change agreements and, as appropriate, initiate a process of their ratification
and play a key role in coordinating the nationwide responses to the
agreements.
Formulate environmental safety policies and laws on the production,
importation, management and utilization of hazardous substances, and the
management of wastes.
The proclamation also envisages environmental cost-benefit analysis and the
formation of an accounting system to be integrated in development plans
and investment programs.
Environmental Proclamation No.299/2002 makes EIA a mandatory requirement for the
Impact Assessment implementation of major development projects, programs, and plans. The
proclamation is a tool for harmonizing and integrating environmental,
economic, cultural, and social considerations into decision making processes in
a manner that promotes sustainable development. The law clearly states:
i. Why there is a need to conduct EIAs;
ii. What procedures are to be followed to implement the project’s EIA;
iii. The depth of environmental impact studies;
iv. Which projects require full EIA reports;
v. Which projects need partial or no EIA report; and
vi. To whom the report has to be submitted.
Under the proclamation, development projects and programs that are likely to
have negative environmental and social impacts are subject to an EIA process.
Regarding development projects, the Articles are:
Article 3(1) of the proclamation stipulates that no person shall commence
implementing proposed projects that are identified by a directive as
requiring EIA, without first passing through an EIA process and obtaining
authorization from the concerned environmental agency. In line with this,
Article 7 of the proclamation requires project proponents to carry out EIA
on them and submit the report to the concerned environmental organ, and,
when implementing the project, fulfill the terms and conditions of the EIA
authorization given to them.
Article 3 of the proclamation obliges licensing institutions, before issuing
investment permits or operation licenses to projects, to ensure that the
relevant environmental bodies have authorized the implementation of the
projects.
Article 12 requires such licensing institutions to suspend or cancel the
permit or license they have issued for projects if the concerned
environmental body has withdrawn the authorization given for the
implementation of the project. These provisions are important to ensure
that project owners comply with the EIA requirements. The proclamation
also provides for public participation in the EIA process.
Article 15 requires environmental bodies to ensure that the comments
made by the public, especially by the communities, are likely to be affected
by the implementation of a project, and is incorporated into the EIA study
and project evaluation reports. Moreover, the proclamation decrees that
environmental bodies make the EIA study reports accessible to the public
and solicit comments on them.
Solid Waste Proclamation 513/2007 aims to promote community participation to
Management prevent adverse effects and enhance benefits resulting from solid waste
management.

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 It provides for preparation of solid waste management action plans by the
concerned government sector and other agencies/institutions.

d. Environmental Guidelines
There are several environmental guidelines in order to assess and protect the impacts of the
environment in Ethiopia. These guidelines are discussed in Table 4 below:

Table 3: Environmental Guidelines to Assess and Protect the Impacts of the Environment
Environmental Guideline’s Description
Guideline
This guideline aims to ensure the implementation of the Environmental
Environmental Policy of Ethiopia and compliance with EIA-related legal and technical
Impact Assessment requirements, assist interested and affected parties, especially communities,
Procedural in realizing their environmental rights and roles, assist environmental
Guideline (2003) protection organs and licensing agencies in discharging their roles and
responsibilities, and establish partnership and networking among and
between key stakeholders in the EIA administration. It includes details about
the EIA processes and requirements and the roles and responsibilities of key
actors in the EIA processes, including affected and interested parties.

The guideline aims to strengthen the positive impacts and reduce or

Social, eliminate the negative impacts of social and economic activities on
Environmental and environmental well-being and human health in settlement areas. In addition,
Ecological Impact carrying out voluntary and informed consultation, sustainable improvement
Assessment and of life, and ensuring environmental sustainability are three of the six
Environmental principles of the guidelines.
Hygiene in The guidelines require project proponents to describe the main negative
Settlement Areas environmental and social impacts anticipated from the implementation of
(2004) project activities, devise mitigation plans for the negative impacts, and
ensure that all phases of environmental and resource development and
management, from project conception to planning and implementation to
M&E, are based on the decisions of the local people. They promote the
perception of heritage conservation as part of, and integrated with,
Ethiopia’s general social and economic development.

Environmental and The former Federal Environmental Protection Agency prepared a series of
Social Impact environmental and social impact assessment guidelines for the different
Assessment sectors, outlining the key issues, principles, procedures, and processes to be
Guidelines adopted and adhered to avoid and/or mitigate potentially negative
environmental and social impacts during project planning, implementation,
and operation by government, public, and private entities. Some of the
guidelines are generic and are applicable in different sectors and there are
also sector-specific guidelines prepared for key environmental and social
issues to adhere to during the ESIA analysis in those specific sectors.

Environmental This guideline provides the policy and legislative framework, the general
Impact Assessment ESIA process and key sectoral environmental issues, standards, and
Guideline (2000) recommendations for environmental management in key sectors such as
agriculture, industry, transport, tannery, dams and reservoirs, mining,

30
 textiles, irrigation, hydropower, and resettlement projects.

Environmental and The guideline provides the essential components to be covered in any
Social Management environmental management plan (for example, identified impacts,
Plan Preparation mitigation measures, monitoring, capacity building, and so on) and
Guideline, November structured formats for mitigation measures, monitoring, and institutional
2004 arrangements.

4.2 National Policies, Regulations, and Guidelines for Social Impact Assessment and
Management
There are a number of national policies, regulations and guidelines for social impact assessment
and management. Some of the major ones that are related to the issue under discussion are
described in the table below:

Table 4: National Policies, Regulations and Guidelines for Social Impact Assessment and
Management
National Policies,
Regulations, and Description
Guidelines for Social
Impact Assessment
and Management

The Constitution It recognizes the presence of different socio-cultural groups:

historically disadvantaged and underserved communities, pastoralists,
agro-pastoralists, and ethnic minorities, and their rights to
socioeconomic equity and justice.
Article 39 recognizes the rights of groups identified as ‘Nations,
Nationalities, and Peoples’ and defined them as “a group of people
who have or share a large measure of common culture or similar
customs, mutual intelligibility of language, belief in a common or
related identities, a common psychological make-up, and who inhabit
an identifiable, predominantly contiguous territory.” It also portrays
their rights up to self-determination-the right to secession; speak,
write, and develop their own languages; express, develop, and
promote their cultures; preserve their history; and, self-government,
which includes the right to establish institutions of the Government in
the territory that they inhabit and equitable representation in state and
Federal Governments.
Article 54 (1) states that “Members of the House [of Peoples
Representatives], on the basis of population and special representation
of minority Nationalities and Peoples, shall not exceed 550; of these,
minority Nationalities and Peoples shall have at least 20 seats.” These
groups have less than 100,000 members and most live in the
‘developing regional states’.

Equitable Access to The Constitution of Ethiopia provides policies and programs that
Quality Education encourage the establishment of an inclusive environment for equitable
access to quality education. It considers regions that are lagging and

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disadvantaged social groups to benefit equally. Some of the provisions of
rights in the constitution are stated as follows:

Article 25: The Right to ‘Education For All’ that provides for a range of
fundamental rights, including the right to equal and effective protection
without discrimination.
Article 35: states the special attention to the rights of women guaranteeing
affirmative action to address inequality and discrimination.
Article 39: provides equal rights of nations and nationalities, people within
the Ethiopian state.
Article 90: outlines the principles of state policy in relation to education
under the ‘Social Objectives of the Constitution of Ethiopia’ to the extent
the country’s resources permit, all Ethiopians are guaranteed access to
education in a manner that is free from any religious influence, political
partisanship or cultural prejudices.
Article 36: The rights of children are also constitutionally protected
against harassment and violence in schools and other institutions
responsible for the care of children.
Article 41: Economic, Social, and Cultural Rights that protect the rights
of ethnic groups within Ethiopia in their use of mother tongue, the
protection of culture and identity, and equal representation in regional
states and the Federal Government.
Articles 20 and 21: As a signatory state of the African Charter of Human
Rights, Ethiopia has committed itself to protecting the rights of all peoples
to social, cultural, and economic development of their choice in conformity
with their identity.
Article 41(5) for the conditions of equal opportunities and full
participation of people with disabilities.

Education Sector Development Program (ESDP) and Growth and

Transformation Plan - II (GTP-II):
The priorities attached to education and training in official documents are
consistent with the government’s public expenditure each fiscal year
amounting to 25 percent of the national budgets (ESDP V 2015/16–
2019/20). ESDPs have mapped out policy directions with a major focus on
quality, equity, and access.

As adopted in 1994, in fulfillment of the relevant constitutional provisions,

Equity and inclusion have been embedded as essential principles in the
Education and Training Policy. The policy stress on the right to:
 Freeing primary school education,
 Reaching out-of-school children,
 Reducing gender disparities in educational opportunities, and
 Targeting enrollment gaps between regions and population groups
in Ethiopia.

The Growth and Transformation Plan II (GTP II) places a strategic

direction for education and training that involves improving educational
participation, quality, and relevance at all levels of the educational system.
It also provides special support to developing regions for equity in access

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 to education; and ensuring quality, fair, and accessible education for all in
preprimary, primary, and secondary levels.

The Education and Training Policy (1994) clearly indicates a commitment

to addressing the needs of all children, particularly appreciating the needs
of children with disabilities. The policy further states that ‘special
education and training will be provided for people with disabilities’
(Education Structure No.3.2.9). The document also underlines that efforts
will be made ‘to enable both the handicapped and the gifted to learn in
accordance with their potential and need’ (Specific Objectives No.2.2.3).

International Conventions:
Ethiopia is also a signatory to:
 The Convention on the Elimination of All Forms of Discrimination
against Women (CEDAW 1979),
 The Convention on the Rights of the Child (CRC 1990), and
 The Convention on the Rights of People with Disabilities (CRPD
2006).

Social Protection The social protection policy was approved in December 2014, and the
Policy vision to see that all Ethiopians enjoy social and economic well-being,
security, and social justice. Basically, it sets the framework that the
Government commits itself to establish a protection system, by bringing
together fragmented forms of social protection services. In the policy, the
roles and responsibilities of the Government at the federal, regional, and
local levels are defined in managing the social protection system, toward
the progressive respect of the rights of citizens. Children, the elderly,
people with disabilities, and the chronically ill are identified as vulnerable
groups in the policy.
The following are the major objectives of Social Protection Policy of
Ethiopia:
Protect poor and vulnerable individuals, households, and communities
from the adverse effects of shocks and destitution
Increase the scope of social insurance
Increase access to equitable and quality health, education, and social
welfare services to build human capital thus breaking the
intergenerational transmission of poverty
Guarantee a minimum level of employment for the long-term
unemployed and underemployed
Enhance the social status and progressively realize the social and
economic rights of the excluded and marginalized
Ensure the different levels of society are taking appropriate
responsibility for the implementation of social protection policy
Cultural Policy Ethiopian Cultural Policy was adopted in 1997 and its main objectives is to
create an enabling environment for the equal recognition and respect of the
languages, heritages, histories, fine arts, oral traditions, and belief systems
of the various nations, nationalities, and peoples of Ethiopia, and for their
preservation, conservation, and transfer to future generations.
Policy on Ethiopian Policy on Ethiopian women was enacted in 1993, and its main focus is
Women improving the working and health conditions of women, protecting women

33
 from harmful traditional practices. It is also aimed to empower women
through enhanced access to education and land as well as other property
rights, and fostering the involvement in decision making. Furthermore, it
underlines women’s contribution to the overall national development
considering maximizing their knowledge and skills.
Policies and There are several associated workers’ health and safety policies,
Proclamations on proclamations and directives in Ethiopia. These are:
Workers Health and  The Constitution: The Constitution under Article 42(2) states
Safety “workers have the right to a healthy and safe work environment,”
signifying the fundamental obligations of an employers, government,
private or otherwise, to take all necessary measures to ensure that
workplaces are safe, healthy, and free of any danger to the well-being
of workers.
 The Labor Proclamation No.377/2003 underlines the importance of
inspecting labor administration, particularly labor conditions,
occupational safety and health, and work environment. It prescribes
the obligations of employers in relation to workers’ safety, ranging
from taking appropriate steps to ensure that workers are properly
instructed and notified about the hazards of their occupations, the
precautions necessary to avoid accident and injury, to ensuring that
work processes shall not be a source or cause of physical, chemical,
biological, ergonomic, and psychological hazards to the health and
safety of the workers. The proclamation also imposes obligations on
workers such as obeying all health and safety instructions issued by
the employer or by the competent authority.
 Article 89 of the Labor Law Proclamation No.377/2003 also prohibits
employment of children below age 14, allowing the employment of
children ages between 14 and18, subject to the conditions of
safeguard.
 The 2008 Occupational Health and Safety (OHS) Directive
provides guidance, based on the Labor Law, concerning occupational
health and safety requirements, and outlines the general duties and
responsibility of employers, rights and duties of workers, and
responsibilities of the Labor Inspection Service.
 Promotion of occupational health and safety is one of the priority
areas considered by the 1993 Health Policy of Ethiopia. The policy
also lays out the framework for the intersectoral collaboration, to
facilitate the development of facilities for workers’ health and safety
in production sectors.

 The Public Health Proclamation No.200/2000 also provides for

occupational health care to protect and control workers’ health by
preventing or reducing risks that may occur within working areas or
related to occupation due to chemical, physical, or biological agents.
 But Health and Worker Safety Policy in Ethiopia is specifically
related.
Laws, Strategies, and For disadvantaged groups and developing regions, there are several
Guidelines Enforcing policies, action plans, and strategies that are targeted to protect and
Special Support for promote their well-being, life chances, and educational opportunities.
Developing Regions

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and Vulnerable The GoE has selected four regions: Afar, Somali, Benishangul-Gumuz, and
Groups Gambella as Developing Regional States (DRS) pertaining to their limited
access to socioeconomic development and underserved status over the
decades. Relating to quality, access, and equity of educational
opportunities, ESDP V includes special support programs targeting the
four DRS. These regions are considered as DRS due to their historical
marginalization and the resulting low levels of socioeconomic
development compared to other regional states. The Government has also
established a multi-sectoral special support program for developing regions
as laid out in ESDP V having MoE as a main actor. It provides in three
levels of capacity development: individual, organizational, and enabling
environment.

The constitution of Ethiopia under Article 89 (2) states that: “The

Government has the obligation to ensure that all Ethiopians get equal
opportunity to improve their economic situations and to promote equitable
distribution of wealth among them”. Particularly, Article 89 (4) reveals
that: “Nations, Nationalities and Peoples least advantaged in economic and
social development shall receive special assistance.” Regarding this, the
constitution under article 40 (4) states that “Ethiopian pastoralists have a
right to free land for grazing and cultivation as well as a right not to be
displaced from their own lands.” It further states under Article 41(8) that
“Ethiopian pastoralists have the right to receive fair prices for their
products, that would lead to improvement in their conditions of life and to
enable them to obtain an equitable share of the national wealth
commensurate with their contribution. This objective shall guide the State
in the formulation of economic, social and development policies.”

The Government has adopted more implementation strategies/guidelines to

protect vulnerable groups including women, children, and people with
disabilities and ensure their rights to quality, access, and equity of
educational opportunities.

Family Code 2000 provides parents and guardians to protect the health,
education and social development of children, and respect the legal age of
18 for the marriage as a safeguard against early marriage. In addition, there
exist legal provisions that prohibit child labor.

Moreover, there is The Revised Criminal Code that provides significant

law of protecting girls and women against sexual assault, abuse, abduction
and early marriages—all factors contributing to girls dropping out of
school. Proclamation No.676/2010 also provides the United Nations CRPD
protection for the equal opportunities and full participation of people with
disabilities.

The MoE’s entitled students with special needs to participate at all

education levels through SNE Program Strategy (2006) and Special
Needs/Inclusive Education Strategy (2012). The SNE/IE has been a serious
concern by the MoE specially beginning in ESDP III particular plans to
increase the enrollment of SNE students in all levels of the country’s
education system.

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 For the first time, Pastoralist education strategy was designed and adopted
in 2008 as the rate of growth in pastoral areas was sluggish despite the
National Educational Policy and ESDPs resulted in increased enrollment.
The strategy identified opportunities and challenges relevant to the
expansion of quality education in the pastoralist regions although it has
been in place for the last nine years. The strategy has two objectives:
Expand access to equitable, quality, and relevant education in
pastoralist areas with the active participation of the community.
Bridge the huge gap of participation in education that prevails
between pastoralist areas and other parts of the country.
Different educational modalities such as ABE, mobile schools, para-
boarding schools, hostels, distance education, adult education, education
radio program, and formal primary education were proposed in the 2008
strategy to improve access. Improving the quality and relevance of primary
education and addressing pastoralists’ cultural, environmental, and
economic constraints were elicited.
There are several additional strategies and plans established to eliminate
regional and gender disparities in enrollment rates, with particular
emphasis to reducing dropout and repetition rates:
Ethiopian National Plan of Action for Children that provide
support to poor and vulnerable children through feeding, health
care, and educational materials to ensure access to education.
National Plan of Action for Children,
Orphans and Vulnerable Child National Action Plan,
National Plan of Action of Persons with Disabilities 2012–2021,
National Youth Plan, and
Action Plan on the Sexual Abuse and Exploitation of Children.

4.3. Ethiopian Legislations Related to Land Acquisition, Compensation and Resettlement

This Resettlement System Guideline (RSG) will apply the laws, legislations, regulations, and
local rules governing the use of land and other assets in Ethiopia particularly review of relevant
proclamations and regulations. Relevant WB’s Environmental and Social Framework
particularly ESS5 that deal with resettlement, restrictions of land use and involuntary
resettlement issues and other provisions governing preparation and implementation of
resettlement planning of projects were consulted to assess their applicability to the project. These
also included other social issues especially those related to underserved/indigenous peoples and
Community-Health-and-Safety (CHS) aspects of the affected population. Therefore; this section
provides review of the FDRE constitution, laws, legislations, proclamations and regulations that
are relevant for this RF.

4.3.1 The Constitution of FDRE

The Constitution of the Federal Democratic Republic of Ethiopia (FDRE) is the highest policy
and legal document that presents the basis for all laws and policies in the country. In addition,
Proclamation No. 1/1995 contains a number of articles, which are relevant to this RF document.
Article 51(5) of FDRE’s constitution gives powers to the Federal Government to enact detailed

36
laws regarding land use. The 1995 Constitution of Ethiopia, Article 40(2), 40(4), 40(5) and 40(8)
includes provisions that protect the Ethiopian citizen’s rights to private property and set
conditions for expropriation of such property for state or public interests. The rights to property
under Article 40 are enshrined in the following ways:

 Every Ethiopian citizen has the right to the ownership of private property. Unless
prescribed otherwise by law because of public interest. This right shall include the right
to acquire, to use and, in a manner compatible with the rights of other citizens, to dispose
of such property by sale or be quest or to transfer it otherwise.
 "Private property", for the purpose of this Article, shall mean any tangible or intangible
product that has value and is produced by the labor, creativity, enterprise or capital of an
individual citizen, associations which enjoy juridical personality under the law, or in
appropriate circumstances by communities specifically empowered by law to own
property in common.
 The right to ownership of rural and urban land, as well as of all natural resources, is
exclusively vested in the State and in the peoples of Ethiopia. Land is a common property
of the Nations, Nationalities and Peoples of Ethiopia and shall not be subject to sale or to
other means of exchange.
 Ethiopian peasants have right to obtain land without payment and the protection against
eviction from their possession. The implementation of this provision shall be specified by
law.
 Ethiopian pastoralists have the right to free land for grazing and cultivation as well as the
right not to be displaced from their own lands. The implementation shall be specified by-
law.
 Every Ethiopian shall have the full right to the immovable property he builds and to the
permanent improvements; he brings about on the land by his labor or capital. This right
shall include the right to alienate and to bequeath. Where the right of use expires, to
remove his property, transfer his title, or claim compensation for it, the law shall
determine particulars.
 Without prejudice to the right to private property, the government may expropriate
private property for public purposes subject to payment in advance of compensation
commensurate to the value of the property
All people shall have the right to receive adequate monetary or other alternative
compensation, including transfer with assistance to another locality whenever they are
displaced or their livelihoods have been adversely affected because of State programs.

4.3.2 Expropriation of Land for Public Purposes, Payments of Compensation and

Resettlement of Displaced People Proclamation No. 1161/2019

FDRE Peoples Representatives Council has recently rectified Proclamation No.1161/2019 that
deals with “Expropriation of Land for Public Purposes, Payments of Compensation and
Resettlement of Displaced People”, and replaced the previously active legislation on the matter
i.e. Expropriation of Land and Compensation Proclamation No. 455/2005. The new
Proclamation gives priority rights to develop Land for the Landholders when the capacity of the
Landholders to develop the land as per the approved land use plan; urban structural plan; or
development master plan is presented. It states, “Landholders whose holdings are within the area

37
prescribed to be redeveloped shall have priority rights to develop their lands according to the
plan either individually or in a group” (Article 7, sub-article 1-2).

Under Article 16 (sub-article 2), the Proclamation mandates the responsible bodies to establish a
Resettlement package for the affected persons as follows: “Regional states, Addis Ababa, and
Dire Dawa, shall develop resettlement packages1 that may enable displaced people to sustainably
resettle”. The Proclamation gives the affected community the right to purchase shares from the
investment under Article 16 (sub-article 4). More to the point, “If the land expropriation for
public purpose is for investment, people who are displaced may own shares from the
investment”. It is made clear in the Proclamation that people who are displaced and who lost
their income shall be beneficiaries of the resettlement package if they do not own shares from the
investment.

The decision on expropriation for public purpose will be made by the appropriate Federal
Authority, or a Regional, Addis Ababa, Dire Dawa City Administration cabinets on the basis of
an approved land use plan; or master plan; or structural plan. The Proclamation further notes that
“… a Regional, Addis Ababa, Dire Dawa cabinets may delegate a Woreda or City
Administration to decide on land expropriation for public purpose” (Article 5, sub-article 5). The
Proclamation indicates, “the budget necessary to cover the costs of compensation and
resettlement and the responsible body that shall cover these costs shall be made clear at the time
when expropriation for public purpose is decided”.

Proclamation No. 1161/2019 Article 9, sub-article 1-3 stated in details the responsibility of the
land requiring body that shall submit to the City or Woreda administration. It also states the
decision that shows the size and exact location of the land to be expropriated should be
communicated at least one year before the commencement of the project and payment of the
money required for compensation and resettlement to the respective City or Woreda
Administration. Depreciation value of the properties could not be considered during payment of
compensation. The Proclamation states, “The amount of compensation for property on the land
shall cover the cost of replacing the property anew.” The Proclamation also notes that the
minimum compensation payable to a housing unit may not, in any way, be less than the current
cost of constructing a house per the standard or based on the objective conditions of each
Regional State or City Administration. Compensation for payment of improvement to land shall
be equal to the current value of the capital and labor expended on the land. For relocation of the
property on the land, the cost of removing, transporting, and erecting, the property shall be paid
as compensation (Article 12, sub-articles 1-5). Valuation methods to determine the compensation
for various properties and detail prescriptions applicable thereto shall be provided for by a
Regulation.

However, in the Proclamation, it is noted that to determine the amount of compensation, a

certified private institution or individual consultant valuators shall evaluate the property situated
on land to be expropriated based on a nationally approved valuation method (Article 17, sub-
article 1). Where there is not certified private institution, it shall be evaluated by an autonomous
government organization established for this purpose. If there is no autonomous organization,
considering the location of the expropriated land, valuation committee could be established by
the relevant City or Woreda administration comprising proper professionals (Article 17, sub-

38
article 1-3). Nevertheless, where the property is state owned infrastructure or utility line, the
valuation shall be made by the government entity owning it (Article 17, sub-article 6). The unit
price of compensation valuation shall be revised at most every two years.

Regarding resettlement, it is stated that Regional States and City administrations shall establish a
fund for compensation payment and rehabilitation. It is noted that regional states and city
administrations shall develop resettlement packages that enable displaced people to sustainably
resettle (Article 16, sub-article 1-2). The content and detail implementation of the resettlement
package shall be determined by a Regulation.

A household who is to be permanently displaced shall get an equivalent substitute land, one (1)
year land holding income compensation shall be paid calculated by the current price which is
equivalent to the highest annual income he generated in the last three (3) years preceding the
expropriation of the land. For permanent land acquisition and in times equivalent substitute land
is not available, the landholder shall be paid displacement compensation, which is equivalent to
fifteen (15) times the highest annual income he/she generated during the last three (3) years
preceding the expropriation of the land. In addition to cash compensation, according to the
Proclamation, displaced people shall be compensated for the breakup of their social ties and
moral damage they suffer that resulted from the expropriation of their land. However, the details
on compensation for social ties breakup and moral damage shall be provided in a regulation to be
enacted to implement this Proclamation (Article 13, sub-article 1a-e).

A household whose landholding has been provisionally expropriated shall be paid displacement
compensation for lost income based on the highest annual income secured during the last three
years preceding the expropriation of the land until the repossession of the land. Moreover, the
compensation paid shall take into consideration the amount of additional time necessary for the
land to regain its productivity, which shall be determined by the surrounding agricultural
institution (Article 13, subarticle 2a&b). The Proclamation also stipulates payment of
compensation either for Persons who lost income permanently or temporarily without being
displaced because of land expropriation.

Landholders or their agents whose landholding is to be expropriated shall submit landholding

certificates or other proofs that shows their holding rights to the Urban or Rural Land
Administration Office on the time schedule of the office. Notifying the landholder or his agent is
made in writing to handover the land expropriated with the description of the amount of
compensation the landholder to be paid; and/or the size and location of the land or house in kind
compensation. The landholder who is served with notice to hand over his land holding shall take
the compensation and replacement plot or house with in thirty (30) days of notice. If he fails to
comply with the order within the prescribed time, the compensation payment shall be deposited
in the closed bank account of the City or Woreda administration. The landholder may be forced
to handover the land within 120 days of payment of compensation (cash or kind), or after the
cash is deposited in the bank. If there is no property or crop on the expropriated land, the
landholder shall handover with in thirty - (30) - days of notice (Article 8, sub-article 1-7). Where
the land expropriated is under illegal occupation, the occupant shall be evacuated without claim
for compensation within thirty (30) days of notice (Article, 8, sub-article 8).

39
The valuation method and manner of payment to permanent and temporary expropriation of
communal landholding shall be determined in directives to be issued by Regional States or City
Administrations (Article 3).

Generally, the new Land expropriation, compensation payment and resettlement Proclamation,
compared with the Proclamation No. 455/2005, has improved a number of issues related to
compensation and resettlement, among others, the major improvements are:

 Number of years for permanent loss of farmland has increased from ten (10) years into
fifteen (15) years;
 The number of consecutive years of productivity of crops and price considered for
compensation estimate is reduced from five (5) to three (3) years of which the best
productivity and price of the three (3) years is to be considered;
 Time limit for the landholder to whom compensation is not paid after estimation, can use
the land for former purpose is added in the new proclamation (Article 3, sub-article a, b
and C);
 Number of days of notice for illegal holders is set to be thirty (30) days (Article 8);
 Displaced People shall be compensated for the breakup of their social ties and moral
damage they suffer as a result of the expropriation (Article 4e); and
 Provision on resettlement packages that enable displaced people to sustainably resettle
(Article 16, sub-article 2).

4.3.3. World Bank ESF ESS5 on Land Acquisition and Resettlement

The World Bank’s safeguard policies are designed to ensure that programs/projects proposed for
Bank financing are designed and executed in an environmentally and socially sustainable
manner. The full list of WB Environmental and Social Framework (ESF) Standards is presented
below: https://www.worldbank.org/en/projects-operations/environmental-and-social-framework

ESS1: Assessment and Management of Environmental and Social Risks and Impacts
ESS2 Labor and Working Conditions
ESS3 Resource Efficiency and Pollution Prevention and Management
ESS4: Community Health and Safety
ESS5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement
ESS6: Biodiversity Conservation and Sustainable Management of Living Natural Resources
ESS7: Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional Local
Communities
ESS8: Cultural Heritage
ESS9: Financial Intermediaries (FIs)
ESS10: Stakeholder Engagement and Information Disclosure

The Bank underlines that the application of these standards, by focusing on the identification and
management of environmental and social risks, will support borrowers in their goal to reduce
poverty and increase prosperity in a sustainable manner for the benefit of the environment and
their citizens.

40
It is also expected that these standards will:
a) Support borrowers in achieving good international practice relating to environmental and
social sustainability;
b) Assist Borrowers in fulfilling their national and international environmental and social
obligations;
c) Enhance non-discrimination, transparency, participation, accountability and governance; and
d) Enhance sustainable development outcomes of projects through ongoing stakeholder
engagement.

The ESS 5- Land Acquisition and Involuntary Resettlement is especially important for this
Resettlement System Guideline(RSG) and subsequent resettlement plans and operations of the
proposed School Construction project, as well as ESS 10 i.e. the Stakeholder engagement aspects
and ESS 1 i.e. Assessment and Management of Environmental and Social Risks and Impacts.
ESS 7 i.e. Indigenous Peoples is also significant. The main aspect of WB ESS 5 that is applicable
to the proposed project financing and is directly linked to this RSG, and therefore it is discussed
in more details below.

ESS 5: Land Acquisition and Involuntary Resettlement

This standard recognizes that project-related land acquisition and restrictions on land use can
have adverse impacts on communities and persons. Project-related land acquisition or restrictions
on land use may cause physical displacement (relocation, loss of residential land or loss of
shelter), economic displacement (loss of land, assets or access to assets, leading to loss of income
sources or other means of livelihood), or both. The term “involuntary resettlement” refers to
these impacts. Resettlement is considered involuntary when affected persons or communities do
not have the right to refuse land acquisition or restrictions on land use that result in displacement.
The major objectives of Standard 5 include the following:

 To avoid involuntary resettlement or, when unavoidable, minimize involuntary

resettlement by exploring project design alternatives;
 To avoid forced eviction;
 To mitigate unavoidable adverse social and economic impacts from land acquisition or
 restrictions on land use by:
(a) Providing timely compensation for loss of assets at replacement cost and;
(b) Ensuring that resettlement activities are implemented with appropriate disclosure of
information, consultation, and the informed participation of those affected.
 To assist displaced persons in their efforts to improve, or at least restore, their livelihoods
and living standards.
 To improve living conditions of poor or vulnerable persons who are physically displaced,
through provision of adequate housing, access to services and facilities, and security of
tenure. World Bank ESS 5 designates affected persons may be as those:
a) Who have formal legal rights to the land or assets they occupy or use;
b) Who do not have formal legal rights to land or assets, but have a claim to land that is
recognized or recognizable under national law; or
c) Who have no recognizable legal right or claim to the land or assets they occupy or use.

41
World Bank ESS 5 applies to projects, where physical and/or economic displacement results
from land and land related transactions. These are land rights or land use rights being acquired
through compulsory acquisition in accordance with the legal system of Ethiopia; land rights or
land use acquired through negotiated settlements, if failure to reach settlement would result in
compulsory procedures; and transactions, which restrict access to land, or use of other resources,
including communal property and natural resources. The Standard encourages projects to use
negotiated settlements even if legal means exists for compulsory acquisition. More specific
details on the requirements of World Bank ESS 5 as it applies to the Class Rooms Construction
project are presented as follows:

Feasible alternative Project designs should be considered to avoid or minimize physical

or economic displacement, while balancing environmental, social, and financial costs and
benefits, paying particular attention to impacts on the poor and vulnerable.
When displacement cannot be avoided, the MoE will offer displaced communities and
person’s compensation for loss of assets at full replacement cost and other assistance to
help them improve or restore their standards of living or livelihoods.
The Project should engage with Affected Communities, including host communities,
through the process of stakeholder engagement described in World Bank ESS 10.
The Project implementer/the MoE should establish a grievance redress mechanism
consistent with World Bank ESS 10 as early as possible in the project development
phase.
A census should be carried out to collect appropriate socio-economic baseline data to
identify the persons who will be displaced by the Project, determine who will be eligible
for compensation and assistance.
The Project implementer/the MoE should identify those persons who will be displaced
and establish a cut-off date to establish eligibility for compensation.
The Project implementer/the MoE have to offer land-based compensation, where feasible,
where livelihoods of displaced persons are land-based, or where land is collectively
owned.
Encourages negotiated settlements to avoid forcible eviction of people.
Project implementer/the MoE has to “bridge the gap” between legal requirements of the
Ethiopian Government and the requirements of the ESS where necessary.
Preparation of a RP clearly demonstrating how displacement will be managed in
accordance with the ESS.
Standards for compensation to be transparent and consistent within a project, and
established with the participation of the PAPs.
Project implementer/the MoE must offer displaced persons and communities’
compensation for loss of assets at full replacement cost, and other assistance to help them
improve or at least restore their standards of living or livelihoods.
In the case of physically displaced persons, the project implementer/the MoE should offer
the choice of replacement property of equal or higher value, equivalent or better
characteristics, and advantages of location and security of tenure, or cash compensation at
full replacement value where appropriate.
If land acquisition for the project causes loss of income or livelihood, regardless of
whether or not the affected people are physically displaced, Project implementer/the MoE

42
 is required to promptly compensate economically displaced persons for loss of assets or
access to assets at full replacement cost.
In cases where land acquisition affects commercial structures, it requires compensating
the affected business owner(s) for the cost of re-establishing commercial activities
elsewhere. For the lost net income during the period of transition and for the costs of the
transfer and reinstallation of the plant, machinery or other equipment, it needs to provide
replacement property (e.g. agricultural or commercial sites) of equal or greater value or
cash compensation at full replacement cost. This is done for appropriate persons with
legal rights or claims to land, which are recognized or recognizable under the national
laws.
Compensate economically displaced persons who are without legally recognizable claims
to land for lost assets (such as crops, irrigation infrastructure and other improvements
made to the land) other than land, at full replacement cost.
Provide additional targeted assistance (e.g. credit facilities, training, or job opportunities),
and opportunities to improve or at least restore their income-earning capacity, production
levels, and standards of living to economically displaced persons whose livelihoods or
income levels are adversely affected.
Provide transitional support to economically displaced persons, as necessary, based on a
reasonable estimate of the time required to restore their income-earning capacity,
production levels, and standards of living.
Identify, review, and abide by all laws of Ethiopia and in compliance with World Bank
ESS 5 that are applicable to land acquisition and involuntary resettlement. In cases of
differences between the GoE law and World Bank standards, the most stringent shall
prevail.

4.3.4 Review and Comparison of the National Policies and the World Bank: WB’s ESF
ESS5 and Ethiopian New Proclamation No. 1161/2019

The WB’s ESS5 and the Ethiopian Proclamation No.1161/2019 both cover objectives and
principles of land acquisition and involuntary resettlement. There are comprehensive laws and
proclamation on land related issues in Ethiopia. Though both the WB’s ESS5 and Ethiopian
Proclamation No 1161/2019 have commonalities, there are some gaps and differences in
provisions. One gap for example relates to provision, in the Ethiopian Proclamation, about
voluntary land donations. The other gap is related to entitlements for payment where rights to
compensation are essentially based on the right of ownership, which limits the rights of non-
formal occupants like slum dwellers and tenants that the ESS5 recognizes as eligible for
compensations. This RF will adhere to the Ethiopian laws and Proclamations as noted above and
the ESS5 in its recommendations. In case of gaps and contradictions between the two sets of
provisions, the instrument that provides and guarantees’ greatest benefit to the PAPs will prevail.

The details are discussed as follows

43
Table 5 Summary of Main Gaps between Ethiopia Proclamation No. 1161/2019 and WB’s ESS5

Items with The Ethiopian Proclamation WB’s ESS 5 Measures to Address Differences
Difference No. 1161/2019
Policy Objectives The Proclamation No. 1161/2019 gives power to  WB ESS 5 necessitates that WB ESS5 and Proclamation No.
Regions, Addis Ababa and Dire Dawa, Woreda or involuntary resettlement should 1161/2019 have almost similar
Urban administrations to expropriate rural or urban be avoided wherever possible or measures thus the overall objectives
landholdings for public purpose where it affirms that it minimized by exploring shall be applied to avoid or minimize
should be used for a better development. alternatives. involuntary resettlement and to ensure
consultation throughout the process.
Proclamation No. 1161/2019, Article 4(1)  Resettlement program should be
Expropriation of land for public purposes shall be sustainable, include meaningful
made only on the basis of approved land use plan; consultation with affected parties
urban structural plan; or development master plan. and provide benefits to affected
Under sub-article 2, it states Compensation and parties
resettlement Assistance Compensation for the
expropriated land shall sustainably restore and improve  Displaced persons should be
the livelihood of displaced people.” In addition, under assisted in improving livelihoods
article 4, it shows “Where land is expropriated for etc. or at least restoring them to
public purpose, the procedure shall be transparent, previous levels
participatory, fair and accountable.”
Voluntary land The proclamation deals with land acquisition and WB ESS5 is also applicable to cases This RF provides guidance in line
Donations involuntary resettlement and therefore does not provide where affected people choose to with ESS5 in times where voluntary
guidance on voluntary donations. voluntarily donate land or assets donations would be appropriate and
based on conditions set in footnote 10 the process of carrying out the
of ESS5: donations, including documentation.
1. the potential donor or donors have
been appropriately informed and
consulted about the project and the
choices available to them;
2. potential donors are aware that
refusal is an option, and have
confirmed in writing their willingness
to proceed with the donation;
3. the amount of land being donated is
minor and will not reduce the donor’s
remaining land area below that
required to maintain the donor’s

44
 livelihood at current levels;
4. no household relocation is
involved;
5. the donor is expected to benefit
directly from the project; and
6. For community or collective land,
donation can only occur with the
consent of individuals using or
occupying the land
Displaced persons According to Proclamation No.1161/2019 Article Displaced persons may be classified The National legislation is silent on
2(16), “Displaced People” means a person, households, as persons: land users without recognizable legal
firms, or public or private institutions that have been i. Who have formal legal rights to the right to the land they occupy.
living in occupied land, including tenants, employed land or assets they occupy or use; Whereas, WB PS-5 states that, for
and self-employoyed persons on the land for public ii. Who do not have formal legal people who do not have use rights
benefit.” The details will be in the Regulation. rights to land or assets, but have a over the land they occupy, WB PS-5
claim to land that is recognized or requires that non-land assets be
recognizable under national law; retained, replaced, or compensated
iii. Who have no recognizable legal for; restorative relocation takes place
right or claim to the land or assets with security of of tenure; and lost
they occupy or use? livelihoods.
RF document acknowledges in an
event where there is a conflict
between the national law and WB
ESS 5 guidelines, the WB ESS
prevails as resettlement framework
and compensation for assets will be
provided to all PAPs (including those
without legal title).
Livelihood Article 4(2) of 1161/2019 states Compensation and Provision of livelihood restoration Income Restoration Program would
restoration resettlement Assistance for the expropriated land shall and assistance to achieve WB ESS5 be provided in order to re-establish
and assistance sustainably restore and improve the livelihood of objectives to assist displaced persons sources of livelihoods for those
displaced people. Article 13(3a) also states in their efforts to improve, or at least affected people who have
compensation for communal landholding shall be restore, their livelihoods and living permanently lost their sources of
based on the use of the communal land or the lost standards. livelihood. Livelihood restoration
benefits and livelihood of the displaced People. Article programs are robust and can
25 (2) mentions support for and ensuring the accurately meet the livelihood
improvement of the livelihood of displaced farmers and restoration objectives in line with WB
pastoralists. ESS5.
Eligibility Criteria It is the Constitutional right in Ethiopia that if one's Those with formal rights, informal The national legislation does not
for Compensation property is acquired, the individual will be rights and users without any form of provide clear guidance on how

45
 compensated for any land acquired. Any person whose right but with a claim on land are claimants without possession of
right of occupancy or recognized longstanding eligible. proof of ownership will claim for
occupation or customary use of land is revoked or compensation. Whereas, World Bank
otherwise interfered with to their detriment by the State Environmental and Social Standard 5
is entitled to full, fair and prompt compensation. states that for people who do not have
According to the law, those with no legal rights or use rights over the land they occupy,
claims to land are not eligible for any form of it requires that non-land assets be
compensation. According to Proclamation No. retained, replaced, or compensated
1161/2019 Article 14(1) a person who lost economic for; restore relocation take place with
benefit either permanently or temporarily without security of tenure; and lost
being displaced as a consequence of land expropriation livelihoods. World Bank
shall be paid compensation; the person entitled for the Environmental and Social Standard 5
compensation, type and amount of compensation shall entitle compensation for assets to all
be determined by the Directives issued by a Regional affected individuals regardless of
State in question. landholding rights to land titles
(including squatter settlements). Thus,
the ESS5 includes additional groups
who are eligible for compensation for
loss of land and assets on the land
notably those without legal claim to
the land. As such, tenants, squatters
and land users will need to be
provided with compensation in line
with ESS5.
Cut-off date According to The Civil Code Proclamation No. WBG Guidance Note 5, GN 32 According to the national legislation,
165/1960, buildings or improvements on land made defines the cut-off date as the date of the expropriation order/notification is
after the issuance of the expropriation order will not be completion of the census and assets expected to be issued at least 1 year
considered for compensation. This implies that the inventory. The Borrower will prior to the expropriation. In line with
issuance of the expropriation order marks the cut-off establish a cut-off date for eligibility. Performance Standard 5 guidance,
date. In line with the Civil Code, grievances are first Information regarding the cut-off date Class Rooms Construction projects
preferred to be settled amicably whenever possible in will be well documented and will use the date of the completion of
the presence of elders, local administration disseminated. the census and massets inventory.
representatives or any influential persons in the This will be publicized and
locality. If the PAPs are not satisfied with what has communicated to the community and
been proposed by the amicable means, then the PAPs. Upon commencement of
litigation is referred to the formal courts. valuation, a person shall not add or
improve anything to the land or such
premises, except where it can be
demonstrated that such post-cut-off
date improvements are needed to

46
 maintain the livelihoods of the
affected person during the period
between the cut-off date and
displacement e.g. as a result of delays
in project implementation.
Compensation Compensation for payment of improvement to land WB PS 5 Guidance Note, GN 22: The The WB requirements and the new
shall be equal to the current value of the capital and rate of compensation for lost assets Ethiopian proclamation for
labor expended on the land. For relocation of the shall be calculated at full replacement compensation must be followed as
property on the land, the cost of removing, cost, (i.e., the market value of the per WB PS 5 and Proclamation No.
transporting, and erecting, the property shall be paid as assets plus transaction costs). 1161/2019.Thus, Class Rooms
compensation (Article 12, subarticles 1-5). Construction project will follow the
compensation of lost assets at full
Depreciation value of the properties could not be replacement cost in line with the
considered during payment of compensation. The objectives of the stated ESS 5 and the
Proclamation states, “The amount of compensation for Proclamation, and in so doing meet
property on the land shall cover the cost of replacing replacement cost standard or exceed
the property anew.” The Proclamation also noted that the market value (which would be
the minimum compensation payable to a housing unit lower if the asset has been subject to
might not, in any way be less than the current cost of depreciation).
constructing a house per the standard or based on the
objective conditions of each Regional State or City
Administration.
Timing of Proclamation No. 1161/2019 (Article 9, sub-article 1- Guidance Note (GN23): Payment of compensation and support
compensation 3) indicated the Responsibility of the land requiring Compensation for lost land and assets for displaced person should always be
payments body that shall submit to the City or Woreda shall be paid prior to the client taking effected before the land is handed
administration and the decision that shows the size and possession of this land or assets and over, as per the requirements of WB
exact location of the land and to be expropriated at where possible people shall have been PS 5 and Proclamation No.
least one year before the commencement of the project resettled at, their new sites and 1161/2019.
and pay the money required for compensation and moving allowances paid to them. To ensure that all compensations are
resettlement to the respective City or Woreda paid prior to possession of the
Administration expropriated property, Class Rooms
Construction project shall institute
accessible, objective, systematic and
empowered grievance management
mechanisms that will allow for swift
handling and conclusion of all
grievances.
Resettlement The Proclamation No. 1161/2019, Article 16 (1,2,&3) Requires a resettlement instrument in This document together with the
instruments states establishing fund for compensation payment and form of a resettlement action plan, database detailing the persons and
rehabilitation, developing resettlement packages that resettlement policy framework or property affected and any additional

47
 enable displaced people to sustainably resettle and shall livelihood restoration plan (in case of plans for livelihood restoration
have the duty to resettle the People displaced on the economic displacement). prepared by the developer shall
basis of the resettlement package and allocated budget together form the equivalent of a
resettlement plan/livelihood
restoration plan for Class Rooms
Construction project.
Based on WB PS 5 GN43, a
Resettlement Plan should be prepared
for any project that results in physical
displacement. MoE undertaking
projects that entail land acquisition
but require no physical displacement
of people will prepare a Livelihood
Restoration Plan. The scope and level
of detail of the RP will vary with the
magnitude of displacement and the
complexity of the measures required
to mitigating adverse impacts. In all
cases, the RP will describe the
manner in which the objectives of
Environmental and Social Standard 5
will be achieved.
Grievance Proclamation No. 1161/2019, Articles 18, 19, 20 and ESS10 includes details of There will be consultations with PAPs
Redress 21 provides the structure and details on the operating administrative and judicial process on at various stages. Prior to the
Mechanisms guidelines and procedures of an effective functioning Grievances Redress Mechanisms to preparation of the RP, consultation is
of Grievance Redress Mechanisms. handle grievances/complaints under carried out to confirm eligibility
all ESS. Participation in resettlement criteria and discuss entitlement
planning and implementation, matrix, as well as to introduce GRMs.
including in developing appropriate In addition, the copies of the
Grievances Redress Mechanisms that Guidelines for GRM are translated
are useful and accessible to local into local language, are distributed
people. Grievance mechanisms for the and explained in detail to the PAPs
Project will be instituted as early as during the public consultation
possible to address concerns in a process.
timely fashion. Where possible such
mechanisms will use existing
mechanisms.
Consultations The MoE details out number of steps to carry out ESS10 requires that stakeholder Meaningful consultations according
and Stakeholder consultations at various stages of the land acquisition engagement with affected and to WB ESS10 have to be done with
Engagement and resettlement process and compensation. MoE interested stakeholders will be particular attention to ensuring it is a

48
 provides for stakeholder engagement in respect of land ensured throughout the project cycle two-way process, that allows for
acquisition and involuntary resettlement. in line with the project’s Stakeholder feedback from affected persons and
The MoE provides for disclosure of the RF to the Engagement Plan (SEP), including they are kept informed on how their
stakeholders and public before the approval of the ongoing consultations and document feedback was incorporated.
project. disclosure.
Decision making processes related to
Resettlement and livelihood
restoration will include options for
people to choose. Consultation will
take place during consideration of
project design, planning,
implementation and monitoring and
evaluation process, livelihood
restoration activities and relocation
process. Women’s perspectives
should be considered in the
consultation process. Additional
consultations are needed with
Vulnerable Groups (ESS7)
N.B. In instance of differences between the Ethiopian Legislation and World Bank Environmental and Social Standard 5, the once that provides greatest benefit
to the PAPs will prevail.

49
5. GEQIP-E And AFs Eenvironmental and Social Impacts

This section presents the main potential environmental, social and safety benefits and impacts
that could be generated during the implementation of the GEQIP-E. The ESSA shows Results
Area 2 (Improved Equitable Access) will cause minor adverse environmental and social impacts
during its implementation. Proposed mitigation measures in the ESSA are intended to help the
government and implementing agencies in overcoming breaches in relation to environment,
social, and safety aspects and improved environmental and social benefits of the program. It also
considers improvements of the implementing agencies system on safeguards managements.

5.1 Positive Social and Environmental Impacts of GEQIP-E and AF1

5.1.1 Positive Social and Environmental Impacts of GEQIP-E
The Program is expected to deliver a number of social and environmental benefits. Overall, the
impact and risk assessment suggests that the social and environmental impact of the proposed
Program is likely to be positive, owing to benefits such as improved education system for
children.
The Program’s social and environmental benefits identified in the ESSA are summarized in the
following table:
Table 6: Summary of GEQIP-E’s Social and Environmental Benefits
I. Social Benefits of the parent program( GEQIP-E)

Benefits Description
Equitable Access to o According to the proposed PforR program, equity is one of the results areas.
Education The main social issues addressed are gender equality, IE and education of
children in pastoralist areas.
o The PforR will support provision of supplementary school grants to transform
687 cluster center schools to IERCs to promote mainstreaming of children with
special needs in education.
o In GEQIP-E, there are several equity-related DLIs and results indicators that
include:
Timely distribution of basic school grants, supplementary school grants to
cluster resource centers to support special needs students, and supplementary
grants to schools in emerging regions
Improved girl-to-boy ratios in Grades 5–8 in Afar, Somali, Benishangul-
Gumuz, and Gambella.
Cluster resource centers spend supplementary grants in line with school
grant guidelines for supporting the education of special needs students.
Support to Pastoralist o Owing to a long period of neglect under previous governments, pastoral
Access to Quality communities have historically had limited access to social services such as
Education education, health, and basic development infrastructure (transport and
communication).
o Pastoralists in Ethiopia are a highly marginalized population and continue to
face denial of access to development opportunities that is, in many respects,
similar to the neglect common to the rural poor, but exacerbated and
compounded by the livelihood and other characteristics unique to the pastoral

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 way of life.
o As a result, a very large number of children continue to be out of school in
pastoralist areas and most of those who enroll do not complete and become
dropouts, particularly during the dry season (February to April). Education of
the pastoralist and agro-pastoralist children, therefore, might benefit from
adaptation of the academic year in pastoralist Woredas to these seasonal cycles.
o The Program targets to support a number of initiatives for all pastoralist
communities: (a) contextualization and improved relevance of the Teaching and
Learning Materials (TLM) to the livelihood of pastoralists and agro-pastoralists
during the new curriculum development cycle (through inclusion of the stories,
local legends, proverbs, and folk tales into the TLM); (b) translation and
provision of relevant educational materials in the mother tongue; (c) school
grants for ABEs, including for preprimary O-Classes; and (d) strengthening
EMIS modules about education of pastoralist children to provide better data for
decision making about this group of children.
o In addition, the proposed Program aims to ensure synergies with PCDP III by
supporting teaching and learning in the newly constructed schools by providing
the educational resources needed for these children's learning.
Ensuring Gender o According to the EMIS and household surveys data, once girls reach secondary
Equality in General level they tend to stay and complete it. However, without addressing the gender
Education disparities in Grades 5–8, in particular in emerging regions (a suggestion was
given to focus on the upper primary level in the selected regions lagging the
most: Afar, Somali, Benishangul-Gumuz, and Gambella) the nationwide targets
set forth in ESDP V are unlikely to be achieved. Hence, GEQIP-E aims to
support improvement in gender parity in lower secondary education (Grades 9–
10), in primary education (Grades 1–8), in upper primary and lower secondary
levels (Grades 8–10), and in upper primary education (Grades 5–8).
o The proposed Program will sharpen the focus on gender issues. The school
improvement planning and school grants program are critical in ensuring that
gender-sensitive measures are implemented across all primary and secondary
schools.
o School improvement planning and school inspections will be strengthened to
ensure gender analysis and explicit targets and actions for enhancing girls’
participation, retention, and learning.
o SIP training, school leadership and management, and teacher training programs
will also have to ensure sensitization of school principals, teachers, and
communities for them to include and ensure gender-sensitive school
improvements, as well as foster gender-sensitive pedagogy at the classroom
level.
Support to Mother o Part of equity is the right to education in one’s own mother tongue, and research
Tongue Education shows the benefits for mother tongue learning. In this respect, Ethiopia is on the
right track with 85 percent of students having access to mother tongue textbooks
in seven mother tongue languages. Understanding the importance of mother
tongue education, GEQIP III aims to improve early grade reading in mother
tongue. The objective of this sub-results area is to improve early reading skills
in mother tongue, which contribute to improved learning outcomes throughout
the school education cycle. In addition, the PforR program indicated the
provision of teaching and learning resources in mother tongues in the new
schools constructed in Afar, Somali, Oromiya, and SNNPR under PCDP III.
o Early reading is a critical skill that serves as a foundation for learning in
subsequent grades. Without the ability to read in the mother tongue, children

51
 will falter in primary school and perform poorly, often struggling to follow
written instructions and communicate properly in the classroom. The early
attainment of literacy permits individuals and societies to capitalize on returns
to education, increasing demand for advanced skills, and opportunities for
macroeconomic growth.
To improve early grade reading, the proposed Program provides support to (a)
improve the ability of primary in-service teachers to teach reading, conduct
continuous assessment, and provide feedback and support to students in early
grades; (b) procure supplementary reading materials for early grades; and (c)
support teacher training colleges to produce primary teachers who are well-prepared
to teach reading in early grades.
II. Positive Environmental Impacts of GEQIP-E
Access to better facilities Fulfilling various office facilities
Access to better and accessible Renovation of classroom and having ramp for accessible to the children with
classrooms disabilities
Environmentally friendly Clean classrooms, toilets, and its environment
schools
Improved sanitation in the Establishing mechanisms to keep sanitation in the schools including making
surroundings better waste management mechanism

In addition to the social benefits of GEQIP-E (indicated in GEQIP-E’s ESSA), i.e. (i) Equitable
Access to Education; (ii) Support to Pastoralist Access to Quality Education; (ii) Ensuring
Gender Equality in General Education; and (iv) Support to Mother Tongue Education, the
proposed AF has the following social benefits:-
5.1.2 Positive Social and Environmental Impacts of AFs
I. Social Benefits of AFs
1. Ensure access to education in marginalized areas
The proposed AF under “Improve access, equity, and internal efficiency in general education” priority
program, will include “expansion of access to full-cycle primary and middle school education”, and
boarding school construction for marginalized areas of the country, building on school mapping to
identify optimal areas for full-cycle primary and middle school construction. This will ensure access to
education for the country’s marginalized and disadvantaged areas, particularly for girls in remote areas.

2. Inclusion of and access to education for children with special needs

The AF will develop training packages on inclusive education and deliver them to O-class
teachers with school-based support, including early childhood assessment on on children’s
development and growth (starting from inclusive education resource centers currently established
with GEQIP-E support). Additionally, the construction and design of schools will incorporate
access points and facilities for students with special needs.

3. Improved transition of girls from Upper Primary to Middle School

The AF aims to achieve this objective through a combination of supply- and demand-side
interventions in target areas. It includes: (i) construction of full-cycle primary and middle schools
in line with Ethiopia’s School Wash Strategy, (ii) gender-sensitive school improvement planning
supported with school grants, (iii) functioning gender clubs and safe spaces for girls, and (iv)
support from school leadership and school management committees. Demand-side constraints to

52
girls’ education will be tackled by complementary interventions to reduce the cost of education
and to provide incentives for girls to stay in schools, particularly focusing on severe food
insecure areas in Tigray and Amhara regions.

4. Improved health and sanitation for students and teachers

The Program boundaries will also include a “water, sanitation and hygiene” priority program.
The AF will facilitate access to water, health and sanitation through construction of water points
and new sanitary facilities, as well as rehabilitation of existing water and sanitation facilities in
participating schools. This will improve health and sanitation conditions for students and
teachers in targeted schools.

5. Better access to ICT materials

In the “Improve quality of general education” priority program of ESDP, a new area of “Content
development for ICT” is proposed to be included in the AF. At the same time, “ICT
infrastructure for teaching and learning” will be included in the IPF component in light of
procurement issues encountered during GEQIP-II’s implementation.

6. Improve the capacity of IAs

The proposed AF will rely on and use the existing government system. As a result, it will
strengthen the institutional arrangements of the parent Program. Regional DLI are included to
incentivize regional authorities to improve their capacity and that of of local actors to deliver the
results related to school infrastructure. In addition, the IPF component will be used to build
capacity at national, regional and local levels to deliver the targeted results.

II. Environmental Benefits of AFs

The purpose of this ESSA is to update the existing ESSA for GEQIP-E AF, using existing
information from GEQIP-E, AF I for refugee integration and a field assessment based on the
scope of the proposed AF Program. Hence, the potential environmental and social impacts and
proposed mitigation measures of the parent project GEQIP-E have been considered.
Accordingly, this update has also explored the magnitude and scale of the potential
environmental and social impacts and risks that could be emanated from additional
subprojects/activities of the proposed AF Program.
It is expected that the potential environmental impacts associated with the proposed AF-II will
mainly be positive. The likely positive environmental impacts of the AF-II will, among others,
include improved school sanitation and hence environmentally friendly schools. However, there
are also likely negative environmental impacts which could be emanated from activities
envisaged in the AF-II and the parent program such as construction of full-cycle primary and
middle school schools, renovation of classrooms, construction of sanitation facilities, and
equipping of laboratories.

53
In addition to environmental benefits of GEQIP-E, the proposed AF-II Program is expected to
deliver a number of environmental benefits. The suggested environmental benefits of the
proposed Program are:-
 Providing improved school sanitation which is environmentally friendly schools for
children and the community at large.
 Access to better facilities; and
 Access to better and accessible classrooms;

5.2 Adverse Environmental And Social Impacts OF GEQIP-E and AF

5.2.1 NEGATIVE ENVIRONMENTAL AND SOCIAL IMPACTS OF GEQIP-E
I. Negative Environmental Impacts of GEQIP-E
In the ESSA, the main adverse environmental impacts singled out include (i) minor dust and
noise impacts during ramp, classroom and toilet renovation, (ii) occupational health and safety,
and (iii) disposal of used and/or expired chemicals and laboratory wastes, including laboratory
chemical containers disposal, and chemical spill incidents in school laboratories.

i) Minor Dust and Noise

Noise resulting from ramping and toilet renovation and other may disturb school communities.
This impact will be of a temporary nature and can be minimized by adopting appropriate
mitigation measures, including undertaking works during off-time such as at dawn and
weekends. Dust will be an issue during ramping and removing of leftover construction materials
and cement of stairs and ground diggings that will be made, which could affect the school
communities and the local fauna. The negative environmental impacts for the school
construction will be explained under section 5.2.2.

Temporal dust could cause health-related impacts to school communities around and workers in
the program site. This impact will be localized and will be of a short duration and is anticipated
to be very low. Any contractual documents such as GBV/ and Code of Conduct, Occupational
Safety and Health documents and other relevant documents to be considered and fulfilled before
the construction phase. Therefore, to minimize and/avoid the anticipated impacts, the contractor
shall consider and implement the followings:
Undertaking renovation works during off-time such as at dawn and weekends
The renovation areas should be moisturized to prevent or minimize the fugitive dust
emissions
Working timeframes should be discussed with school communities and communicated
with other potentially affected parties.
Workers at the work site will be equipped with personal protective equipment (PPE) to
mitigate dust impacts such as gavels and masks, as required.
Proper awareness and training for students and school communities and other community
members residing near the program area

ii) Occupational Health and Safety

Occupational health and safety (OHS) issues are among the main concern of the program
activities, which the ESSA identified during site visits and consultations that were conducted at
regional and local levels. The significant concern of OHS will arise during the toilet and
54
classroom renovations and chemical usage in laboratories, which causes the health and safety
issues for students/teachers due to direct contact and for workers during toilet renovation and
ramp construction.

Accidents and damages are less likely to occur and have no significant adverse impacts that
could lead to loss of life or injury to workers. All environmental and social management
procedures and processes recommended to be implemented during the program implementation
period are consistent with Core Principle 3, which are designed to protect public and worker
safety against the potential risks. Specifically, to avoid these safety risks, the following measures
need to be considered during the program implementation period.
Proper usage of safety protocols, including the wearing of PPE, as required
Create awareness to the school community and ensure their understanding of the potential
safety and health impacts and respective measure.
Monitoring of contractors and workers during rampage and toilet and classroom
renovation

iii) School Laboratories Wastes and Chemical Spillage Incidents

The ESSA shows that few schools GEQIP II have been using school grants to purchase
laboratory chemicals which would be also true for GEQIP-E. It is therefore necessary that
attention is given to chemical waste management and disposal, as the facts on the ground are
low, given the rise in the use and corresponding need to deal with the risks entailed.

It is recommended in the ESSA that when considering the disposal of chemical wastes and
expired chemicals, it is necessary to implement the best practice method to avoid or minimize the
potential impacts on the nearby social and physical environment. The potential effluents
associated with incident of spillage and expired/used laboratory chemicals, though low, could
contaminate the nearby biophysical environment, including water sources that might affect the
quality of the nearby water. Any such cases should be addressed promptly and wisely through
best practice methods for spillage, waste, and expired/used product management and disposal of
these materials in and around the schools. The following are some of the best practice methods:
Proper awareness and training for school communities and other community members
residing near the program area
Proper segregation, temporary storage, and transportation of wastes
If required, construction of temporary and permanent containment structures or facilities
to avoid any impacts from spillage or misuse of chemicals
Proper temporary storage and disposal of used and expired chemicals according to
national standards/protocol
For any incidents of leakage or spill, care should be taken to clean up immediately using
the temporary containment structure and/or facilities
Segregate and properly maintaining/keeping other solid wastes
Prepare incineration areas/incinerators for burnable wastes
Prepare appropriate waste management plans and standard waste disposal sites for
laboratory-related wastes

II. Negative Social Impacts of GEQIP-E

55
i) Lack of Considering Cultural Appropriateness while Insuring Quality Education
Quality Assurance (QA) is a major challenge of the education system in pastoralist areas as
indicated in the ESSA. Some of the key issues to be raised are:
1. Pastoralist communities’ raise the relevance and quality of the curriculum for their
livelihood, which rarely reflects their social values, culture, indigenous knowledge, and
social structure. Limited availability and/or use of research evidence within the education
sector on the pastoralist way of life to contextualize the curriculum are a deterring factor for
QA efforts.
2. Limited availability of qualified teachers who are able and willing to work in pastoralist
regions. While there are system-wide challenges in relation to teachers’ recruitment,
retention, and development, these are exacerbated by the particular challenges of working in
pastoralist regions. Too few people from a pastoralist background are entering and
graduating from school to provide a pool of recruits for teacher training. There are
difficulties in achieving a fit between contexts of teaching and teacher preparation.
3. Limited opportunities for in-service education to deliver consistent, well planned
professional development for teachers and there is an urgent need to develop career paths
for teachers/facilitators, supported by appropriate incentives. Teacher training institutions
need focused attention and support in delivering strong and localized programs for teacher
preparation and development.

The QA process pays close attention to recruiting and retaining well-prepared and committed
teachers and facilitators. This social risk is addressed under Results Area 2: Improved
Equitable Access, particularly in component 2.2 (Increased participation in schooling in
pastoralist Woredas and emerging regions).

ii) Lack of Considering Education in Emergencies in Pastoral Areas

GEQIP-E needs to consider areas facing chronic vulnerabilities under drought emergencies,
particularly pastoral areas that are frequently visited by periodic droughts. GEQIP-E needs to
consider measures needed to protect education delivery, access, and retention of students under
such circumstances.

Increased access to education for pastoralists (Grades 5–8 in pastoralist Woredas) will be
negatively affected as a result of such occurrences, specifically female students who will bear the
brunt of the consequences. Also, important in this connection are human-induced crisis such as
the situation of social unrest in many regions. The program has, therefore, put in place
mechanisms to ensure that learning in such circumstances continues without interruption by such
vagaries of weather and insecurities (under IPF Component 2: Emergency response preparedness
- US$ 1.5 million).

iii) Delay in Disbursement of School Grants

The School Grant is an initiative by the MoE to improve school performance and the quality of
education in all primary and secondary schools, and ABE centers. The School Grants Program is
funded under GEQIP II and will also continue under GEQIP-E. The ESSA shows the existence
of delay in the disbursement of school grant (also the budget for GEQIP II).

56
In GEQIP-E, the timely distribution of school grants targeting cluster resource centers equipped
for special needs and schools in pastoralist Woredas and emerging regions is proposed in DLI 3.
This DLI is envisioned to ensure that the financial resources to support equity are allocated and
used timely and efficiently. It is important that school grants are disbursed timely and effectively,
particularly in circumstances and areas where needs are high such as emerging regions,
specifically in Somali region in the context of recurrent drought and emergencies. For such
situations, flexibility may be required to ensure that the grant funds are disbursed and spent to
support critical activities to ensure continuity of education delivery.

iv) Shortage of Budget for Implementation of Environmental and Social Issues

The social safeguard implementation assessment report shows shortage of the budget allocated
for the implementation of social issues. Generally, the budget allocated for the implementation
performance of social issues in GEQIP is not adequate. It was 1 percent in 2016 and 2 percent of
the school grant in 2017. For 2018 physical year, the MoE has increased the percentage to 4
percent. In the ESSA, it was recommended that the budget to be allocated for the implementation
of social issues should have a separate budget code and be proportionate to its implementation.

v) Conflict
The ESSA indicated that conflicts might occur due to unfair distribution of school grants and
absence of meeting the needs of vulnerable groups. The identified vulnerable groups in the
policy are children, the elderly, people with disabilities, and the chronically ill. When schools in
all the Woredas do not receive appropriate school grants and/or citizens do not share benefits
equally, there could be conflict during program implementations and become an obstacle for its
sustainability.

vi) Absence of benefit Sharing by non-vulnerable children

To meet the core principles of the PforR, vulnerable groups/underserved people should
be given due consideration. As a result, the proposed program is required to support these
categories of the population, particularly the women/girls, children with special needs,
vulnerable children with non-special needs, and pastoralist communities. Gender issues, SNE/IE,
and pastoralist education supports are targeted in the Program (see the PAD; Page: 118).
However, non-special needs vulnerable children in school do not share benefits from the
program. Under GEQIP- II, the common understanding of vulnerable children refers to only
children with special needs and other vulnerable children with non-special needs were not
benefiting and sharing the fruits of GEQIP. Thus, it needs to put in place the ways to enable
these segments of the population to benefit from the program (see selection criteria for
vulnerable children with non-special needs in annex 4).

5.2.2 NEGATIVE ENVIRONMENTAL AND SOCIAL IMPACTS OF AFS

I. Negative Environmental Impacts AFs
There are also likely negative environmental impacts which could be emanated from activities
envisaged in the AF-II, such as construction secondary model schools, renovation of classrooms
and equipping of laboratories. Hence during the construction and operational activities of the
proposed programs, limited negative environmental and social impacts are anticipated to affect
57
the nearby biophysical and social environment. However, considering the nature and limited
scale of the intended subproject activities under GEQOP-E AF, those impacts that are expected
to be generated from the construction and operation phase will be mitigated and/or avoided
through implementation of appropriate best management practices.
The anticipated negative environmental effects of the Program are not expected to be significant,
provided that waste management, vegetation clearance, public and workers safety and other
activities are implemented in a manner consistent with the WB PforR policy’s Core Principles 1,
2, and 3. The adverse impacts are foreseen to occur during the preconstruction, construction, and
operation phase of the program.
More specifically, the key potential adverse impacts of the Program’s subprojects/activities
include: dust and noise impacts during construction of new schools, renovation of schools, and
construction of sanitation facilities; impact on biodiversity (new sites proposed for school
construction), improper disposal of construction waste and over burdening of earthwork; impact
on occupational health and safety (workers injury) including public safety; fire hazard
(laboratory exercise); disposal of used and/or expired chemicals and laboratory wastes including
laboratory chemical containers; and chemical spill incidents in school laboratories.

Chemical spills are the most common accidents when working in a laboratory requiring
chemicals. Improper or careless opening, handling, or storage of chemicals might lead to
chemical spills.
Some of the Common Laboratory Accidents are:-
 Chemical burns. ...
 Heat when handling hot items. ...
 Cuts and Scrapes When Using sharp tools in the laboratory
 Contamination. ...
 Fires. ...
 Spills and Breaks.
 Eye Injuries. ...
 Cuts from Glassware. ...
 Inhaling Dangerous Gases.

Some of the Response Procedures and Basic Safety Rules

1. Communicate the hazard
Immediately notify others working in the area and any supervisory personnel of the hazard, and
if the situation warrants it, evacuate the area. Make sure that anyone who is injured or has been
contaminated is removed from the immediate area and taken to a safe place. If appropriate, flush
contaminated areas with water while waiting for medical personnel to arrive. This underscores
the importance of workers knowing the proper steps to take for each chemical they work with it.

58
2. Control the spill
This step focuses on ensuring that the spill does not become any worse. If there is a way to stop
the spill or minimize the chances of it becoming worse, take those actions (such as closing a
valve or righting a container that has tipped over). Workers should immediately don appropriate
PPE for the chemical and the nature of the hazard. In some cases, that will include proper
respiratory protection.

If possible (and appropriate), shut down any potential sources of heat or ignition. Increase
ventilation to the area if that will safely disperse any fumes. If the fumes present a hazard of their
own, it’s usually better to isolate the area by closing doors and windows after the workplace has
been evacuated.
3. Contain the hazard
Once the immediate situation has been addressed; take steps to keep the spill from spreading to
other areas or contaminating adjacent surfaces. Depending on the material and situation, this
usually involves confining the spilled material to a small area by using some type of absorbent
material or neutralizer.
4. Clean up the spill and any damage
Clean the surfaces that were affected by the spill with the correct material, whether that’s bleach,
a mild detergent, water, or some other material appropriate for the material that was spilled.
Instead of rinsing the area after cleaning, you may need to use another method such as more
absorbent material.

 Clean up the spill and any damage

 Prevent the spread of dusts and vapors. ...
 Neutralize acids and bases, if possible. ...
 Control the spread of the liquid. ...
 Absorb the liquid. ...
 Collect and contain the cleanup residues. ...
 Dispose of the wastes. ...
 Decontaminate the area and affected equipment.

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1. Dust and Noise
Dust and noise emanating from construction activities of new schools and renovation may
disturb school communities and nearby community. This impact will be of a temporary nature
and can be minimized by adopting appropriate mitigation measures including undertaking works
during off hours, such as on weekends. Dust during the earthwork of new school construction,
removal of leftover materials and cement, and ground diggings could affect the school
communities, nearby community and the local flora and fauna. Temporal dust could cause health
related impacts in school communities and workers on the program site. This impact will be
localized and of a short duration and anticipated to be very low.
Noise prevention and mitigation measures should be applied where predicted or measured noise
impacts from a project facility or operations exceed the applicable noise level guideline at the
most sensitive point of reception. The preferred method for controlling noise from stationary
sources is to implement noise control measures at source. Methods for prevention and control of
sources of noise emissions depend on the source and proximity of receptors.
Noise reduction options that should be considered include:
 Selecting equipment with lower sound power levels
 Installing suitable mufflers on engine exhausts and compressor components
 Installing acoustic enclosures for equipment casing noise
 Limiting the hours of operation for specific pieces of equipment or operations, especially
mobile sources operating through community areas
 Re-locating noise sources to less sensitive areas to take advantage of distance and
shielding
 Siting permanent facilities away from community areas if possible
 Taking advantage of the natural topography as a noise buffer during facility design
 Reducing project traffic routing through community areas wherever possible
 Developing a mechanism to record and respond to complaints
 Workers would wear ear mufflers and other safety equipment’s /PPE/. A guideline for
dust and noise minimization will be prepared during the construction stage and shared
with the contractor will also be advised to follow the guideline during construction.

Dust control methods:

60
  Dust suppression techniques should be implemented, such as applying water or non-toxic
 chemicals to minimize dust from vehicle movements
 PPE, such as dusk masks, should be used where dust levels are excessive
 Avoid dust-generating work must be avoided on high wind days
 Provide misting water sprays sufficient to reduce airborne dusting from demolition work
 Tape all doors except those essential for access;

2. Depletion and Scarcity of Water Resources

Although the anticipated impact on water quality is not significant /minimum as a result of the
nature of the subprojects, the risk of depletion of water resources raises some concern, which the
ESSA identified during site visit and consultations at local levels. Unless Water, Sanitation and
Hygiene investments proposed in the Program were addressed at an early design stage, they will
be cause for local water quality depletion/pollution and ultimately could lead to health problems
in the school community. Furthermore, if the program depends on the already existing tapped
water system, it could cause water resource scarcity for other users and become a source of
conflict.

3. Storage and Management of Solid Waste

Waste management at the school level shall be efficient and is required to be implemented in an
environmentally friendly manner. Indiscriminate disposal and/or storage of solid wastes
including paper, plastics, IC equipment, batteries, and other used and/or damaged packages on
operational phase of school compound; and left over construction materials and cements, have
the potential to generate an adverse impact on the nearby environment and health and safety of
the workers, local community and beneficiaries. Solid waste materials during the construction
include paper, scrap metal, excavated soils, polythene, and plastic. This should be addressed
promptly by following best practice methods for waste management and disposal in and around
the program site.

4. Depletion of Air Quality

Even though the anticipated impact on air quality is not significant at school level, as a result of
the nature of the subprojects (small in its scale), it could be significant as cumulative impact of

61
program level intervention. Depletion of air quality is among some concern of the program,
which the ESSA identified during site visit and consultations that were conducted at local levels.
In almost all visited schools the solid waste management is very poor and practiced for burning
of solid indiscriminately. Open burning of paper, plastics and other wastes would contribute a
potential impact on the air quality, ultimately polluting the air and resulting in bronchial and eye
disorders. The impacts can be reduced if all program activities are implemented in an
environment friendly manner with best management practices, for example, watering of the road
regularly. School community, community members and contractor’s staff shall be advised and
enforced to avoid open burning of waste that causes smoking and pollution of air.

5. School Laboratory Waste

Generally, the use of chemicals in secondary school labs has increased in recent years. The
ESSA shows that in a few schools, GEQIP II school grants were used for purchasing laboratory
chemicals which would be also true for GEQIP-E. The increase in the use of chemicals is
manifested in the allocation of 50 percent of the planned annual school grants in GEQIP II for
teaching-learning purpose, which necessarily includes the purchase of some laboratory chemicals
for labs. It is therefore important to pay attention to chemical waste management and disposal,
given the rise in the use. When considering the disposal of chemical wastes, it is necessary to
implement best practice methods such as Use Proper Storage of chemical and apparatus
Containers, No Food or Drink, Wear Your PPE and Proper Lab Attire, Good Hygiene, Label
Your Work Space, Don't Work Alone, Stay Focused and Aware of Your Surroundings and
Participate in Safety Exercises to avoid or minimize the potential impacts on the nearby
environment. The potential effluents associated with incident of spillage and expired/used
laboratory chemicals, though low, could contaminate the nearby biophysical environment,
including water sources that might affect the quality of the nearby water.

6. Impact on Biodiversity, Natural Habitats and Physical Cultural Resources

The proposed program activities are not likely to have significant effects on cultural heritage and
natural resources. However, during the implementation period, especially during earthwork of
construction, it is important to ensure that the proposed activities do not have an effect on a place
or building having aesthetic, anthropological, archaeological, architectural, cultural, religion,
historical or social significance or special value for present and future generations.

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With regard to biodiversity, clearance of vegetation (indigenous but highly threatened trees and
shrubs) may occur as a result of construction of new schools and sanitation facilities, especially
in a new area requiring access roads. Such clearance of vegetation will result in an impact on the
existing fauna and flora species and ultimately affect the biodiversity of the area. However, the
anticipated potential impacts on biodiversity are not deemed significant if proper screening and
site selection is ensured prior to the commencement of subprojects.

II.Negative Social Impacts of AF

The main risks associated with the proposed AF are as follows:

1. Risk of economic and physical displacement due to land acquisition
Land acquisition has been raised as a concern for the proposed AF during site visits and
consultations conducted at regional and local levels. As discussed above, under the “Improve
access, equity, and internal efficiency in general education” priority program, the proposed AF
includes “expansion of access to full cycle primary and middle school education,” and boarding
school construction for marginalized areas, building on school mapping identifying optimal areas
for full-cycle primary and middle school construction.
2. Risks of public and worker health and safety, and spread of COVID 19 in workplaces
a. Occupational Health & Safety: Operations related to the Program, particularly construction
of schools may cause accidents unless workers and employers follow the necessary safety
precautions and procedures, and adhere to GoE stipulations on building, occupational safety and
health.
b. Risk of COVID 19: The occurrence of COVID-19 has made countries fall into unprecedented
challenges. Projects involving construction/civil works frequently involve a large workforce,
together with suppliers and supporting functions and services. This workforce may comprise
workers from international, national, regional and local labor markets. They may need to live in
on-site accommodations, lodge within communities close to work sites, or return to their homes
after work. There may be different contractors permanently present on site, carrying out different
activities each with their own dedicated workers.
Given the complexity and the concentrated number of workers, the potential for the spread of
infectious disease in projects involving construction is extremely high, as are the implications of
such a spread. Projects may experience large numbers of the workforce becoming ill, which will

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strain the project’s health facilities, have implications for local emergency and health services
and may jeopardize the schedule and progress of the construction work. Such impacts will be
exacerbated where a workforce is large and/or the project is in remote or under-serviced areas.

3. Increasing risk of Gender Based Violence (GBV) in schools

The field assessment and consultations conducted during this ESSA update show the prevalence
of GBV, particularly sexual harassment, rape and early marriage at schools. Girls are the
majority victims of GBV cases in schools. The proposed AF may escalate the prevalence of
GBV due to school construction activities that would result in influx of workers. New workers
will be hired for construction activities in the schools, which could result in GBV if workers are
not properly managed. Standard code-of-conduct will be developed and all contractors’ workers
(temporal and permanent) will sign the code-of-conduct. The project will ensure that all workers
are adequately trained.
4. Prevalence of conflict
As the proposed AF involves land acquisition for the construction of schools, minor complaints
and conflicts may occur due to compensation and eligibility criteria. In addition, conflict and
complaints may arise from communities impacted directly or indirectly by the project’s
activities, and stakeholders might have concerns regarding its operation. As a result, complaints
and conflicts are expected during Program implementation at regional, Woreda, and school
levels. Effective and functional grievance redress mechanism will be established at school,
Woreda, regional and federal levels for managing grievances and complaints in a timely and
transparent manner, ensuring accessibility for the complainants.

5. Risk of economic and physical displacement due to land acquisition

Land acquisition has been raised as a concern for the proposed AF during site visits and
consultations conducted at regional and local levels. As discussed above, under the “Improve
access, equity, and internal efficiency in general education” priority program, the proposed AF
includes construction of secondary classrooms on school mapping identifying optimal areas for
school construction.

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While the scope and scale of works under the Program are not expected to cause significant
negative impacts, issues related to land take and involuntary resettlement, potential negative
impacts on vulnerable and underserved groups is considered in this program.
However, the consultations and school visits show that in some regions like Amhara, the
construction of schools may require expanding the premises of existing schools and/or building
on newly acquired land that may cause economic and physical displacement. As a result, there is
a possibility of displacement by land acquisition in the proposed AF. The Guidelines and
procedures including ESMG, and RSG will be used to screen sub projects for negative impacts
that are sensitive, adverse, or unprecedented on the environment and/or affected people. In
addition to screening for significant negative impacts, works involving physical relocation of
more than 20 households will be ineligible for financing under the Program.
This is mainly because of the limited capacity of the client in addressing significant resettlement
issues. Further, the program will prepare RAPs for any sub projects that required land
acquisition.

6. Lack of resource allocation for environment and social risk management

The updated ESSA shows that most regions do not have a budget for environmental and social
management. The budget allocated to environmental and social risk mitigation during GEQIP-E
implementation for the parent project was inadequate. Hence, this ESSA recommends that the
project allocates adequate budget for environment and social risk management. A DLI is
included for environmental and social management under the AF to ensure proper
implementation of environmental and social risk management measures.

6. ESMS PROCESSES: PREPARATION AND IMPLEMENTATION

This section deals with the ESMS processes, mainly screening of program activities for
environmental and social impacts and risks as well as identifies the responsibilities of
implementing parties. In detail, it discusses about environmental and social issues that will be
addressed and the procedures to be followed. It also indicates the steps to be taken for managing
environmental, social and safety risks and various elements of the ESMSG that include
environmental screening and assessment processes, application for environmental authorization,
and anticipated program impacts and the respective measure to ensure compliance of national
and international policies and standards.

6.1 Environmental and Social System Implementation Arrangement

The ESSA prepared for GEQIP-E shows the existing environmental and social systems need to
be strengthened for satisfactory program implementation. As a result, it recommended the
establishment of environmental and social management system under MoE (within GEQIP
Coordination Office) for the proper implementation, coordination, monitoring and reporting of
safeguard implementation.

The ESSA requires a sound ESMS to be established within three months after program
effectiveness (though delayed) to ensure the required environmental and social measures that are
applied during program implementation for its sustainability. The establishment and
strengthening of ESMS include preparation and implementation of environmental and social

65
guidelines, screening instruments, staffing, furnished offices, consultation format and
procedures, strengthening grievance redress mechanism and documentation stakeholders and
community consultation and documentation, as well as capacity development activities at
federal, regional, Woreda and school levels.

6.2 Key Issues and Responsibilities for Screening and Appraisal Processes
Organizations need to put in place and continually improving the systems for managing the
impacts associated with environmental and social contexts, as well as health and safety issues. It
is therefore important to prepare this ESMSG for use by the relevant implementing institutions at
all levels. In order to ensure the presence of a functional ESMS in place, the proposed program is
required to demonstrate the implementation of the program activities in environmentally friendly
and socially acceptable ways by properly allying and following the procedures presented in this
ESMSG. As a requisite, other safeguard instruments like Waste Management Plan (WMP) will
also be prepared during implementation period prior to implement specific program activities.
The waste management plan (WMP) at school level will be prepared by the coordination of
REBs Environmental and Social Safeguards expert, ESS focal person assigned at Woreda
Education Office and School Supervise for the parent GEQIP-E program. While in case of the
AF activities, a site specific waste management plan (WMP) will be prepared MoE if the school
construction will be fully constructed by MoE. If the school will be fully constructed by Regions,
REBs environmental and social management unit/CMU will take responsibilities to prepare the
waste management plan. The program will fully consider negative environmental and social
impacts and risks as well as safety matters of the GEQIP-E for better management and ensure
improvements in people’s well-being. The GoE has established institutions and legal frameworks
for environmental, social and safety management and this ESMSG is also built on the GoE’s
policies, laws, and procedures in environmental, social and safety management as well as World
Bank’s operation polices. The table below shows the proposed roles and responsibilities for the
different steps in screening and appraisal process.

Table 7: Proposed Roles and Responsibilities for the ESMSG

Activity Lead Role for preparation and/or Lead role for review,
implementation approval &
monitoring

Completion of screening focal person at school Woreda environment

using the form in Annex 1: body for review and
Screening Form. approval/regional
safeguard focal persons
for technical support
MOE (GEQIP-E
Annual Audit and biannual MoE and REBs for the annual
Coordination Unit) and
Performance review environmental, social and safety audit
REBs
and biannual performance review
(safeguard experts/focal persons)

Inspection and Supervision Regional and Woreda Education Regional and Woreda

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of occupational health and Bureaus/Offices (safeguard Environment Bureaus/
safety experts/focal persons) Offices

6.3 Procedures and Steps for Environmental and Social Management Screening
The ESMG provides procedures and steps for environmental and social impacts screening and
monitoring, consultations with concerned stakeholder groups, and capacity building activities.
The ESMSG also tries to specify the institutional arrangements for managing and mitigating
adverse environmental and social impacts of the GEQIP-E activities. The proposed program
would not involve the construction of new schools; however, there will be some renovation
activities such as ramping, latrines, and classrooms maintenance. These renovations are expected
to generate limited impacts such as dust, noise, etc. As per the Ethiopian EIA Guideline 2000
such activities are listed under Schedule 3, where depending on the scale of renovation activities,
limited scope environmental and social management plan (ESMP) might be required. Therefore,
all renovation activities will be managed as per the Ethiopia EIA system and adopting simple
management plan before the commencement of each renovation activities. Similarly, World
Bank Categorization of subprojects Category “C” Projects does not require EIA or other analysis
as such projects result in negligible or minimal direct disturbance of the physical and social
environment and subject for environmental and social management screening to confirm the
anticipated adverse impacts to manage with best practice methods. Examples of such projects
include education, family planning, health, and human resource development.
The procedures and steps for GEQIP-E environmental, social and safety management and
screening process will be discussed in the following project screening (see Figure 4 below).
Using the screening checklist of ESMSG (annex 1), program’s activity (school grant) is required
to pass through environmental and social screening to identify potential risks and categorize
program activities on the bases of level of impacts, and take relevant measures intended to
avoid, balance and minimize environmental, social and safety impacts to the standard levels.

This section describes the process (steps and procedures) of environmental and social
management screening to ensure that environmental, social and safety risks and impacts are
adequately addressed over the program implementation period. The GEQIP-E ESSA highlighted
the Program planning and focuses on ensuring environmental friendly and socially acceptable
program implementation with no harm principle through applying best practices and sound
mitigation measures (Annex 2 and 3).

The implementation of environmental management and screening process will be attained

through the procedures and steps described below during program implementation and screening
as shown in Figure 3. The overall guiding principles of the proposed GEQIP-E implementations
are as follows:
 Conforming to the national and regional environmental assessment requirements and
standards;
 Ensuring no damage or negligible impact to the nearby social and biophysical
environment that can be mitigated easily by employing best practices methods;
 Ensuring sound implementation of the recommended mitigation measures;

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  The planning and implementation process will integrate relevant environmental, social
and safety management instruments, as necessary;
 Promoting adequate and timely technical support to MoE lines responsible sections at
National, Regional, Woreda and schools levels; and
 Promoting supervision and monitoring of implementation of program activities by MoE
(coordination unit) and the respective regional and Woreda level Bureaus and Offices as
well as Schools, with the support from environment protection and Labor and Social
services institutions, as necessary.
 Ensuring on time biannual performance review.
The environmental and social management screening process will be addressed on potential
activities under the GEQIP-E. The committed Environmental and Social focal persons school
level with regular support from regional/Woreda environmental and social specialists or focal
persons are responsible to conduct environmental and social screening during program
implementation using the environmental and social screening form annexed in this ESMSG (see
annex 1). The forthcoming section deals with the steps for environmental and social screening
process leading towards the environmental and social management review and approval of
activities under the GEQIP-E.

6.3.1 Environment and Social Screening and implementation Process/Steps

To ensure that the anticipated adverse impacts are small in scale and managed with best practice
methods, school grant activities under the proposed program require environmental and social
screening. The dedicated School focal person will conduct the screening with regular support
from REB focal persons to conduct environmental and social screening during the
implementation of the program. The focal person/school director will use the environmental and
social screening form (annex 1). Based on the consultations with relevant stakeholders and
review of the Program ESSA and appraisal document and other national policies and guidelines,
the following key steps and procedures were identified to be followed during the environmental
and social screening process (Figure 4).
Step One: Program Activities Preparation and Consultation
During preparation and implementation of school grant activities under the Program, the
implementing institutions and MoE are required to ensure that environmental, social and safety
risks and impacts of the program are small scale, could be mitigated, and/or minimized through
implementations of sound mitigation measures. Before and during any activities implementation
under the program, safeguard specialists or focal persons are responsible to:
a) Review ESMSG requirements and implement measures stated in the ESMSG.
b) Obtain copies of all relevant federal and regional laws, guidelines, and procedures
relating to environmental protection, safety risks, social and labor issues.
c) Ensure there is good knowledge of ESMSG requirements at different levels.
d) Contact the Regional Education Bureau provide them with a copy of this ESMSG and
inform them that activities under the program will be screened and categorized as being
Schedule 3 in terms of federal and regional environmental legislation.

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 e) Identify potential environmental, social, and safety impacts in general and the respective
mitigation measures.
f) Identify interested and affected communities, schools, Woreda etc., and consult them of
the proposed activities and its potential impacts.
The screening of environmental and social impacts and risks, as required will be carried out by
Schools supported by REBs focal persons, if necessary (Figure 4)

Figure 4: GEQIP-E E&S screening and management activity and responsibilities flowchart

The proposed activities such as School Construction, laboratory waste,

Toilet and Fence construction, rehabilitation ….etc

Screening Environmental and Social Issues

Implementation If the proposed activities needs partial or full ESIA

Scoping Public consultation or discussion with beneficiaries

Desk review and Screening Impact Analysis

for E&S impacts

Impact Mitigation and Environment and social management instruments such as

Management ESMP/WMP will be prepared as required

Review/clearance/approval: Monitoring and technical

Environment and social Federal EPA/Regional EPA support: WEO and WEPO,
management instruments /WEPO
review and
clearance/approval

Step Two: Desk review

A desk review of the program activity is important to be done by GEQIP-E Woreda education
officer/focal person/school director to collect information on the environmental, social
safeguards and safety issues to plan screening activities accordingly and identify the potential
impacts and recommend the respective mitigation measures and for identification of impacts.
Implementing institutions will collect information about potential environmental and social

69
impacts that could be generated due to the implementations of the activities. Hence, the
necessary mitigation measures will be taken.
Step Three: Environmental and Social Screening
The REBs ESS expert, ESS focal person at Woreda Education Office and School supervisors are
responsible for screening and initiate the process by submitting the screening form contained in
this updated ESMSG under Annex 1. This updated ESMSG screening format and report will
include:
i. Location including map/sketch, Region, Zone/sub city, Woreda, Kebele, GPS
Coordinate
ii. Type of the proposed GEQIP-E and AF Activities
iii. Proposed Date of Commencement
iv. Rating the impacts for the proposed activities in tabular form
v. Rating the ‘Probability’ of a Risk
vi. Categorization of environmental and social risks
vii. Provides Recommendations on environmental and social risks
As discussed above, the focal person at school level will undertake environmental and social
screening for school grant under the program to ascertain the likely social and environmental
impacts are identified and screening will be carried out by using the Environmental and Social
Screening Form (see annex 1). Completion of the screening form will facilitate the identification
of potential environmental and social impacts, determination of their significance, assignment of
the appropriate environmental category, proposal of appropriate environmental and social
mitigation measures, and conduct any further environmental assessment work, if required.
Consistent with the ESSA, the activities of the proposed program are likely to be categorized as
“Schedule 3”. Thus, apart from screening, the program does not require additional environmental
safeguards instrument preparation. That means, if the screening form has only “No” entries, the
proposed activity will not require further environmental assessment work or preparation of waste
management plan, and the activity will be approved for the implementation. The screening issues
will be very necessary for the newly constructed schools and other activities which is
implemented under the parent program. After an environmental and social issues screening result
get a clearance from concerned governmental organization and verified by the World Bank
group, the construction activities to be going on or processed.
Step Four: Submission of screening report to Woreda Environmental Protection Office
(WEPO)
After comprehensive screening of the school grant activities, the school will be required to
submit the screening reports to the WEPO for review with recommendations and request for
approval.
Step Five: Review of screening report and appraisal by WEPO
The WEPO will review the screening reports comprises of screening results and
recommendations to provide feedbacks on the specific screening endeavors and broader issues of
screening and the environmental and social safeguard instruments. The review process will take

70
into account that the proposed activities cannot require environmental and social management
plan and/or waste management plan since the proposed program is under category 3. WEPO will
provide decision on the screening reports (with required and/or recommended amendments).
Step Six: Approval of Activity by WEPO
The first step in the approval process is to determine if all the relevant information has been
provided, and is adequate. The regional and Woreda environmental protection agencies and the
safeguard experts or focal persons will check if the screening reports have thoroughly considered
all environmental, social and safety issues with regards to the identification of potential adverse
effects arising from the program as well as recommended mitigation measures to adequately
address negative impacts.
Steps Seven: Submission of approval decision report to schools
All review of the screening report should be done in the given shortest time to avoid delays in
program activity implementation. The result of the review and final approval will be submitted to
Woreda education offices and schools from WEPO as soon as completed. The Review report to
WEB and Schools should include the following among others:
the decision on each school grant activities;
guidance on special needs such as technical guidelines on any of the activities; and
Approval without conditions for those activities with no potential adverse impacts.
Steps Eight: Implementation
Once approval obtained from WEPO, the schools will act on the decisions and implement the
activities with the support from WEB focal persons.
Steps Nine: Supervision and Monitoring
The regional GCO and WEOs will carry out supervision and monitoring schools, in consultation
and coordination with the regional and Woreda environmental protection agencies, as required.

6.4 . SAFETY MANAGEMENT

Occupational Health and Safety (OHS) risk is one of the concerns that need to be considered and
managed properly to minimize risks and ensure efficient implementation of safety management
practice measures throughout the GEQIP-E/AF implementation period. The potential
occupational health and safety impacts that could be generated from the program implementation
include, but not limited to:
Exposure to laboratory chemical used in school from school grants.
Exposure to dust and noise during ramping as well as toilet and classrooms renovations.
Exposure to hazardous materials due to expired chemicals.
To escape and/or lessen the expected occupational health and safety (OHS) risks and impacts
associated with the school grant activities, the implementing agencies (MoE and its
counterparts) are required to prepare a detailed safety management plan and laboratory protocol
for schools, defining potential OHS issues and respective mitigation measures. More
specifically, the schools and contractor shall commit to prevent and manage these impacts and

71
risks in an acceptable way and comply with the required OHS national and international
standards during renovation period. Among others measures expected:
Effective implementation of safety prevention and control measures.
Develop safety training plan and conducting safety trainings, as necessary.
Raise awareness and sensitization to contract workers, teachers, students, and nearby
community members.
Support staffs and other relevant institutions in managing the safety risks associated with
the Program.
To avoid/minimize the lab operation environmental, health and safety (EHS) risks, the client
should develop and implement a generic environmental, health and safety laboratory protocol
for schools. Safeguards compliance monitoring could therefore be done as per the guideline.
The operation lab protocol/guideline for the laboratories should be prepared as per Annex 10
Outline of Lab Protocol.

6.4.1 Use of Personal Protective Equipment (PPE) and Safety Protection Materials
During the program implementation period, it is necessary to highlight fulfilling all the required
PPE and safety protection material and tools provision to ensure avoiding or minimizing safety
risks taking into account the scope and scale of school grant activities. The MoE and Contractors
are required to include some Health and safety concerns in their contract agreements and make
sure that any incidents and serious health and safety risks are emanated from the program
activities to the workers and community members residing within and around the program
implementation area are controlled.
Careful selection and use of adequate PPE are required to protect individuals involved in
hazardous chemical handling and usage resulting the respiratory system, skin, eyes, face, hands,
feet, hands, body and hearing.
On the basis of the kind of activities particularly laboratory chemicals used in the schools from
school grants, and during ramp, toilet and class renovations in the school during GEQIP-E
implementation period, the following protective equipment will be applied and required for use.
Respiratory
Workers toned to use appropriate respirators to protect against adverse health effects
caused by breathing contaminated air.
Eye and Face Covers
Protect workers from chemical splashes
Hands and Skin
Use hand gloves to protect against any palm skin rashes
Noise
Earplugs or earmuffs may help prevent damage to hearing, as required

6.4.2 Construction Safety

All construction, demolition or maintenance activities in schools should be subject to appropriate
risk assessment. Schools can present unique hazards in terms of construction or refurbishment
activities in the following ways:

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  School communities and young people may not perceive the risks presented by building
sites and works traffic — a number of children are involved in accidents each year having
accessed building sites
 especially in large secondary schools, at “dropping-off” times in the morning and “pick-
up” times in the afternoon the site will be busy with large numbers of pupils coming and
going from the site
 children and young people must be protected from potential harm and abuse, thus access
by contractors to the school site and into school buildings must be strictly controlled

Where construction work is taking place on site, the school has the responsibility of keeping their
students, school communities and other people using the site safe. Contractors should agree
before the construction phase plan with MoE/REBs in order to:
 brief their staff about health and safety prior to work beginning and stress the dangers to
all staff, pupils and visitors
 have in place a health and safety policy regarding the construction work and ensure that
all members of staff are aware of the policy
 have regular meetings with designers and contractors, to discuss the progress of the
works and any health and safety issues identified
 agree with contractors a timescale within which any health and safety matters should be
remedied
 put in place a system for regularly inspecting the school site while construction works are
being carried out, to make sure there are no dangers to pupils or staff
 have in place a chain of responsibility for people to report dangers to
 amend evacuation plans, as necessary, whenever escape routes are changed
 keep staff and pupils informed of all key points (including changes to access points,
school boundaries or fire escape routes) via departmental meetings, assemblies, pupil
councils and form teachers
 Before school holidays, remind pupils about the hazards of construction sites and ensure
contractors have effective security arrangements in place.

Vehicles and Traffic Routes

Large scale school construction and refurbishment projects will involve a considerable amount of
works traffic coming and going from the site and moving about within it. Accidents involving
such vehicles can cause serious injuries.
The majority of accidents to people involve:
 being hit or run over by moving vehicles
 falling from vehicles
 being struck by objects falling from vehicles
 Being injured as a result of vehicles collapsing or overturning.
A major element of site traffic management is the provision of safe routes for vehicles and
pedestrians. In a school setting, works traffic and ordinary school traffic should be kept
completely separate wherever possible. This is best done by providing works traffic with their
own site entrance.

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Fire and Arson

Fire vulnerability should be taken into account early in the design process. Adequate controls
should be part of the design and construction process. Sufficient fire risk assessment should be
undertaken.
Construction sites and renovations are particularly vulnerable to fire and to arson. Schools also
have a record of vulnerability to arson attacks and must take all reasonable measures to reduce
the risk.

6.4.3 Covid-19 Considerations

The respiratory virus causes serious ill health and can be fatal, especially for older people and for
those with underlying health conditions. It spreads easily in droplets in the breath of infected
people and measures to try to control the spread of the virus have included both regional and
national “lockdowns” whereby services and businesses have had to close and people severely
limit their interactions with each other.
Class rooms Construction or maintenance contractor’s carrying out essential works in school
premises during the pandemic must take all necessary precautions to ensure the safety of their
staff and of those in the school involved. All sectors have been affected by Covid-19 restrictions,
including building and maintenance contractors.
The guidance lists priority actions for businesses and self-employed people in the construction
and maintenance sectors. These include requirements to:
 clean more often, especially frequently touched surfaces
 encourage staff to wash their hands frequently or use hand sanitizer
 emind staff to wear face coverings in any indoor space or where required to do so by law,
for instance by using signage
 make sure everyone is practicing “social distancing” (keeping 2 metres apart)
 increase ventilation by keeping doors and windows open where possible and running
ventilation systems at all times
Encourage people who may be infected or symptomatic to stay away from the work place
and comply with government “stay at home” and testing guidance.

7. RESETTLEMENT SYSTEM GUIDELINE (RSG)

The use of the Resettlement System Guideline will be triggered when a proposed School
Construction project (AF) needs to acquire land and people or property is disturbed. For
example: a piece of land is needed and people are affected because they have houses, shops or
other permanent or temporary buildings on that land; use the land for water and grazing of
animals; or they otherwise have access to the land for economic, religious, residential or other
purposes which will not be possible during and after the School Construction project (AF)
project is implemented.

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7.1 Property and Land Rights of Ethiopia
The 1995 Constitution of Ethiopia, Article 40(2), 40(4), 40(5) and 40(8) includes provisions that
protect the Ethiopian citizen’s rights to private property and set conditions for expropriation of
such property for state or public interests. For immovable property built on land, the Constitution
states that “Every Ethiopian shall have the full right to the immovable property he builds on the
land and to the improvements he brings about on the land by his labour or capital.” According to
Article 40(8) of the Constitution, the State may expropriate private rights over land: “without
prejudice to the right to private property, the government may expropriate private property for
public purpose” with prior payment of adequate compensation. Again, Article 44(2) of the 1995
Constitution stipulates that all people who have been displaced or whose livelihoods have been
adversely affected as a result of State programs shall have the right to receive adequate monetary
or other alternative compensation, including transfer with assistance to another locality.

The power to expropriate landholdings for a development project belongs to a Woreda (rural
local government) or urban administration (Proclamation No. 1161/2019 Article 6). The
implementing agency is required to provide written notification, with details of timing and
compensation, which cannot be less than 120 days from notification (Proclamation No.
1161/2019 Article 8(6) . Any entitled landholder who has been served with an expropriation
order shall hand over the land to the local Woreda or urban administration within 120 days from
the date of payment of compensation should the leaseholder accept payment. Furthermore, where
there is no crop or other properties on the expropriated land, the titleholder shall hand over the
land within 30 days of receipt of expropriation order. Where the land expropriated is under
illegal occupation the occupant shall evacuate without claim for compensation within 30 (thirty)
days of notice. Lastly, Article 8(9) gives power to use police force if a landholder is unwilling to
hand over land.

The land requiring body has responsibility to submit to the city or woreda administration the
decision that shows the size and exact location of the land to be expropriated at least one year
before the commencement of the project. They are also responsible to pay the money required
for compensation and resettlement to the city or woreda administration, and when it is decided
that compensation and resettlement payment shall be made to the displaced people. The city or
woreda administration shall not require handing over of the land until payments are made to
landholders who may be displaced (Proclamation No.1161/2019 Article 9(1,2,3).

For example, regarding the removal of utility lines Proclamation No. 1161/2019 Article 10 , the
relevant government body must give a written request to the affected landholder, and this body
must determine a fair compensation and send it with evidence within 30 days of receiving the
request. Compensation must be paid within 30 days of the receipt of the valuation, and the
landholder must vacate the land within 60 days of receipt of compensation. the utility line owner
shall remove complex utility lines and clear the land within 120 (one hundred and twenty) days
after the payment has been made. If the development is not cleared with in the time frame set, the
institution of the infrastructure that failed to discharge its responsibility shall be liable for the
damage incurred due to this.

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7.2 Acquisition and Valuation of Land and Other Assets
Property valuations are often done at the Woreda and urban administration levels. These local
governments establish valuation committees to value private properties (Proclamation No.
1161/2019 Article 17(3)). Where the property assessed requires special expertise, the valuation
may be made by a relevant government or private organization. Besides, in situations where the
property is state owned infrastructure or utility line; the valuation shall be made by the
government entity owning it. In addition, the unit price of compensation valuation shall be
revised at most every two years. Regarding, compensation for property, the landholder whose
land is expropriated shall be paid compensation for the property on the land and the permanent
improvement made on the land. The amount of compensation for the property on the land shall
cover the cost of replacing the property anew. The minimum compensation payable to a housing
unit, may not, in any way, be less than the current cost of constructing a house per the standard
or on the basis of the objective conditions of each regional state. Regarding compensation for
permanent improvement to land, it shall be equal to the current value of capital and labor
expended on the land. Where the property on the land can be relocated and continue its service as
before, the cost of removing, transporting, and erecting the property shall be paid as
compensation (Proclamation No.1161/2019 Article 12).
Further, assets will be classified as movable and immovable. For movable assets, compensation
will be paid for inconvenience and other transition costs (Proclamation No. 1161/2019 Article
12(2)). Urban immovable assets include residential houses, business installations, institutional
structures, stores, fences and public service providing installation. In rural areas, they include
seasonal crops, perennial fruit trees, timber trees and other cash crops.

Concerning displacement compensation for communal landholding, the valuation method and
manner of payment to permanent and temporary expropriation of communal land holdings shall
be determined in a directive to be issued by regional states based on consideration of valuation of
displacement compensation for communal landholding shall be based on the use of the
communal land or the lost benefits and livelihood of the displaced People; members of the
community using the communal land shall be clearly identified; private and communal property
on the expropriated communal land shall be identified; and the method of allocating the
displacement compensation money or the use of it in kind to all members of the communal
landholding community shall be clearly determined(Proclamation 1161/2019 Article 13(3)).
Moreover, displaced People shall be compensated for the breakup of their social ties and moral
damage they suffer as result of the expropriation (Proclamation No.1161/2019 Article 13, 4(e)).

As per Proclamation No.1161/2019 Article 13(1), a landholder who is to be displaced

permanently shall be substitute for a reasonable proportion of the land taken from the area, shall
be given a substitute land if it is available. In addition, to that the landholder shall be paid one-
year landholding compensation income, which is equal to the highest income he/she annually
76
used to generate in the last three years preceding the expropriation of the land which is calculated
by the current price the land holder. However, if substitute land is not available, the landholder
shall be paid displacement compensation which is equivalent to fifteen times the highest annual
income he generated during the last three years preceding the expropriation of the land.

The local and federal governments have different roles in compensation. The woreda and urban
administrations have responsibilities to organize consultative meetings with people that are going
to be displaced on the type, benefits, and generally, the process of the project; pay or make others
pay the compensation to the landholders whose land holdings are expropriated; implementing the
resettlement packages; maintain record of the property located on the expropriated land; Support
and ensure the improvement of the livelihood of displaced farmers and pastoralists; and maintain
record and evidences relating to the displaced(Proclamation No.1161/2019 Article 24). Regional
States and Dire Dawa City Administrations are charge of following up and ensuring the
implementation of this Proclamation and the Regulation enacted under it; develop and implement
resettlement packages. An independent entity that implement and govern this framework shall be
established or appointed from this institution to bear this responsibility; provide capacity
building support Woreda administrations to enable them implement this Proclamation; and asses
the living conditions of the displaced persons and provide solutions to the identified
problems(Proclamation No.1161/2019 Article 23).

Ministry of Education and Regions are responsible to follow up and ensure implementation of
the provisions of this proclamation pertaining to rural areas in the Regions, support resettlement
of displaced people from rural areas, and provide technical and capacity building support to
Regional States and Dire Dawa City Administrations to enable them implement this
Proclamation (Proclamation No.1161/2019 Article 22(2)).

7.3 Entitlement for Compensation

The people of Ethiopia are given the right to improved living standards and sustainable
development and the right to be consulted with respect to policies and projects affecting their
communities (1995 Constitution Articles 43(1) and 43(2)). Additionally, all international
agreements and relations by the State must protect and ensure Ethiopia’s right to sustainable
development (1995 Constitution Article 43(3)). Lastly, the 1995 Constitution Article 44
guarantees the right to a clean and healthy environment.

Eligibility for compensation is discussed in Article 44(2) of the 1995 Constitution and
Proclamation No 1161/2019. These give entitlement only to those who have formal legal rights
over their land holdings (properties). Collect landholding rights and conduct inventory, amount
and size of all compensable properties from displaced people or their legal representatives whose
landholdings are determined to be expropriated. Properties added after the expropriation
notification is given to the land holder are not compensated (Proclamation No.1161/2019 Article

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8, 1(c)). Decide the legal rights of the holders by checking the authority of the documents
collected as sub article 1 (c) of this article, calculate, determine, and pay the amount of the
compensation and other related rights (Proclamation No.1161/2019 Article 8, 1(d)). In addition,
as per Proclamation No.1161/2019 Article 8(2) landholders or their agents whose landholdings
are to be expropriated shall submit landholding certificates or other proofs that show their
landholding rights over the lands that is decided to be expropriated to the urban or rural land
administration office on the time schedule of the office. These give entitlement only to those who
have formal legal rights over their land holdings (properties). According to Article12(2) and (5),
“a landholder whose holding has been expropriated shall be entitled to payment of compensation
for his property situated on the land and for permanent improvements he made to the land”. “The
amount of compensation for property situated on the expropriated land shall be determined on
the basis of the replacement cost of the property”.
Resettlement Action Plans: The implementation of Resettlement Action Plans - see Figure
titled Resettlement System Guideline - is required for the implementation of each School
Construction project (AF) that causes resettlement. Where relocation or loss of shelter occurs,
the RSG requires that measures to assist the displaced persons be implemented in accordance
with the Resettlement Action Plans.

Consultation: The RSG seeks to ensure that affected communities are meaningfully consulted,
have participated in the planning process.

Training and capacity building for implementation of this RSG includes sensitization and
awareness-raising. These are included in the ESMSG in the section that describes the School
Construction project (AF) ESMSG Training and capacity building components.

Urban and Rural Aspects of Resettlement: Although the majority of School Construction
project (AF) are expected to impact mainly on urban areas and urban residents, urban
infrastructure investments frequently have direct and indirect impacts on rural areas. For this
reason, this RSG provides for cases of compensation and resettlement in both urban and rural
situations. For example:

 Direct impact: Urban investment projects frequently have direct impact on rural residents
and holdings where urban expansion involves development of per-urban areas for
residential or industrial or other types of development. Development of solid waste landfill
sites, waste water treatment works and sludge ponds for disposing of septic tank waste,
often take place on the urban fringe or wholly within surrounding rural areas.

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 Indirect impact: Development of urban roads drains and other works frequently involves
establishment of borrow pits in surrounding rural areas for production of aggregates for
road base courses or removal of sand or clay deposits.

Figure5. Resettlement System Guideline

ESMS/RSG
ENVIRONMENTAL
SCREENING

LAND ACQUISITION NO LAND ACQUISITION

IMPACT IDENTIFIED IMPACT IDENTIFIED

INDIVIDUALS ARE STANDARD ESMS

AFFECTED PROCESSES

- Census of affected people and affected assets

- Development of a Resettlement Action Plan (RAP)
- Review and approval of the RAP
- Delivery of compensation and other entitlements as per this
RSG, and the specific RAP

7.4 Expropriation of Land for Public Purposes and Compensation

Eligibility/ Entitlement
Eligibility for compensation is discussed in Article 44(2)of the 1995 Constitution and
Proclamation No 1161/2019. These give entitlement only to those who have formal legal rights
over their land holdings (properties). Proclamation No 1161/2019, Article 2 (3)stipulates that
“Landholder means an individual, government or private organization or any other organ which

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has legal personality and has lawful possession over the land to be expropriated and owns
property situated thereon.” According to Article 7(1) and (2), “.a landholder whose holding has
been expropriated shall be entitled to payment of compensation for his property situated on the
land and for permanent improvements he made to the land”. “The amount of compensation for
property situated on the expropriated land shall be determined on the basis of the replacement
cost of the property”.
Displaced persons without legal title: In order to ensure that displaced persons who do
not have legal title are not adversely affected by school construction project they will be
enabled to maintain their livelihood and assisted to secure accommodation as more fully
described below:
(a) Support will be provided by giving them jobs: a) directly, as created by the
project; or b) through the small micro enterprise development program in the form
of training, easier access to credit, marketing support to establish businesses and
business premises. This is expected to improve livelihoods so that displaced
persons will be more able to provide for their alternative shelter; and
(b) In addition, assistance will be provided by the project, to those displaced persons
who are not urban landholders and who, as a result of project activities, lose fixed
improvements on land they occupy, to secure accommodation as per the housing
policies.
Note: It is anticipated that school construction will, as part of the ESMS screening and project
preparation processes, investigate closely potential project impacts on resident’s livelihoods and
fixed improvements to ensure that negative impacts are avoided or minimized and the assistance
in a) and b) must be sufficient to improve, or at least restore, lost livelihoods.
Tenants: Assistance will be provided to legal tenants of government property affected by the
project to maintain their livelihoods and find alternative accommodation. Tenants of private
landlords will seek redress from their private lessor by reference to the terms and conditions of
their tenancy and civil law.

7.5 Overview of Resettlement Action Plan Processes

The steps to be undertaken for each individual RAP include a screening process; a socio-
economic census and land asset inventory of the area and identification of School Construction
project Affected Parties (PAPs). This is followed by the development of a Resettlement Action
Plan (RAP, RAP review and approval, implementation of the RAP and monitoring of RAP
implementation and success. The steps are explained as follows:-

Step 1: School Construction Project Screening

The first step in the process of preparing individual resettlement and compensation plans is the
screening process to identify the land or areas that may result in environmental and social
impacts, including resettlement. School construction project screening is used to identify the

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types and nature of potential impacts related to the activities proposed under School construction
project, and provide adequate measures to address the impacts. It also ensures that the School
construction project, in consultation with the local community members, chooses a site with the
least environmental and social impacts, and lowest chance of resettlement.
Screening will be undertaken by the relevant School Construction Management Unit (CMU),
REBs ESS expert and etc.) that proposes the School construction project, with the use of the
screening tool as attached in Annex 10 and the ESMS Guideline. This will be part of the
environmental and social screening process for each School construction project as detailed in
the ESMSG. It will take place as early in the School construction project process as possible and
will identify land that is to be taken for the project and Projected Affected Persons who will need
to be resettled and/or compensated. This will be in consultation with the affected parties to
ensure that it takes all considerations into account and all potential impacts are identified.
The Screening Report will be submitted by the MoE/PCO/ CMU to the WB for review. If the
Screening Report shows that no resettlement is required, the development of a Resettlement
Action Plan is not necessary.
The next step will be complete Step 2: to conduct a socio-economic survey and land asset
inventory to determine the extent of resettlement required. This will be followed by the
preparation of a Resettlement Action Plan (RAP) for the School construction project, or no
further documentation is required.
Steps 2 and 3: Census Survey and Land Asset Inventory
An important step in the process of preparing a RAP is to establish appropriate data to identify
the persons who will be displaced by the School construction project, people eligible for
compensation and assistance, and to discourage inflow of people who are ineligible for these
benefits. In essence, a census will achieve the following:
 provide initial information on the scale of resettlement to be undertaken;
 identify gaps in information and gives an indication of further socioeconomic research
needed to quantify losses to be compensated and, if required, to design appropriate
development interventions; and
 Establish indicators that can be measured at a later date during monitoring and
evaluation.

The socio-economic survey will be undertaken by a CMU/PCO of MoE. When this is not
possible, and where the resettlement is minimal - e.g. a very small percentage of a person’s land
and livelihood is affected, - the relevant Regional EPA/REBs ESS construction management unit
that is proposing the School construction project, will carry out the survey with the use of the
sample socio-economic survey in Annex 12 of this RSG. It will be accompanied by a land asset
inventory to determine what assets will need to be compensated for during the resettlement
process. A sample inventory form can also be found in Annex 16.
Step 4: RAP Development & Implementation
Following the socio-economic survey and identification of affected parties, a RAP will be
developed according to the structure as set out in Box 1 based on the Resettlement System
Guideline illustrated in Box 2. Full descriptions of the RAP are provided in Annex 6.

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Preparation & Implementation of a RAP
The preparation of a RAP will be done by the MoE CMU with the support of a consultant
Regional CMU in consultation with the affected parties, particularly in relation to the cut-off
date for eligibility, disturbances to livelihoods and income-earning activities, methods of
valuation, compensation payments, potential assistance and timeframes. The basic elements of a
RAP are provided in summary in Box 1 and in full in Annex 11, Resettlement Action Plan. In
order that this is not an unnecessarily difficult process, the level of detail and extent of the
RAP must be related to the extent of the resettlement impact. The crucial aspect of a RAP
process is that a specific, auditable process has been followed, that is appropriate to the impacts
and that allows for consultation throughout the process. It must also ensure that those affected by
resettlement, whether economic or physical, are no worse off, and preferably better off, than
before.
Figure 6. Contents of a Resettlement Action Plan

Structure of a Resettlement Action Plan

Identification of project impacts and affected populations;

Legal framework for land acquisition and compensation;
Compensation framework;
Description of resettlement assistance and restoration of livelihood activities;
Detailed budget; Implementation schedule;
Description of organizational responsibilities;
Framework for public consultation, participation, and development planning;
Description of provisions for complaints and appeals; and
Framework for monitoring, evaluation, and reporting
RAP Completion Activities
Following completion of the RAP for a school construction project, the PCO/MoE must submit
the RAP to the World Bank for approval and ensuring compliance with the RSG. To ensure
compliance with the RSG and Ethiopian law, capacity for RAP review and approval will be
developed at each school construction project through support of the regional Environmental
Protection Authority and the federal EPA.
Compensation payments will be made to displaced persons before physical works commence and
the displaced persons property is affected; i.e., during the early stages of implementation of the
Resettlement Action Plan.
RAP Procedures
Following approval of the school construction project RAP, the process of implementation must
take place. This will involve:

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 a. Consultation (a continuation of the process entered into during the site selection,
screening and RAP development process);
b. Notification to affected parties;
c. Documentation of assets;
d. Agreement on compensation;
e. Preparation of contracts, and
f. Compensation payments and provision of assistance in resettlement.
The detail of these steps will depend on the nature and extent of resettlement required.
Consultation
An essential element in the RAP implementation process is consultation and public participation.
This will be a continuation of the process entered into during the site selection, screening, census
and RAP development process, and will depend on the extent of the resettlement impact. The
community and landholder would be informed of the approval of the RAP and implications for
all PAPs, as well as the likely implications in terms of resettlement, expropriation and
compensation. Importantly, this would need to be part of an ongoing process, to ensure that no
affected individual/household is simply “notified” one day that they are affected in this way.
Instead, this process seeks their involvement and wishes to inform communities in a participatory
approach with the project, from the beginning.
Notification
At the earliest possible opportunity, the Regions/City Administration will provide notification
regarding land acquisition to land holders and users. The users will be informed through both a
formal notification in writing and, as many people are illiterate, by verbal notification delivered
in the presence of the Kebele representative.
Documentation
The relevant REBs will arrange meetings with affected individuals and/or households to discuss
the compensation process. For each individual or household affected, the Regional/City
Administration official will complete a compensation dossier containing necessary personal
information on the affected party and those that he/ she claims as household members, total
landholdings, inventory of assets affected, and information for monitoring their future situation.
Dossiers will be kept current and will include documentation of lands surrendered. Each
individual will be provided a copy of the dossier at the time of negotiations. This is necessary so
that the resettlement process for each individual PAP can be monitored over time. All claims and
assets will be documented in writing.
Agreement on Compensation and Preparation of Contracts
All compensation options and types must be clearly explained to the affected individual or
household. The REBs draws up a contract, listing all property and land being surrendered, and
the types of compensation (cash and/or in-kind) selected. A person selecting in-kind
compensation will have an order form, which is signed and witnessed. The compensation
contract is read aloud in the presence of the affected party and other relevant community leaders
prior to signing.
Compensation Payments

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All handing over of property such as land and buildings and compensation payments will be
made in the presence of the affected party and Kebele representative.

7.6 RAP Implementation Schedule

It is essential that the timeframes and action plans associated with the RAPs are linked to the
school construction project implementation schedule. Provisions must be made for compensation
and assistance prior to displacement. The assistance includes provision and preparation of
resettlement sites with adequate facilities. In particular, land and related assets may be taken
away only after compensation has been paid and resettlement sites and moving allowances have
been provided to affected people. For project activities requiring relocation or resulting in loss of
shelter, this RSG further requires that measures to assist the project affected persons are
implemented in accordance with the individual RAPs.

In the Implementation Schedule of each RAP, details on resettlement and compensation must be
provided. The schedule for the implementation of activities, as agreed between the MoE/REBs
and PAPs must include:
 Target dates for start and completion of civil works;
 Timetables for transfers of completed civil works to PAPs;
 Dates of possession of land that PAPs are using (this date must be after transfer date for
completed civil works to PAPs and for payments of all compensation);
 The link between RAP activities to the implementation of the overall sub project.
When approving recommendations for resettlement during screening, PAPs must confirm that
the resettlement plans contain acceptable measures that link resettlement activity to civil works,
in compliance with this policy. Proper timing and coordination of the civil works shall ensure
that no affected persons will be displaced (economically or physically) due to civil works
activity, before compensation is paid and before any project activity can begin.

7.7 Monitoring and Evaluation

In order to assess whether the goals of the resettlement and compensation plan are being met, a
monitoring plan will be required. This monitoring plan will indicate parameters to be monitored,
institute monitoring milestones and provide resources including responsible persons or
institutions to carry out the monitoring activities. Once again, the detail and complexity of this
plan will depend on the nature and extent of the resettlement that takes place.
The arrangements for monitoring the resettlement and compensation activities will fit the overall
Government of Ethiopia/World Bank monitoring and reporting system, which will fall under the
overall responsibility of the different executing agencies. The executing agencies (REBs) (or
Regional equivalents) with support from the PCO/MoE will institute an administrative reporting
system that:

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 a. Alerts project authorities on the necessity and procedures for land acquisition for the
project activities and the need to incorporate land acquisition, resettlement, loss of
assets and impact on livelihood provisions in the design of technical specifications
and budgets;
b. Provides timely information about the asset valuation and negotiation process,
c. Maintains records of any complaints and appeals that require resolution, and
d. Documents timely completion of project resettlement obligations (i.e. payment of the
agreed-upon sums, construction of new schools, etc.) for all permanent and
temporary loses, as well as unanticipated, additional construction damage.
e. Updates the database with respect to changes that occur on the ground as
resettlement and compensation activities are being implemented
Periodic evaluations will be made in order to determine whether the PAPs have been paid in full
and before implementation of the sub project activities; and whether the PAPs enjoy the same or
higher standard of living than before.
This framework suggests that where appropriate and where it is determined to be cost effective
and Regional Education office shall develop the monitoring and evaluation component of the
project/program. This will take the form of giving the REBs mandate to carry out independent
monitoring of the implementation of the resettlement and compensation plans at periodic
intervals of quarterly or half yearly (as circumstances dictate) during the program life.
The objective will be to make a final evaluation in order to determine:
a) if affected people have been paid in full and before implementation of the school
construction project , and
b) if the people who were affected by the school construction project have been affected
in such a way that they are now living a higher standard than before, living at the
same standard as before, or they are actually poorer than before.

Indicators
A number of objectively verifiable indicators shall be used to monitor the impacts of the
compensation and resettlement activities. These indicators will be targeted at quantitatively
measuring the physical and socio-economic status of the PAPs, to determine and guide
improvement in their social wellbeing. Therefore, monitoring indicators to be used for the
RAP will have to be developed to respond to specific site conditions. The following table
provides a set of indicators which can be used as a general guide.

Table 8 types of Verifiable Indicators

Monitoring Evaluation

Outstanding compensation or resettlement Outstanding individual compensation or

contracts will not fully accepted and must stop resettlement contracts.
the project . Outstanding village compensation contracts.
Complaints recognized as legitimate out of all

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complaints lodged. All legitimate complaints rectified
Pre-project production and income (year before Affected individuals and/or households
land used) versus present production and income compensated or resettled in first year who have
of resettled PAPs who earn income from maintained their previous standard of living at
affected property - shops, kiosks final evaluation.
Pre- project income versus present income Equal or improved production per household.
(shop, kiosk, market stall.

Indicators to determine status of affected people

A number of indicators can be used in order to determine the status of affected people. For
instance: standard of house compared to before, level of participation in project activities
compared to before, how many kids in school compared to before, health standards, etc.
Therefore, the resettlement and compensation plans will set two major socio-economic goals by
which to evaluate its success:
 Affected individuals, households, and communities are able to maintain their pre-project
standard of living, and even improve on it; and
 The local communities remain supportive of the project.

Indicators to measure RAP performances

In order to access whether these goals are met, the resettlement action plans will indicate
parameters to be monitored, institute monitoring milestones and provide resources necessary to
carry out the monitoring activities.
For example the following parameters and verifiable indicators will be used to measure the
resettlement and compensation plans performance:
 Questionnaire data will be entered into a database for comparative analysis at all levels
of local government;
 Each individual will have a compensation dossier recording his or her initial situation,
all subsequent project use of assets/improvements, and compensation agreed upon and
received;
 The MoE/Regional authorities will maintain a complete database on every individual
impacted by the sub-project land use requirements including relocation/resettlement and
compensation, land impacts or damages;
 Percentage of individuals selecting cash or a combination of cash and in-kind
compensation;
 Proposed use of payments;
 The number of contentious cases as a percentage of the total cases;
 The number of complaints and appeals and time and quality of resolution;

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  The ability of individuals and families to re-establish their pre-displacement activities,
land and crops or other alternative incomes;
 Income generating productive enterprises;
 Number of impacted locals employed by the civil works contractors;
 General relations between the project and the local communities.

Note

GEQIP-E AF II updated ESSA indicate that the number of Households to be displaced by

GEQIP-E AF II activities should be limited to 20 households. Activities involving the
displacement of more than 20 households are excluded from being financed under the proposed
program. This needs to be reflected in the ESMSG.

7.8 Vulnerable Groups

Vulnerable groups can be communities or groups of people who are at more risk of
marginalization, poverty, poor living conditions and socially and economically excluded due to
structural inequality based on gender, ethnicity, physical or mental disability, economic
advantage and social status. Or Vulnerable people are people who by virtue of gender, ethnicity,
age, physical or mental disability, economic disadvantage, or social status may be more
adversely affected by the projects/programs than others and who may be limited in their ability
to claim or take advantage of resettlement assistance and related development benefits.

Vulnerability is related to the characteristics and circumstances of a community or system, these

characteristics and circumstances make community or system susceptible to hazard and cause
loss. There are many aspects of vulnerability, arising from various physical, social, economic,
and environmental factors. Examples may include poor design and construction of buildings,
inadequate protection of assets, lack of public information and awareness, limited official
recognition of risks and preparedness measures, and disregard for wise environmental
management (UN-ISDR, 2009).

 Vulnerability = (Exposure ) + (Resistance) + (Resilience)

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 With: Exposure: at risk property and population;

Resistance: Measures taken to prevent, avoid or reduce loss;

Resilience: Ability to recover prior state or achieve desired post-disaster state.

According to the social protection policy of Ethiopia (FDRE, 2012), vulnerable groups in
Ethiopia include children and mothers that are faced with despicable situation, pregnant and
lactating women, elderlies, mentally and physically disabled persons, persons deprived of social
services, victims of social problems (drug addicts, beggars, prostitutes, street children), the sick
and HIV victims, victims of violence, natural disasters, the unemployed, victims of human
trafficking,etc.)

Vulnerable people based on the National Social Protection Policy and the WB Operational
Policy 4.10 and 4.12 provisions) particular attention will be directed to those who are below the
poverty line, the landless, elderly, women and children, underserved peoples, ethnic minorities
and other disadvantaged peoples as identified at census stage. This RAP will be developed under
the class rooms’ construction to make precise provisions with respect to assistance to vulnerable
groups

As it was clearly explain in the program operation manual (POM), the Program under AF1 will
give due emphasis to the needs of the vulnerable and underserved groups to provide them
equitable access and benefit sharing mechanisms. During school and other facilities construction,
standard designs of classroom, toilet and other facilities that are suitable for people with
disabilities will be considered. This intervention would be further expanded to refugee school
population under AF2 as further detailed below.

GEQIP-E AF II updated ESSA indicate that the number of Households to be displaced by GEQIP-E AF II
activities should be limited to 20 households. Activities involving the displacement of more than 20
households are excluded from being financed under the proposed program. This needs to be reflected in
the ESMSG.

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7.8.1 Causes of vulnerability

The characteristics of vulnerability is determined by physical, social, economic and

environmental factors or processes which increase the susceptibility of an individual, a
community, assets or systems to the impacts of hazards.

A) Physical factors: meaning the potential for physical impact on the physical environment
– which can be expressed as elements-at-risk (EaR). The degree of loss to a given EaR or
set of EaR resulting from the occurrence of a natural phenomenon of a given magnitude
and expressed on a scale from 0 (no damage) to 1 (total damage)”.e.g. poor design and
construction of buildings.

B) Social factors: the potential impacts of events on groups such as the poor, single
parent households, pregnant or lactating women, the handicapped, children, and elderly;
consider public awareness of risk, ability of groups to self-cope with catastrophes, and
status of institutional structures designed to help them cope. e.g. poverty and inequality,
marginalization, social exclusion and discrimination by gender, social status, disability
and age (amongst other factors) psychological factors, etc.

C) Economic factors: the potential impacts of hazards on economic assets and processes
(i.e. business interruption, secondary effects such as increased poverty and job loss)
Vulnerability of different economic sectors.e.g. Natural and man- made hazards,
vulnerable livelihoods, dependence on single industries, globalization of business and
supply chains, etc.

D) Environmental factors : the potential impacts of events on the environment(flora, fauna,

ecosystems, biodiversity).e.g. poor environmental management, overconsumption of
natural resources, decline of risk regulating ecosystem services, climate change, etc

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7.8.2 Categories of Vulnerability

Vulnerable groups at school in Ethiopia context

1. Children with disabilities
2. Girls at risk of exploitation/abuse
3. Refugees children
4. internally displaced children
5. Ethnic minorities
6. indigenous peoples
7. Pastoralist children
8. Children from low income families
9. Child laborers
10.Street Children
11. Orphan children
12. HIV/ AIDS positive children

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8. Community Consultation Process and Procedures
MoE, REBs and WEOs will conduct meaningful, proper and timely stakeholders’ consultation
(annex 8) and awareness raising workshops on environmental and social impacts of program
activities, ESMSG, vulnerable groups, and the established GRM. By and large, this ensures that
major stakeholders are aware of the objectives of the program and potential environmental and
social impacts of the program and their views are incorporated into the program. Activities on
citizen participation and communication include:
a. Developing a communication strategy that will be implemented to engage and inform
beneficiaries and the public in general about the program and key interventions in
particular on the enhanced O-class curriculum, teacher development, and additional
school grants and girls education.
b. A series of consultations and awareness-raising activities through consultations and
communication, including a third-party monitoring/independent consultant of program
implementation, and environmental and social safeguard issues.

The consultation should be carried out as early as possible in the program implementation so that
views of affected groups are taken into account in the implementation of the program activities
and its environment and social mitigation measures. Such consultation will also take place during
program implementation to identify and help address environmental and social issues that arise
proactively.

 Mechanisms and media will include:

Development of brochures and booklets on the activities.
Use of ICT materials, media and traditional media (local radio, television programs)
Presentations, organizing dialogue platforms, workshops on the program and safeguard
activities
Displaying information using the MoE website about the program and results of the
program as well as environment and social safeguard issues which will be regularly
maintained and updated
The aforementioned ways will allow the public and other stakeholders to get awareness and
comment on the proposed program objectives and its components, and the possible
environmental and social impacts of the program, principally measures and plans to prevent or
mitigate any adverse environmental and social impacts.

Community Consultation Process

The consultation process should also be led by a structured and planned set of activities. The
table below summarizes the procedures and tasks required during stakeholder consultation:

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Table 9 Community Consultation procedures and Tasks Required
No. Consultation Process Task
1 Stakeholder Identification Mapping of the GEQIP-E activities area
Distribution of information using invitation letter or leaflets
Information Dissemination
2 to affected persons by the program or concerned bodies
3 Conduct consultations or
Discuss potential environmental and social impacts and
consultative meetings with
risks of the program activities
identified stakeholders
Publish and disclose agreed issues in public and accessible
4 location such as school compound/school grant notice
board, or notifying using local media of communication
Public Notification
(Kebele Administration Notice board, Farmer Training
Center (FTC), local newspapers in urban centers, etc as
applicable.
5 Document the consultation Using the standard consultation template developed .The
minutes REB, WEB, and schools should document the consultation

9. GRIVANCE REDRESS MECHANISM

9.1 GEQIP-E Grievance Redress Procedure

Grievance redress mechanism is commonly used to receive and act on grievances or complaints
reported by affected groups or concerned stakeholders to enable them get prompt actions from
program implementers on issues of concern or unaddressed impacts and risks. Grievances can
take the form of specific complaints for damages/injury, concerns about routine program
activities, or perceived incidents or impacts. Identifying and responding to grievances supports
the development of affirmative relationships between program and affected groups/communities,
and other stakeholders.
According to World Bank Grievance Redress, communities and individuals who believe they are
adversely affected by a Bank-supported project may submit complaints to existing project-level
grievance redress mechanisms or the Bank’s Grievance Redress Service (GRS). The GRS
ensures that complaints received are promptly reviewed to address project-related concerns and
impacts. Project affected communities and individuals may submit their complaint to the Bank’s
Independent Inspection Panel, which determines whether harm occurred, or could occur, as a
result of the Bank’s noncompliance with its policies and procedures. Complaints may be
submitted at any time after concerns have been brought directly to the Bank’s attention and Bank
Management has been given an opportunity to respond. For information on how to submit
complaints to the Bank’s corporate GRS, see http://www.worldbank.org/GRS, and Bank’s
Inspection Panel, see www.inspectionpanel.org

Likewise, Federal Democratic Republic of Ethiopia under the MoE has been managing
complaints and conflicts through its formal structure such as establishing ad-hoc committees,
review meetings as well as using the community level conflict redress mechanisms.

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Nevertheless, problems have not been addressed in a well-established and structured grievance
redress manner. In order to address grievances and concerns related to GEQIP-E implementation,
there is a need to strengthen the GRM to track and document complaints/conflicts at all levels
from the federal MoE to the Schools levels.
There are various ways on how existing MoE’s GRM can be strengthened. One of which is
awareness rising trainings and forming GRM committees starting from federal-regional-Woreda-
school levels. For complaints that are not addressed harmoniously at the school, Woreda and
zonal levels, it needs to be brought to the federal level following the appropriate procedure. It is
also important that the GRM needs to be designed to be preemptive and it is necessary to
establish a procedure that helps to get feedback in a year by reaching out to the program
beneficiaries via mobile technology or in person.
In the ESSA, it was indicated that if misunderstandings and disputes arises (for example, IAs and
affected parties) during program activities implementation or due to the impact of the program,
the preferred means of settling disputes is through arbitration at lower (community) level. The
number and composition of the arbitration tribunal may be determined by the concerned parties.
If the complainer is not satisfied with the decision of the arbitration committee, the case may be
referred to the High Court to the level of Ombudsman.

9.2 Key Considerations for GEQIP-E GRM and Procedure

Disclosure of the GRM: GRM uptake location (assign focal person) need to be established at all
levels (federal, regional, Woreda, and school levels). Safeguard focal persons or experts should
be responsible to establish the uptake location and work on its disclosure. The existence and
condition of access to register (how, where, and when) shall be widely disseminated within the
Program implementation areas at schools and Woredas where there may be grievances regarding
any program activities implementation.

Expectation When Grievances Arise: When affected or concerned persons who have a concern
present their grievance, they expect to be heard and taken seriously. Thus, the MoE and other
respective regional, Woreda and school levels implementing agencies and stakeholders,
particularly safeguard experts or focal persons are requisite to provide adequate information to
people that they can voice grievances and work to resolve without fear of retaliation or some sort
of social retribution.
Grievance Submission Method: Complaints can use both formal and informal ways: telephone,
e-mail, MoE/REB websites, program staff, text message (SMS), in person, or strategically placed
complaint boxes as necessary. But, once the complaint is received, it will have to be documented
in writing using a standard format (annex 4) containing detailed timeline for resolving
conflict/complaint.
Registration of Grievances: complaints will be transcribed, recorded in a log using standard
format (see Annex 6), examined; investigated and remedial actions will be taken to settle. Any
grievance that may arise from the operation will be filed in the first instance settlement
procedure.

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Management of Reported Grievances: The procedure for managing grievances should be as
follows:
a. The affected or concerned person files his/her grievance, relating to any issue associated
with the GEQIP-E activities and/or environmental and social impacts and risks in writing
or phone to the focal person. Where it is written, the grievance note should be signed and
dated by the aggrieved person. And where it is phone, the receiver should document every
detail.
b. The safeguard specialist or focal person will act as the Program Liaison with affected
persons to ensure objectivity in the grievance process.
c. Where the affected or concerned person is unable to write, the focal persons or experts
will write the note on the aggrieved person’s behalf.
d. Any grievances reported should be documented.
e. At the school levels, school principals, PSTA chairpersons, and kebele administrators will
play a key role in managing complaints and disputes in close collaboration with the
assigned/focal staffs at Regional and Woredas environmental and social focal person and
PCOs. To this end, the PTSA need to be given awareness rising training on the procedures
of grievance redress, documentation, and reporting. The PTSA structure specifically deals
with complaints associated with the school grant component for strengthened and more
effective applicability.

Grievance Log and Response Time: The process of grievance redress will start with
registration of the grievance to be addressed, for reference purposes and to enable progress
updates of the cases. The Register should contain a record of the person responsible for an
individual complaint, and records of date for the complaint reported; date the Grievance Logged;
date information on proposed corrective action sent to complainant (if appropriate), the date the
complaint was closed out and the date response was sent to complainant.
The school, Woreda and regions should compliant lodger keep a journal with recording all
grievances, date and results of the closure with all supporting documents available (completed
compliant logging forms, decision minutes, emails, etc.) and ensure that each complaint has an
individual reference number, and is appropriately tracked and recorded actions are completed.
The response time will depend on the issue to be addressed but it should be addressed with
efficiency.
Grievances Reporting Mechanism: The focal person or responsible body at all levels (school,
Woreda, and regions) will be responsible for compiling submitted and processed
complaints/grievances on regular basis and report to relevant stakeholders every quarter. The
schools should report the complaints registered and addressed to the WEBs every month.
Following the structure hierarchical to the Woredas will report to the regions within two weeks
after they received from the schools. The regions will report quarterly federal level to MoE
safeguard experts. The following steps will be followed in complaints handling and dispute
management:

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 Figure 7: ESMS Grievance and Complaint Management Procedure

Registration of the grievance or dispute by the focal person or PTSA,

Woreda focal person, Regional safeguard personnel or PCO
Activities

Internal assessment of the nature of the grievance or dispute

Decision as to method of addressing the grievance or dispute

No
Yes Complaint resolved
At school level Resort to Woreda Education/Finance
Office Level
Final closure
with records logged
into the journal If not solved, Grievance
processed by Region Committee

Complaint resolved
The case resort to Courts of No
Final closure Law

Yes

with records
Final closure
logged into the journal

10. CAPACITY BUILDING AND TRAINING

10.1 Achievements of MoE on Capacity Building

From the parent program different capacity building and awareness raising training was provided
for MoE directorates, REBs and City Administrations higher officials such as Regional
Education Bureau Heads and Deputy Heads, Woreda Education Office heads and regional
education plan heads in addition REBs staffs on contents of GEQIP-E Overview, Introduction to
ESMS, On ESMSG and Establishment of functional GRM at all levels

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Also a TOT’s have been provided for Environmental and Social Safeguards focal person which
was assigned at Woreda level in each Regions and City Administrations. The training contents
based on an over view of GEQIP-E Program, GEQIP-E: Environmental and Social Management
System Guideline (ESMG), Occupational Safety and Health (OSH) and Grievance Redress
Mechanism (GRM) on the implementation of GEQIP-E Program

Additionally, female boarding school, Regional PTSA members, regional education bureau
management committee members are participated on the awareness creation of an over view of
GEQIP-E Program, GEQIP-E: Environmental and Social Management System Guideline
(ESMG), Occupational Safety and Health (OSH).

Under the parent Program

During the parent Program implementation, capacity building and technical assistance
was to be planned and provided on environmental and social safeguards and safety
management practices (if required) through improving of human and financial
resources, provision of trainings, and other logistics facilities.

The ESSAs for the parent Program identified existing technical capacity on
environmental and social safeguards, safety management related to laboratory chemical
waste disposal, and implementation of related instruments at MoE, regional and
Woreda sector organizations. Therefore, a detailed training plan on environmental,
social and safety management was to be prepared by program effectiveness for the first
year of implementation of the Program.

Based on the training plan, induction awareness training was to be conducted before
commencement of each program activities, followed by on the job training on
environmental and social safeguards and safety management for staffs at all levels
throughout the Program implementation. Indicative environment and social safeguards
training topics included, but not limited to:

 Introduction and implementation of ESSA;

 National and WB Environmental and social safeguard policies and legal
requirements;
 Identification and evaluation of environmental and social risks and impacts;
 Stakeholder participation and engagement;
 Environmental and Social instrument preparation
 Environmental and Social auditing and reporting;
 Instructions on operational procedures relevant to the tasks performed (e.g.
waste management procedure; storage and handling of hazardous chemicals);
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  Vulnerable group support and identification
 Complaints and grievance management procedures, etc.

The capacity building had to include:

 Induction training for new social and environmental staffs, regional and woreda
implementing agencies, decision makers, school principals and PTA, etc,
 Quarterly on job training for regional and woreda specialists or focal persons
and implementing agencies
 Annual workshop on environment and social issues,

The WB safeguard team was to take part during implementation support mission
undertaken jointly with development partners and was to provide the necessary
guidance on the implementation of GEQIP-E environmental and social issues. In
addition, technical assistance was to support the preparation of ESMSG, manuals and
checklists, safeguard capacity building support, review of ToR for hiring independent
third-party consultant for safeguard audit, etc. The WB was also to provide technical
support anytime upon request from the MoE.

Under AF1

AF1 will significantly scale up IPF Component 3of the parent Program – “Management
and Evaluation” - by supporting capacity building for the: (i) implementation of the
new ESF, including preparation of effective information, education and communication
materials and an outreach campaign to ensure environmental and social risk
management compliance. Accordingly, AF1 supports further improvements in
management capacity of the E&S safeguard compliance. Existing E&S management
systems will be strengthened and relevant arrangements maintained. The PAP and the
ESCP are to be revised and updated based on past implementation experience and
lessons learned.

AF1 introduces a new sub-component 3.3 - “Management of construction and

expansion of schools” – aiming at building Government institutional capacity for
school facilities’ assessment to document existing schools conditions and establish
national standards for the design, siting and construction of schools. These national
standards will include the financial feasibility as well as technical, E&S standards in
strict alignment with applicable E&S standards requirements such as Environment
Health and Safety, solid and liquid waste management, accessibility and inclusion of
vulnerable groups.

AF1 will also support TA to give careful consideration with regard to services
standards and infrastructure models. An experienced engineering consulting firm will
be contracted to support the relevant work with due consideration to E&S compliance.

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Capacity building at the regional level will also be a focus to avoid implementation
delays. The AF1 will also strengthen program management and support Internet
connectivity, as well as provide vehicles, motorbikes and fuel to support monitoring,
evaluating and supervising program activities in the regions.

As mentioned before, a new DLI 10 – enhanced environmental and social management

system – associated with the capacity building efforts was introduced under the AF1.
The AF1 will finance the verification of DLRs 10 by a third qualifying party as per
verification protocols described in the revised POM.

10.2 ESMSG Training

During the assessment period, the ESSA identified the existing technical capacity limitedness on
environment, social and safety management practices as well as preparation and implementation
of safeguard instruments at regional and Woreda levels. Therefore, provision of an induction
before the commencement of activities related to environmental and social safeguards and a
consecutive on job training throughout the program implementation period are vital to ensure the
capacity of implementing parties at all levels are at acceptable level.
Training to GEQIP-E implementers (mainly environmental and social focal persons and experts)
at different level, and line agency staffs at the MoE on environmental, social and safety risks
management is required. This general training and awareness/sensitization on environmental and
social issues will be given developing a training module. The training will specifically aim to
build awareness and sensitize a broad audience, particularly PCOs at federal and REBs levels
and simultaneously cascading the training to ZEBs (if any) and WEBs levels and experts at
school levels concerning the requirements and key aspects of ESMSG. An example of an
indicative training agenda on ESMSG implementation and training outlines are given in the
Boxes below.

Figure 8: Indicative Training Topics

Proposed Indicative Topics for Training:

Introduction of the ESMSG
National and WB Environmental policies and legal requirements;
Identification and evaluation of environmental and social risks and impacts;
Environmental and social screening and GRM register templates;
Stakeholder participation and engagement and forms;
Environmental, Social and safety instruments preparation and auditing
Environmental and social reporting;
Instructions on operational procedures (e.g. waste management procedure; storage and
handling laboratory chemicals; use of safety protection materials, etc)
Vulnerable group identification and support
Complaints and grievance handling and management mechanism;
Monitoring and evaluation of performance indicators; etc...

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The capacity building has to include:
Induction training for new social and environmental staffs, regional and Woreda
implementing agencies, decision makers, school principals and PTSA, etc,
Quarterly on job training for regional and Woreda specialists or focal persons and
implementing agencies
Biannual and Annual workshop on environment and social issues

10.3 Staffing for the ESMS

The ESSA indicated capacity gaps of staffs working in the Social and Environmental
management areas in the MoE and all regions. So putting in place more competent and capable
staffs is important for an efficient and effective management of environmental and social issues
during the implementation of GEQIP-E. Therefore, it is necessary to strengthen the
environmental and social system at MoE and its counterparts through the appointment or hiring
of Environmental and Social Safeguards Specialists and/or assigning of focal persons to provide
overall support and supervision during the implementation of this ESMSG and GEQIP-E as a
whole. The Environmental and Social Safeguards Specialist or focal person will have the
following roles in contributing to the objectives of the Program:
In close collaboration with GEQIP-E Program Coordinator and in consultation with,
ensures that Government’s structure for handling environmental and social safeguards
issues is fully functional at the Regional, Zone, Woreda, and School levels.
Ensures that the Program’s activities on vulnerable groups (non-special need children),
Children with disabilities and geographic sources of inequity are adequately
communicated and all groups share the benefits of program.
Develops and implements a detailed Environmental and Social Management Plan by year
of implementation as indicated in the POM, including establishing systems and
guidelines for its implementation.
Ensures training provision on environmental and social issues are up-to standard at
regional level for the assigned personnel of different implementing institutions with
regards to environmental and social safeguards procedures acceptable to the Bank
The Environmental and Social Safeguards Specialists were hired on a fulltime basis both at MoE
and regional levels for the implementation of GEQIP-E program and additional finance. A
regular quarterly report have been sent from the REBs safeguards specialists to PCO/MoE and
PCO/MoE safeguards specialists compile all the reports sent from the REBs and sent to World
Bank safeguards Team.

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11. MONITORING, ANNUAL AUDIT AND REPORTING OF THE ESM&RSG
IMPLEMENTATION

As stated in the ESSA, the MoE lacks institutional capacity and has not established the structure
to develop capacity in documenting, reporting, and monitoring environmental and social due
diligence, as shown by the experience of implementing GEQIP II. It is therefore important to
give due attention in monitoring, auditing, and reporting of the environmental and social issues
implementation in addition to capacity development activities.
11.1 Monitoring
Monitoring is a continuing process throughout the life of the proposed program. Its purpose is to
establish benchmarks so that the nature and magnitude of anticipated environmental, social and
safety impacts can be continually assessed ensuring the achievement of the program
development objectives in an environmentally sound and socially acceptable manner. Monitoring
of environmental and social issues during implementation of the GEQIP-E program and School
Construction (AF) will be continuous throughout program implementations or periodic review as
annual monitoring to determine and guarantee the effective implementation of the ESM&RSG.
Monitoring, reporting and review of environmental and social management plans is a key
component of GEQIP-E program and Additional Finances (AFs) ESMS. Environmental and
social monitoring will be a normal component of project monitoring and evaluation. Project
monitoring will be carried out to ensure mitigation measures as contained in approved project
environmental and social management plans, health and safety plans and resettlement policy
framework are adequate, effective and are working.
Environmental and social performance monitoring will be mainstreamed in GEQIP-E program
and Additional Finances (AFs) operations and all phases of project cycle. To this end,
environmental and social performance working groups comprising personnel from MoE/PCO
and REBs and work contractors will be established to provide Environmental and Social
Performance oversight within the life of GEQIP-E program and Additional Finances (AFs)
project. Templates and checklists are developed to monitor effectiveness of the ESMS within the
life of the project. Corrective actions will be developed to address instances of noncompliance.

An environmental and social activities monitoring for the GEQIP-E program and AFs should
generally focus on the following main groups of parameters:-
(a) Use of raw materials and energy for the school constructions;
(b) Use of chemicals in the school laboratory room
(c) Controlled disposals of solid waste to landfill sites for incineration in the school
compound
(d) Levels of noise, vibration, and other nuisances;
(e) Quality of water in water bodies (including groundwater) and soil in the facilities.
(f) GBV/SH issues during the school construction
(g) Levels of dust that will be generated
MoE and REBs Environment and Social Safeguards experts with others directorates participate
on the supervision and monitoring of the activities that will be performed. The supervision teams
to be monitor twice per a year the activities that were performed at Woreda and school levels.
Additionally; the budget for monitoring should be included both at federal and regional levels.
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The objective of monitoring is to alert program implementers by providing timely information
about the success or failure of the environmental, social and safety management process outlined
in the ESM&RSG and the ESSA. In this manner, changes can be made as required to ensure
continuous improvement to GEQIP-E environmental, social and safety management process
(even beyond the Program period). The ESM&RSG implementation indicators to be monitored
during program implementation period include the following, but not limited to:
 Number of environmental and social field supervisions undertaken, reported and
documented;
 Number of GRM, community consultation, and screening checklist filled and reported;
 Number of environmental and social concerns recommended from the supervisions,
annual review and monitoring that have been implemented by the beginning of the
following year;
 Number of staffs and stakeholders trained on the ESM&RSG and ESSA (environmental
and social safeguards instruments) at all levels and,
 Number of ESMPs or WMPs prepared and properly implemented
The monitoring and evaluation of safeguard issues will be integrated with the GEQIP-E
Monitoring and Evaluation Team within MoE as well as REBs. The safeguard specialist or focal
person will lead and oversee the implementation of any environmental and social corrective
measures that are required. Monitoring and evaluation is necessary to ensure that (a) the
ESM&RSG process is being implemented appropriately, and (b) the mitigation measures are
being identified and implemented properly. This will enable to identify various issues that
necessitate amendments in the ESM&RSG to improve its effectiveness.
Third party monitoring: as part of the citizen engagement and promoting transparency and
awareness, the MoE will engage a local consultant to carry out annual Environmental and Social
Management System Compliance Audit by an independent consultant/firm. After the consulting
firm audit ESMS compliance at national level, the result of the audit to be verified by the World
Bank and publically disclosed on the website of ministry of education. Also; the results of the
monitoring report will be made sent to REBs and discussed with REBs officials, ESS experts,
Regional Environmental Protection Authority experts and other concerned parties to make an
open forum and recommendations included in further action plans on the audit finding.
MoE/PCO and REBs have taken responsibilities to held all the monitoring and discussion issues
with the stakeholders. In addition to assessing the implementation of the core activities
monitoring will focus on the following indicators, among others:
Trainings provided on environmental and social safeguards
Benefit sharing for the vulnerable groups (number of vulnerable groups benefited
disaggregated by sex and region, benefit packages, etc)
Community consultation and participation (including the total number of participants
disaggregated by sex and issues discussed, etc).
Number of complaints received; percentage of resolved complaints; issues for
conflict/complaint; etc

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11.2 Annual Audit
In order to alleviate the potential environmental and social impacts anticipated during program
preparation, annual and biannual performance review and assessment on environmental and
social issues and safety management activities has significant role to ensure the proper
implementation of safeguard issues. The MoE and REBs shall take the full responsibility of the
annual performance review/audit and biannual technical review meetings with program
stakeholders (MoE, World Bank, MoFEC, REBs, ZEOs, WEOs, and other DPs) as relevant. In
order to conduct annual environmental and social safeguards audit, an independent third party
will be assigned by the MoE so to confirm the proper implementation of environmental, social
and safety measures recommended in the ESSA are properly addressed and to check the
appropriate implementation of environmental and social mitigation measures of the program and
the POM.
Annual audit report will include summary of the implementation of program action plan on
environmental and social issues of the Program and the recommended measures indicated in the
ESM&RSG; presentation of compliance and progress in the implementation of the ESM&RSG
and other safeguards instruments; and a summary of the environmental monitoring results from
individual program monitoring measures.
Some of the major tasks of the audit study will be, but not limited to:
Consideration of the description of the program;
Indicate the objective, scope and criteria of the audit;
Study all relevant environmental law and regulatory frameworks on health and safety,
and on acceptable national and international standards;
Verify the level of compliance to the ESSA and ESM&RSG;
Evaluate the implementing agencies’ knowledge and awareness of and responsibility on
ESSA and ESM&RSG;
Check whether the school grant budget is used for laboratory chemical purchase. If so,
investigate the type of chemical purchased, the way the chemicals were used in the
school laboratories and stored and disposed of and give a record of all significant
environmental risks associated with such activities;
Examine and seek views on affected communities; and
Prepare a list of health and environmental concerns of past and ongoing activities
o check that program activities are being correctly screened and have been duly
prepared and approved by the relevant competent agencies
o Identify any outstanding environmental and social issues and provide
recommendations along with the responsible body and appropriate timeframe
o Identify any amendments in the ESM&RSG approach that required improvement
for its effectiveness.
Overall, the Audit report will include:
o A summary of the environmental and social performance of the GEQIP-E-MoE,
based on a sample of visit at program activity sites;
o A presentation of compliance and progress in the implementation of the program,

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o A summary of the environmental monitoring results from individual program monitoring
measures

11.3 Reporting of Safeguards Implementation and Incidents

11.3.1 Reporting of Safeguards Implementation
The MoE will report environmental and social safeguards implementation performance status
including the ESSA program actions and the ESM&RSG to the World Bank. This includes bi-
annual and annual social and environmental safeguards reports. The bi-annual report will be
submitted in one month after the end of second quarter and the annual report in one month
following the end of the fourth quarter (Ethiopian physical year).

In order to access school grants, the schools should submit completed screening report as well as
the implementation status of the ESMP or WMP, if prepared. The WEBs should demand
screening checklist and check ESMP or WMP proper implementation before they release any
school grant for every school. The REBs have also the responsibility to ensure the proper
implementation of ESMPs or WMP prepared by schools.

11.3.2 Reporting of Incidents

ACCIDENT – An incident where an employee or other person is injured as a result of work
and/or there is damage to equipment, property or premises. An Incident Reporting process is
about capturing the details of an incident such as a safety incident, security, property damage,
near miss or safety observation and submitting them to a nominated contact for follow up. This
process can lead to identifying the risks, failures and hazards that led to the incident and result in
applying improvements to avoid future incident reports. An Incident Report can be in relation to
any type of incident occurrence. The follow on process typically involves a corrective action,
investigation, hazard report and review. Incident Reporting is an important part of every
organization for awareness, recording and action relating to near miss incidents, injuries, safety
observations, corrective actions and follow up procedures to ensure people work and remain safe
intheworkplace.

It's an important part of ensuring the safety of workers in the workplace, visitors, and volunteers,
members of the public, contractors and employees. Incident Reporting allows everyone to report

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not just injuries and accidents that have happened, but also preventative incidents such as near
misses and safety observations.

THE PROCESS
 injury or illness, property damage or security incident occurs in the workplace
 The details are reported via an incident report form. Details include what happened,
where and why it happened
 The incident report is then managed by the relevant investigation team. This might
include investigating why it happened and why it won't happen again.
 Follow up actions might include risk controls, preventative measures, evidence gathering,
comments from managers and even medical reports
 A hazard report might be lodged to investigate which hazards led to the incident, if any
 when the incident is finished being managed, it is ready to be closed

THE OUTCOME
 registry of what incidents have occurred with historical trends and analysis
 ability to categorize and classify incidents by type, site, department, location in order to
track poor performance and hist risk workplaces and areas
 ensure every incident reported is investigated and actioned to ensure it can be prevented
from happening again
 ability to see what incidents have occurred and prevent future ones from happening

There is a duty to report accidents, incidents and dangerous occurrences which occur on School
premises or which arise from work carried out on behalf of the School. This responsibility
extends to incidents involving students, contractors, visitors and other members of the public as
well as to employees. Incident reporting format will be attached under annex 8.

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 ANNEXES

Annex 1: Environmental and social Screening Form: GEQIP-E School Grant Activity
Yes/No/? Potential Significant Risks or
INSTRUCTIONS: Answers to the checklist questions help to
Briefly describe Impacts?
(1) identify potential risks,
(N.B. impacts can be Significant/Not Significant
(2) determine the overall risk categorization of the project, and either adverse or positive) /NA/? – Why?
(3) determine required level of assessment and management measures.

Guiding Questions

Program activity Summary:

Location including map/sketch, Region, Woreda, Kebele, GPS Coordinate.
Type of GEQIP-E activity:
Proposed Date of Commencement

 Will the project activity involve actions (during construction, operation

and/or decommissioning) which will cause physical changes in the locality
(e.g., topography, land use, changes in waterbodies, resettlement, etc.)?
 Will certain ES risks and adverse impacts be difficult to avoid, or minimize,
or mitigate because i) the Program activity involves a technology that is
new and/or complex, and the risks and/or impacts of this technology are not
fully understood, and/or ii) the Program activity involves (a) complex
mitigation measure(s) that its implementation success is not fully assured?
 Does the scale of the Program activity have the potential to cause diverse
and multiple ES risks and impacts extended over a large area? This applies
to both direct and indirect risks and impacts
 Does the Program activity have the potential to generate impact on
threatened and/or endangered migratory species and their habitats?

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 Are their other projects or activities (existing/planned) that in combination
with the proposed Program activity could adversely impact on valued
ecosystem components?
 Will the development of the Program activity involve the use of full-time
and part-time Program activity workers? If so, what would the approximate
number?
 Will the development of the Program activity have the potential for
immigration of workers and persons seeking employment (e.g., foreign,
seasonal, transient)?
 Is there potential for employment of community workers?

 Is there any track record of contractors, sub-contractors and/or primary

suppliers?
 Is there any institutional impediment to fair treatment, non-discrimination
and/or equal opportunity?
 Is there a potential for employment of vulnerable individuals or groups,
such as women, people with disabilities, migrant workers and/or children?
 Is there risk or potential for the employment of child labor and/or forced
labor?
 Is there any impediment for the Program activity to provide Program
activity workers with accessible means to raise workplace concerns (i.e.,
labor grievance mechanism)?
 Is there potential for hazardous work conditions that may expose
workers/students to unsafe work practices or exposure to hazardous
substances or conditions?
 Will the proposed Program activity result in significant greenhouse gas
emissions?
 Would the project activity potentially result in the release of pollutants to
the environment due to routine or non-routine circumstances with the
potential for adverse impacts?
 Does the program activities involve pollution, affecting land and water
resources, that can result in risks to human health or the environment?
 Would the proposed Program activity potentially result in the generation of
waste (both hazardous and non-hazardous)?

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 Does the Program activity propose use of chemicals or materials subject to
international bans or phase-outs? For example, DDT, PCBs and other
chemicals listed in international conventions such as the Stockholm
Conventions on Persistent Organic Pollutants or the Montreal Protocol
 Does the Program activity include activities/ will the construction or
operation of the Program activity use non-living natural resources that
require significant consumption of raw materials, energy, and/or water?
 Would elements of Program activity construction, operation, or
decommissioning pose potential safety risks to local communities?
 Would the Program activity pose potential risks to community health and
safety due to the transport, storage, and use and/or disposal of hazardous or
dangerous materials (e.g., explosives, fuel and other chemicals during
construction and operation)?
 Would failure of structural elements of the Program activity pose risks to
communities/students? (e.g., collapse of buildings or infrastructure)
 Would the Program activity result in potential increased health risks (e.g.,
from water-borne or other vector-borne diseases or communicable
infections such as HIV/AIDS)?
 Does the Program activity involve support for employment or livelihoods
that may fail to comply with national and international labor standards (i.e.,
principles and standards of ILO fundamental conventions)?
 Does the Program activity engage security personnel that may pose a
potential risk to health and safety of communities and/or individuals (e.g.,
due to a lack of adequate training or accountability)?
 Will the Program activity result in potential traffic and road safety risks to
workers, communities and road users throughout the Program activity life
cycle?
 Would the Program activity potentially involve temporary or permanent
and full or partial physical displacement?
 Would the Program activity possibly result in economic displacement (e.g.,
loss of assets or access to resources due to land acquisition or access
restrictions – even in the absence of physical relocation)?
 Is there a risk that the Program activity would lead to forced evictions?

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 Does land acquisition or resettlement affect individuals, households or
groups that may be disadvantaged or vulnerable in the land acquisition
process (e.g., informal settlers, women, people without legal title, poor,
minorities, refugees)?
 Would the Program activity potentially cause adverse impacts to habitats
(e.g., modified, natural, and critical habitats) and/or ecosystems and
ecosystem services? For example, through habitat loss, conversion or
degradation, fragmentation, hydrological changes
 Are any Program activity activities proposed within or adjacent to critical
habitats and/or environmentally sensitive areas, including legally protected
areas (e.g., nature reserve, national park), areas proposed for protection, or
recognized as such by authoritative sources and/or indigenous peoples or
local communities?
 Does the Program activity involve changes to the use of lands and resources
that may have adverse impacts on habitats, ecosystems, and/or livelihoods?
(Note: if restrictions and/or limitations of access to lands would apply, refer
to Standard 5)
 Would Program activity activities pose risks to endangered species?

 Would the Program activity pose a risk of introducing invasive alien

species?
 Are historically underserved communities present in the Program activity
area (including Program activity area of influence)?
 Would the proposed Program activity potentially affect the human rights,
lands, natural resources, territories, and traditional livelihoods of
indigenous peoples (regardless of whether indigenous peoples possess the
legal titles to such areas, whether the Program activity is located within or
outside of the lands and territories inhabited by the affected peoples, or
whether the indigenous peoples are recognized as indigenous peoples by the
country in question)? If the answer to screening question 7.2 is “yes”, the
potential risk impacts are considered potentially severe and/or critical and
the Program activity would be categorized as either Substantial or High
Risk
 Has there been an absence of culturally appropriate consultations carried
out with the objective of achieving FPIC on matters that may affect the
rights and interests, lands, resources, territories and traditional livelihoods

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 of the indigenous peoples concerned?
 Does the proposed Program activity involve the utilization and/or
commercial development of natural resources on lands and territories
claimed by indigenous peoples?
 Would the Program activity potentially affect the traditional livelihoods,
physical and cultural survival of indigenous peoples?
 Will the proposed Program activity result in interventions that would
potentially adversely impact sites, structures, or objects with historical,
cultural, artistic, traditional or religious values or intangible forms of
culture (e.g., knowledge, innovations, practices)? (Note: Projects intended
to protect and conserve Cultural Heritage may also have inadvertent
adverse impacts)
 Will the Program activity activities involve excavations, demolitions, earth
movements, flooding or changes to physical environment that could affect
cultural heritage values?
 Does the Program activity involve activities or initiatives which are known
to be sensitive or controversial among Program activity stakeholders? who
are the potential stakeholders?
 Has there been meaningful public dialogue, engagement, consultation and
disclosure in the past about the Program activity and its associated ES risks
and impacts?
 Is there the potential for any public opposition for the project?

 Is there the potential for any public support for the project?

 Is the Program activity likely to face any barriers to information disclosure,

transparent sharing of Program activity information among stakeholders, or
other aspects that could affect meaningful consultations?

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Screeners rate both impact and probability on a scale of 1 (low) to 5 (high) for each identified risk. See
Tables below for guidance on these ratings.
Table Rating the ‘Impact’ of a Risk

Score Rating Social and environmental impacts

5 Critical Significant adverse impacts on human populations and/or environment. Adverse

impacts high in magnitude and/or spatial extent (e.g. large geographic area, large
number of people, transboundary impacts, cumulative impacts) and duration
(e.g. long-term, permanent and/or irreversible); areas impacted include areas of
high value and sensitivity (e.g. valuable ecosystems, critical habitats); adverse
impacts to rights, lands, resources and territories of indigenous peoples; involve
significant
displacement or resettlement; generates significant quantities of greenhouse gas
emissions: impacts may give rise to significant social conflict

4 Severe Adverse impacts on people and/or environment of medium to large magnitude,

spatial extent and duration more limited than critical (e.g., predictable, mostly
temporary, reversible). The potential risk impacts of projects that may affect the
human rights, lands, natural resources, territories, and traditional livelihoods of
indigenous peoples are to be considered at a minimum potentially severe.

3 Moderate Impacts of low magnitude, limited in scale (site-specific) and duration

(temporary), can be avoided, managed and/or mitigated with relatively
uncomplicated accepted measures

2 Minor Very limited impacts in terms of magnitude (e.g. small affected area, very low
number of people affected) and duration (short), may be easily avoided,
managed, mitigated

1 Negligible Negligible or no adverse impacts on communities, individuals, and/or

environment

Table . Rating the ‘Probability’ of a Risk

Score Rating

5 Expected

4 Highly Likely
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 3 Moderately likely

2 Not Likely

1 Slight

The combination of impact and probability is then used to determine the overall significance of the risk
(Low, Moderate or High) using the above as a guideline.
Determining ‘Significance’ of Risk

Environmental and social risk Category (Schedule 1,2 &3) of the subproject activity (with justification):
Categorization & Recommendations*

Category Description *Mark 

Schedule 1 Project to be fed into the standard ESIA process determined by

MoEFCC
Schedule 2 Project will not require an ESIA, but will necessitate the inclusion
of environmental and social safeguards instruments like ESMP,
WMP, SMP
Schedule 3 Project is not subject to environmental assessment as no potential
impacts are anticipated.
*Place tick in applicable box

Recommendation
o The Subproject can be considered for approval. The application is complete, all significant
environmental and social issues are resolved, and no further subproject planning is required: Approved
without condition (Subproject activity is not of environmental and social concern and approved
o Environmental and social risk instrument(s) required (e.g., ESIA, ESMP, Site specific Management
plans, etc.):
o Rejected, reasons for rejection:
o A field appraisal is required.

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o Certification
I/We certify that I/we have thoroughly examined all the potential adverse effects of this subproject. To the
best of our knowledge, the program activity as described in the application and associated planning reports
(e.g. ESIA, ESMP, RP, WMP, SMP, CESMP if any, will be adequate to avoid or minimize all adverse
environmental and social impacts.

Prepared/Filled by; Organization Signature Date

Position
Name:

Reviewed by; Name: Position Organization Signature Date

Annex 2: Indicative Environmental and Social Management Plan (ESMP) Measures

Potential Generic Mitigation Measures Monitoring Responsibility
Impacts Indicators

Dust  Minimizing dust from material Number of community WEBs and

handling sources, such as complaints to local Schools
conveyors and bins, by using covers authorities about dust
and/or control equipment (water
suppression, bag house, or cyclone)
 Minimizing dust from open area
sources, including storage piles, by
using control measures such as
installing enclosures and covers,
and increasing the moisture content
 Dust suppression techniques should
be implemented, such as applying
water or non-toxic chemicals to
minimize dust from vehicle
movements

Ramping Usage of safety protocols like hand WEBs and

gloves and masks by workers Schools

Latrine Usage of safety protocols like hand WEBs and

renovations gloves and masks by workers Schools

Disposal of Temporary storage and disposal of Number of periodic WEBs and

laboratory used and expired chemicals as per the training and mentor Schools
wastes and national standards physical science teachers
expired on the proper storage,
The need to provide periodic refresher
chemicals use, and disposal of
training and mentor physical science
purchased chemicals
teachers on the proper storage, use, and
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with SGs in disposal of chemicals
some
schools

Non-Special Include non-special need vulnerable Report on types of MOE, REBs,

Needs children to share benefit from the benefits delivered and WEBs and
Vulnerable allocated GEQIP-E budget for special number of non-special Schools
Children) need children and/or allocate some need vulnerable
Benefit budget (2% of SG) for non-special beneficiaries
Sharing need vulnerable children
disaggregated by
Mechanism
gender
Gender Empowering girls in upper primary Report on types of MOE, REBs,
equality grades; benefits delivered and WEBs and
Developing and implementing a life number of gender Schools
skills training manual for upper based beneficiaries
primary level; and disaggregated by
Gender-sensitive school improvement gender
planning and school inspections.

ANNEX 3: SELECTION CRITERIA FOR THE INCLUSION OF VULNERABLE GROUPS

Vulnerable people are people who by virtue of gender, ethnicity, age, physical or mental disability, economic
disadvantage, or social status may be more adversely affected by the projects/programs than others and who
may be limited in their ability to claim or take advantage of resettlement assistance and related development
benefits.

Causes of vulnerability
The characteristics of vulnerability is determined by physical, social, economic and environmental factors or
processes which increase the susceptibility of an individual, a community, assets or systems to the impacts of
hazards.

E) Physical factors: meaning the potential for physical impact on the physical environment – which
can be expressed as elements-at-risk (EaR). The degree of loss to a given EaR or set of EaR resulting
from the occurrence of a natural phenomenon of a given magnitude and expressed on a scale from
0 (no damage) to 1 (total damage)”.e.g. poor design and construction of buildings.

F) Social factors: the potential impacts of events on groups such as the poor, single parent households,
pregnant or lactating women, the handicapped, children, and elderly; consider public awareness of
risk, ability of groups to self-cope with catastrophes, and status of institutional structures designed to
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 help them cope. e.g. poverty and inequality, marginalization, social exclusion and discrimination by
gender, social status, disability and age (amongst other factors) psychological factors, etc.

G) Economic factors: the potential impacts of hazards on economic assets and processes (i.e. business
interruption, secondary effects such as increased poverty and job loss) Vulnerability of different
economic sectors.e.g. Natural and man- made hazards, vulnerable livelihoods, dependence on single
industries, globalization of business and supply chains, etc.

H) Environmental factors : the potential impacts of events on the environment(flora, fauna,

ecosystems, biodiversity).e.g. poor environmental management, overconsumption of natural
resources, decline of risk regulating ecosystem services, climate change, etc

Categories of Vulnerability
Vulnerable groups at school in Ethiopia context
1 Children with disabilities
2 Girls at risk of exploitation/abuse
3 Refugees children
4 internally displaced children
5 Ethnic minorities
6 indigenous peoples
7 Pastoralist children
8 Children from low income families
9 Child laborers
10 Street Children
11 Orphan children
12 HIV/ AIDS positive children
13 children who are attending school like shoe shiner, street beggars, etc

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Annex 4: Grievance Redress Mechanism Forms
Forum A፡ Compliance Filling Form

Date: ____________

Reference No. ___________

1. Name of Compliant Presenter……………………… Sex………………Age ………

2. Address of Complaint Presenter:
Region…………………… Woreda…………kebele ………………..School ……….Telephone
No.…………………
3. Name of Specific Project for Compliance……………………………………………

4. Detailed description of Compliance

…………………………………………………………………………………………………………
…………………………………………………………………………………
5. Date, time and place of event leading to grievance:
…………………………………………………………………………………………………………
………………………………………………………………………………………...…………………
……………………………………………………………………..

6. Cause of the Complain (from complaint presenter perspective)

…………………………………………………………………………………………………………
…………………………………………………………………………………
7. Proposed solution to the complaint:
…………………………………………………………………………………………………………
…………………………………………………………………………………..
8. Committee member responsible for Handling the Complaint
Name…………………………… Telephone No. ……………………
9. Expected date to give solution፡ ……………………

10. Name of Compliant Recorder……………………Signature…………..Date……………..

11. Name and signature of Compliant Presenter
Name ……………………Signature…………..Date……………..
Stamp…………………………

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Form B፡ Compliance Closing Form

Date……………………………

Reference No. ___________

1. Name of Complainant whose Issue is Resolved……………………… Sex………………………

2. Address of Complaint Presenter:
Region…………………… Woreda…………Kebele ………..…. School
…………Telephone/Mobile.…………………
3. Name of Specific Project…………………………………………………….
4. Type of Compliant Solved
………………………………………………………………………………………………………………
…………………………………………………………………………………..
5. Decisions Reached (Issue solved or Referred to legal Court System)
………………………………………………………………………………………………………………
……………………………………………………………………………………………...………………
………………………………………………………………………
6. Opinion of Compliant Presenter about the Decision
………………………………………………………………………………………………………………
…………………………………………………………………………………..
7. Days Taken to Address the Complaint፡ ……………………

8. Name of the Person to whom Compliance Solved……………………………

Signature………………..Date………………..
9. Grievance Redress (Mediation) Committee Members
Name Signature

1. …………………………………… ……………
2. …………………………………… ……………
3. …………………………………… ……………
4. …………………………………… ……………
Stamp …………

Form C፡ Compliance Referred Form

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 Date……………………………

Reference No. ___________

10. Name of Complainer Whose Issue is unresolved……………………… Sex………………………

11. Address of Complaint Presenter:
Region…………………… Woreda Telephone No.…………………
12. Name of Specific Project…………………………………………………….
13. Type of Compliant not Solved
………………………………………………………………………………………………………………
……………………………………………………………………………………
14. Decisions Reached (Issue unsolved or Referred to legal Court System)
………………………………………………………………………………………………………………
……………………………………………………………………………………
15. Opinion of Compliant Presenter about the Decision
………………………………………………………………………………………………………………
……………………………………………………………………………………
16. Days Taken to Address the Complaint፡ ……………………

17. Name of the Person to Whom Compliance unsolved ……………………………

Signature………………..Date………………..
18. Grievance Redress (Mediation) Committee Members
Name Signature

1. …………………………………… ……………
2. …………………………………… ……………
3. …………………………………… ……………
4. …………………………………… ……………
Stamp …………

Form D: Grievance Redress Mechanism Reporting Format

Region:
Quarterly: Year:

Target Achievement
Annual
No. Activity Unit This This Up to this Achievement
target Quarterly
Quarter quarter quarter /planned (%)
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 Monitoring
No of
1 and technical
Woreda
support
Awareness Male
creation to
2 Female
community,
KDC, DA Total
Established
No of
3 and functional
Woreda
GRM
Number of
4 grievance No.
registered
Number of
5 grievance No.
resolved

Types of
Types
6 cases
of cases
appealed

Annex 5: Reporting format for laboratory school grant

Issues for Screening Description

Number of schools who use school grant

for laboratory chemical purchase

Amount of laboratory chemical purchase

Number of Waste management

Annex 6: Public Consultation Documentation Template/Form

S. No. Item Description

1 Consultation Date:

2 Subproject/activities Type:

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 Region:
3 Place of Consultation:
Zone:

Woreda:

Kebele:

School:

M:
4 Consultation Participants
F:

T:

5 Purpose of Consultation

6 Consultation Time Started

Consultation Agenda/Issues
7 1.
2.
3.

8 Additional Issues Raised During

Consultation
Response provided for issues and
9
concerns raised

Agreed Agenda/Issues
10

Disagreed Agenda/Issues including

11
Reasons for Disagreement

12 Consultation Ended Time

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Consultation Facilitators Name: Signature:

1. ______________________ _________________
2. ______________________ _________________
3. ______________________ _________________

Kebele Seal: ______________

Consultation Attendants/Participants

No. Name of Participants Age Sex Organization Position Phone number Signature

Annex 7: Standard format of an ESMP

Serial. Description Description of Responsible Schedule of Cost of Monitoring and Reporting
No of Impacts Mitigation body Implementation Mitigation
Measures Stage measure

1
2
3

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Annex: - 8 Incident Report Form
Use this form to report accidents, injuries, medical situations, or student behavior incidents. If possible,
the report should be completed within 24 hours of the event. Submit completed forms to the REBs ESS
expert.

INFORMATION ABOUT PERSON INVOLVED IN THE INCIDENT

Full Name
Home Address
□ Student Employee Visitor Vendor
Phone Numbers Home Cell Work

INFORMATION ABOUT THE INCIDENT

Date of Incident Time Police Notified Yes
No
Location of Incident

Description of Incident (what happened, how it happened, factors leading to the event, etc.) Be as
specific as possible (attached additional sheets if necessary)

Were there any witnesses to the incident? Yes No

If yes, attach separate sheet with names, addresses, and phone numbers.
Was the individual injured? If so, describe the injury (laceration, sprain, etc.), the part of body
injured, and any other information known about the resulting injury(ies).
Was medical treatment provided? No Refused
If yes, where was treatment on site Urgent Care Emergency Room Other
provided:

REPORTER INFORMATION
Individual Submitting Report (print name)
Signature
Date Report Completed

FOR OFFICE USE ONLY

Report Received by Date _

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FOR OFFICE USE

Date Action Taken By Whom

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Annex 9: School related Gender Based Violence (SRGBV)/Sexual
Exploitation and Code of Conduct

EDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY of EDUCATION

PROGRAM CORDINATION OFFICE (PCO)

REFUGEE EDUCATION INTEGRATION PROJECT

Action Plan

for School related Gender Based Violence (SRGBV) and Sexual Exploitation and Abuse

(SEA) for Refugee and Host Community Schools

September 2021
ADDIS ABABA, ETHIOPIA

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1. GEQIP-E AF Program Description
GEQIP-E AF is PforR Program with the Objective to support part of the Government’s ESDP V
and envisaged ESDP VI (2020/21-2024/25), particularly Government’s commitment to ensure
more equitable access to quality education by refugee and host communities. The PDO of the
original project aims to assist the Government of Ethiopia in improving internal efficiency,
equitable access, and quality in general education, will be maintained.

The proposed AF supports the expansion of the Program to additional schools in geographic
regions serving refugee populations, Afar, Benishangul-Gumuz, Gambella, Somali, and Tigray.
Specifically, the AF (i) introduce updated policy and institutional frameworks for effective
integration of refugees into national education service provision; (ii) scale up selected existing
activities and incentives to harmonize government systems to deliver quality education to
refugee communities; (iii) introduce new activities and disbursement linked results (DLRs) to
address challenges in refugee education, particularly to promote greater learning, inclusion and
social cohesion, (iv) support the transition of refugee camp-based secondary schools, currently
managed by NGOs under the auspices of the Administration for Refugee and Returnee Affairs
(ARRA), to national administration by the Ministry of Education (MoE); and (v) provide support
to existing MoE schools hosting large numbers of refugees to increase capacity and support
integration of refugees students.

The proposed AF employs the PforR modality for a US$40 million component to provide
incentives to Government for harmonization and integration of refugee education. There, two
new DLIs (DLI9 and DLI10) are introduced to existing GEQIP-E, supporting harmonization of
refugee primary schools with MoE and REB services, and integration of secondary schools.
These are: (i) DLI 9: Harmonization of services at refugee primary schools; and (ii) DLI10:
Integration of refugee secondary education. The harmonization of services at refugee primary
schools will be achieved through: (a) Improved in-service training for refugee incentive teachers;
(b) Availability of Basic School Grants in refugee primary schools; (c) Provision of textbooks to
refugee primary schools with REB/Woreda procurement, distribution and monitoring.
Integration of refugee secondary education will be realized through: (a) transfer of secondary
refugee schools to MoE/REB administration; and (b) support to host community schools for
integration of refugee students.

In addition to the PforR modality, the proposed AF has an IPF component with an additional $20
million to support capacity building and pilot activities. The IPF components are:

IPF Component 1: Enhanced capacity for harmonization and integration (US$12 million) that
will focus on (i) National and Regional Refugee Integration Facilities, and (ii) Capacity building
to develop specialized capacity within MoE to address issues relating to refugee education.

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IPF Component 2: Innovation to address key challenges in refugee education (US$8 million) that
targets (i) Disruptive technology for self-directed learning, (ii) Sports for social inclusion, (iii)
Empowerment of girls: and (iv) Implementation of pilot activities through local NGOs. local
NGOs will be contracted by Regional Refugee Integration Facilities to conduct implementation
of pilot activities.

2. MoE’s Work on Addressing GBV

Gender based violence (GBV) and Sexual Exploitation and Abuse (SEA) in and around schools,
referred to as school related gender-based violence (SRGBV), adversely affects girls’ and boys’
enrolment, attendance, retention, and their learning outcomes. National and local educational
policies promote girls and other at-risk groups safe access to educational opportunities. This
allows pregnant girls to continue their education until they get their babies. Those who birth their
babies during exams, have the right to take the exam at their home. But there are different
reasons such as early marriage, poverty, lack of social support, socio-economic inequality and
child labour which are the main cultural and social constraints that girls face and might limit
their education attainment.
The overall Growth Enrollment Ratio (GER) in Refugee primary education is 69.6%.
Nevertheless, the regional variation in GER is large: while Assosa and Jigjiga camps have the
highest GER reported above hundred of 131.5% and 106.0% respectively, Samara is very much
left behind with a GER of 13.5%. Camps like Gambella, Shire and Dollo Ado enroll a large
share of their school-age population, more than 50% (Refugee Gross Enrollment Ratio in
Primary school, ESAA 2019/20).
Girls in particular are vulnerable to sexual harassment, rape, physical abuse due to
discrimination, child marriage, and exploitation from teachers, staff, peers, and out of school
community on their way to and from school. CoC that stipulate the expected behavior and
explicitly state to take measure on individual and groups the accountability of to prevent any
violation related gender based at a national phenomenon in Ethiopia. Early marriage, internal
conflicts, distance to schools, work burden on girls and limited facilities that female students
experience may increase their vulnerability to violence.

The Ministry of Education liaises with other school- based compliant investigation, decision
recommendation (committees, gender, clubs, departments, units etc) and none school-based
sectors (health, justice, social protection, etc) to prevent and create referral pathways on GBV/
SEA against girls and boys including child marriage very serious concerns in the schools and
around the schools. Therefore, MoE has accomplished different activities such as conducted
Training of trainers (TOT) on gender mainstreaming, School Related Gender -Based Violence
(SRGBV), Gender Responsive pedagogy, gender stereotype ,Sexual Harassment for Gender
club coordinators, school principals, gender experts, teacher association representatives and
students representatives including respecting the existing CoC regulation for zero tolerance to

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GBV/SEA by mobilizing stakeholders, development partners, local NGOs and local Community
to overcome the problems.

Ministry of Education with the support of UNICEF has developed a draft GBV directive that
includes Code of Conduct (CoC) in 2014 to address SRGBV in primary and secondary schools,
Refugee and Host Community schools. The directive will be finalized and rolled out across all
schools in Ethiopia. Schools have been reporting and addressing forms of violence experienced
by students in schools and sometimes, outside school, such as sexual or extreme physical
violence at home or in the community.

A GBV code of conduct (CoC) is under preparation that will be signed by all teachers and other
project staffs including the construction workers prior to commencement of their jobs. The code
of conduct will be rolled out to all project targeted schools before the implementation of the
project activities. Based on the lessons and experience of the implementation of the GBV action
plan for GEQIP-E AF refugee integration program, the GBV action plan will be rolled out to the
other schools targeted by the GEQIP-E parent program and the second GEQIP-E AF (GPE grant)
after one years of GBV action plan in the GEQIP-E AF refugee integration

3. Definition of GBV/SEA
According to WB SEA/SH Good Practice Note, GBV is an umbrella term for any harmful act
that is perpetrated against a person’s will and that is based on socially ascribed gender
differences. GBV includes acts that inflict physical, mental, sexual harm or suffering; threats of
such acts; and coercion and other deprivations of liberty, whether occurring in public or in
private life. GBV disproportionately affects women and girls across their lifespan and takes
many forms, including sexual, physical, and psychological abuse. It occurs at home, on the
streets, in schools, workplaces, farm fields, and refugee camps, during times of peace as well as
in conflicts and crises. The term GBV stems from the 1993 United Nations (UN) Declaration on
the Elimination of Violence against Women, which defines violence against women as “any act
of gender-based violence that results in, or is likely to result in, physical, sexual or psychological
harm or suffering to women.” Discrimination on the basis of sex or gender identity is not only a
cause of many forms of GBV, but also contributes to the widespread acceptance and invisibility
of such violence—so that perpetrators are not held accountable, and survivors are discouraged
from speaking out and accessing support.

The United Nations defines “sexual exploitation” as any actual or attempted abuse of a position
of vulnerability, differential power, or trust, for sexual purposes, including, but not limited to,
profiting monetarily, socially or politically from the sexual exploitation of another. Sexual abuse
on the other hand is “the actual or threatened physical intrusion of a sexual nature, whether by
force or under unequal or coercive conditions.” SEA is therefore a form of gender-based
violence and generally refers to acts perpetrated against beneficiaries of a project by staff,

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contractors, consultants, workers and Partners. SEA occurs against a beneficiary or member of
the community. Sexual harassment occurs between personnel/staff and involves any unwelcome
sexual advance or unwanted verbal or physical conduct of a sexual nature.

4. Methodology
This GBV/SEA action plan was prepared through reviewing secondary data sources like World
Bank guidance note, the GEQIP-E and its AFs Environmental and Social Systems Assessment,
MoE’s draft GBV Code of Conduct and other related to GBV related documents in schools.

5. Addressing Gender Based Violence (GBV) - Sexual Exploitation and Abuse (SEA) and
Sexual Abuse (SA) in GEQIP-E AF

Ministry of Education (MoE) is among the federal level government entity having regional and
woreda levels counter parts with GEQIP-E implementation units. MoE has a newly drafted GBV
code of conduct that will be applied in all schools throughout the country. MoE has Gender
directorate responsible for the implementation of the new GBV code of conduct in close
collaboration with the GEQIP-E and AF PCU.

The World Bank Group recognizes that Bank-financed projects can increase the risk of GBV in
both public and private spaces by a range of perpetrators in several ways. Based on the protocol
laid out in the WB SEA/SH Good Practice Note, a preliminary GBV risk assessment shall be
conducted. This action plan was prepared based on the GBV risk assessment based on the
available environmental and social risk instruments which shows the likelihood of GBV risks
increasing because of both contextual and project related factors in schools. Based on the World
Banks GBV risk assessment tool, GEQIP-E and its AFs are rated as “substantial”.

There are major risk factors highlighted in the Environment and Social Systems Assessment (ESSA) and
other documents. This combines GBV/SEA/SH risk factors such as lack of access to hygienic menstrual
health products/facilities, lack of sex disaggregated latrines, lack of GBV referral pathways, harmful
traditional practices, norms, or dynamics that may increase girls’ vulnerability to violence in the school
context, exposure to risks of GBV while walking long distances to school, weak stakeholder consultation
and lack of social accountability, poverty levels, labor influx etc. Almost all the mentioned points are
highlighted as the project risk factors.
MoE in collaboration with REBs will conduct safety audits periodically as part of the stakeholder
consultation (example, applying international standards and guidelines for addressing GBV UN
and IRC, UNICEF as a tool) to identify vulnerable groups. The safety audits would aslo identify
the GBV/SEA/SH risks and emerging risks, safety in accessing schools, response services, GRM
etc., if there are GBV hot spot areas and the audit would inform implementation.

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6. Stakeholder Engagement activities and GBV Safety Audit
MoE has conducted stakeholder consultations during the preparation of the ESSA and other E&S
risks management instruments. The assessments and consultations also include GBV risks as part
of the E&S assessments. As noted above, this GBV action plan is prepared based on the E&S
instruments.

Each school will conduct communities and stakeholder’s consultation to identify schools
specific GBV risks and adopt their own specific GBV action plans with the support of RBEs.
Consultation shall be conducted separately for girls and women prior to the preparation of school
GBV action plans in a culturally and age-appropriate manner and in their local language. The
consultation will be conducted to identify emerging risks of GBV, raise awareness on the risks of
GBV/SEAH covered by the project; and the mechanisms in place to address these risks and
report incidents. mapping of existing GBV response services in their respective woredas, and
incorporate community suggestions to address GBV. As noted above, as part of the stakeholder
consultation, MoE in collaboration with REBs will conduct safety audits periodically applying
international standards and guidelines for addressing GBV.

7. Action Plan
This section details the specific measures for mitigating GBV/SEA/SH risks under the GEQIP-E
AF. These include the mitigation measures as well as steps to be undertaken to further mitigate
and respond to risks and cases/allegation of GBV/SEA in the project sites.

The Action Plan includes activities that were done as well as those under progress to be
completed. Although most of the activities have been accomplished to reduce the below
mentioned risks, continually further works are required to minimize and address GBV risks in
schools.

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Action Plan for SRGBV and SEA

Component I: Safer Schools

Monitoring
Risks Mitigation Measures Due date Responsibility Budget
Body Source
- Engaging the community –
Sexual Exploitation Every quarter MoE/PCO and MoE/GEQIP- Regular
community dialogue, engaging
and abuse and SH Women, Children E AF
community leaders/PTA, monitoring
messaging through IEC and Youth
Directorate, and reporting
materials
REBs, woreda to verify it is
- Engaging the students – through officers,
Develop a SEA/SH and
establishment/ strengthening working as
schools/PTSCs,
response Action Plan gender clubs, awareness raising
ARRA intended and
including an at schools. Age-appropriate life
skills training, gender sensitive evaluate its
Accountability and SIP framework and Inspection,
Response framework for quality by
project specific - Developing and implementing MoE, REB and
CoC – this may include signing
ARRA
of CoC by teachers and school
staff, training teachers

- Training education staff

(including on CoC, referral
Include in the project’s pathways) to give them the tools
social assessment to prevent and respond to
the underlying GBV SRGBV
risks and social - Putting in place clear, safe and
situation, using the accessible procedures and
GBV risk assessment mechanisms for reporting

132
tool incidents, assisting survivors and
referring cases to the appropriate
authorities/services

- Conduct community awareness

Early Marriage and Every quarter MoE/PCO and MoE/GEQIP- Regular
rising on the impact of early
FGM Women, Children E AF
marriage and FGM, services
available and reporting and Youth
mechanisms Directorate,
REBs, woreda
- Establish network with NGOs officers,
working to address early
schools/PTSCs,
marriage
ARRA

Lack of access to  By mobilizing community Quarter 2,3,4 MoE/PCO and MoE/GEQIP- Regular
menstrual health (individuals, local investors, (Q2, Q3 and Q4) Women, Children E AF
local NGOs and development monitoring
hygiene products and Youth
partners (Engender Health, Directorate, and reporting
Child Fund, UNICEF)) to REBs, woreda to verify the
provide sanitary materials for officers, distribution of
girls. schools/PTSAs, sanitary
ARRA materials by
MoE, REBs
and ARRA

133
  Establish and strengthen a Quarter 2 and MoE/PCO and MoE/GEQIP-
safe menstrual hygiene health 4(Q2 and Q4) Women, Children E AF
system by providing gender and Youth
club guideline in the school Directorate,
compound inter alia using the REBs, woreda
School Grants officers,
schools/PTSAs,
ARRA
 Strengthen and support girls’ Quarter 2 and 4 MoE/PCO and MoE/GEQIP-
clubs in schools (Q2, Q3 and Q4) Women, Children E AF
and Youth
Directorate,
REBs, woreda
officers,
schools/PTSAs,
ARRA

Weak stakeholder  School and local Community Functional MoE/PCO and MoE/GEQIP- Monitoring of
consultation and lack engagement Girls’ club was Women, Children E AF
 Increase Social accountability implementation
of social accountability already and Youth
through stakeholder established in Directorate, n of
consultation the schools. REBs, woreda Stakeholder
Support to the officers, Engagement
schools/PTSAs,
clubs will
Plan.
continue to ARRA
ensure that Ongoing
target groups consultations,
benefit from the

134
 clubs particularly
when ESCP
is updated.
Even if the GRM  School and local Community The GRM MoE/PCO and MoE/GEQIP- Regular
Committee was engagement Increase Social committee was Women, Children E AF
accountability through monitoring
established, there was already and Youth
a lack of structured stakeholder consultation established at Directorate, and reporting
GRM to be responsive  Develop ToR detailing roles school level REBs, woreda on GRM to
to GBV and responsibilities of the officers,
GRM Regularly verify it is
follow up will schools/PTSAs,
 Establishing GRM committee working as
be undertaken to ARRA
 Training GRM
ensure that intended and
committee/GRM operators on
sustainable evaluate its
GBV/SEA basics, survivors
functioning of
centered approach, the quality by
the GRM
referral pathway, reporting
MoE and WB
and confidentiality of data
 Disseminate information on Safety audit will
SR GBV GRM reporting be conducted
procedures for school annually
community
(teachers/students/ PTAs …)
 Establishing multiple entry
points/reporting lines for
SRGBV cases
 Establish clear and safe
SEA/SH/SRGBV reporting

135
 protocol and referral system
that facilitates safe access &
referrals, handles data
confidentially and defines
accountability mechanism to
handle SEAH allegations
properly.
 Develop simple, anonymous
and confidential tracking
system that GRM can use to
document when they
observe/support and refer
GBV incidents to service
providers.

 Conduct GBV safety audit

Lack of GBV referral  Map multi-sectoral GBV Before REBs in MoE/GEQIP- Review and
pathways response services in the implementation collaboration E AF
project implementation update
of project with Woreda
woredas activities Education Referral
involving offices, ARRA, pathways as
construction
needed
activities
 Develop GBV referral Woreda MoE/GEQIP-
pathway Education E AF
offices, ARRA,

136
 GBV services
providers

Component II: The SEA/SH risk mitigation -Construction

Risks Mitigation Measures Monitoring
Due Date Responsible Budget
Source
Body

Safety on the way to  Awareness and consultations Q2 and Q4 MoE/PCO and MoE/GEQIP-
and from school with the community Women, Children E AF
 Walking in groups and Youth
 Adults to supervised groups Directorate,
commuting to/from schools REBs, woreda
exposition officers,
schools/PTSAs,
ARRA

Sexual exploitation  Introducing safe space Every quarter MoE/PCO and MoE/GEQIP- Information
and abuse in the school requirements to the School Women, Children E AF
Construction Strategy, for dissemination
and Youth
instance low walls in the Directorate, session report
administrative offices, no REBs, woreda include
locks and solid doors where officers, exposure of
not needed, etc., schools/PTSAs, girls to SEA by
 Enforce all teacher to sign the ARRA project
GBV code of conduct
staff/labor
influx

Lack of sex segregated  Establish and strength the Continues MoE and REBs MoE/GEQIP- Site visit
availability of separate toilets

137
latrines (there was lack for girls and boys during project E AF reporting,
of separate toilet for  The requirement to be activities
girls and boys) introduced to the School implementation reviews
Construction Strategy involving during
construction to
implementation
ensure that the
problem is support
solved as much missions.
as possible
Follow up for
its
functionality

Risks associated with  Training of the PIU MOE PCO, MoE/GEQIP- Information
the labor influx for the management (SEA/SH, CoC, Gender REB, E AF
Accountability and response dissemination
construction sites Woreda
framework, GRM, role in Education session report
supporting the SEA/SH offices, ARRA, include
Action plan implementation, GBV services exposition of
services available) providers girls to SEA by
 Regular awareness
project
interventions targeting
staff/labor
communities and schools
influx
 Training on SEA/SH for all
construction workers
 Signing of CoC and
Commitment to the CoC by
construction workers
 Supervision of construction

138
 sites by local communities

Stakeholder  Officially inform the Prior to Contractor, Cost covered Number of

consultations for the stakeholders (local initiating Social Safeguard under stakeholder
construction/ municipalities, schools heads, construction. Specialist stakeholder consultations
renovation of schools construction workers, consultation done
engineers) on the construction
works intended in the project Maintained
areas and project risks throughout
including GBV/SEAH Project
 Sensitize the stakeholders on implementation.
GBV/SEAH risks and where
to seek confidential services
 Conduct regular assessment to
understand the risks and
limiting factors that female
and male labourers have in
their working environment
 Include the GBV risk
mitigation measures in
contractors bidding ToR

139
Refugee specific /  Enhancing and promoting Every quarter MOE PCO, MoE/GEQIP- Ongoing
targeted GBV and dialogue between refugees Gender REB, E AF
and host communities review during
SEA Woreda
 Awareness creation on the Education implementation
SRGBV CoC for the offices, ARRA, support
construction workers GBV services
missions.
providers

140
8. Institutional Arrangements for Refugee Education and GBV/SEA Implementation
Arrangement, Reporting and Monitoring
8.1 Institutional Arrangements for Refugee Education
Governmental institutions at federal, regional, Woreda and refuge schools levels are responsible
to take key roles on supporting, directing, and monitoring of the proposed program to ensure
sound implementation of the required Gender Based Violence and Sexual Exploitation and
Abuse prevention and protection practices during the implementation of Refugee Education
project.

141
 Figure 1 Institutional Arrangements for Refugee Education

ARRA national
leadership

Education Technical Working Group National Refugee Education Ministry of Education Ministry of Finance
Steering Committee
Refugee Education Working Group
Education Cluster Group
CRRF Human Development Committee* National Refugee Planning
Integration Unit and
UNHCR; Regional Refugee Education Resource
GEQIP-E Program Mobilization
World Bank Steering Committees Coordination Office Directorate CTEs
(observers)
(upgrading
training)

Regional
ARRA zonal Regional Refugee Education Bureaus of Finance and
education office Integration Unit Bureaus Economic Development

ARRA camp-level Woreda Education Offices Woreda Offices of Finance and

office Economic Development

Operational reporting
Institutional housing Schools
Representation
Flow of funds (Grants)
Collaboration/Coordination

(Source: POM)

8.2 GBV/SEA Implementation Arrangement, Reporting and Monitoring

At federal level, the MoE through Refugee Education Integration Environmental and Social
Management Unit will be responsible for the implementation of the GBV action plan including
the code of conduct. At regional and woreda level, the regional GEQIP-E environmental and
social experts/focal persons will be responsible for conducting the GBV service mapping in
collaboration with schools. The REBs will take the lead and responsibility for the overall
implementation of the GBV action plan at school levels. The schools with the support from the
woreda education office will conduct the GBV risks assessment to update the GBV action plan
to their local context through consultation with the stakeholders.
MoE in collaboration with the World Bank GBV specialists will provide trainings on GBV risk
mitigation measures for the project staffs, regional E&S specialists and focal persons. The REBs
E&S specialists/focal persons will train the woreda level focal persons and school principals on
GBV.
Based on the lessons and experience of the implementation of the GBV action plan for GEQIP-E
AF refugee integration program, the GBV action plan will be rolled out to the other schools

142
targeted by the GEQIP-E parent program and the second GEQIP-E AF for GPE. For the parent
program and the second GEQIP-E AF, the existing GQIP-E PCU will be responsible for the
implementation of the GBV action plan in their respective project staff and beneficiary schools.
The role our with take places after one years of GBV action plan in the GEQIP-E AF refugee
integration project target schools to get better lessons for fast tracking the implementation of the
action plan om the parent and GPE program targeted areas.
Besides, the environmental and social experts/focal persons in Refugee Education Integration
Environmental and Social Management Unit and the GEQIP-E PCU, other stakeholders, like
project staff, civil society organizations working in education and at school levels, gender clubs
in schools, school principals and coordinators, etc. Each school will have a GBV action plan and
the school principal will be responsible to coordinate and assign specific roles and
responsibilities to the different stakeholders.
The RBEs will report GBV and SEA implementation performance status depending on the report
and additional points to the MoE, Environmental and Social Management Unit (ESMU). This
includes quarterly, bi-annual and annual social and school related gender-based violence
(SRGBV) and sexual exploitation and abuse (SEA) reports. The quarterly report will be
submitted between the date 1-5 of the next quarter, bi-annual report will be submitted in one
month after the end of second quarter and the annual report in one month following the end of
the fourth quarter (Ethiopian fiscal year).
The following are monitoring indicators:
 Number of workers who signed CoC
 Number of schools with safe space for students
 Number GBV/SEA/SA, FGM and early marriage awareness raising conducted
 Number of dialogues conducted between refugees and host communities
 Availability of separate toilets for girls and boys
 Established and strengthen safe menstrual hygiene system
 Availability of genders club guideline
 Type of support provided for girls’ clubs in schools
 Established GRM committee to address GBV cases
 Training materials developed for the GRM committee on handing SRGBV
 Availability of multiple entry points/reporting lines for SRGBV cases
 Existence of GBV referral pathway

143
GBV/SEA Individual Code of Conduct
Introduction
The teaching staff and project related worker of the Refugee Education Integration are required
to read this Code of Conduct and sign. By signing, the code of conduct, the staff adheres to it by
an act of commitment. Strict application of this Code in all Refugee Education Integration pre-
primary, primary and secondary schools is required. This Code of Conduct defines the expected
standards and behaviors that all teachers/ school staffs and project related workers should adhere
during working and leisure time for personal engagement. It is complementary to other national
social policy instruments that will be prepared by Ministry of Education at National Level and is
based on the protection against sexual violence and others.

I, _______________________and my working position/responsibility_____________________

have read, understand and agree to this Code of Conduct. I commit to the required standards of
behavior and practice as outlined in adhering to environmental, social health and safety (ESHS)
standards, the project’s occupational health and safety (OHS) requirements, and preventing
gender-based violence (GBV), Sexual Harassment (SH) and Sexual Exploitation and Abuse
(SEA) is of utmost importance.

Article 1: Professionalism

i) Employees shall perform any duties associated with their position in a conscientious, competent
and honest manner,
ii) Employees shall adhere to ethical and legal standards to be maintained in business;
iii) Employees shall dress and act in public in a professional manner that does not reflect adversely
on the organization or other employees,
iv) Employee’s use of social media shall not compromise the organization’s reputation and include
derogatory, shaming or other personal attacks towards or about employees, the governing body,
volunteers, client or other stakeholders including communities of the project area,
v) Employees shall maintain knowledge and skills at levels consistent with developments in
technology, legislation and management necessary to carry out duties and responsibilities,
vi) Employees shall keep the person in charge or delegate, informed of whereabouts and intended
time of return, if going out independently, including during off-duty periods.
vii) Employees shall not engage in any public and/or political activity which is unethical or unlawful.
viii) Employees shall be aware of social and socio-political rank in communities and make sure that
clan leaders, administrators and community elders are treated with the distinctive respect they
deserve.

Article 2: Responsibility to Personal behavior

144
2.1 Employment relationships and respect to others
i) Employers shall adopt and adhere to rules and conditions of employment that respect workers
and, at a minimum, safeguard their rights under national, international labor and social security
laws and regulations,
ii) Employees shall treat each other with respect and courtesy, having regard for their dignity and
rights,
iii) Employees shall act fairly and equitably, respecting diversity in the environment which they work
in and they shall prevent and respond to unlawful discrimination against other employees,
volunteers, clients and stakeholders,
iv) Employees shall avoid discrimination in dealing with the local community (including vulnerable
and disadvantaged groups), the Employer’s Personnel, and the Contractor’s Personnel based on
family status, ethnicity, race, gender, religion, language, marital status, age, disability (physical
and mental), sexual orientation, political conviction or social, civic, or health status),
v) Employees shall properly interact with the local community, members of the local community,
and any affected person(s) by conveying an attitude of respect to their culture and traditions.

2.2 Harassment or Abuse

i) The Project is committed to provide a work environment that is free of inappropriate behavior of
all kinds and harassment because of age, physical disability, marital status, race, religion, caste,
sex, sexual orientation or gender.
ii) Employees shall not engage in sexual harassment and are prohibited to use language or behavior,
towards women, men and/or children, that is inappropriate, harassing, abusive, sexually
provocative, demeaning or culturally unacceptable.
iii) Employees shall not engage in sexual harassment: for instance, making unwelcome sexual
advances, requests for sexual favors, and other verbal or physical conduct, of a sexual nature,
including subtle acts of such behavior (e.g., looking somebody up and down; kissing, howling or
smacking sounds; hanging around somebody; whistling and catcalls; giving personal gifts;
making comments about somebody’s sex life; etc.).
iv) Employees shall not participate in sexual contact or activity with children below 18 years old,
including grooming, or contact through digital media. Mistaken belief regarding the age of a child
is not a defense. Consent from the child is also not a defense or excuse.
v) Unless there is the full consent by all parties involved, employees shall not have sexual
interactions with members of the surrounding communities. This includes relationships involving
the withholding or promise of actual provision of benefit (monetary or non-monetary) to
community members in exchange for sex—such sexual activity is considered “non-consensual”
within the scope of this Code.
vi) Consider reporting through the Grievance Redressing Mechanism (GRM) or to the manager any
suspected or actual GBV or SEA by a fellow worker, whether employed by the Project or not, or
any breaches of this Code of Conduct.
vii) Employees shall protect children/minors from any sexual activity or abuse and ensure their
safety in project areas and avoid any unacceptable behavior towards children.
viii) Employees shall not use any computers, mobile phones, video and digital cameras or any
other medium to exploit or harass children or to access child pornography (see also “Use of
children's images for work related purposes” below).

145
 ix) Employees who are found engaged in SEA or GBV will be construed as misconduct that could
lead to disciplinary action including but not limited to, dismissal or termination of employment,
or referral to legal authorities, while providing service and referral to the survivor.

2.3. Alcohol, Drugs and Substances

i) Employees shall not drink alcohol during working times and do so responsibly without
compromising the health and safety of themselves and others during other times within the
boundaries of the local laws and customs.
ii) Employees shall not engage in the use or possession of alcohol, illegal drugs, narcotics or other
controlled substances, which can always impair faculties, in the workplace and being under the
influence of these substances on the job and during working hours is strictly prohibited. However,
possession of prescription medication for medical treatment is permitted.
iii) Employees shall not report for work under the influence of illicit drugs or alcohol. If a workplace
participant is taking prescription medication, they are required to inform their manager.
Workplace participants may be required to produce medical evidence to prove their medication
does not affect their capacity to work and to work safely.
iv) Employees must not have alcohol or illegal drugs in their possession while at work. The use,
possession and/or trafficking of any illegal substances or drunkenness in company premises, work
places, or using company facilities will result in immediate dismissal.

Article 2: Conflicts of interest

i) Employees must avoid conflicts of interest (such that benefits, contracts, or employment, or any
sort of preferential treatment or favors, are not provided to any person with whom there is a
financial, family, or personal connection). i.e. each employee is expected to avoid situations in
which his or her financial or other personal interests or dealings are, or may be, in conflict with
the interests of the Project.
ii) Employees are advised not to engage in any other business, commercial, investment or any other
activity(cultural, political, recreational, and social) that may conflict with the Company's interests
and interfere with their ability to perform their duties to the Project.
iii) Employees must not use any of Project’s property, information or position, or opportunities
arising from these for personal gains or to compete with or to tarnish the image of the Project.
iv) Employees do not offer or accept gifts, benefits or favors that may influence or be reasonably
seen to influence decision making.
v) Employees shall disclose any potential conflicts of interest that might arise during the
performance of the project.

Article 3: Responsibility to Safe Environment

Employers shall provide a safe and healthy workplace setting to prevent accidents and injury to
health arising during work or because of the operation of employers’ facilities. Employers shall
adopt responsible measures to mitigate negative impacts that the workplace has on the
environment.
146
 i) Employees should perform their duties in compliance with Environmental, Social, Health and
Safety (ESHS) regulations and Occupational Health and Safety (OHS) requirements including
wearing prescribed personal protective equipment (PPE), preventing avoidable accidents and a
duty to report conditions or practices that pose a safety hazard or threaten the environment.
ii) Employees must take care or not put themselves or others at risk or reduce their ability to carry
out their duties through unsafe practices, or inappropriate behaviors.
iii) Employees shall promote the use of renewable and recyclable materials with the least use of
natural resources, wherever possible,
iv) Employees shall act in preventing, identifying and responding to workplace health and safety
risks.
v) Employees shall fulfill Sanitation requirements of the project
vi) Employees shall drive cautiously in community roads as per the project traffic management plan,
vii) Employees shall bring to the management’s attention any workplace safety or health hazard
issues immediately.

Article 4: Accountability

i) Employees must comply with applicable laws, rules, and regulations,

ii) Employees use equipment, facilities and funds for the primary purpose of undertaking
organizational duties.
iii) Employees shall provide services of a high quality that are technically correct, innovative and
giving value for money.
iv) Employees must respect reasonable work instructions (including regarding environmental and
social norms).
v) Employees must protect and properly use properties to be used for the execution of the project
and prohibit theft, carelessness or waste.
vi) Employees maintain confidentiality of all organization and personal information obtained during
employment and other formal engagement with the organization and utilizes such information for
the purposes of carrying out duties, and not for financial or other benefit, or to take advantage of
another person or organization.
vii) Employees shall avoid any deceitful and fraudulent conduct and act while carrying out their
duties which are both dishonest and, in most cases, criminal based on the Project’s financial
integrity policy.
viii) Employees prevent and respond to nepotism and patronage.
ix) Employees maintain organization and personal records in accordance with legislative and
organizational policy requirements.
x) Employees ensure all decisions made during their duties are transparent and align with
organizational policy and procedures.
xi) Employees understand and comply with organization policies and procedures.
xii) Employees are responsible for seeking clarification where needed regarding any part of their
employment, including details of this Code of Conduct.
xiii) Employees take responsibility for reporting conduct by other employees, governing body
members or volunteers which contravenes any law, organizational policy and procedures, or this
Code of Conduct.

147
Article 5: Adherence and Disclosure

i) Employees shall undertake to abide by the Codes of Conduct,

ii) Employees have a duty to report violations of this Code of Conduct,

Non-observance, violations or breach of this Code of Conduct shall be construed as misconduct that could
lead to disciplinary action/sanctions including but not limited to informal or formal warnings, loss of
salary, suspension of employment (either administrative leave or without payment of salary), termination
of employment and Referral to police or other authorities as warranted.

I,______________________________________ have read, understand and agree to this

Code of Conduct. I commit to the required standards of behavior and practice as outlined
in the Code of Conduct.

Employee signature_______________________ Date__________________________

Annex 10: Screening Form for Construction Site

construction works project name:

Location (include map/sketch): (E.g. region, district, etc.)

Type of activity : (e.g. new construction,

rehabilitation, periodic maintenance)

148
 Estimated Cost: (Birr)

Proposed Date of Works Commencement

Technical Drawing and Specifications (circle Yes No

Reviewed : answer):

This report is to be kept short and concise.

Site Selection:

Yes/No answers and bullet lists preferred except

Physical data:
where descriptive detail is essential.

Site area in ha

Extension of or changes to existing alignment

Any existing property to transfer to project

Any plans for new construction

Refer to project application for this information.

Impact identification and classification:
When considering the location of a school construction works project, rate the sensitivity of the
proposed site in the following table according to the given criteria. Higher ratings do not
necessarily mean that a site is unsuitable. They do indicate a real risk of causing undesirable
adverse environmental and social effects, and that more substantial environmental and/or social
planning may be required to adequately avoid, mitigate or manage potential effects. The
following table should be used as a reference.

Table shows Impact Identification and Classification

Site Sensitivity Rating

Issues
Low Medium High
Natural habitats No natural habitats present No critical natural habitats; Critical natural habitats present
of any kind other natural habitats occur

149
 Site Sensitivity Rating
Issues
Low Medium High
Water quality Water flows exceed any Medium intensity of water Intensive water use; multiple
and water existing demand; low use; multiple water users; water users; potential for
resource intensity of water use; water quality issues are conflicts is high; water quality
availability and potential water use conflicts important issues are important
use expected to be low; no
potential water quality issues
Natural hazards Flat terrain; no potential Medium slopes; some Mountainous terrain; steep
vulnerability, stability/erosion problems; no erosion potential; medium slopes; unstable soils; high
floods, soil known volcanic/seismic/ risks from volcanic/ erosion potential; volcanic,
stability/ erosion flood risks seismic/ flood/ hurricanes seismic or flood risks
Cultural property No known or suspected Suspected cultural heritage Known heritage sites in project
cultural heritage sites sites; known heritage sites area
in broader area of influence
Involuntary Low population density; Medium population High population density; major
resettlement dispersed population; legal density; mixed ownership towns and villages; low-income
tenure is well-defined; well- and land tenure; well- families and/or illegal ownership
defined water rights defined water rights of land; communal properties;
unclear water rights
Indigenous No indigenous population Dispersed and mixed Indigenous territories, reserves
peoples indigenous populations; and/or lands; vulnerable
highly acculturated indigenous populations
indigenous populations

Checklist of impacts

Roads, Drainage , Footpaths and Street

Potential for Adverse Impacts
lighting
None Low Med High Unknown

Soil erosion or flooding concerns (e.g., due to

highly erodible soils or steep gradients)
Number of stream crossings or disturbances
Wet season excavation
Creation of quarry sites or borrow pits
Significant vegetation removal
Wildlife habitats or populations disturbed
Be located within or nearby environmentally
Sensitive areas (e.g. intact natural forests,
Wetlands, e.t.c)?
Cultural or religious sites disturbed
Economic or physical resettlement required
New settlement pressures created

150
Create solid waste on the sites (including excess
fill materials from grading and excavation
activities, scrap wood and metals, and small
concrete spills)
Cause poor water drainage and increase the risk of
water-related diseases such as malaria or
Bilharzias?
Cause air pollution? ( Fugitive dust, e.t.c)
Cause contaminated land?
Create Noise and vibration
Aesthetic disruption to the surrounding areas?
Cause Potential Physical hazards ( Like accident
or injury or illness due to repetitive exposure to
mechanical action or work activity)
Cause and spread communicable disease(poor
sanitation and, sexual transmission and vector-
borne infections)
Cause poor Water Quality and less water
Availability
Cause traffic congestion (Traffic accidents,
injuries and fatalities among members of the
Community )
Other (specify):

Solid waste, liquid waste, toilet Potential for Adverse Impacts

None Low Med High Unknown
Risk of causing the contamination of drinking
water?
Number of stream crossings or disturbances
Natural hazards in flood
Significant vegetation removal
Soil erosion or flooding concerns (e.g., due to
highly erodible soils or steep gradients)
Wildlife habitats or populations disturbed?
Be located within or nearby environmentally
sensitive areas (e.g. residential & work areas,
intact natural forests, wetlands, e.t.c)?
Result in the production of solid or liquid waste,
or result in an increase in waste production,
during construction or operation?
Environmentally sensitive areas disturbed

151
Cultural or religious sites disturbed
Economic or physical resettlement required
New settlement pressures created
Cause contaminated land?
Increased number of toilet users due to
improvement?
Create Noise and vibration
Increased social tension/conflict over toilet
allocation
Aesthetic disruption to the surrounding areas?
Cause Potential Physical hazards ( Like accident
or injury or illness due to repetitive exposure to
mechanical action or work activity)
Cause and spread communicable disease(poor
sanitation and, sexual transmission and vector-
borne infections)
Cause poor Water Quality and less water
Availability
Cause air pollution and contamination?
(Odoure.t.c)
Cause traffic congestion (Traffic accidents,
injuries and fatalities among members of the
Community )
Other (specify):

Water supply Potential for Adverse Impacts

None Low Med High Unknown

New access (road) construction

Existing water sources supply/yield depletion
Existing water users disrupted
Downstream water users disrupted
Increased numbers of water users due to
improvements
Increased social tensions/conflict over water
allocation
Sensitive ecosystems downstream disrupted
Economic or physical resettlement required
Local incapacity/inexperience to manage facilities
Cause contaminated land?

152
 Create Noise and vibration
Aesthetic disruption to the surrounding areas?
Cause Potential Physical hazards ( Like accident
or injury or illness due to repetitive exposure to
mechanical action or work activity)
Cause and spread communicable disease(poor
sanitation and, sexual transmission and vector-
borne infections)
Cause poor Water Quality and less water
Availability
Create a risk of increasing soil salinity?

Cause traffic congestion (Traffic accidents,

injuries and fatalities among members of the
Community )
Other (specify):

Annex 11: Resettlement Action Plan

1. The scope and level of detail of the resettlement action plan vary with the magnitude and
complexity of resettlement. The plan is based on up-to-date and reliable information about (a)
the proposed resettlement and its impacts on the displaced persons and other adversely affected
groups, and (b) the legal issues involved in resettlement. The resettlement plan covers the
elements below, as relevant. When any element is not relevant to project circumstances, it should
be noted in the resettlement plan.
2. Description of the project. General description of the project and identification of the project
area.
3. Potential impacts. Identification of
(a) The project component or activities that give rise to resettlement;
(b) The alternatives considered to avoid or minimize resettlement; and
(c) The mechanisms established to minimize resettlement, to the extent possible, during
project implementation.
4. Objectives. The main objectives of the resettlement plan.
5. Socioeconomic studies. The findings of socioeconomic studies to be conducted in the early
stages of project preparation and with the involvement of potentially displaced people, including
(a) The results of a census survey covering
i. Current occupants of the affected area to establish a basis for the design of the
resettlement program and to exclude subsequent inflows of people from eligibility for
compensation and resettlement assistance;
ii. Standard characteristics of displaced households, including a description of production
systems, labor, and household organization; and baseline information on livelihoods
(including, as relevant, production levels and income derived from both formal and
153
 informal economic activities) and standards of living (including health status) of the
displaced population;
iii. The magnitude of the expected loss—total or partial—of assets, and the extent of
displacement, physical or economic;
iv. Information on vulnerable groups for whom special provisions may have to be made;
and
v. Provisions to update information on the displaced people's livelihoods and standards of
living at regular intervals so that the latest information is available at the time of their
displacement.
(b) Other studies describing the following
i. land tenure and transfer systems, including an inventory of common property natural
resources from which people derive their livelihoods and sustenance, non-title-based
usufruct systems (including fishing, grazing, or use of forest areas) governed by local
recognized land allocation mechanisms, and any issues raised by different tenure
systems in the project area;
ii. The patterns of social interaction in the affected communities, including social networks
and social support systems, and how they will be affected by the project;
iii. Public infrastructure and social services that will be affected; and
iv. Social and cultural characteristics of displaced communities, including a description of
formal and informal institutions (e.g., community organizations, ritual groups,
nongovernmental organizations (NGOs)) that may be relevant to the consultation
strategy and to designing and implementing the resettlement activities.
6. Legal framework. The findings of an analysis of the legal framework, covering
(b) The scope of the power of eminent domain and the nature of compensation associated
with it, in terms of both the valuation methodology and the timing of payment;
(c) The applicable legal and administrative procedures, including a description of the
remedies available to displaced persons in the judicial process and the normal timeframe
for such procedures, and any available alternative dispute resolution mechanisms that
may be relevant to resettlement under the project;
(d) Relevant law governing land tenure, expropriation of movable and immovable,
valuation of assets and losses, compensation, and natural resource usage rights;
customary personal law related to displacement; and environmental laws and social
welfare legislation;
(e) Laws and regulations relating to the agencies responsible for implementing resettlement
activities; and
(f) Any legal steps necessary to ensure the effective implementation of resettlement
activities under the project, including, as appropriate, a process for recognizing claims
to legal rights to land.
7. Institutional Framework. The findings of an analysis of the institutional framework covering
(b) The identification of organization responsible for resettlement activities ;
(c) An assessment of the institutional capacity of such agencies and NGOs; and
(d) Any steps that are proposed to enhance the institutional capacity of agencies and NGOs
responsible for resettlement implementation.
154
8. Eligibility. Definition of displaced persons and criteria for determining their eligibility for
compensation and other resettlement assistance, including relevant cut-off dates.
9. Valuation of and compensation for losses. The methodology to be used in valuing losses to
determine their replacement cost; and a description of the proposed types and levels of
compensation under local law and such supplementary measures as are necessary to achieve
replacement cost for lost assets.2
10. Resettlement measures. A description of the packages of compensation and other
resettlement measures that will assist each category of eligible displaced persons to achieve the
objectives of the law and policies of Ethiopia. In addition to being technically and economically
feasible, the resettlement packages should be compatible with the cultural preferences of the
displaced persons, and prepared in consultation with them.
11. Site selection, site preparation, and relocation. Alternative relocation sites considered and
explanation of those selected, covering
(a) Institutional and technical arrangements for identifying and preparing relocation sites,
whether rural or urban, for which a combination of productive potential, locational
advantages, and other factors is at least comparable to the advantages of the old sites,
with an estimate of the time needed to acquire and transfer land and ancillary resources;
(b) Any measures necessary to prevent land speculation or influx of ineligible persons at
the selected sites;
(c) Procedures for physical relocation under the project, including timetables for site
preparation and transfer; and
(d) Legal arrangements for regularizing tenure and transferring titles to resettlers.
12. Housing, infrastructure, and social services. Plans to provide (or to finance resettlers'
provision of) housing, infrastructure (e.g., water supply, feeder roads), and social services (e.g.,
schools, health services);3plans to ensure comparable services to host populations; any necessary
site development, engineering, and architectural designs for these facilities.
13. Environmental protection and management. A description of the boundaries of the relocation
area; and an assessment of the environmental impacts of the proposed resettlement4and measures
to mitigate and manage these impacts (coordinated as appropriate with the environmental
assessment of the main investment requiring the resettlement).
14. Community participation. Involvement of resettlers and host communities, including
(a) A description of the strategy for consultation with and participation of resettlers and
hosts in the design and implementation of the resettlement activities;
(b) A summary of the views expressed and how these views were taken into account in
preparing the resettlement plan;

2
With regard to land and structures, "replacement cost" is defined in Proclamation No. 455/2005 Expropriation of Landholdings
for Public Purposes and Payment of Compensation and Council of Ministers Regulations No. 135/2007, on the Payment of
Compensation for Property Situated on Landholdings Expropriated for Public Purposes.
3
Provision of health care services, particularly for pregnant women, infants, and the elderly, may be important during and after
relocation to prevent increases in morbidity and mortality due to malnutrition, the psychological stress of being uprooted, and the
increased risk of disease.
4
Negative impacts that should be anticipated and mitigated include, for rural resettlement, deforestation, overgrazing, soil
erosion, sanitation, and pollution; for urban resettlement, projects should address such density-related issues as transportation
capacity and access to potable water, sanitation systems, and health facilities.

155
 (c) A review of the resettlement alternatives presented and the choices made by displaced
persons regarding options available to them, including choices related to forms of
compensation and resettlement assistance, to relocating as individuals families or as
parts of pre-existing communities or kinship groups, to sustaining existing patterns of
group organization, and to retaining access to cultural property (e.g. places of worship,
pilgrimage centers, cemeteries); and
(d) Institutionalized arrangements by which displaced people can communicate their
concerns to project authorities throughout planning and implementation, and measures
to ensure that such vulnerable groups as indigenous people, ethnic minorities, the
landless, and women are adequately represented.
15. Integration with host populations. Measures to mitigate the impact of resettlement on any
host communities, including
(a) Consultations with host communities and local governments;
(b) Arrangements for prompt tendering of any payment due the hosts for land or other
assets provided to resettlers;
(c) Arrangements for addressing any conflict that may arise between resettlers and host
communities; and
(d) Any measures necessary to augment services (e.g., education, water, health, and
production services) in host communities to make them at least comparable to services
available to resettlers.
16. Procedures for complaints and appeals. Affordable and accessible procedures for third-party
settlement of disputes arising from resettlement; such complaints and appeals mechanisms
should take into account the availability of judicial recourse and community and traditional
settlement mechanisms.
17. Organizational responsibilities. The organizational framework for implementing
resettlement, including identification of agencies responsible for delivery of resettlement
measures and provision of services; arrangements to ensure appropriate coordination between
agencies and jurisdictions involved in implementation; and any measures (including technical
assistance) needed to strengthen the implementing agencies' capacity to design and carry out
resettlement activities; provisions for the transfer to local authorities or resettlers themselves of
responsibility for managing facilities and services provided under the project and for transferring
other such responsibilities from the resettlement implementing agencies, when appropriate.
18. Implementation schedule. An implementation schedule covering all resettlement activities
from preparation through implementation, including target dates for the achievement of expected
benefits to resettlers and hosts and terminating the various forms of assistance. The schedule
should indicate how the resettlement activities are linked to the implementation of the overall
project.
19. Costs and budget. Tables showing itemized cost estimates for all resettlement activities,
including allowances for inflation, population growth, and other contingencies; timetables for
expenditures; sources of funds; and arrangements for timely flow of funds, and funding for
resettlement, if any, in areas outside the jurisdiction of the implementing agencies.
20. Monitoring and evaluation. Arrangements for monitoring of resettlement activities by the
implementing agency, supplemented by independent monitors as considered appropriate, to
ensure complete and objective information; performance monitoring indicators to measure

156
inputs, outputs, and outcomes for resettlement activities; involvement of the displaced persons in
the monitoring process; evaluation of the impact of resettlement for a reasonable period after all
resettlement and related development activities have been completed; using the results of
resettlement monitoring to guide subsequent implementation.

157
Annex 12: Census Survey and Land Asset Inventory Form
1. Socio-economic Household Datasheet of PAPs

Name of Interviewer Signature

Name of Supervisor (after verification of interview)

Region, City, Sub-City, Woreda, Kebele, House No.

Date: Day ____________ Month _____________ Year ___________________

Name of Head of Extended Family :
Number of Nuclear Families in Extended Residential Group (including household of head of extended family)
2. Household Interview
Name and Relationship to Sex Place of Age Marital Residence Ethnic Religion Educational Income Economic Activities
Surname Head of Family Birth Status Tenure Group Level Earner
M F Yes No Primary Secon
dary
1.
2
3.
4.
5.

158
 6.

Relation to Head of Family : 1 HoH; 2 Spouse of HoH ; 3 Child of HoH; 4 Spouse of child of HoH ; 5 Grandchild of HoH; 6 Parent of HoH; 7: Other (specify) ;
0 No Answer. Marital Status: 1Married; 2 Widowed; 3 Divorced; 4 Unmarried; 0 No Answer. Residential Status: 1 PRP (Permanent Resident) ; 2 RA (Resident
absent) ; 3 Member of non-resident HH; 4 Visitor; 9 Other (specify) ; 0 No Answer. Occupations:Principle Occupation: 1. Farmer ; 2 Shepherd; 3 Household ; 4
Merchant; 5 Religious leader, teacher ; 6 Artisan ; 7 Transport ; 8 Unemployed;9 Other (specify) ;0 No Answer Secondary Occupations: idem. Educational Level
: 1 Illiterate ; 2 Three years or less; 3 Primary School ; 4 Secondary School ; 5 Technical School ; 6 Religious School ( literate in Arabic) ; 0 No Answer Religion
: 1 Muslim ; 2 Christian (specify denomination);3 Animist. 9 Other (specify); 0 No Answer
3. Land asset inventory for School Construction project PAPSs
Kebele: __________________________________ Date: ___________________________
City/Town: __________________________________

Name of No. of Total land Land to be Land

Survey Loss of Loss of
Head of Persons in holding of acquired Use Loss of assets Loss of crops Other losses
no. % total other assets
Household household HH (m 2) (m 2) Type *

of

trees

etc.
lost type and
land lost (m2)

land lost (m2)

(type and no.)

Business lost
Agricultural

graveyards,
Permanent

residential

Residence
temporary
Structures

Structures

(specify)

(rented)
number

wells,
Other
Fruit
(m2)

(m2)

Area

E.g.
Land types are as follows (please fill in the types of land for Ethiopia
1.
2.
3.
4.

159
 4. Entitlements of School Construction project PAPs
Woreda: __________________________________ Date: ___________________________
Kebele: __________________________________

Survey Name of Compensation for Land Compensation for structures Compensation for crops and trees Compensation for other assets and losses Total
no. Head of (e.g., graveyards, wells, businesses, etc.) (Birr)
Household

Quantity Unit price Entitleme Quantity Unit Entitlement Quantity Unit Entitleme Quantity Unit price Entitlement
(m2) (Birr) per nt (Birr) (m2) price (Birr) Unit price nt (Birr) Unit (Birr) (Birr)
m2 (Birr) (Birr)
per

160
ANNEX 13 ENVIRONMENTAL AND SOCIAL SAFEGUARD
MANAGEMENT IMPLEMENTATION REPORTING FORMAT

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY of EDUCATION (MoE)

PLANNING and RESOURCE MOBLIZATION DIRECTORATE

GEQIP-E PROGRAM COORDINATION OFFICE

GENERAL EDUCATION QUALITY IMPROVEMENT PROGRAM FOR EQUITY

(GEQIP-E) - (121294-ET)

Environmental and Social Safeguard Management Implementation

Reporting Format

For Regional/City Administration

Reporting Time: _______ (1st, 2nd, 3rd or 4th Quarter, bi-annual/Annual /Year)

Reported By:

Name: __________________________

Position: Environmental and Social safeguards Expert/ESS Focal Person

Region/City Administration: _____________________________________

Reporting Month and Year

161
EXECUTIVE SUMMARY
The executive summary of the report should include

 Short summary of the project (including the main objective and scope) and the narrative
of the environment and social management implementation during the reporting period.
 It must provide a brief and clear overview of the contents in the report, specifically
highlighting the main findings regarding environment and social implementation status
such as number of woredas’ and schools, number of schools that take school grant,
number of schools renewed school building, number of toilet and fence constructed in
the school, number of schools takes environmental clearance certificate from EPA,
number of schools bought laboratory chemicals, number of vulnerable groups targeted
and benefited, number of project affected person affected , number of ESIA done(if
there), number of school community trained on ESS, number of complaints filed,
resolved and not resolved, number of Monitoring and Evaluation takes place in the
quarterly planned identified challenges, lessons learnt, and proposed recommendations.

162
PART 1: INTRODUCTION
1.1 Project Background
In this section the report briefly introduces the project by describing the following:

 Highlight of the GEQIP-E activities as recommended under ESSA or specified in PAP.

 The types and number of subprojects implemented in the respective regions(regional
distribution), project duration, and the existing context.
 Relevant studies conducted regarding the subproject activities (in brief) like the ESMP,
ESIA, Environmental Audit, etc.
 The major environmental and social issues addressed and to be addressed (within the
reporting period)

1.2 Objectives
The objective of ESSM implementation report is to focus on the implementation of the legal
requirements of Government of Ethiopia for the program with respect to environmental and
social due diligence, including the reporting, documentation and monitoring requirements as
stated in the social development plan in the project PAD,ESMG and ESSA.

1.3 Scope
The scope of this report has to cover main activities executed during the reporting period
(month/date/year) and the outcomes of these activities as well as the remaining tasks with their
timeframe for implementation.

1.4 Reporting System

The REB will report environmental and social implementation performance status depending on
the report and additional points to the MoE, Environmental and Social Management Unit
(ESMU). This includes quarterly, bi-annual and annual social and environmental safeguards
reports. The quarterly report will be submitted between the date 1-5 of the next quarter, bi-annual
report will be submitted in one month after the end of second quarter and the annual report in one
month following the end of the fourth quarter (Ethiopian physical year). The report must have
the signature of the Environment and Social safeguards (ESS) expert and also must has sealed
REB stamp. After that, scan the report and send through email.

163
PART 2: Environmental Safeguards
2.1 Environmental Performance- Procedural
Sort-out the planned projects that would be required to pass through screening processes and
those not required to pass through this process. Then, based on the screening result and ESIA
study of the project and findings of the field assessment, please address the compliance status of
the main environmental issues in line with the environmental policy, proclamations and
standards of the GoE, World Bank and ESMG. Also address the environmental actions that
require special attention and follow up in line with the overall project’s lifecycle (Phases) that
can be classified by region. Use Table 1 template to provide information on summary of all
projects in respective of environmental law.

164
 Table 2.1: Template for projects numbers screened and reviewed by their major types and
their classification

Region: _________________________: Woreda: __________________________ School

_____________________

ect types Unit Annual performance Classification/Categories of

the Screened project/s

1stqua 2ndqua 3rdqua 4th qua %Archived No. of No. of No. of

from projects projects projects
Annual Planned

continued Partial Full

annual
without ESIA ESIA
condition

Plan Achi plan Achi Plan Achi Plan Achi

struction of
et in the
ool compound

oratory waste

ewal of the
ool
ding(painting,
ewal of
ents’ sitting
rs)

165
 TABLE 2.2: ENVIRONMENTAL ISSUES OF THE PROJECTS ACTIVITIES

the
major
of

of

l and Social
&
approved by
environmental

Environmenta
type/category

ESIA, ESMP
(Full/partial
S.N Subprojects Implementation of Carried out

Subproject

subproject

safeguard
screened?

reviewed
properly
Mitigation measures monitoring

organ?
Types
Name

based on the

tools
Was

Was
monitoring plan
by

Yes No Yes No Continue Partial Full Goo Poor Not Yes No

d without ESIA ESIA d started
condition

1 Construction
of toilet in the
school
compound

2 Laboratory
waste

3 Renewal of
the school
building(painti
ng, renewal of
students’
sitting chairs)

4
5
6
7
8

166
 2.2 Environmental Performance- Implementation of ESMP (Mitigation Measure)

The potential environmental impacts and associated mitigation measures for the project have to
be indicated in this section and should be reported accordingly as the proposed reporting
templates. The following are some major environmental issues to be addressed in the report.

2.2.1.Noise Pollution

Noise pollution is unwanted sound that emanates from renewal of the school building, and toilet
and fence construction for the school. Therefore, the report should include noise pollution
affecting the school and local communities and the measures taken to mitigate the problems.

Table 2.2.1 Noise pollution sources and mitigation measures taken

S.N Project that Types of Mitigation measures taken

can cause noise
pollution For complete avoiding Pollution minimization Usage of personal protective
noise equipment(PPE) such as Ear
Muff, Ear plug and Helmet

1 Renewal of Doing the building on the Covering the noise source Types and number of PPE
school building day when there is no machine with hard distributed
class material

2 Construction Doing the building on the Covering the noise source Types and number of PPE
of Toilet in the day when there is no machine with hard distributed
school class material
compound

3 Construction Doing the building on the Covering the noise source Types and number of PPE
of the school day when there is no machine with hard distributed
fence class material

4 Others

167
 2.2.2 Air Pollution

Air pollution such as dust and particulate matters that emanates from construction of school
fence and renewal of the school building problem. Therefore, the report should include air
pollution affecting local communities and the measures taken to mitigate the problems.

Table 2.2.2.Air pollution sources and mitigation measures taken

S.N Project that Types of Mitigation measures taken

can cause noise
pollution For complete avoiding noise Pollution minimization Usage of personal
protective equipment(PPE)
such as mask

1 Renewal of Doing the building on the Spraying using water the Types and number of PPE
school building day when there is no class sources of air pollution distributed
during the activity

2 Construction Doing the building on the Spraying using water the Types and number of PPE
of Toilet in the day when there is no class sources of air pollution distributed
school during the activity
compound

3 Construction Doing the building on the Spraying using water the Types and number of PPE
of the school day when there is no class sources of air pollution distributed
fence during the activity

4 Others

168
2.2.3Liquid Waste Management

Aqueous wastes that contain cyanide, chromium, organic solvents and others are generated from
the school laboratory. Aqueous waste sent to drain from laboratories must be controlled in the
same way as that from industry. Most laboratories liquid wastes are either directly released to
the water body or soil or the connected to a public sewerage system. Negotiation is necessary
with woreda environmental protection agency (EPA). This may result in water resources and soil
contamination. Therefore, the report should present how liquid wastes management has been
addressed and mitigated.

2.2.4Solid Waste Management

Solid wastes such as Glass wastes, Sharp objects (scalpel blades, syringes and needles) and
hazards and radioactive chemicals may generated during the school laboratory activities.
Therefore, the report should include how solid wastes will be managed (identification of types of
wastes, waste segregation, disposal methods, etc). Additionally; the report includes the impacts
and mitigation measures of the solid wastes.

2.2.5 Impact on natural habitats

The construction of school’s toilet and fence can have direct and indirect impact on natural
habitats. Hence, the report should present the impact of the project on natural habitats
(comprising flora and fauna) and as well as the measures taken to minimize/avoid the impacts.

2.2.6 Others
In this section ;if there are other an unanticipated environmental impacts there to discuss and
mitigation measures taken (if any)

PART 3: Project Social Safeguards Performance

Social development and safeguards issues in the project should cover the following aspects in
detail during reporting period. These are:-

3.1 Stakeholder Engagement (public awareness and consultations)

This section should provide the efforts exerted in community consultation and affected persons
related with project activities and impact, compensations if there (in kind, and cash) as stipulated
in the agreed environmental and social safeguard instruments in the regions. The report provides
169
details of participants (who were invited? who attended?), issues raised during consultations as
potential benefits, concerns and agreed next steps. If there is variation in terms of community
participation among regions, the variations need to be indicated.

Table 3.1 Community Participation

Total No. of community Major issues discussed

Project Categories/
Region/ members participated
Major type of
Woreda/
subprojects Male Female Total
School

3.2 Underserved People and Vulnerable Groups

170
The report should indicate activities done by the projects to benefit underserved peoples and
ethnic minorities (if there). Besides, the report should explore the efforts (special assistance
provided) to pursue inclusive engagement of vulnerable groups including women, children and
others.

3.3 Grievance Redresses Mechanism

This is the key aspect of the overall process to inform availability of the mechanism, the process
and access to justice to PAPs to effectively deal with and redress grievances related with the
project including construction of school fence and toilet and waste emanated issues. The report
could also release existence of up-take location, ways/channels of filling complaints, processing
guideline, the number of appeals, types of cases, number of resolved cases, services standards
(average number of days taken to resolve cases), ways of communicating response to the
appealer, and cases referred to courts.

Table 3.3 Grievance Redress Mechanism

Region/
No. Activity Unit
Woreda Total

1 Established and functional GRM No.

Number of grievance /complaints No. (male)

2
registered No. (Female)

By GRM committee No.

Number of
Referred to higher
3 grievance
government structure or
resolved
formal court No.

Number of With the GRM committee

4 grievances Referred to higher
pending government structure or

171
 formal court

5 Types of cases appealed Description

3.4 Capacity Development Activities

The report includes the various capacity building activities to enhance capacity in effectively
implementing the agreed environmental and social safeguard instruments disaggregated by sex,
region and topics covered.

Table 3.4Summary of Capacity Building on environment and social Safeguards

Project Total No. of community Major issues discussed

Region/ Categories/ members participated
Woreda Major type of
subprojects Male Female Total

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3.5 Disclosure of Information
All agreed social and environmental safeguards documents of the project should be publicly
disclosed and this should be communicated to project affected people to make meaningful and
informed choices. The report in this regard should provide details on types of documents
disclosed, date of disclosure, media used to disclose the information (radio, television, social
media, school notice board, etc.), the language use, etc.

Table 3.5 Disclosure of information

Rgion/Woreda/ Date of Disclosed Language used Media used to

disclosure Documents disclose an
School
information

PART 4: Monitoring and Evaluation (safeguards Implementation Monitoring and Follow

Up)
This section should demonstrate the monitoring and evaluation system, frequency, coverage (number of schools, woredaas
monitored in the region, and the support provided by the region and Ministry of Education). The monitoring report should
indicate the follow up made regarding the implementation of ESMSG, ESIA and ESMP, including monitoring the
implementation of GRMs.

PART 4.1: Monitoring and Evaluation (safeguards Implementation Monitoring and Follow
Up)

173
 During the monitoring and evaluation, it is also possible to rate the risks of the project that can
be run by the GEQIP-E’s School grant. The risks of the project can be explained in the following
table according to the given criteria (Higher: risk of causing adverse environmental and social
effects; Medium: generate relatively less adverse effect from activities rated as high risk; Low:
those activities which contribute minimal impacts. The following table should be used as a
reference which is found in ESMSG.

Table 4.1 Impact Identification and Classification

Site Sensitivity Rating
Issues
Low Medium High

Natural No natural habitats No critical natural Critical natural

habitats present of any kind habitats; other natural habitats present
habitats occur

Water quality Low intensity Medium intensity of Intensive water use;

and water of water use; low water use; water potential for conflicts
resource expected potential quality issues are is high; water quality
availability water use conflicts; important issues are important
and use no potential water
quality issues

Underserved No underserved Dispersed and mixed Underserved people

and population Underserved territories, vulnerable/
vulnerable populations; highly Underserved
peoples assimilated populations
Underserved
populations

174
Section 5: Conclusions and Discussions
This section should include discussion on the lessons learnt, challenges and next actions of the
Ministry of Education and Regional Governments have encountered that require special
attentions in the future.

5.1 Lessons Learnt

5.2Challenges

5.3 Next Action

175
176