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Education Infrastructure “47 Schools” within the

Education Quality Activity

commissioned by the Millennium Challenge Account Namibia

with funding from the Millennium Challenge Corporation

Site Specific Environmental Management Plan - Package 3

LOT 2 (Omaheke Region) at:

Epako JSS

Gustav Kandji CS

Rietquelle JSS

01 February 2011

Project NameProject NameProject NameProject Name

Stage of ReportStage of ReportStage of ReportStage of Report

ClientClientClientClient

Lead ConsultantLead ConsultantLead ConsultantLead Consultant:::: EnvironmentalEnvironmentalEnvironmentalEnvironmental

Date of ReleaseDate of ReleaseDate of ReleaseDate of Release

Contributors to the ReportContributors to the ReportContributors to the ReportContributors to the Report

ContactContactContactContact

AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements

PackagePackagePackagePackage 3333 –––– Lot Lot Lot Lot 2222

Epako Junior Secondary SchoolEpako Junior Secondary SchoolEpako Junior Secondary SchoolEpako Junior Secondary School

Section 2: Section 2: Section 2: Section 2: SSSSite specific EMP Componentite specific EMP Componentite specific EMP Componentite specific EMP Component

Final

Omugongo Joint Venture for MCA-Namibia

Enviro Dynamics cc

P O Box 4039

Windhoek

Namibia

01 February 2011

EMP: Norman van Zyl, Eloise Carstens, Jonas Hausiku, Quanita

Daniels.

Norman van Zyl

Tel: (061) 223336

E-mail: [email protected]

We acknowledge Hugo Scheepers Architects for providing the

site lay-outs.

We also acknowledge and thank the Regional Councillors for

assisting with arranging the stakeholder consultation meetings.


Architects for providing the



i

Section 2: Site specific EMP Component – Package 3 – Lot 2

Epako School

Enviro Dynamics cc July 2011

TABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTSTABLE OF CONTENTS

1. GENERAL INFORMATION ..................................................................................................... 1

1.1. PROJECT DESCRIPTION ...............................................................................................................1

1.2. LOCALITY ......................................................................................................................................1

1.3. SCHOOL LAYOUT AND PROPOSED FACILITIES ........................................................................3

1.4. BASELINE DESCRIPTION OF THE SITE ...........................................................................................6

1.5. COMMUNITY CONSULTATION ...................................................................................................7

2. ENVIRONMENTAL MANAGEMENT PLAN .......................................................................... 10

2.1. CONSTRUCTION PHASE: .......................................................................................................... 10

2.2. POST - CONSTRUCTION PHASE: .............................................................................................. 15

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Epako School


F IGURES & TABLESF IGURES & TABLESF IGURES & TABLESF IGURES & TABLES

Figure 1: Road Map indicating the nine schools of Package 3. ................................ 2

Figure 2: Lay-out of current and proposed facilities on the school ground (Source:

Hugo Scheepers Architects). ..................................................................................................... 5

Table 1: Proposed Facilities to be built at Epako Junior Secondary School. ............... 3

Table 2: Baseline description of the Epako school ground based on site

assessments. .................................................................................................................................. 6

Table 3: Communication register of meetings held with the affected communities.8

APPENDICESAPPENDICESAPPENDICESAPPENDICES

Appendix A: Species list of all trees occurring on the School ground of Epako

Junior Secondary School.

Appendix B: MCA 47 School Project – Work package initiation meeting at

Epako Junior Secondary School.

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Epako School


ABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMS

AIDS Acquired Immune Deficiency Syndrome

CC Community Committee

EMP Environmental Management Plan

ESAF Environmental and Social Assessment Framework

GPS Global Positioning System

HIV Human Immunodeficiency Virus

MCA Millennium Challenge Account

MCC Millennium Challenge Corporation

MoE Ministry of Education

PHPSAP Public Health and Public Safety Awareness Plan

RE Resident Engineer

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Epako School


1.1.1.1. GENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATION

1.1.1.1.1.1.1.1. PROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTIONPROJECT DESCRIPTION

As part of the agreement between the Millennium Challenge Corporation (MCC)

and the Namibian Government, 47 schools have been identified by the Millennium

Challenge Account (MCA) to receive funds for the expansion and upgrading of the

current facilities. In doing this, MCA aims to improve the ability of the identified

schools to provide up-to-standard education by improving the physical conditions

and facilities at each school.

To ensure that all biophysical and social implications of the project are identified

and mitigated, Enviro Dynamics cc was subcontracted as the environmental

consultant. As part of their responsibility, the environmental consultant is expected

to draw up a generic Environmental Management Plan (EMP), to which, after a site

inspection, a site specific component will be added.

Section 1: Generic EMP Component described the general environmental conditions

and requirements of all EMPs for the 10 schools of Package 3.

This document is called Section 2: Site specific EMP Component – Package 3 and

provides the site specific environmental conditions and requirements of each

school. This section of the EMP elaborates on practical measures that need to be

taken to ensure that potentially negative impacts on the environment (ecological

and social) are minimized or completely avoided, whilst the positive impacts are

maximized. The EMP covers all aspects of the project life cycle at the school,

including the planning, construction, and operational phase of the project.

1.2.1.2.1.2.1.2. LOCALITYLOCALITYLOCALITYLOCALITY

Located 4.5 km north-east of Gobabis (S22˚25’55”, E18˚59’25”) in the Omaheke

Region, Epako Junior Secondary School forms part of the east and east-central

group and is included in Package 3 of the MCA program. This urban school (Figure

1) is within the town of Gobabis and falls under the Gobabis Constituency.

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Epako School


Figure 1: Road Map indicating the nine schools of Package 3.

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Epako School


1.3.1.3.1.3.1.3. SCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIESSCHOOL LAYOUT AND PROPOSED FACILITIES

At present, Epako Junior Secondary School consists of seven classroom blocks that

amounts to 21 classrooms, a laboratory and a library (Figure 2). An administration

block, three storerooms and an ablution block also forms part of the facilities on the

school ground.

A small computer room exists on the school ground as well as a separate building

block that houses a kiosk, a home economics classroom as well as ablution facilities.

Although the school ground is fenced, the fence is in a very poor condition,

providing very little security to the school. The school ground also has existing

walkways and a netball court.

Renovations:

The fence around the school ground will be upgraded, as well as the water and

electrical systems.

Renovations on the existing school buildings, including the administration block and

ablution facilities will be done by replacing all broken windows, doors, ceilings and

floors. The roof timber structure will be replaced where necessary, cracks in the walls

will be opened and wedged and new aprons to detail will be added. Both the

interior and exterior of the existing buildings will be re-painted.

Construction:

The facilities in Table 1 have been proposed to be built at Epako Junior Secondary

School after a need assessment was done by MCA and the Engineers/Architects.

The preliminary location of proposed facilities is shown in Figure 2.

Table 1: Proposed Facilities to be built at Epako Junior Secondary School.

Proposed facilities to be built

Extra office added to Administration block

Laboratory

Toilet block

Walkways

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Epako School


Site Works:

Low lying areas are found all over the school ground as the school is located in a

depression. Water often accumulates between classroom blocks. These areas will

be raised to prevent pooling or divert runoff away from the school facilities. Erosion

along aprons or foundations of buildings will be addressed by adding additional soil

to the eroded areas.

Lot 2

1456.70

FLR

Project Name:

School Name:

Drawing Title: Module: Approval for Omugongo: Approval for MCA:

Approval Date: Approval Date:

Project No.:

Scale:

Drawing No.:

Drawn:

EDUCATION INFRASTRUCTURE "47 SCHOOLS"

WITHIN THE EDUCATION QUALITY ACTIVITY

EPAKO SITE PLAN

MLA-W09/1531SITE PLAN

EPAKO COMBINED SCHOOL

(OTJINENE REGION)

Epako/Site Plan/S01

1:250 TCL

ELECTRICAL SUBSTATION

1456.36

BM2

W ATER MAIN S

W ATER MAIN S

Valv e

=1456.50MH

1456.65

FLR

1456.70

FLR

1456.41MH

IL

1456.67FLR

TAP

IL

FLAG

=1456.28MH

Concrete

Concrete

Gate

=1455.41

=1454.60

Gate

CONCRETE NETBALL COURTS

SCHOOL HOSTELL TERRAIN

ADMIN ADD

ABL2 LARGE CLA Sc FLR

1456.40

FLR

1456.50

NEW WALKWAY

NE

W W

AL

KW

AY

NE

W A

PR

ON

NEW DRINKING

FOUNTAUN

NEW DRINKING

FOUNTAIN

NE

W A

PR

ON

NEW APRONNE

W A

PR

ON

NEW WALKWAY

NE

W A

PR

ON

NEW APRON

NEW APRON

NE

W W

AL

KW

AY

NEW WALKWAY

Renovate Classroom Renovate Classroom Renovate Classroom

Renovate ClassroomRenovate Classroom Renovate Classroom Renovate Classroom

Renovate Classroom

Renovate Toilet

R E

NEW WALKWAY

New

Razor

Mesh F

ence 9

8.8

0m

Renovate

Building

Renovate

Building

Renovate

Admin Block

NE

W W

AL

KW

AY

NE

W A

PR

ONNew Man Hole

facilities on the school ground (Source: Hugo Scheepers Architects).

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Epako School


1.4.1.4.1.4.1.4. BASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITEBASELINE DESCRIPTION OF THE SITE

A full description of the environmental conditions on the Epako school ground

together with aspects that need to be considered during the construction is

provided in Table 2. Further regional baseline information has been provided in the

Environmental and Social Assessment Framework (ESAF).

Table 2: Baseline description of the Epako school ground based on site assessments.

ENVIRONMENTAL CONDITIONS ON THE SCHOOL GROUND

FEATURE DESCRIPTION

Drainage The school ground is relatively flat and contains large portions of

bare patches covered with sandy soil. The school appears to be

located in a depression as all runoff from the roads on the eastern

and western boundary of the school, collects on the school ground.

It is especially the open space between the classrooms that are

severely affected by runoff during the rainy season.

Water sources and usage There are no open water sources near the school. Water is supplied

to the school by the municipality of Gobabis and the Ministry of

Education pays for the water used by the school. The contractor

and the school management should come to an agreement

regarding the payment of water used by the construction team

during the project as groundwater is a scarce commodity in the

area.

Surface run-off Although run-off often collects on the open space between the

classrooms, the school facilities have never been flooded. The

occurrence of these vast amounts of water on the school ground

makes access to the classrooms difficult.

Protected trees The Ana tree (Fadherbia albida) is a protected tree that is planted

on the school ground. For a complete list of trees found on the

school ground as well as their conservation status, refer to Appendix

A.

Shade Shade is not a problem at the school as a sufficient number of trees

occur on the school ground. Unfortunately most of these trees are

planted alien or alien invasive trees such as Seringa (Melia

azedarach). Larger indigenous trees such as Camel thorn (Acacia

erioloba) are found outside the current school fence. The principal

and teachers need to be enlightened on the dangers that alien

invasive trees can pose. Common dangers associated with alien

and alien invasive plant species include the poisoning of livestock

and humans and invasion of surrounding habitats that are currently

dominated by indigenous plants.

Archaeology No archaeological or historical place is found near the school.

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Epako School


ASPECTS TO BE CONSIDERED DURING CONSTRUCTIONASPECTS TO BE CONSIDERED DURING CONSTRUCTIONASPECTS TO BE CONSIDERED DURING CONSTRUCTIONASPECTS TO BE CONSIDERED DURING CONSTRUCTION

ASPECT DESCRIPTION

Waste management The municipality of Gobabis removes waste from the school ground

to the local municipal waste site once a week. The cost of this

service is carried by the MoE. Recommendations with regard to

waste management during the construction process are addressed

in the EMP.

Establishment of storage area

and site office on school

ground

A construction camp site will not be established at this school due to

the fact that the school is located in an urban area. Instead a

fenced-off area should be constructed on the school ground where

building material and equipment will be stored for the duration of

the project. The exact location of this area will depend on further

consultation with school management and the community

committee. Further requirements for the establishment of this site are

set out in the EMP.

Security issues The school’s fence has two lockable gates, which are locked after

school hours and has controlled access during the day. The

condition of the fence is however very poor and is not sufficient to

prevent intruders from coming onto the school ground and exercise

theft.

Land conflict/issues No land conflict or ownership issue occur on the site.

Land use outside school fence The school ground extends along its southern border up to the road.

This piece of land is used by the school for sports, exercises and

athletics.

Roads There is an existing tar road that branches from the B6 main road

towards the school. This road passes through a township and is

utilised by children and vehicles. No safety signs are on this road and

according to the principal, accidents involving cars and people

have happened in the past on this road.

Dust generation The school ground is very bare. Although dust is not currently a

problem at the school, dust control measures should be kept in mind

when construction starts.

1.5.1.5.1.5.1.5. COMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATIONCOMMUNITY CONSULTATION

During a Community Consultation Meeting held at Epako Junior Secondary School

on the 14th of June 2010 (Table 3), 27 members from the Gobabis community

attended, consisting primarily of parents, members of the school board, teachers

and other school staff. During the meeting the community was informed by the

architects and engineers on the lay-out of the proposed facilities on the school

ground after which the community was given the opportunity to raise their concerns

and questions regarding the construction of these facilities.

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Epako School


Table 3: Communication register of meetings held with the affected communities.

Date Time Schools Region Venue

Consultation with School Principals and School Board Members

6 October 2009 11h00-13h00 Package 3

schools

Khomas and

Omaheke

Habitat Research

and Development

Centre

Community Consultation and site visit

14June 2010 15:00 – 18:00 Epako JSS Omaheke Epako School

ground

In addition, a committee was elected during this meeting by the community to

represent them in future site meetings. The elected committee members are as

follow:

Mr. Makgone (Principal)

Mrs. Sara Araes (School Board)

Mrs. Mathilde Naodes (Community Representative)

Mr. E. Kandetu (Traditional Authority)

Mr. Phillip Garus-oab (Youth Leader)

The community committee (CC) will have monthly site meetings with the contractor.

During the public forum part of the meeting, the CC will have the opportunity to air

all the issues that the community has raised during the month. Specifically on:

• Communication with the community (e.g. concerns raised)

• The implementation of the PHPSAP & EMP (e.g. workshops held, attendance

at workshops)

• Intervention taken from the contractor’s side to address previous issues

The second part of the meeting will consist of the contractor sharing technical

information such as progress and delays experienced on the project. Committee

members wanting to gain information on these details could choose to attend this

part of the meeting as well, but would merely be present as observers. The

information gathered from the technical part of the meeting can be communicated

to the community, thereby ensuring transparency on the project.

The main purpose of the CC, which will be chaired by the principal, will be to ensure

that there is sufficient communication between the contractor and the community.

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Epako School


The CC will however also have specific responsibilities in terms of the implementation

of the PHPSAP and the EMP. Specific issues requiring the involvement of the CC are

highlighted below and are elaborated on in the EMP:

• The CC will assist the contractor in translation during meetings. This person

needs to be both fluent in English and the local language (e.g. oshiwambo)

but will also have some background on the project.

• The CC will invite and inform the community of any HIV/AIDS training and

Public Health and Public Safety workshops.

• The CC will communicate any information on employment opportunities to

the community. The CC will NOT recruit people and will NOT promise any

employment to the locals. Information on the recruitment of locals will come

directly from the contractor. The CC will merely convey the information to the

community.

• The CC together with the school’s management will report any improper

behaviour between children and contract workers to the contractor.

• The contractor will work through the CC to communicate with water point

committees about any issues relating to the use of communal water (where

applicable).

• The CC will point out any culturally significant trees or vegetation (e.g. fruit-

bearing trees or trees of religious significance) to the contractor prior to

construction. These trees or vegetation will be marked and catalogued to

ensure that it is not removed in the process.

The minutes of the meeting are attached in Appendix B.

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Epako School


2.2.2.2. ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL ENVIRONMENTAL MANAGEMENT PLANMANAGEMENT PLANMANAGEMENT PLANMANAGEMENT PLAN

2.1.2.1.2.1.2.1. CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:CONSTRUCTION PHASE:

Environmental

management

impacts requiring

mitigation

Sources of impacts Mitigation measures Monitoring actions

and methods

Responsibility for

implementation

Resources required

for the

implementation

SOCIAL AND ECONOMICAL ENVIRONMENT:

1.1.1.1. Social Social Social Social eeeenvironment:nvironment:nvironment:nvironment:

Trespassing on

nearby private

property

Construction workers /

construction team.

Under no circumstances are

construction workers or any member

of the construction team to wander

onto private property adjacent to the

school ground, without permission of

the owners.

CC to give feedback

and record complaints

at site meetings.

RE, Contractor, CC. Site meeting minutes.

BIO-PHYSICAL ENVIRONMENT:

1.1.1.1. Soil Soil Soil Soil cccconservation:onservation:onservation:onservation:

Drainage issues Surface run-off. Surface protection work is

recommended on the low-lying areas

between the classrooms, as water

from run-off tends to collect at these

areas.

Site works are required to prevent

RE to evaluate on site

and provide contractor

with instructions on how

to rectify.

Contractor. Knowledge on

recognised industry

standards and

equipment

manufacturer

recommendations.

11


Epako School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

structural damage to the foundations

of the buildings.

Soil pollution Garbage, cement,

concrete, sewage,

chemicals, paints,

fuels, oils or any other

objectionable or

undesirable material.

All hazardous waste should be

transported to the municipal waste

site in Gobabis. Companies such as

the WESCO Group (Johannes Kruger:

081 1298 997) collect used oil from

construction sites and remove it to the

recycling plant in Walvisbay.

Under no circumstances should

cement be mixed on open soil. A

designated metal sheet should be

made available for this purpose.

In case of accidental spills, the

contaminated soil must be suitably

disposed of in a container for

hazardous waste.

Daily monitoring by

contractor.

Regular visual and

records inspection by

the RE.


recognised industry

standards and

equipment

manufacturer

recommendations.

Sand excavation sites Sand mining Sand for construction purposes should

be bought from local suppliers and

not excavated by the contractor. A

sufficient number of local suppliers

exist within Gobabis and excavations

at the expense of the client are

therefore not justified. This will also

minimise the impact on the

environment.

Knowledge on the

available suppliers in the

area.


recognised industry

standards and

equipment

manufacturer

recommendations.

12


Epako School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

2.2.2.2. Conservation of Conservation of Conservation of Conservation of vvvvegetationegetationegetationegetation

Areas on school

grounds with

insufficient shade

Insufficient trees or

vegetation on school

grounds.

A number of trees were planted on

the school ground to provide shade;

some of these are aliens such as the

Syringa and the Wonder tree. These

trees should preferably be replaced

(through a systematic process) with

indigenous species (e.g. Purple Pod

Terminalia trees).

No alien vegetation may be

introduced to the site in the form of

seeds or plants, for beautification of

office areas or any other purpose. All

plants brought onto the school ground

shall be cleaned at the site it was last

used, to avoid any seed or alien

vegetative material of plants from

germinating or taking root.

Photographic records of

site before construction

starts.

Regular review of

photographic records.

RE, Contractor, CC. Photographic

records.

CONSTRUCTION ACTIVITIES:

1.1.1.1. EstablishmentEstablishmentEstablishmentEstablishment of storage areaof storage areaof storage areaof storage area and site officeand site officeand site officeand site office on school groundon school groundon school groundon school ground::::

Negative impact on

the social and

ecological

environment

Stockpiling of

materials on site.

Fence off an area on the school

ground to be used as a site office and

storage area for materials and

equipment (e.g. wheelbarrows) used

during construction. Materials are to

Daily monitoring by

Contractor.

Regular visual and


the RE.

RE and Contractor. Knowledge on

recognised industry

standards and

equipment

manufacturer

13


Epako School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

be stored in a neat fashion.

Containers to store sensitive materials

such as cement, steel, glass and

ceramic products and consumables

will also be stationed within this area.

Under no circumstances may vehicles

be serviced within this area. It is

recommended that vehicles be

repaired at the various local

dealerships available in Rundu.

recommendations.

Stockpiles must be of a safe height of

less than 2m high and 45° slope angle.

Cement stacks must not be higher

than 1.5m.

Daily monitoring by

contractor.

Regular visual and


the RE.


recognised industry

standards and

equipment

manufacturer

recommendations.

This area should be demarcated by

means of a fence and access

controlled. No child should be

allowed within the boundaries of this

area. The contractor may appoint

someone from the construction team

to reside on this area and to act as a

security guard.

Daily monitoring by

contractor.

Regular visual and


the RE.

RE and Contractor. Security guard at all

times.

Foam fire extinguishers must be kept

on the storage site. Personnel should

be trained to handle and operate this

equipment.

Daily monitoring by

contractor.

Regular visual and


RE and Contractor. Safety equipment

such as fire

extinguishers.

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Epako School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

Large trees found within this storage

area should not be removed.

the RE.

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Epako School


2.2.2.2.2.2.2.2. POST POST POST POST ---- CONSTRUCTION CONSTRUCTION CONSTRUCTION CONSTRUCTION PHASEPHASEPHASEPHASE::::

Environmental

management impacts

requiring mitigation

Sources of

impacts

Mitigation measures Monitoring actions

and methods

Responsibility for

implementation

Resources required

for the

implementation

POST-CONSTRUCTION MONITORING & REHABILITATION:

Monitoring of constructed

facilities

Ineffectiveness of

constructed

facilities.

Monitoring of the following:

• Signs of erosion along newly

constructed facilities.

• Record of flooding.

• Functionality of septic tanks.

• Functionality of toilets.

• The safety and functionality of

electrical components.

Inspection of the various

components.

Contractor and

Engineer.

Periodical monitoring.

Decommissioning of

construction storage area

and site office

Abandoned

construction

facilities, failing to

remove

construction

material from the

storage area.

At the end of the project the

construction storage area and site

office must be returned as close as

possible to its natural status.

All temporary facilities including the

fence used for demarcation, excess

building materials and waste such as

domestic, construction and hazardous

waste should be removed from this

site.

The contractor should

accept responsibility for

the decommissioning of

the construction storage

area and site office.

The environmental

consultant to monitor.

Contractor, RE, CC. Tools required for the

removal of heavy

materials.


Epako School


LIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICESLIST OF APPENDICES

Appendix A: Species list of all trees occurring on the school ground of Epako

Junior Secondary School.

Appendix B: MCA 47 School Project – work package initiation meeting at

Epako Junior Secondary School.


Epako School


APPENDIX APPENDIX APPENDIX APPENDIX A:A:A:A: SPECIES LIST OF ALL TREES OCCSPECIES LIST OF ALL TREES OCCSPECIES LIST OF ALL TREES OCCSPECIES LIST OF ALL TREES OCCURRING URRING URRING URRING ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF EEEEPAKOPAKOPAKOPAKO JUNIOR JUNIOR JUNIOR JUNIOR SECONDARYSECONDARYSECONDARYSECONDARY SCHOOL SCHOOL SCHOOL SCHOOL

Scientific Name Common Name Status

Acacia erioloba Camelthorn Indigenous – protected

Eucalyptus camaldulensis Red gum Alien

Fadherbia albida Ana tree Indigenous – protected

Jacaranda mimosfolia Jacaranda Alien

Lantana camara Lantana Alien invassive

Leucaena leucocephala Wonder tree Alien invassive

Melia azedarach Syringa Alien

Mundulea sericea Kork bush Indigenous- not protected

Olea europea _ africana Wild olive Indigenous –not protected

Phoenix reclinata Wild date palm Indigenous – not protected

Piliostigma thonningi Camel’s foot Indigenous – not protected

Pinus halepensis Aleppo pine Alien

Prosopis glandulosa Glandular mesquite Alien invassive

Schinus molle Pepper tree Alien

Schinus terebinthifolius Brazilian pepper tree Alien

Terminalia sericea Silver cluster leaf Indigenous –not protected

Widdringtonia nodiflora Mountain cypress Alien


Epako School


APPENDIX B:APPENDIX B:APPENDIX B:APPENDIX B: MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT ---- WORK WORK WORK WORK PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT EPAKO JUNIOR EPAKO JUNIOR EPAKO JUNIOR EPAKO JUNIOR SECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOL

DATE: MONDAY, 14 JUNE 2010

VENUE & TIME: EPAKO SCHOOLGROUND, 15:00

INTRODUCTION AND WELCOMING (ENVIRO DYNAMICS)

*The meeting was conducted in Afrikaans.

Introduction and welcoming (Mr Makgone: Principal).

The principal welcomed everyone present and handed the floor to the Omaheke

Region Education Planner (Mr. Mungunda). Mr. Mungunda explained to the

community that 47 schools throughout Namibia have been selected. These 47

schools will be assisted by MCA Namibia and will be upgraded. He also mentioned

that Epako JSS is one of the 47 selected schools.

Mr. Mungunda then handed the floor to Eloise Carstens who presented on behalf of

the MCA team.

Words of welcome were expressed by the MCA team (Eloise Carstens). Mrs.

Carstens then introduced the team of consultants to the community. She gave

those attending the meeting a brief background of MCA Namibia and its affiliation

with the Namibian government.

It was also explained to the community that this meeting will consist of two parts:

(a) the development that will take place at the school - presented by the

architects/engineers; and

(b) the election of a committee to represent the community led by Enviro

Dynamics.

The architects/engineers were then formally given the opportunity to present.


Epako School


ARCHITECTS/ENGINEERS PRESENTATION (HUGO SCHEEPERS ARCHITECTS)

Presentation delivered by Hugo Scheepers (Hugo Scheepers Architects).

Mr. Scheepers explained to the community that the architects and engineers are

part of the technical team working on the project and that it is an honour to be

present at the school. He then introduced the engineers and elaborated on their

field of study.

It was explained to the community that the presentation will deal with the facilities

that will be constructed on the school ground as well as the renovations that will be

made.

The process of needs assessment was described and made clear to the community

and that MCA revised the school’s original needs assessment due to financial

constraints. The facilities proposed earlier might be less than what will be

constructed at the school.

New facilities to be constructed at the school:

• Science lab

• 1 extra office will be added to the admin block

• 1 Ablution block

• Fences and gates

• Walkways linking all facilities

Renovations will also take place. All classrooms will be renovated where necessary,

the existing ablution block, the administration block, water and electrical systems will

be renovated and upgraded. Mr. Scheepers mentioned that construction activities

will most likely start early next year (2011) and that approximately N$3.2 million will be

available for development.

QUESTION/COMMENTS

No. Date Question/Comment/Request Response

1 14/06/2010 We thought we are going to be provided

with extra classrooms to accommodate Gr.

12 as well.

No funds were available for extra

classrooms. The number of

classrooms needed per school is

calculated according to the ratio

of 35 learners per classroom. Due

to budgetary constraints, no extra

classrooms could be provided.

- Hugo Scheepers

2 14/06/2010 There is a need for classrooms as we have in Noted.


Epako School



the meantime added Gr. 11 and propose to

add Gr. 12 as well. We are just mentioning

this need. We are also in need of a school

hall as we are currently making use of the

community hall for examination purposes. If it

could please receive attention if money is still

left over, it will be appreciated.

- Principal Makgone

3 14/06/2010 Our current computer laboratory is very small.

We have computers, but they are stored in

boxes. We cannot make use of them as we

have insufficient space.

We take note and will bring it

under the attention of MCA

Namibia.

Mrs. Carstens thanked the community for actively partaking and then excused the

architects and engineers so as to continue with electing the committee.

COMMITTEE ELECTION (ENVIRO DYNAMICS)

It was explained to the community that there is a need for them to participate and

be involved within this project.

The role of the committee was explained and also what bodies the committee must

consist of. The community was enlightened that the committee will serve as a

communication channel between the contractor and the community. Any

complaints from the community, with regard to construction, will be raised and

diverted to the committee who will then convey the message to the contractor.

Avoiding a situation where the contractor is directly confronted by the community.

The committee will also be responsible for ensuring that the community participates

in the workshops that will be organised by the contractor and also to attend monthly

site meetings when construction starts. It was also mentioned to the community that

there might be jobs available for unskilled workers, as the contractor will be advised

to make use of the local community as far as possible where unskilled labour is

concerned.

The nomination and voting process was then explained to the community. It was

also explained that the committee is non-beneficial and voluntary but that it will not

interfere with their work if they are employed. It was also mentioned that two or

more women should serve on the committee, as MCA Namibia has a very strict

gender policy. The election then took place where people were nominated,

seconded and voted/elected by the community.


Epako School


Committee: Mr. Makgone (Principal)

Ms. Sara Araes (School Board)

Ms. Mathilde Naodoes (Community)

Mr. E. Kandetu (Traditional Leader)

Mr. Phillip Garus-oab (Youth Leader)

Community was urged to make use of their committee when problems arise, if these

problems are related to the project.

GREETINGS AND WORDS OF THANKS

Words of thanks from the MCA team to the community for attending, as well as the

representatives from the Ministry of Education (Eloise Carstens).

On behalf of the community and the school, the MCA team and Ministry of

Education representatives were also thanked for the development that will be

taking place and for attending the meeting. The meeting attendants were also

thanked for their presence (Principal Makgone).

The community was then courteously dismissed and the newly elected committee

was asked to stay behind in order to complete the questionnaire.

SEE ATTACHED SEE ATTACHED SEE ATTACHED SEE ATTACHED DOCDOCDOCDOCUMENT FOR ATTENDANCE REGISTERUMENT FOR ATTENDANCE REGISTERUMENT FOR ATTENDANCE REGISTERUMENT FOR ATTENDANCE REGISTER




Lead Lead Lead Lead ConsultantConsultantConsultantConsultant: Environmental: Environmental: Environmental: Environmental





PackagePackagePackagePackage 3333 –––– LotLotLotLot 2222

Gustav Kandjii Secondary SchoolGustav Kandjii Secondary SchoolGustav Kandjii Secondary SchoolGustav Kandjii Secondary School


Final


Enviro Dynamics cc

P O Box 4039

Windhoek

Namibia

01 February 2011


Daniels.

Norman van Zyl

Tel: (061) 223336



site lay-outs.







i


Gustav Kandjii School





1.2. LOCALITY ......................................................................................................................................1




2. ENVIRONMENTAL MANAGEMENT PLAN .......................................................................... 11

2.1. CONSTRUCTION PHASE: .......................................................................................................... 11


ii





Figure 1: Road Map indicating the nine schools of Package 3. ................................. 2



Table 1: Proposed Facilities to be built at Gustav Kandjii Secondary School. ......... 3

Table 2: Baseline description of the Gustav Kandjii school ground based on site

assessments. ........................................................................................................... 6

Table 3: Communication Register of meetings held with the affected

communities. .......................................................................................................... 8


Appendix A: Species list of all trees occurring on the School ground of Gustav

Kandjii Junior Secondary School.


Gustav Kandjii Junior Secondary School.

iii




ABBREVIATIONS AND ACABBREVIATIONS AND ACABBREVIATIONS AND ACABBREVIATIONS AND ACRONYMSRONYMSRONYMSRONYMS












uPVC Unplasticised Polyvinyl Chloride

1

















Section 1: Generic EMP Component describing the general environmental conditions










Located within the rural town of Otjinene (S21˚07’19.0”, E18˚45’52.0”) in the

Omaheke Region, Gustav Kandjii Junior Secondary School forms part of the east

and east-central Package and is included in Package 3 of the MCA program. The

school falls under the Otjinene Constituency (Figure 1).

2





3





At present, Gustav Kandjii Junior Secondary School consists of four classroom blocks

amounting to 14 classrooms, one storeroom and three specialist classrooms (Figure

2). Other facilities located on the school ground include an ablution block,

administration block and a garden.

A flagpole and parking space are also present.

Although the school ground is fenced in, the fence is in a poor condition, providing

very little security to the school.

Renovations:

All existing school buildings will be renovated where necessary. Renovations include

repairing and replacing broken windows, doors, ceilings and damaged floors. All

buildings will also be repainted. The sewer line will be upgraded as well as the

ablution block. Since the fence is in poor condition, this too will be repaired and/or

replaced.

Two existing classrooms will be upgraded and converted into two specialist

classrooms, i.e. a computer lab and science laboratory. Buildings will be provided

with new aprons and existing walkways will be repaired.

Construction:

The facilities in Table 1 have been proposed to be built at Gustav Kandjii Secondary

School after a need assessment was done by MCA and the Engineers/Architects.

The preliminary location of proposed facilities is shown in Figure 2.

Table 1: Proposed Facilities to be built at Gustav Kandjii Secondary School.


Extension of current administration block

Water storage

Site Works:

Low lying areas are found in front of the administration block and between

classroom blocks. These areas will be raised to prevent or divert floods at the school

4




facilities. Erosion along aprons or foundations of buildings will be addressed by

adding additional soil to the eroded areas.

Water Storage:

Elevated water tanks will be constructed for the storage of water. These will consist

of one or more 10m³ uPVC tanks.

Lot 2

Gustav Kandjii/Site Plan/S01KUSTAV KANDJII COMBINED SCHOOL

(OMAHEKE REGION)

GUSTAV KANDJII SITE PLAN

SITE PLAN

Project Name:

School Name:

Drawing Title: Module: Approval for Omugongo: Approval for MCA:

Approval Date: Approval Date:

Project No.:

Scale:

Drawing No.:

Drawn:


WITHIN THE EDUCATION QUALITY ACTIVITY

MLA-W09/1531

1:500 TCL

1 4 3 0 . 8 5

1 4 2 9 . 3 0

= 1 4 3 0 . 3 1M H

M H

= 1 4 2 9 . 6 8

M H

= 1 4 2 9 . 8 9M H

1 4 3 0 . 4 1

M H

I L = 1 4 2 9 . 0 3

= 1 4 2 8 . 7 7I L

= 1 4 2 8 . 7 5I L

= 1 4 2 8 . 9 6I L

= 1 4 2 9 . 3 5I L

= 1 4 2 9 . 5 1I L

14 29.87FL R

14 30. 47FL R

14 29.85FL R

14 30. 01FL R

1 4 2 9 . 5 6M H

1 4 2 9 . 2 1

M H

1 4 3 0 . 4 1

B M 2 .

= 1 4 3 0 . 7 1M H

= 1 4 2 9 . 9 5I L

= 1 4 2 9 . 3 7M H

1 4 2 9 . 4 4

T A P

M H = 1 4 2 9 . 8 8

= 1 4 3 0 . 5 2M H

= 1 4 3 0 . 5 7M H

= 1 4 2 9 . 7 3I L

= 1 4 2 9 . 0 6I L

= 1 4 2 8 . 8 9I L

14 30.28FL R

= 1 4 3 0 . 8 5M H

= 1 4 3 0 . 0 9M H

B M 1

wm

= 1 4 3 0 . 3 5

FL R

14 30. 47

I L = 1 4 2 9 . 1 2

= 1 4 2 9 . 6 0M H

= 1 4 2 8 . 5 8

I L

= 1 4 2 8 . 3 7I L

14 29. 93FL R

= 1 4 2 9 . 4 7M H

weather station

Guardhouse

Erf boundary

Erf

boundary

B M 3

New Ex tention t o

Sfaff Room

NEW A

PRON

NEW A

PRON

NEW A

PRON

NEW A

PRON

Renovate Clas sroom

Renovate Clas sroom

Renovate Clas sroom

Renovate Build ing

Renovate Build ing

Renovate Building

No

Intervent ion


6





A full description of the environmental conditions on the Gustav Kandjii school

ground together with aspects that need to be considered during the construction is



Table 2: Baseline description of the Gustav Kandjii school ground based on site assessments.


FEATURE DESCRIPTION

Drainage Gustav Kandjii has a flat landscape and most of the ground is

covered with natural growing grasses with a few bare patches

between the classroom blocks, at the entrance gate and in front of

the administration building. The school ground gently slopes towards

the southern boundary. The soil on the school ground is mainly

sandy.

Water sources and usage There are no open water sources near the school. The Otjinene

community as well as the school get their water from boreholes

supplied by NamWater. MoE pays for the water use at the school.

Found at depths of more than 70m below the ground surface,

groundwater in this area is prone to over-extraction. The contractor

should therefore establish an agreement with the school in terms of

water usage during construction.

Surface run-off The school has never been flooded before. Water only gathers on

open spaces between the classrooms and in front of the

administration block. The school hostel is located outside of the

northern boundary of the school ground. The topography of this

area is slightly higher than the rest of the school ground, causing run-

off from the hostel to form natural drainage channels across the

school ground that promotes erosion.

Protected trees Acacia erioloba is a protected tree that grows naturally on the

hostel grounds, bordering the northern fence of the school ground.

For a complete list of trees and their conservation status refer to

Appendix A.

Shade Few trees occur on the school ground and unfortunately most of

these trees are planted alien or alien invasive trees such as Seringa

(Melia azedarach). Larger indigenous trees such as Camel thorn

(Acacia erioloba) are found outside the current school fence, on

hostel ground, and are also used by the children for shade. The

principal and teachers need to be enlightened on the dangers that

alien invasive trees can pose. Common dangers associated with

alien and alien invasive plant species include the poisoning of

livestock and humans and invasion of surrounding habitats that are

currently dominated by indigenous plants.

Archaeology Otjinene has two historical sites of importance. The first is Ngauzepo,

a Camel thorn tree on which the Herero’s were hung by the

7





FEATURE DESCRIPTION

Germans, and the second is Ozombuzovindimba which is situated

approximately 4km north of Otjinene. A graveyard is also situated

500 meters north-east of the school.

Although it is not foreseen that the construction activities at the

school will interfere with these archaeological sites, it is important

that the contractor takes note of its location when considering the

location of the construction camp.

ASPECTS TO BE CONSIDERED DURING CONSTRUCTION

ASPECT DESCRIPTION

Waste management Currently the school makes use of a local contractor to remove

waste from the school ground. The cost of this service is carried by

MoE. Mowed grass from the school is burnt in the south-western

corner of the school ground.

The school makes use of flushing toilets but during the site assessment

it was noticed that the toilets are blocked and can therefore

currently not be use. Learners are thus forced to make use of toilets

at the hostel.

Location of the construction

camp

The location of the construction camp site will be established during

the site-handover site visit when the contractor will be available to

accompany the team. The exact location will depend on further

consultation with the headman/traditional authority, school principal

(if in close proximity of the school) and affected members from the

community. The location will be based on the requirements set out

in the EMP.

Security issues The school is fenced off and has two gates which are locked after

hours. The fence is however in a very poor condition and is not

sufficient to prevent intruders from coming onto the school ground

and exercise theft. Although a security guard stands guard on the

school ground during the night, the school has had problems with

thieves in the past when some computers were stolen from the

school.

Land conflict/issues No land use or ownership issue occur on the site.

Land use outside the school

fence

Some community houses are located approximately 700m west of

the school and the staff accommodation is situated 100m north of

the school. The area south and east of the school property is open

space.

Roads A track road connects the school to Otjinene. The present road

passes through a settlement and is utilised by children, animals and

vehicles. No safety signs or pedestrian crossings are located on this

road.

Dust generation The school ground is mainly covered with sparse natural-growing

grasses with patches of bare ground between the classrooms. Dust

is not an existing problem but dust control measures should be kept

in mind when construction starts.

8





During a Community Consultation Meeting held at Gustav Kandjii Junior Secondary

School on the 15th of June 2010 (Table 3), 14 members from the Otjinene community

attended, consisting primarily of parents, members of the school board and

teachers. The attendees were informed by the architects and engineers on the lay-

out of the proposed facilities on the school ground after which they were given the

opportunity to raise their concerns and questions regarding the construction of these

facilities.





schools

Omaheke Habitat Research

and Development

Centre, Katutura

Community consultation and site visit

15 June 2010 10:00 – 13:00 Gustav Kandjii

JSS

Omaheke Gustav Kandjii

School ground

Due to the fact that so few members from the community attended the community

consultation meeting, it was suggested that the committee be elected at a

following parents meeting under the supervision of the school’s management. The

function and the responsibilities of the committee were explained to the chair of

school board and the principal, who conveyed the message to the elected

committee. Once the committee was elected, the following names of the elected

committee were forwarded to the environmental consultant:

Mr. Ismael Kazondanga (Principal)

Mrs. Alpha Katjatenja (School Board)

Mr. Gerson Mukungu (Community Representative)

Mr. J.T. Putuaota (Traditional Authority)

Ms. Charlotte Tjirera (Youth Leader)

9









at workshops)






















community.





applicable).





• The CC with the guidance of the local headman/traditional authority will

point out possible locations for the construction campsite.

10





11




2.2.2.2. ENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEMENT PLANMENT PLANMENT PLANMENT PLAN


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation



Trespassing on

nearby private

property


construction team.



of the construction team to wander

onto private property adjacent to the

school ground, without permission of

the owners.

CC to give feedback


at site meetings.






between the classroom blocks on the

school ground and on the drainage

channel in front of the administration

building.

RE to evaluate on site

and provide the

contractor with

instructions on how to

rectify.

Contractor Knowledge on

recognised industry

standards and

equipment

manufacturer

recommendations.

12




Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

2.2.2.2. Water abstraction and supplyWater abstraction and supplyWater abstraction and supplyWater abstraction and supply

Groundwater

contamination

Clogged toilet

facilities.

Existing ablution facilities on the

school ground are not functional,

rendering the use of these facilities as

unusable. This should be repaired as

soon as possible.

Any new leaks should be

reported to the

contractor and repaired

as soon as possible.

Contractor,

Engineer

Materials needed for

fixing the pipe.


Areas on school

grounds with

insufficient shade

Insufficient trees or

vegetation on school

grounds.




Red Gum and the Pepper tree. These

trees should preferably (through a

systematic approach) be replaced

with indigenous species (e.g. Kalahari

apple leaf).





plants brought onto the school

ground shall be cleaned at the site it

was last used, to avoid any seed or

alien vegetative material of plants

from germinating or taking root.



starts.

Regular review of



records.

13




Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

4.4.4.4. Historical, archaeological and cultural Historical, archaeological and cultural Historical, archaeological and cultural Historical, archaeological and cultural heritage:heritage:heritage:heritage:

Disturbance or

damage to historical,

archaeological or

cultural heritage

Movement of vehicles

or people across

heritage site.

Although it is not foreseen that the

construction activities at the school will

interfere with the archaeological sites in

the area (see baseline table), it is

important that the contractor takes note

of its location when considering the

location of the construction camp,

ensuring that construction workers do

not unnecessarily enter, damage or

destroy the area.

In the event of the Contractor finding

a grave site or any other object or

structure that could be of possible

archaeological or historical

importance, work in that area is to be

stopped immediately and the RE

contacted for further instructions.

Inspection before civil

works is executed in a

particular area. Written

and visual records report

Contractor. Knowledge of the

location of these sites.


1.1.1.1. Establishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school ground

Negative impact on

the social and

ecological

environment

Stockpiling of

materials on site.






Daily monitoring by

Contractor.

Regular visual and


the RE.


recognised industry

standards and

equipment

manufacturer

14




Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation











recommendations.


less than 2m high and 45° slope

angle. Cement stacks must not be

higher than 1.5m.

Daily monitoring by

Contractor.

Regular visual and


the RE.


recognised industry

standards and

equipment

manufacturer

recommendations.








security guard.

Daily monitoring by

contractor.

Regular visual and


the RE.


times.




equipment.

15




Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation



16





Environmental

management impacts


Sources of

impacts


and methods

Responsibility for

implementation

Resources required

for the

implementation



facilities

Ineffectiveness of

constructed

facilities.










components.

Contractor and

Engineer.


Rehabilitation of sand

excavation site

Unrehabilitated,

open sand

excavation sites.

Post extraction:

• The time between extraction and

rehabilitation should be minimized

so that rehabilitation becomes a

continuous process from the start of

the excavation.

• The excavation site should be

restored to resemble the surrounding

natural landforms. Remnant soil and

dead vegetation should be

backfilled to create a flat (or as flat

as possible) landform similar to the

original pre-extraction landform. No

slopes exceeding a 30˚ angle should

remain at the site after

rehabilitation.

Monitoring of and

reporting on the

rehabilitation process by

the contractor and the

RE.

Periodical monitoring by

the environmental

consultant.

Contractor, RE.

Monitoring by

environmental

consultant.

Report by the

contractor/RE

reporting on the

rehabilitation process.

17




Environmental

management impacts


Sources of

impacts


and methods

Responsibility for

implementation

Resources required

for the

implementation

• The stockpiled topsoil will be

returned to all areas disturbed

during extraction ensuring that it is

spread evenly across the site.

• Weed management will be the

single dominant maintenance

requirement following progressive

rehabilitation. Alien weed species

such as the white-flowered Mexican

poppy (Argemone ochroleuca

subsp ochroleuca) and Downy thorn

apple (Datura innoxia) are known to

easily establish on disturbed areas.

These should be eradicated on

continuous bases by burning the

entire plant or by removing the

seedlings. The adult plants should

not be removed by hand or spade

as this aids in the spreading of the

seeds.

• All excavation sites must be ripped

where compaction has taken place

to re-establish a succession of

indigenous vegetation on the area.

• The rehabilitated area should be

clearly demarcated and vehicles or

people should be allowed to move

across the rehabilitated area until

vegetation has re-established on the

area.

18




Environmental

management impacts


Sources of

impacts


and methods

Responsibility for

implementation

Resources required

for the

implementation

Decommissioning of

construction camp and

site office

Abandoned

construction


remove campsite

construction

material.


construction camp site and site office

must be returned to as close as

possible to its natural status:

• At the start of the decommissioning

process the contractor should hold

discussions with the local community

to determine any future plans for the

use of this site e.g. community

gathering point or pensioner’s

payout point.

• All temporary facilities, excess

building materials and waste

including domestic, construction

and hazardous waste should be

removed from this site.

• Should the community prefer that

this site be restored to its natural

status the compacted bare ground

should be ripped to enhance the re-

establishment of vegetation on this

area.




the construction camp

and site office.

The environmental



removal of heavy

materials.





Appendix A: Species list of all trees occurring on the School ground of Gustav

Kandjii Junior Secondary School.


Gustav Kandjii Junior Secondary School.




APPENDIX A:APPENDIX A:APPENDIX A:APPENDIX A: SPECIES LSPECIES LSPECIES LSPECIES LIST OF ALL TREES OCCURRING IST OF ALL TREES OCCURRING IST OF ALL TREES OCCURRING IST OF ALL TREES OCCURRING ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF ON THE SCHOOL GROUND OF GUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJII JUNIORJUNIORJUNIORJUNIOR SECONDARYSECONDARYSECONDARYSECONDARY SCHOOL SCHOOL SCHOOL SCHOOL


Acacia erioloba Camelthorn Indigenous – Protected

Eucalyptus camaldulensis Red gum Alien

Mundulea sericea Kork bush Indigenous


Callistemon viminales Weeping bottlebrush Alien

Philenoptera nelsii Kalahari apple leaf Indigenous

Solanum lichtensteinii Bitter apple

Aloe ferox Bitter aloe




APPENDIX APPENDIX APPENDIX APPENDIX BBBB:::: MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT ---- WORK WORK WORK WORK PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT GUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJIIGUSTAV KANDJII JUNIOR SECONDARYJUNIOR SECONDARYJUNIOR SECONDARYJUNIOR SECONDARY SCHOOLSCHOOLSCHOOLSCHOOL

DATE: TUESDAY, 15 JUNE 2010

VENUE & TIME: GUSTAV KANDJII SCHOOL GROUND, 10:00


Introduction and welcoming (Mr Kazondanga: Principal).

The meeting was opened with prayer by Mr. Tjetjinda. The principal handed the

floor to the Regional Councillor, Mr. Toromba, who welcomed all those attending

the meeting. He noted that the visit is of paramount importance, bringing

Government closer to the people. He also noted that everyone wants to see

tangible development and improvement at the school. He then urged the Gr. 10

teachers and also motivated them to increase their efforts to improve the standard

of education.

All people attending the meeting were then given an opportunity to introduce

themselves.

The principal then handed the floor to Eloise Carstens who presented on behalf of

the MCA team.




with the Namibian government. She also enlightened the community on the 47

schools project run by MCA Namibia and that Gustav Kandjii JSS is one of the 47

schools that will be upgraded by this project.


(a) the development that will take place at the school which will be presented

by the architects/engineers; and


Dynamics.





ARCHITECTS/ENGINEERS PRESENTATION (LITHON CONSULTANTS)

Presentation delivered by Martin van der Merwe (Lithon Consultants).

Mr. Van der Merwe explained to the community that the architects are part of the

technical team working on the project and that it is an honour to be present at the

school.



made.


and also that MCA revised the school’s original needs assessment due to financial




• The current administration block will be extended

• Two existing classrooms will be converted into a science laboratory and a

computer room.

Renovations will also take place. The existing buildings will be renovated where

necessary. The fence will be repaired, the sewer line will receive attention and the

school will be repainted.

Mr. van der Merwe mentioned that construction will most likely start early next year

(2011).

QUESTION/COMMENTS


1 15/06/2010 Will the hostel not receive any attention? We are instructed only to focus on

the school, not the hostel facilities.

2 15/06/2010 What about the ablution block? The number of ablution blocks

needed is derived from a formula.

The number of learners enrolled at

the school does not prompt

another ablution block. We can,

at present, only look at renovating

the existing one. If the number of

learners increases, we can

motivate the need.





3 15/06/2010 What about upgrading the school to

accommodate Gr. 11 and 12?

We see and note the need. This

information will be presented to

MCA. When Gr. 11 and 12 is

implemented and the number of

learners increases, please make a

proposal to MoE. MCA based its

calculations on the number of

learners enrolled at the school.

4 15/06/2010 At present, we have 3 primary schools. Two

of these have 600 learners and the third

accommodates 150-200 learners. The

problem is that the school does not have Gr.

11 and 12 and that is why the number of

learners at the school is only 350. Parents

rather take their children to schools that have

these 2 grades to get accustomed to the

school environment. When the school starts

implementing Gr. 11 and 12, the number of

learners enrolled is expected to rise

significantly.

Noted.

5 15/06/2010 Can you perhaps give us an indication of the

budget allowance for this school?

N$2.5 million.

6 15/06/2010 Will N$2.5 million be sufficient only for what

you have mentioned?

Yes, we aim to provide quality

work. The electrical work is quite

expensive.

7 15/06/2010 Will it not be possible to build 2 extra

classrooms?

If funds are available, we will make

a proposal to MCA Namibia.

8 15/06/2010 Did you consider the needs of the school with

the development that you are proposing?

Yes, initially we tried to do just that.

We aim to extend the science and

computer skills of the school, since

it has been highlighted as a need.

9 15/06/2010 Comment: The client looks at the number of

enrolled learners. For every 35 learners, 1

classroom is sufficient. This is according to

MCA and MoE guidelines. We realise your

concern. If you extend your curriculum to Gr.

11 and 12, more facilities will be needed. But,

currently the number of learners at this school

does not prompt for extra classrooms to be

built.

- Martin Van der Merwe

10 15/06/2010 I am just mentioning that I support the

councillor. Would it not be wise to extend the

school?

We have been directed by our

client. We cannot decide for the

client, their decision is final, but we

will mention it to them. Please

understand the risk. If they extend

the school, they might have to

take funds from another school,

possibly leaving other learners

without classrooms.





architects and engineers so as to continue with electing the committee.



be involved with this project.





diverted to the committee who will then convey the message to the contractor

thereby avoiding a situation where the contractor is directly confronted by the

community.



site meetings, as and when construction starts.



interfere with their work if they are employed. It was conveyed to the community

that MCA Namibia has a very strict gender policy. Therefore, two or more women

should serve on the committee.

Since only a few members of the community attended the meeting, Mr. Mungunda

(Education Planner) suggested that the election of the committee should be left in

the hands of school management. The school will then inform the consultants at a

later stage who serves on the committee. The following names were later received

from the school. These are the people elected to serve on the committee:

Committee: Mr. Ismael Kazondanga (Principal)

Mr. Alpha Katjatenja (School Board)

Mr. Gerson Mukungu (Community)

Mr. J.T. Putuaota (Traditional Leader)

Ms. Charlotte Tjirera (Youth Leader)




The community was urged to make use of the committee when problems arise, if

these problems are related to the project.



representatives from the Ministry of Education (Eloise Carstens). The meeting was

closed with prayer. The principal was asked to remain behind, in order to complete

the questionnaire.

SEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTER




Lead Lead Lead Lead ConsultantConsultantConsultantConsultant: Environmental: Environmental: Environmental: Environmental





PackagePackagePackagePackage 3333 –––– Lot Lot Lot Lot 2222

RietquelleRietquelleRietquelleRietquelle Junior Secondary SchoolJunior Secondary SchoolJunior Secondary SchoolJunior Secondary School


Final


Enviro Dynamics cc

P O Box 4039

Windhoek

Namibia

01 February 2011


Daniels.

Norman van Zyl

Tel: (061) 223336



site lay-outs.







i


Rietquelle School





1.2. LOCALITY ......................................................................................................................................1




2. ENVIRONMENTAL MANAGEMENT PLAN ............................................................................ 9

2.1. CONSTRUCTION PHASE: .............................................................................................................9


ii


Rietquelle School



Figure 1: Road Map indicating the nine schools of Package 3. .................................. 2



Table 1: Proposed Facilities to be built at Rietquelle Junior Secondary School. ..... 3

Table 2: Baseline description of the Rietquelle school ground based on site

assessments. ........................................................................................................... 5

Table 3: Communication Register of meetings held with the affected

communities. .......................................................................................................... 7


Appendix A: Species list of all trees occurring on the School ground of

Rietquelle Junior Secondary School.



iii


Rietquelle School


ABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMSABBREVIATIONS AND ACRONYMS












1


Rietquelle School















Section 1: Generic EMP Component described the general environmental conditions










Located approximately 180km south of Gobabis (S23˚38’36.0”, E19˚22’31.0”) in the

Omaheke Region, Rietquelle Junior Secondary School forms part of the east and

east-central group and is included in Package 3 of the MCA program. The school is

within the rural town of Aminius and falls under the Aminius Constituency (Figure 1).

2


Rietquelle School



3


Rietquelle School



At present, Rietquelle Junior Secondary School consists of four classroom blocks

amounting to 20 classrooms and a three-roomed storeroom block (Figure 2). One of

the 20 classrooms is presently not in use. An administration block is present as well as

one ablution block.

Although the school ground is fenced, the fence is not in a good condition,

providing very little security to the school.

Renovations:

All existing school buildings will be renovated, including the toilet block and

administration block. Renovation will also include the transformation of two existing

classrooms into a computer room and a science laboratory. The school will further

be provided with walkways and the perimeter fence and electrical system will be

upgraded.

Construction:

The facilities in Table 1 have been proposed to be built at Rietquelle Junior

Secondary School after a need assessment was done by MCA and the

Engineers/Architects. The preliminary location of proposed facilities is shown in

Figure 2.

Table 1: Proposed Facilities to be built at Rietquelle Junior Secondary School.


Ablution block

Site Works:

Low lying areas on the school ground will be raised to prevent or divert floods at the

school facilities. Erosion along aprons or foundations of buildings will be addressed

by adding additional soil to the eroded areas.

Lot 2

RIETQUELLE SITE PLAN

RIETQUELLE COMBINED SCHOOL

(OMAHEKE REGION)

Rietquelle/Site Plan/S01SITE PLAN

Drawn:

Drawing No.:

Scale:

Project No.:

Approval Date:Approval Date:

Approval for MCA:Approval for Omugongo:Module:Drawing Title:

School Name:

Project Name: 1:250

MLA-W09/1531


WITHIN THE EDUCATION QUALITY ACTIVITYTCL

1212.55=1213.13MH

=1212.14MH

1212.44

FLR

1212.93

FLR

1213.23

FLR

=1212.94MH

=1212.17

MH

=1211.78

=1211.39

IL

=1211.67

IL

1212.65

FLR

1212.55

FLR

1212.36

FLR

=1211.57IL

=1211.24IL

1212.39

FLR

IL

=1212.41IL

=1212.54IL

1212.89

1211.87

BM2

=1211.92MH

=1212.04

MH

=1212.44

MH

BM1

IL

1212.65

BM3

Gate

=1212.32

Overhead powerline

Overhead powerline

1212

- 41700 Y

+ 184100 X

E

Gate

Renovate Classroom

Replace Concrete

Slab

New W

alkw

ay

New Water

Fountain

New Razor Mesh Fence 96,30m

New R

azor M

esh F

ence 84,6

0mNew Man Hole

New R

azor M

esh F

ence 84,60m

New Razor Mesh Fence 100m

Renovate

Toilet

New W

alkw

ay

Renovate

Building

Renovate Admin

Block

Renovate Classroom

Renovate Classroom

Renovate Classroom


5


Rietquelle School



A full description of the environmental conditions on the Rietquelle school ground

together with aspects that need to be considered during the construction is



Table 2: Baseline description of the Rietquelle school ground based on site assessments.


FEATURE DESCRIPTION

Drainage The school ground comprises of a relatively flat, bare landscape with

stony-gravel to loose sandy soil. The area is sparsely covered with

natural growing grasses. There is no particular point on the school

ground where water collects after rain. Infiltration of rainwater is

higher on the area due to the loose sand. Some signs of erosion are

however visible along the foundations of the school buildings.

Water sources and usage There are no open water sources near the school. The supply of

water at Rietquelle comes from a borehole situated 1.5 km east of

the school. According to Christelis & Struckmeier (2001)1

groundwater in the Aminius area is located very deep below the

ground surface (186m below the ground level) and the production

rate of boreholes are not very high (86 Tm³/a). This implies that water

is a scarce and particularly valuable commodity in this area and

that it should be used sparingly. Nonetheless, some signs of water

wastage such as standing water under taps and running water in

toilets are visible on the school ground. A broken pipe behind the

toilets also has a rather extensive leak which should be fixed as soon

as possible. The contractor and the school management should

come to an agreement regarding the payment of water used by the

construction team during the project.

Surface run-off The school has never had problems with flooding. Due to the rapid

infiltration of rainwater in this area, water does not collect anywhere

on the school ground.

Protected trees Shepherd’s tree (Boscia albitrunca) is one of the protected trees that

grow naturally on the school ground. For a complete list of trees

found on the school ground as well as their conservation status, refer

to Appendix A.

Shade Shade is not a problem at the school as a sufficient number of trees

occur on the school ground. Unfortunately most of these trees are

planted alien or alien invasive trees such as the Wonder tree

1 Christelis, G & Struckmeier, W. 2001. Groundwater in Namibia: An explanation to the Hydrogeological Map. Department of Water Affairs, Windhoek, Namibia.

6


Rietquelle School



FEATURE DESCRIPTION

(Leucaena leucocephala). The principal and teachers need to be

enlightened on the dangers that alien invasive trees can pose

including the poisoning of livestock and humans and invasion of

surrounding habitats that are currently dominated by indigenous

plants.

Archaeology There are no archaeological or historical places near the school.

ASPECTS TO BE CONSIDERED DURING CONSTRUCTION

ASPECT DESCRIPTION

Waste management Waste is collected three times a week from the school by a

contracted person from the local community. The poorly distributed

dust bins on the school ground look very old but waste management

did not seem to be a problem at the school. Recommendations

with regard to waste management during the construction period

are addressed in the generic EMP.

Location of the construction

camp

The location of the construction camp site will be established during

the site-handover site visit when the contractor will be available to

accompany the team. The exact location will depend on further

consultation with the headman/traditional authority, school principal

(if in close proximity of the school) and affected members from the

community. The location will be based on the requirements set out

in the EMP.

Security issues The fence surrounding Rietquelle school ground is in a poor

condition. There is one lockable gate, which is locked after school

hours but the fence is not sufficient to prevent intruders from coming

onto the school ground and exercising theft.

Land conflict/issues No land conflict or ownership issue occur on the site.

Roads An existing gravel road provides access to the school. This road is

utilised by children, animals (especially cattle) and vehicles. No

speed reduction signs and pedestrian crossings exist at the entrance

of the school.

Dust generation The school ground is mostly bare with sparse naturally growing

grasses only partially covering the soil along the western boundary of

the school ground. Although dust is not currently a problem, dust

control measures should be kept in mind when construction starts.


During a Community Consultation Meeting held at Rietquelle Junior Secondary

School on the 14th of June 2010 (Table 3), 50 members of the Aminuis community

attended, consisting primarily of parents, members of the school board and

teachers. During the meeting the community was informed by the architects and

engineers on the lay-out of the proposed facilities on the school ground after which

7


Rietquelle School


the community was given the opportunity to raise their concerns and questions

regarding the construction of these facilities.





schools

Omaheke Regional Offices

Community Consultation and site visit

14 June 2010 10:00 – 13:00 Rietquelle JSS Omaheke Rietquelle School

ground

In addition, a committee was elected during this meeting by the community to

represent them in future site meetings. The elected committee members are as

follow:

Mr. J. Katjiuongua (Principal)

Mr. Godfried Kavari (School Board)

Mrs. Tjijenda (Community Representative)

Mr. Usiel Nguarambuka (Traditional Authority)

Ms. Selina Tjitamunisa (Youth Leader)






at workshops)








8


Rietquelle School
















community.





applicable).





• The CC with the guidance of the local headman/traditional authority will

point out possible locations for the construction campsite.


9


Rietquelle School


2.2.2.2. ENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEENVIRONMENTAL MANAGEMENT PLMENT PLMENT PLMENT PLANANANAN


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation



Trespassing on

nearby private

property


construction team.



of the construction team allowed to

wander onto private property

adjacent to the school ground

without permission from the owners.

CC to give feedback


at site meetings.






found on the school ground.

RE evaluate on site and

provide the Contractor

with instructions on how

to rectify.


recognised industry

standards and

equipment

manufacturer

recommendations.

10


Rietquelle School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

Soil pollution

Garbage, cement,

concrete, sewage,

chemicals, paints,

fuels, oils or any other

objectionable or

undesirable material.

Due to the porous nature of the soil,

any hazardous waste spill has the

potential of filtering through the soil

and polluting the groundwater. It is

therefore of particular importance

that the guidelines for handling

hazardous waste should be followed

as set out in this document.

All hazardous waste should be

transported to the municipal waste

site in Gobabis. Companies such as

the WESCO Group (Johannes Kruger:

081 1298 997) collect used oil from

construction sites and remove it to the

recycling plant in Walvisbay.

Under no circumstances should

cement be mixed on open soil. A

designated metal sheet should be

made available for this purpose.

In case of accidental spills, the

contaminated soil must be suitably

disposed of in a container for

hazardous waste.

Hazardous waste should be disposed

of in the prescribed manner in order to

prevent contamination of soils or

groundwater (see waste

management heading in the generic

EMP).

Daily monitoring by

Contractor.

Regular visual and


the RE.


recognised industry

standards and

equipment

manufacturer

recommendations.

11


Rietquelle School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation




than 1.5m.

Daily monitoring by

Contractor.

Regular visual and


the RE.


recognised industry

standards and

equipment

manufacturer

recommendations.

These areas should be demarcated

and access controlled.

Daily monitoring by

Contractor.

Regular visual and


the RE.

Contractor. Security guard at all

times.

Sand excavation sites Sand mining A local sand excavation site is located

along the Aranos road, 8km from the

school. To make use of this

excavation site, the following should

be kept in mind:

Pre-extraction:

• All stripped vegetation should be

stockpiled next to the proposed

extraction site, thereby acting as a

windrow.

• The boundaries of the proposed

excavation site should be clearly

defined and all employees should

be made aware of the boundary

locations.

• As top soils are very shallow in most

instances and almost non-existent in

Contractor and

Environmental

Consultant to visit all

potential excavation

sites.

Contractor GPS to mark large

trees

Map to indicate the

location of the

potential sites and

large trees.

12


Rietquelle School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

other, every effort should be made

to ensure that the topsoil (i.e. the

top 300mm of soil) is stockpiled and

used in the rehabilitation of the

excavated sites.

• Stabilisation of exposed surfaces will

be a critical component of the

extraction process. It is important

that sand exposure during the

excavation process is limited and

disturbance is minimized. Stripped

vegetation can temporarily be

spread over the exposed sandy

surfaces in order to minimise the risk

of wind erosion and blow out.


Loss of diversity,

endemism and

protected species

Removal or damaging

of vegetation by

members of the

construction team.

The area to be constructed on the site

should be clearly demarcated and

any activity resulting in the chopping

down of trees or removal of

vegetation without the required

authorization is strictly prohibited.

Contravention of this arrangement is

liable for a penalty.

All trees that may be affected by

construction must be catalogued by

the RE and marked by the contractor

before construction starts. All trees



starts.

Regular review of


Contractor Photographic

records.

13


Rietquelle School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

should be given GPS coordinates to

ensure that they are not removed.

Trees should be pruned to incorporate

the design of the facilities. This will also

ensure that the facitlities blend in well

with the surrounding environment and

minimize the necessity to remove

protected trees such as the Bird Plum

and Shepherd’s tree.

Occurrence of alien

trees on the school

ground

Numerous planted

alien trees.




Syringa and the Wonder tree. These

trees should preferably be replaced

(through a systematic process) with

indigenous species (e.g. Shepherd’s

trees).





plants brought onto the school ground

shall be cleaned at the site it was last

used, to avoid any seed or alien

vegetative material of plants from

germinating or taking root.



starts.

Regular review of



records.


14


Rietquelle School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation

1.1.1.1. Establishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school groundEstablishment of storage area and site office on school ground

Negative impact on

the social and

ecological

environment

Stockpiling of

materials on site.
















Daily monitoring by

Contractor.

Regular visual and


the RE.


recognised industry

standards and

equipment

manufacturer

recommendations.




than 1.5m.

Daily monitoring by

Contractor.

Regular visual and


the RE.


recognised industry

standards and

equipment

manufacturer

recommendations.







Daily monitoring by

contractor.

Regular visual and


the RE.


times.

15


Rietquelle School


Environmental

management

impacts requiring

mitigation


and methods

Responsibility for

implementation

Resources required

for the

implementation


security guard.




equipment.



16


Rietquelle School



Environmental

management impacts


Sources of

impacts


and methods

Responsibility for

implementation

Resources required

for the

implementation



facilities

Ineffectiveness of

constructed

facilities.










components.

Contractor and

Engineer.


Rehabilitation of sand

excavation site

Unrehabilitated,

open sand

excavation sites.

Post extraction:

• The time between extraction and

rehabilitation should be minimized

so that rehabilitation becomes a

continuous process from the start of

the excavation.

• The excavation site should be

restored to resemble the surrounding

natural landforms. Remnant soil and

dead vegetation should be

backfilled to create a flat (or as flat

as possible) landform similar to the

original pre-extraction landform. No

slopes exceeding a 30˚ angle should

remain at the site after

rehabilitation.

Monitoring of and

reporting on the

rehabilitation process by

the Contractor and the

RE.

Periodical monitoring by

the Environmental

Consultant.

Contractor, RE.

Monitoring by

Environmental

Consultant.

Report by the

Contractor/RE

reporting on the

rehabilitation process.

17


Rietquelle School


Environmental

management impacts


Sources of

impacts


and methods

Responsibility for

implementation

Resources required

for the

implementation

• The stockpiled topsoil will be

returned to all areas disturbed

during extraction ensuring that it is

spread evenly across the site.

• Weed management will be the

single dominant maintenance

requirement following progressive

rehabilitation. Alien weed species

such as the white-flowered Mexican

poppy (Argemone ochroleuca

subsp ochroleuca) and Downy thorn

apple (Datura innoxia) are known to

easily establish on disturbed areas.

These should be eradicated on

continuous bases by burning the

entire plant or by removing the

seedlings. The adult plants should

not be removed by hand or spade

as this aids in the spreading of the

seeds.

• All excavation sites must be ripped

where compaction has taken place

to re-establish a succession of

indigenous vegetation on the area.

• The rehabilitated area should be

clearly demarcated and vehicles or

people should be allowed to move

across the rehabilitated area until

vegetation has re-established on the

area.

18


Rietquelle School


Environmental

management impacts


Sources of

impacts


and methods

Responsibility for

implementation

Resources required

for the

implementation

Decommissioning of

construction camp and

site office

Abandoned

construction


remove campsite

construction

material.


construction camp site and site office

must be returned to as close as

possible to its natural status:

• All temporary facilities, excess

building materials and waste

including domestic, construction

and hazardous waste should be

removed from this site.

• At the start of the decommissioning

process the contractor should hold

discussions with the local community

to determine any future plans for the

use of this site e.g. community

gathering point or pensioner’s

payout point.

• Should the community prefer that

this site be restored to its natural

status the compacted bare ground

should be ripped to enhance the re-

establishment of vegetation on this

area.




the construction camp

and site office.

The environmental



removal of heavy

materials.


Rietquelle School



Appendix A: Species list of all trees occurring on the school ground of





Rietquelle School


APPENDIX APPENDIX APPENDIX APPENDIX AAAA:::: SPECIES LIST OF ALL TREES OCCURRING SPECIES LIST OF ALL TREES OCCURRING SPECIES LIST OF ALL TREES OCCURRING SPECIES LIST OF ALL TREES OCCURRING ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR ON THE SCHOOL GROUND OF RIETQUELLE JUNIOR SECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOL


Berchemia discolor Bird plum Indigenous-Protected

Boscia albitrunca Shepherd’s tree Indigenous-Protected

Eucalyptus spp. Australian wattle/Gum/Iron bark Alien

Leucaena leucocephala Wonder tree Alien-Invasive

Melia azedarach Syringa Alien-Poisonous

Prosopis spp. Mesquite Alien-Invasive


Ziziphus mucronata Buffalo-thorn Indigenous


Rietquelle School


APPENDIX BAPPENDIX BAPPENDIX BAPPENDIX B:::: MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT MCA 47 SCHOOLS PROJECT ---- WORK WORK WORK WORK PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT PACKAGE INITIATION MEETING AT RIETQUELLERIETQUELLERIETQUELLERIETQUELLE JUNIOR JUNIOR JUNIOR JUNIOR SECONDARYSECONDARYSECONDARYSECONDARY SCHOOLSCHOOLSCHOOLSCHOOL

DATE: MONDAY, 14 JUNE 2010

VENUE & TIME: RIETQUELLE SCHOOLGROUND, 10:00


*The meeting was conducted in English and translated to Otjiherero by the principal.

Introduction and welcoming (Mr Katjiuongua: Principal).

The meeting was opened with prayer by the local pastor followed by the national

anthem and an item performed by the school choir. The principal welcomed

everyone present including the representatives from the Ministry of Education, the

Regional Councillor as well as the MCA team. His welcoming was followed by a

brief summary of the history of the school and he also mentioned that Rietquelle JSS

is the centre school for the Aminuis cluster and an important landmark in Aminuis.

The principal then handed the floor to Eloise Carstens who presented on behalf of

the MCA team.




with the Namibian Government. She also enlightened the community on the 47

schools project run by MCA Namibia and that Rietquelle JSS is one of the 47 schools

that will be upgraded by this project.


(a) the development that will take place at the school which will be presented

by the architects/engineers; and


Dynamics.



Rietquelle School


ARCHITECTS/ENGINEERS PRESENTATION (HUGO SCHEEPERS ARCHITECTS)

Presentation delivered by Hugo Scheepers (Hugo Scheepers Architects).

Mr. Scheepers explained to the community that the architects are part of the

technical team working on the project and that it is an honour to be present at the

school. He then introduced the engineers and also their field of study.



made.


and also that MCA revised the school’s original needs assessment due to financial




• 1 new ablution block

• 2 existing classrooms will be changed into a computer lab and science lab

Renovations will also take place. Walkways, the 20 classrooms, the existing ablution

block, the administration block, the fence and electrical supply will be renovated

and upgraded.

Mr. Scheepers mentioned that construction will most likely start early next year

(2011).

QUESTION/COMMENTS


1 14/06/2010 We have requested a school hall or are you

only going to renovate the existing one?

We were instructed to focus on

schools only, not the halls or hostel

facilities. But, if funds are available

toward the end, there might be a

possibility that money can be

made available for renovation.

However, we cannot make any

promises.

- Hugo Scheepers

2 14/06/2010 Previously, accommodation facilities were

also mentioned in the newspapers and from

the school.

Money is made available for

teacher accommodation.

- Hugo Scheepers

3 14/06/2010 It seems as though the only new building to We only focus on the buildings


Rietquelle School



be constructed is the ablution block. The

existing buildings will be used for a science

lab and computer room. Will resources such

as chairs also be provided?

themselves, not furniture. That is

part of another project. – Hugo

Scheepers

4 14/06/2010 Considering renovation, will it also take into

account future extension of the school to Gr.

11 and 12? Does renovation also include the

drinking fountain?

The drinking fountain will be

provided, but the extension of the

school I am not sure of. We

requested an additional classroom,

but according to MCA Namibia

the existing number of classrooms is

sufficient for a population of 700

learners.

- Hugo Scheepers

5 14/06/2010 I want to know the exact amount made

available for the school and whether it is

possible to re-assign facilities according to

our own priorities.

N$4.2 million was assigned to this

school. Changes can still be

made, but such changes can only

be minor in nature. The number of

classrooms cannot be changed; it

is in accordance with MCA

Namibia policy.

6 14/06/2010 We must maintain these buildings after

construction and renovation; we will try our

best to look after the facilities.

- Principal


architects, engineers and learners, so as to continue with electing the committee.

Before the committee election took place, the Regional Councillor (Hon. Uanguta)

was given the opportunity to address the community. He mentioned that it is an

honour to be present at the gathering, to witness the upgrade and development of

the school. He once again explained that MCA Namibia is a Government entity

that manages funds provided by MCC (Millennium Challenge Corporation) which is

an American corporation.

He expressed that 95% of the Aminuis population are fruit of Rietquelle JSS and that

the school is lucky to receive such funds. He also emphasised that education is

important as it is an investment in the future of people. To educate people is to uplift

the living standards of our people and he also urged the community to be part and

parcel of this development. In closing, he thanked the community for attending the

meeting.


Rietquelle School




be involved with this project.





diverted to the committee who will then convey the message to the contractor.

Avoiding a situation where the contractor is directly confronted by the community.



site meetings, as and when construction starts.



interfere with their work if they are employed. It was also conveyed to the

community that MCA Namibia has a very strict gender policy. Therefore, two or

more women should serve on the committee. The election then took place where

people were nominated, seconded and voted/elected by the community.

Committee: Mr. J.V. Katjiuongua (Principal)

Mr. G. Kavari (School Board)

Ms. Tjijenda (Community)

Mr. Usiel Nguarambuka (Traditional Leader)

Ms. Selina Tjitamunisa (Youth Leader)

Community was urged to make use of their committee when problems arise, if these

problems are related to the project.

The floor was then handed to Mr. Kavari (Acting Inspector – MoE) who addressed

the community in Otjiherero.


Rietquelle School




representatives from the Ministry of Education (Eloise Carstens).

On behalf of the community and school, the MCA team and Ministry of Education

representatives were also thanked for the development that will be taking place

and for attendance of the meeting. The meeting attendants were also thanked for

their presence (Principal Katjiuongua).

The community was then courteously dismissed and the newly elected committee

was asked to stay behind in order to complete the questionnaire.

SEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTERSEE ATTACHED DOCUMENT FOR ATTENDANCE REGISTER

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